During the first week, the students received the request for proposal (RFP). In the proposal, a farmer wanted the students to build a model of a flotation device for him to float a huge rock down stream. The students were excited to actually build something, so they were invested in the project. The first step was to figure out the problem and the purpose for the design challenge. The students understood what the problem was, that there was a stone that the farmer had to move down stream, and they were supposed to build a flotation device for the farmer to use. After the students figured out the problem, their next step was to brain storm different ways to make the flotation device. For this part, I separated them into four groups of four or five students based on table groups that were in place already. After they were in their groups, I presented them with the materials: paper plates, straws, foam balls, clay, popsicle sticks, and gloves. After I presented the materials, the students asked if I could add paper, staples, and tape so they could make everything stick together. I actually had not thought about those materials, so I was glad they were thinking ahead about how they would attach everything together.
With the materials in mind, the students began to brainstorm their flotation device ideas. Many of the students wanted to use a paper plate with the foam balls on the bottom. They believed that having the balls on the bottom would make the boat float. Other students wanted to blow up a glove and attach it to the back of their device, some calling it a "motor". Almost all of the groups wanted to make a flag in the middle of the boat, like a sail boat. Two groups attached two plates together and made a little cubby for the rock. Their designs were interesting, and their reasons for their materials seemed logical. They were excited to start building their models.
The week finally came for them to build their models. The students separated into their groups and I put the materials around the room. The materials like tape and staples were in the middle. I left the group free to choose the leader to gather the materials. Some groups did this with ease, and others had a little trouble picking a leader. The group that had trouble picking a leader was actually the most disorganized group, took the last to finish, and were unhappy with their product. As a teacher, I wonder what I could have done to make the group more effective. My thoughts are not putting those students together again, or picking a leader myself, which I don't believe in. I would like students to be able to solve the problem together. Regardless, for the next project, I probably wouldn't group them together. Other than that, the other groups had little trouble working together and building their model.
The only problems that seemed to occur was the noise level in the classroom and the crowding of the supply table. Several times I had to stop the class because of these issues. I went over the procedures but they still seemed rambunctious. Sometimes I think they were just excited to build something, that they forgot the procedures or didn't realize that they were being loud. To fix this in the future, we would practice the appropriate level of conversation as a group before they begin the project.
However, the students were very creative with their ideas. Many of them had the idea to use the foam balls on the bottom of the plates to make it float. However, a problem arose with the placement of the ball. Almost all of the students put the ball in the middle of the plates, causing it to become unbalanced. When the students went to test the devices, they did not float. The students were quick to realize the problem, and came up with the suggestion right away. One phenomenon that the students did was wrapping the foam balls with clay. When I asked the students about this, they said that the clay would help the device float. After the students built their devices, it was time to test them!!
The students designs and testing is below.