Teaching STEM Elements Using Rube Goldberg Inventions
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Transcript of Teaching STEM Elements Using Rube Goldberg Inventions
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Leigh ZeitzUniversity of Northern Iowa2015 Statewide Teaching and Learning Conference
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nationalacademies
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STEM employees earn 25% more than non-STEM
STEM-Related jobs grow 17% over next decade
2010 unemployed: STEM workers 5.3 % vs 10%
Minorities (Women, African American, Latinos)
compose 70% of workforce but only 20% STEM
>50% of students beginning with STEM degree
switch to Non-STEM degrees in first 2 years
Stemadvantage.org
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nationalacademies
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nationalacademies
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nationalacademies
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DOING PROJECTS
Not relevant to students
Based on Driving Question
Doesn’t resemble Real World
Non-collaborative
Not many choices
Graded by teacher perceptions
Turned into the teacher
PROJECT BASED LEARNING
Requires collaboration
Follows teacher’s instructions
Could provide real solutions
Requires team collaboration
Make most of the choices
Based on rubric
Public audience
Teachthought.com
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Significant Content
A Need to Know
A Driving Question
In-Depth Inquiry
Student Voice and Choice
21st Century Competencies
Critique and Revision
Public AudienceBuck Institute for Education
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Inventions of Professor Lucifer Gorgonzola Butts
1914- 1964
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Artwork Copyright © and TM Goldberg Inc.All Rights Reserved. RUBE GOLDBERG ® is a registered Trademark of the Rube Goldberg Inc. All materials used with permission.Rubegoldberg.com
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How do I get the Marble in the Bucket?
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Students Brainstorm 10 ways to get the ball in the bucket
Show photo of students brainstorming Show list of ideas they created
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Students Brainstorm 10 ways to get the ball in the bucket
Show photo of students brainstorming Show list of ideas they created
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Kinesthetic Learners
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Invent Tomorrow links
Rube Ideas videos
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Identify machines/ideas
Videos
Experience
Imagination
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How It Works
Watch It Work
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1. Identify the Simple Task.2. List the parts of the simple
task.3. Discuss how the parts work
together4. Diagram an invention with
1. At least 15 ideas.2. Uses at least 3 forms of
energy.5. Set up a plan for how it
would be built.
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Develop a Problem-Based Learning mindset
Initiate an essential question.
Provide some process structure.
Identify deliverables but don’t strictly define the contents.
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• Language
• Concepts
• Process
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• Science
• Tech
• Writing
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Science PS 2-1 Designs a solution to a problem involving
Newton’s 3rd Law PS 2-2 Designs an experiment to show effects of
Newton’s 2nd law Technology
21.6-8.TL.1 Demonstrate creative thinking in the design and development of innovative tech products and problem solving
21.6-8.TL.4 Use critical thinking to conduct research, solve problems, and make informed decisions using appropriate tech tools and resources.
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Journaling the Process
Reflecting on what they created.
Sharing own feeling.
Commenting on others’ reflections.
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Inventing is like writing a book. You get to have fun imagining new things, and when you’re done you feel like you accomplished something. That why I think inventing is cool beans. - Griffin
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We’re starting a new project, and I think we have some pretty good ideas! We’re creating a Lego robot to transport a chip into a bowl of salsa. The only thing is, we have to get the chip back out, so that’s a challenge.
I think it’s awesome that we get to use our creativity so much, and create machines that you have fun thinking of. Also, getting to see the other group inventions is pretty cool too.
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Invented in MineCraft
Video recorded the inventions
Shared with class
Invented At Home
Video recorded the inventions
Shared them with class
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Shooting a Basket
Setting off Fireworks
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Turn a book page
Shoot a Felt Marker
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