2015-2016 EARLY LEARNING - Russell...

2015-16 PROGRAM MATERIALS | EARLY LEARNING CHALLENGE: CHANGE IN DIRECTION < 91 >

EARLY LEARNING

LEARNING OUTCOMES

� Mapping Skills/Cartography

� Understanding of Geography

� Research Skills

� Decision Making Skills

� Storytelling Skills

� Theater Arts Skills

� Visual Arts Skills

� Presentation Skills

� Project Management

� Creative and Critical Thinking

� Teamwork

� Interpersonal Skills

� Perseverance

� Self-Directed Learning

� Digital Literacy

� Citizenship Skills

POINTS OF INTEREST

� Learn about maps and how they are helpful.

� Create a play that is about a journey your team is on.

� Make a change in direction at some point during your play.

� Make a map to help your team on your journey.

CHANGE IN DIRECTION RISING STARS!®

DESTINATION IMAGINATION CHALLENGES ARE DESIGNED AS A FUN AND ENGAGING SYSTEM OF LEARNING”

Early learners (preschool—2nd grade) are naturally curious and can adapt well to learn new STEAM (science, technology, engineering, arts and mathematics) concepts. By appealing to their natural curiosity and creativity through a fun, hands-on learning environment, our Rising Stars! Challenge allows early learn-

ers to experience a range of invalu-able concepts simply and effectively.

Each year, volunteer educators and industry experts develop a new Rising Stars! for Early Learners Challenge. They focus on creating play-based curricula that allows kids

to be creative, learn simple building and construction, become comfort-able working in teams, and learn how to speak in front of an audi-ence. The Challenge is noncompet-itive, which helps ease pressure and lets kids play and experiment with their solutions.

2015-2016

< 92 > © 2015 DESTINATION IMAGINATION, INC. | DESTINATIONIMAGINATION.ORG

CHALLENGE OVERVIEWCHANGE IN DIRECTION

TEAM CHALLENGE OVERVIEW

Your team is heading off on a journey. Where are you going? What if, at some point, you make a change in direction? Why did you change direction? Where are you going now? Are you going to the same place using a new path or are you going to a different place? With the help of your team-created map, the choice is yours.

Tell us a story about your journey. The story should have a beginning, middle and end. With a team-created map, complete with a compass rose and map key, show us your path. At some point, your characters should decide to change their di-rection. At least two characters should have different ideas or feelings about this change in direction. Show us how your characters, with the use of your map, decide on a new direction to go.

STANDARDS: INFORMATION FOR TEAM MANAGERS

� Literacy: Creates a story with a beginning, middle and end, with helpful details.

� Geography: Understands, creates and uses a map.

� Working with Others: Displays effective interpersonal communication skills.

� Thinking and Reasoning: Applies decision-making techniques

� Listening and Speaking: Uses listening and speaking strategies for different purposes.

WHAT SHOULD WE INCLUDE IN OUR PLAY?

� Story: Your play should tell the story about going on a journey. Use a team-created map to help guide you. At some point on your journey, your team decides to change direction. At least two characters have different ideas or feelings about the change in direction. Your play should describe how and why the characters eventually decide to change their direction. Your play should have a beginning, middle and end.

� Map: A map is a picture that people create of an area, big or small, to help them understand where they are in that area and where they can go. Your play should include a map that your team has created. The map should have your journey’s path marked on it. When your team decides to change direction in your story, you should change the map to show your new path. The map should be big enough to be seen easily by the audience.

� Compass Rose: A compass rose is a picture on a map that shows where the directions - north, south, east and west - are located. Your map should include a compass rose.

� Map Key: A map has symbols on it that represent the features that are in the area. Some features might be moun-tains, lakes, rivers and others. The map key explains each of these symbols. Your map should include a map key.

� Characters: All team members should be included in the play. They may be characters or other things in the play. At least two characters should have different ideas or feelings about the change in direction.

� Costumes: All team members should be in costume.

� Setting: The setting is where your play takes place. It can be real or imaginary, and should be marked on your map. Scenery and props used in your play help the audience understand your setting better.

� Props: One of your props should represent a feature from your Map Key.


A. CENTRAL CHALLENGECHANGE IN DIRECTION

TIME LIMIT: HOW LONG CAN YOU PERFORM?

Plan to make your Performance about 8 minutes long.

TEAM CHOICE ELEMENTS-OPTIONAL COMPONENT: WHAT ELSE CAN WE DO IN OUR PLAY?

Team Choice Elements are fun ways to show the audience special things you can do. You might like to have some of these be part of your play. Here are some things you might put in your play:

� A poem you have written

� An interesting prop

� Different costumes for your characters

� Evidence of teamwork

� A song you have written

� A backdrop you have made

ADDITIONAL RESOURCES:

We hope these resources will help you get your Rising Stars! started in understanding maps, how they work and why they are important. We also hope they add to the fun in your journey.

� Follow that Map! A First look at Mapping Skills by Scot Ritchie

� Me on the Map by Joan Sweeny

� There’s a Map on My Lap by Tish Rabe

� Maps by Aleksandra Mizielinska, Daniel Mizielinski

� The Once Upon a Map Book: Take a Tour of Six Enchanted Lands by B. G. Hennessy

� As the Crow Flies: A First Book of Maps by Gail Hartman

� Maps and Globes by Jack Knowlton

� Map Scales by Mary Dodson Wade

� Ways to Find Your Way by Kay Jackson

� We need Directions! by Sarah De Capua

� Different Kinds of Maps by Julia J. Quinlan

� Maps by Joellyn Cicciarella

� Looking at Maps and Globes by Carmen Bredeson

� Shackleton’s Journey by William Griff

� ducksters.com/geography

� makemegenius.com/science-videos/grade_2/what-are-landforms-for-kids

� kidsgeo.com/geography-games/index.php


HOW TO GET STARTED WITH YOUR RISING STARS! TEAM

PLANNING A TEAM MEETING

1. Suggested meeting length (especially for the first few meetings): 1 hour.

2. Plan a number of short activities. Young children have short attention spans. Plan activities that keep them attentive for about 15-20 minutes, then change activities. If you are working with 4 year olds, you might decrease the time for each activity, but while working with 7 year olds you might increase the time. As the Adult Leader, you will plan Rising Stars! meetings to suit the individual needs of the children on the team. Make sure the activities are enjoyable!

3. It is best if there are two adults to work with the children. This extra set of hands makes the job easier and more fun.

4. It is a good idea to include a nutritious snack. Check with team parents to see if any children have food allergies.

5. Be very prepared for each team meeting. Have everything set up before the team arrives. Have the markers, finger paints, paints, glitter, clay, water, newspapers, tapes, etc. ready. A few unplanned minutes while you are setting things up can set your team off in different directions and make it difficult to restore order.

6. Make sure you have a plan of what you hope to get accomplished during the meeting. Sometimes children need guidance to follow the plan. After you get going and have discussed the Challenge and what they want to do, discuss all the things that have to happen in order to complete the entire task. Draw a timeline on the board or on chart paper, and place the tasks needed to be completed on the timeline. Help the children see that there are specific tasks that need to be accomplished at each meeting. Most young children do not have a good sense of time. The Adult Leader needs to teach how to plan, organize, prioritize and stay on task. Also teach them to celebrate when they have accomplished a task or worked hard to meet a deadline.

7. Be friendly, organized and follow through with your directions. After they do an activity, debrief how it went. Ask what they learned. What worked? What didn’t work? How might you be able to do it again more successfully? Ask things like “In What Way Might You…” [get the ball across the gap without touching it?]

8. Remember that not all children are developmentally the same, even though they may be the same age. Be prepared that some might be able to read, cut on a line, color in the lines, know their colors and write their names, while others won’t be able to do any of those things, or may not do them well. A lot of their abilities depend on their “real” age AND their developmental age. This is different from one team member to another.

9. Help the children realize they are guests in someone’s classroom or home by cleaning up and respecting materials and furniture. They could leave a short note each time thanking the teacher or the home owner.

10. Don’t compare one child to another. Seek each child’s gifts, talents and abilities.

HELPFUL HINTSCHANGE IN DIRECTION


SAFETY ISSUES

1. Adult Supervision: It is expected that adults working with very young children will always be attentive to safety issues. Make sure you have enough adults at your meetings to supervise all of the activities.

2. Safety Consciousness: Teach your team members to be safety-conscious and careful when using tools, paint, supplies, scissors and glue. Make sure all the materials used are safe, non-toxic and harmless. Remind them to think of safety before they use tools. Teams should never be allowed to handle materials in an unsafe manner or without supervision. The wearing of safety glasses is recommended in certain situations.

3. Safety Rules: Teach common sense thinking. As the Adult Leader, you set the standard and set parameters for the children. Adult Leaders should use good judgment in working with Rising Stars! teams and provide appropriate supervision at all times. Discuss the activity with the team. Talk about possible problems that could occur while using various tools or materials. Talk about the safety issues and rules BEFORE using the materials.

4. Safety at the Tournament:

a. Hazardous and Non-hazardous Materials: Please remember not to use any hazardous, damaging or dangerous materials in your Presentation.

b. Foot Coverings: All team members must wear shoes or reasonably impenetrable foot coverings at all times. This is to protect your team members from any undetected debris that may be on the floor.

c. Light: Please do not use lasers or laser pointers. No high intensity beams of light should be used as these could be of danger to eyes.

d. Helium: Helium balloons are sometimes not allowed in certain venues. If your team plans to use helium, you should contact the venue to see whether it is allowed. If they are allowed to use helium balloons, they must be in the team’s control at all times. Your team is responsible for retrieving any stray balloons and will be held financial-ly responsible for any damage that may occur as a result of using helium at a venue.

e. Flame: Please do not use devices or substances that produce an open flame or extreme heat or cold. (No lit candles, caps, fireworks, fires, party poppers or substances that explode in any way.)

f. Animals: No live animals may be used in any part of their solution. Leave the puppy at home.

g. Electricity: If your team plans to use electricity, please be aware of all safety issues surrounding its use.

h. Dry Ice: Your team MAY use dry ice but it must be handled with gloves or tongs. Your team is responsible for any damage that may occur as a result of the use of dry ice. HOWEVER: Your team must be aware that some tourna-ment sites prohibit the use of dry ice. It is the team’s responsibility to find out from the Tournament Director prior to the tournament if there are any Site-Specific Restrictions on the use of this item.

i. Violence: Destination Imagination, Inc. does not endorse or support solutions that contain gratuitous violence and /or the gratuitous use of any violent weapons. If the team needs to depict a weapon (maybe they have a mystery story), the weapon must be team-created or obviously benign. Many venues, especially school settings, do not allow anything that implies violence or weaponry.



GUIDELINES

1. Teaching Creative Thinking: In Rising Stars!, the Adult Leader teaches team members about creative and critical thinking by providing activities that will allow the children to learn by doing. Along the way the team members will experience the fun of creative thinking, experimentation, designing and building, while also learning a few things about success, unsuccessful attempts and the importance of doing something again to make it better.

2. Encouraging Independence: Let the team members explore, examine and try things on their own. Let the team make decisions about its solution to the Challenge. Teach the team how to use tools and how to work with various materials. Encourage the children to do the tasks themselves and with their teammates, but be there to show, help and teach, especially when signs of frustration appear. This is a time of learning for them.

3. Focusing on the Process: Keep your focus on the process, whether the children are writing a play, building props, painting scenery, learning to take turns or memorizing lines. Because the focus of this program is on the process and on learning, the Adult Leader may help, encourage and assist when needed.

4. Remembering Your Role: Keep in mind that the Adult Leader’s role is to lead idea-generating sessions, and conduct practice sessions, evaluation sessions, and praise sessions throughout the process. It is not the Adult Leader’s or parents’ role to write the play or design and make the costumes or props for the team members, but rather to encourage them in all areas.

5. Teaching Time Management: This age group may have difficulty understanding the concept of time. Help them see a picture of time by getting a calendar and writing in the date of the Starry Showcase or Destination Imagination tournament they will be attending. Have the team cross off days as they begin to approach the date. Use this calendar to help the team plan what needs to be accomplished. Do not be surprised if the team’s deadlines are not met. Remember that they are just learning to plan, and often, their ideas are much bigger than what they can actually produce.

6. Safety: Safety is always a major consideration for all participants--as they create their solutions as well as in their performances. Presentation Areas may be limited in size and the Team Manager needs to guide the team in being prepared to perform in a small area. When making costumes, props, and scenery remember it is more in the spirit of Destination Imagination to help the team find ways they can make something rather than having an adult do it for them.

7. Contacting the Tournament Director: If your team performs its solution at a Destination Imagination Tournament, there may be certain restrictions. The Adult Leader should contact the Tournament Director to find out any rules for the tournament. The team may be only allotted 8 minutes for its Presentation due to the time restrictions of the tournament.



IDEAS FOR TEAM MEETINGS

1. When you first meet with your team, help the team members get to know each other. Tell them about yourself and have the children tell the group about themselves.

2. It is suggested that you have about 6-9 children on a team. You may have fewer children and you may have more, but this number provides a good sized group with which to work.

3. To help your team set some guidelines for behavior during meetings, read aloud some favorite story books that have a positive message. Winnie the Pooh® and his friends, for example, treat each other with kindness. Ask the children to list things they could do to treat each other with respect. Let them tell you and make a list. Refer to the list at times when the team is not on its best behavior. This reminds the children of the guidelines THEY set.

4. Make a team sign or choose a team logo. Create a team song, chant, rhyme, mascot, motto, etc. Sing/say it each time you get together. Create a team name and draw their team names and mascots on a tee shirt.

5. Do things together outside your regular meeting place. Go out for pizza or to the zoo, or visit a hardware store.

6. Make a mural. Choose a theme and let everyone work on it together. Promote teamwork.

7. Play games. Let all experience success, not competition. Play charades. Teach them about characters and acting in small ways: Pretend you are a brave astronaut – How would you walk? Pretend you are a frightened kitten – How would you move?

8. Call out the name of an animal and have them act out the animal named. First have them all do it together so as not to embarrass one shy child. Then, have one person act out the animal selected. Have others guess what it is. This teaches that gestures and pantomime are important.

9. Read a story and do not read the ending. Let them predict what will happen. Or say “What if the…” This leads them to imagining other options for story endings. What if it began to rain? What if Humpty Dumpty did not fall off the wall? Let them come up with “What if…” ideas.

10. Have a costume box and let them dress up. Put on impromptu skits.

11. Make a story. Say one word to begin a story and let the children create the story by adding on another word. One word at a time, let the story develop.

12. Have a prop box. Let the children put on various props and “become” someone else. How might a woman with a feather boa act and talk? How might a man with a white shirt, shiny shoes, and a top hat act and talk? How might a child in a cheerleader costume act and talk?



PREPARING FOR A DESTINATION IMAGINATION TOURNAMENT

1. Starry Showcase Form: If your team is attending a DI tournament, fill out the Starry Showcase Form and take it with you to the tournament.

2. Starry Showcase or Tournament: Contact the Starry Showcase or Destination Imagination Tournament Director to be certain your team is included on the tournament schedule.

3. Instant Challenge: Some DI tournaments offer an optional Instant Challenge for Rising Stars! children. Contact your Tournament Director for more information. If your Rising Stars! team decides to participate in an Instant Challenge, it will go into a room with some Appraisers. One parent per child, and more if the tournament can allow for it, may also enter the room. A Challenge is read to the team and the children have a specific amount of time to solve it. This is also a noncompetitive Challenge. In the DI program, the Instant Challenge is secret because it is part of the competitive score achieved by each participating team. All teams at the same Level of competition have the possibility of receiving the same Instant Challenge. Because the Rising Stars! Challenge is noncompetitive, the Challenge is not a secret and the children are able to discuss it outside the Instant Challenge room. So other teams do not hear about the specific Challenge before they have their own Instant Challenge experience, children are encouraged not to discuss the Challenge in public at the tournament.

APPROACHING THE CHALLENGE

Once you have spent some time team building and becoming acquainted with your team, make sure all of the members understand the rules for appropriate behavior. Then it’s time to begin working on the Team Challenge. These ideas might take several weeks to accomplish. We suggest these steps:

1. First read the Challenge to or with the team and discuss what the words mean. Focus on the Team Challenge Overview to build excitement. Read a paragraph at a time. Talk about the specific tasks in the Challenge. What do they have to do? What books might they want to read to help them learn about this Challenge.

2. Discuss the particular requirements that should be included in their performance.

3. Discuss characters and costumes. Discuss possible settings and props.

4. Look at the Glossary of Terms stated in the Challenge. Discuss the words so the children understand their meaning.

5. Look at the Starry Showcase Form. This shows a checklist with the particular requirements for the Challenge.

6. Discuss possible Team Choice Elements. What talents do the children demonstrate? Generate a list of options they might want to consider.



CREATIVE THINKINGCHANGE IN DIRECTION

MIX AND MATCH GENERATING TOOL

The Mix and Match tool, sometimes called “morphological analysis,” is a generating tool. It links ideas, characteristics, or attributes together in a random manner to generate numerous and original options. Using this tool, different attributes are generated in a number of columns. By randomly selecting one idea from each column, the team can create hundreds of combinations that may inspire many varied new ideas to research and explore.

To start, get ten pieces of paper and number them sequentially from 1 to 10. To use the tool, draw a graph with five columns. The first column lists numbers from 1 to 10. The heading for each of the remaining four columns should be labeled with different categories for which the team wants to generate possibilities.

You can use this tool to help generate ideas for your journey. Use the categories provided.

Generate enough ideas to fill the column under each category. Afterward, randomly choose one number for each cate-gory by using the numbered pieces of paper. By combining these five choices, your team will have created many new combinations that may help them think of interesting storylines.

Try to revisit this tool as your team faces different problems. Adjust the columns, in number and category.

Characters Setting Going Where Reason for Change New Direction or Destination, if any

1.

2.

3.

4.

5.

6.

7.

8.

9.

10.


CREATIVE THINKINGCHANGE IN DIRECTION

STORYBOARD PLANNING TOOL

The team’s play must have a beginning, a middle, and an end. The team can use the “Storyboard” planning tool to decide what will happen first, second, and last in their play.

Team Managers: Guide the team in a discussion of ideas for each part of their play. Record their ideas on the Storyboard sheet. On a new Storyboard sheet, record the team’s final decision of the beginning, middle and end of their play. Give the team 3 large pieces of paper and encourage them to draw a picture of their ideas for each part of their play. They might draw where they are thinking of going and how and why this changes.

BEGINNING

MIDDLE

END


BLAST OFFPERFORMANCE-BASED

CHALLENGE (Read aloud):

Pretend you are going to the moon and can take only 3 things with you. Act it out!

ADULTS:

Give the children 6 minutes to plan their performance and 2 minutes to act it out.

PROCESSING QUESTIONS (Read aloud):

1. Why did you bring these things?

2. What would it look like on the moon?

3. What would it feel like on the moon?

TALKING ANIMALSPERFORMANCE-BASED


How could different animals talk to each other? Each of you choose an animal and make a skit showing how you can talk to each other as your animal.

ADULTS:

Give the children 5 minutes to plan their performance and 2 minutes to act it out.


1. Why did you choose your animal?

2. Do you think animals talk to each other? How do you think they do this?

3. If you have a pet, how do you talk to it?

INSTANT CHALLENGESCHANGE IN DIRECTION


DANCING BUTTERFLIESPERFORMANCE-BASED


Pretend you are butterflies and make up a dance for a special day. Note: The adult should provide music for the children to dance to.

ADULTS:

Give the children 6 minutes to make up their dance and to practice and 2 minutes to perform.


1. What would make your butterfly dance?

2. How do butterflies look when they fly?

3. Do you have butterflies in your yard? What colors are they? What do they like to eat?

ANIMAL WALKTASK-BASED


While you are walking you see a new animal. With the supplies you have make a model of the animal you saw.

ADULTS:

Give the children 10 minutes to make an animal or animals out of clay, craft sticks, feathers and chenille stems (pipe cleaners).


1. What would you call your animal?

2. What would your animal eat?

3. How would your animal make friends with the other animals?




MAKE-BELIEVE BUGSTASK-BASED


Make bugs from the items on the table and talk about what you made with the group! Are your bugs icky or are they cool?

ADULTS:

Provide feathers, straws, craft sticks, labels and other items for the children. Allow them 8 minutes to make their bugs and 3 minutes to talk about their creations.


1. What was your favorite part of making your bug?

2. How many bugs do you know? Where do you see them?

3. Are you afraid of bugs? Why?

SWEET TOOTHPERFORMANCE-BASED


Make up a new healthy candy. Create a team commercial that tells everyone why it is so good.

ADULTS:

Give the children 6 minutes to make up a new healthy candy and think up a commercial. Allow 2 minutes for the com-mercial to be performed.


1. What about your food was healthy?

2. What happens when you eat too much?

3. Why do you choose a certain food at the store?


UP IN THE SKYPERFORMANCE-BASED


In the sky you see a rain cloud, the sun and a rainbow. Make a story about them and what they are doing.

ADULTS:

Give the children 6 minutes to make up their story and 2 minutes to perform it.


1. What are the good things about rain?

2. Have you ever seen a rainbow after rain? What colors were in the rainbow?

3. How do you feel when you see the sun shining brightly?

TALL TOWERTASK-BASED


Working together and using the cups on the table, make a tower as tall as you can make it.

ADULTS:

Provide 60-100 paper or plastic cups (8-10 oz. size works best) on a flat surface and give the students 10 minutes to build a tower as tall as possible. Be sure to let the children knock down the towers when done!


1. Why would you want to build a tower?

2. Have you ever been at the top of a tower? What did it feel like?

3. How do things look from the top of a tower?



FALLING DOWNTASK-BASED


You will set up 6 dominoes so that when you push one over all of the others fall over.

ADULTS:

Give the children 8 minutes to set up the dominoes. This would work best with oversized dominoes. If dominoes aren’t available, you may use shoe boxes, gift boxes or any other soft thing you can stand on end so they will topple over. If the children cannot figure it out you may want to participate with them as a guide. Also, you may want to add elements like going around an object or adding more dominoes to make it more challenging, if appropriate.


1. What was the hardest part about getting the dominoes to stand up?

2. Why do they all fall when only one is pushed over?

3. What other things will act the same as the dominoes did?

ON A TRAINPERFORMANCE-BASED


You are all on a train and you find some things that are very special. Tell a story about what you saw on the train, and why those things are special.

ADULTS:

The children will have 4 minutes to talk together about what they found on the train and another 3 minutes to tell you all about their discoveries.


1. Have any of you ever been on a train? What did it feel like?

2. What was the best thing about your train ride?

3. What were the sounds the train made?



BUILDING A BRIDGETASK-BASED


A bridge has fallen down and you need to make a new one. How will you do it? Make the bridge so that the road, a piece of paper, can hold things on top of it. Have fun!

ADULTS:

Place two small boxes or other flat items on a table about 12 inches apart. Provide 2 rulers or pencils and some small items: plastic cars, people etc. Also have a piece of sturdy paper or cardboard about 3 inches wide by at least the length of the span of the bridge to be the road surface when the bridge is built.

Give the children 10 minutes to build their bridge and place the “road” surface on top. Allow another 3 minutes for them to place items on the bridge.


1. Why do we build bridges?

2. What may make a bridge fall down?

3. What was the hardest part about building your bridge?

SUPERHEROTASK-AND PERFORMANCE-BASED


Choose one of you to be a superhero. You should work together to make a hat for your superhero. Act out your super-hero helping you fix problems.

ADULTS:

Provide a paper hat and some tape and crayons or markers for the children to make a hat for their superhero. Allow 5 minutes to make the hat and another 2 minutes to have the superhero help one or more of the team members.


1. How does it make you feel to help others?

2. Can we all be superheroes? What kind of superhero would you like to be?

3. How are people in your family superheroes?



Our team is from:

Our team name is:

Our Team Number is: ___ ___ ___ - ___ ___ ___ ___ ___

OUR TEAM MEMBERS ARE:

CHECKLIST:

1. Where did your journey begin?

2. Why did your direction change?

3. What are the characters in your play?

4. What characters showed different opinions or feelings about the change in direction?

5. What were those feelings or opinions?

6. What is the setting of your play?

7. What did you learn about maps?

TEAM CHOICE ELEMENT: OPTIONAL COMPONENT”

Our team added one (or two) Team Choice Elements. They are:

1.

2.

STARRY SHOWCASE FORMCHANGE IN DIRECTION

ENGAGING, EXCITING, CRITICAL 3D, VIRTUAL AND AUGMENTED REALITYAt ViziTech USA we are developing the technologies to give your students the critical technology skills needed for the careers of tomorrow. Through our award-winning Stereoscopic 3D, Virtual and Augmented Reality programs, we are providing teachers and students technologies today that will prepare them for the STEAM careers of tomorrow.

AV ROVER Through our AV Rover classroom se-ries, we can provide over 2,000 Stereo-scopic 3D lessons, interactive exercises and manipulatives in the areas of Sci-ence, Chemistry, Physics, Earth Science, LifeScience and Math that will create excitement within your students, and spark their desire to learn.

WWW.VIZITECHUSA.COM

Legendary Products, Tomorrow’s Solutions

ViziTech USA 404-725-5104

[email protected]

ZSPACE SYSTEMSThrough Zspace systems, your students are introduced to the most amazing Vir-tual Reality Design and Development machine and programs ever made for the educational market. With over 150 dissectable images, and with the ability to create unlimited programs in Both the Newton’s Park Physics program and the Franklins Lab Electrical design program, your students will enter a new world of 3D manipulation, Robotic design and Multiple Virtual Worlds of learning and explorations.

ZSPACEZspace is an individual or team work-space designed to create hands-on 3D manipulation, design, creation and learning opportunities. Zspace ma-chines can be combined to create a complete STEM lab, as a part of a co-ordinated lab with other equipment, and with a Teacher Station that allows the instructor to show the images on a large TV screen, enabling the class to see the manipulations being performed properly. Supplied with multiple lesson plans and images for Science, Math and Technology courses.

SUPPORTER ADVERTISEMENT

Vizitech Program Ad.indd 1 8/4/15 10:41 AM

2015-2016 EARLY LEARNING - Russell...

Documents

Transcript of 2015-2016 EARLY LEARNING - Russell...