Outdoor Tinkering Studio ( continued )
Outdoor Tinkering Studio ( continued )
Computational Thinking Challenges ) on iPads in the OTS . This seems to alleviate the stress associated with testing . Hopefully it might work with the NAPLAN tests !
The space is not yet completed , but the groundwork has included gabion work benches for lizard houses , a skat and track mat sand-pit and bush-log seating , and a frog pond , fire-pit for seed germination , a weather monitoring station , alternate energy devices , a music wall , tuned wind chimes , pendulum painting studio , Rube Goldberg Machines , Simple Automata Workshop , Outdoor Green Screen / Chalkboard for the creation of iMovies , Bio-diversity study , infra-red cameras , bird boxes , native bee houses , outdoor games such as Connect Four , Ker-Plunk and Boggle , and a Creation Table filled with hammers , nails , wood offcuts and junk material are all planned .
Every class has most STEAM lessons in the OTS , enabling pupils to discuss how the purpose of the space influenced its design : all had opportunities to contribute and make modifications to the plan .
I have used the EngQuest challenges http :// www . engquest . org . au / to provide hands-on experiences for each stage . We used the Construct a Water Wheel Challenge to prepare students for the Fluor Engineering Challenge , “ Follow the Flow , 2017 ”, http :// www . sciencebuddies . org / fluor-challenge , and we made our tiered water contraptions along the fence with run-off flowing back into the creek .
During Code Club , students will use the skills used in the automated hydroponic garden to code water monitoring systems operated by the micro-controllers Raspberry Pi and Arduino to maintain and assist with water monitoring of the creek , and log data on various projects such as Spring Bug Watch and Stream Watch .
Stage Two students utilise the OTS to comprehend how their actions affect the environment and the survival of living things by observing the life-cycle of various plants and animals , and by participating in bio-diversity studies including collection and interpretation of data .
Year 4 . Students will investigate marine debris , and contribute their findings to the national database / monitoring system Australian Marine Debris Database Tangaroa , with emphasis on the life-cycles of animals in the different Ocean Zones .
Stage Three study Built Environments , aiming to understand how humanitarian engineers help rebuild disaster-affected communities . Students work in teams to design and construct buildings , bridges , etc . to form part of a model of a rebuilt disaster-affected community . They use the fire-pit to germinate native seeds , and at the end of the project students should be able to communicate how their model demonstrates principles of safer , more sustainable living .
All activities are structured to utilise a collaborative approach , providing opportunities for cooperative learning , a significant aspect of engineering and scientific work .
Stage Three Students Working on EngQuest – Rebuilding a Community
Stage 2 students working on Built Environments
— 6 —