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Collaborative Challenges: STEAM 2024 Weeks 1& 2, 4 & 5

Key focus: collaborate to create a product, follow a design process, follow science process

Technology Brief development Level 2 - Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available. Level 3 - Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome. Technological modelling Level 2 - Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose. Technological products Level 3 - Understand the relationship between the materials used and their performance properties in technological products.

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Learn Follow the technology process Work together collaboratively building on each others ideas How to disagree with each other in a constructive way To follow the technology plan instructions To identify the best way to complete the challenge		We are learning to: Collaborate to build a tower Record steps used to build the tower Predict what we think will work best Test our theory Makes changes where needed and retest

Collaborative Challenges: STEAM 2024 Weeks: 1 & 2, 4 & 5

Key focus: collaborate to complete a STEM activity to challenge students in problem-solving and teamwork.

Create Build a spaghetti sculpture Build a tower from paper cups		Share Ideas with team members Post findings and explanation how what happened and why on their blog. Invite peers to to give feedback on their experiments (blog comments) and offer ideas RESOURCES Stem Daily Challenges Stick balance challenges

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Week 1 - Monday: Background Resources: Create Share your ideas with your team Post the results on your blog		Week 9 - Monday:own design Resources: Create a Week 10 - Monday:testing Share your ideas with your team Video and post on blog

Week 8 to 10 Collaborative Challenge

Key focus: collaborate to follow technology process - making, observing and explaining

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Key focus: Collaborate to make egg geodes

Epsom Salt Crystals Done

Aim: to grow crystals geodes

What You Need:

1/2 cup Water
3/4 cup Epsom Salt
1-2 Empty Egg Shells washed and dried
Elmer’s glue
1-2 drops Food Coloring (Optional)
Paintbrush (optional)

What You Do:

Glue “seed” crystals to the empty egg shells by painting the egg shell with PVA glue and sprinkle in Epsom salts
Let the glue dry the salts in place. This gives the crystals a place to start growing from.
Boil the water in the jug and put ½ cup of the water into the mug and add ½ a cup of epsom salts stirring the solution until all the salt crystals dissolve completely. Continue adding more epsom salt until no more dissolves, a few crystals at the bottom of the cup.
Add some color to the solution.
Place the egg shells into the egg cartons and carefully pour the solution into the egg shells.
Remember that at this point the solution and the eggs will be quite hot so make sure that you don’t have to touch the eggshells again after filling them. Leave in the egg cartoons

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Blog Post: Steps to Growing a Geode

Blow Yolk Out

Solution into egg - leave in egg

carton

Cut egg shell in half and remove membrane

Dry the egg shell

Sprinkle with Epsom Crystals

PVA glue inside shell

Make Epsom Salt Solution

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Blog Post: Growing Crystals

For Monday Mashup I chose to make a crystal.

I made it with …..
I mixed the solution until it was saturated then added the string and pompom into the solution.
After a week it looked like this.

(photo)

The most challenging part was …
The most enjoyable part was ….

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Collaborative Challenges: STEAM 2024

Key focus: collaborate to create a product, follow a design process, follow science process

Epsom Salt Crystals

Aim: to grow crystals on pom poms

What You Need:

Epsom salt (Week 8) alum powder (Week 9)
Food coloring
Beaker, cup, or small bowl

What You Do:

In the beaker, stir 1/2 cup of Epsom salts with 1/2 cup of very hot tap water for at least one minute. This creates a saturated solution, meaning no more salt can dissolve in the water. (Some undissolved crystals will be at the bottom of the glass.)
Add a couple drops of food coloring if you want your crystals to be colored.
Tie some pompoms on to a string and attach to a pencil
Drop the pompoms into the solution.
Put the beaker in the refrigerator.
Check on it in a few hours to see a beaker full of epsom salt crystals! Pour off the remaining solution to examine them.

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Collaborative Challenges: STEAM 2024

Key focus: collaborate to create a product, follow a design process, follow science process

Crystals: Explanation

Epsom salt is another name for the chemical magnesium sulfate. The temperature of the water determines how much magnesium sulfate it can hold; it will dissolve more when it is hotter.
Cooling the solution rapidly encourages fast crystal growth since there is less room for the dissolved salt in the cooler, denser solution. As the solution cools, the magnesium sulfate atoms run into each other and join together in a crystal structure.
Crystals grown this way will be small, thin, and numerous. Left undisturbed, the crystals should last months or more!
To grow large single crystals, you’ll need to follow the evaporation procedure in this project.

them.

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Sharon’s Monday Mashup

Term 3: Weeks 5 and 6

Kiwiana Fridge Magnets

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Collaborative Challenges: STEAM 2024

Key focus: collaborate to create a product, follow a design process, follow science process

What Happened:

Epsom salt is another name for the chemical magnesium sulfate. The temperature of the water determines how much magnesium sulfate it can hold; it will dissolve more when it is hotter.

Cooling the solution rapidly encourages fast crystal growth since there is less room for the dissolved salt in the cooler, denser solution. As the solution cools, the magnesium sulfate atoms run into each other and join together in a crystal structure.

Crystals grown this way will be small, thin, and numerous. Left undisturbed, the crystals should last months or more!

To grow large single crystals, you’ll need to follow the evaporation procedure in this project.

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Kiwiana Grid Art - Inspired by artists like Andy Warhol and Dick Frizzel this art piece uses popular New Zealand iconography. Each square uses 2-3 bright colours to make it pop. Think about popular images in Aotearoa - Food, toys, landmarks, clothes, nature. You will make this artwork in Google Draw and you will learn how to use Remove Background.

What is Kiwiana?

How to use remove background

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LI: to express their creativity, to identify kiwiana or cultural art designs to create a fridge magnet and create with a useful and personalized item for their home.

Materials Needed:

Magnet sheets (or adhesive magnetic strips)
Cardstock or thick paper (for the base of the magnet)
Markers, crayons, or colored pencils (for decorating)
Scissors
Glue (if using non-adhesive magnets)
Optional: Stickers, glitter, or other decorative elements
Laminating sheets (optional)

Steps:

Prepare the Base: Cut the cardstock or thick paper into the desired shape and size for the magnet. This could be a square, circle, or any fun shape you like.

Decorate: draw or design their kiwiana decoration on the paper base using markers, crayons, or colored pencils. Be creative and add details.

Add Additional Decorations:

If desired, add stickers, glitter, or other embellishments to the decorated paper.

Attach the Magnet:cut a piece to match the size of the decorated paper. Peel off the backing and stick it to the back of the paper.

Finish Up: Make sure everything is securely attached and let the magnets set for a bit before sticking them on the fridge.

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Fridge Magnet

For Monday Mashup I chose to make a fridge magnet.

I designed a …

Then I ..

The most challenging part was …

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Collaborative Challenges: STEAM 2024

Key focus: collaborate to create a product, follow a design process, follow science process

Technology Brief development Level 2 - Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available. Level 3 - Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome. Technological modelling Level 2 - Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose. Technological products Level 3 - Understand the relationship between the materials used and their performance properties in technological products.

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Monday Mash Up 2024 Teacher: Sharon Robertson

Catapult Term 2: Week 7,8,9

Key focus: collaborate to create a product, follow a design process

Group	1	2	3	4	5	6	7
Students	Carter Ashlea Indie	Oliver Rad	Travis Takaia	Mahalia Kahlia Maia	Thea Declan	Lucy Divinity	Kieran

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Learn Explain how the force of air can move a object Identify the components of an air car Decide on the most effective components to make an air car (4 plus choices)		We are learning to: Collaborate to make a an air car Work together to complete a task Record the steps to make your air car Compare the results between the air cars Follow Inquiry Process - share with team

Collaborative Challenges: STEAM - Air powered cars Term 2 2024

Key focus: work collaborate to create a a working air propelled car.

Create A set of instructions on how to build your air driven car. Create your car Test the cars Identify what changes you need to make to make your car work		Share Week 1: Start a blog what you are doing for Monday Mashup Week 2: embed your Inquiry Process, add photos of the build, what was the most challenging part Week 3: add the results to your blog post, photographs, add what was most successful.

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Collaborative Challenge -

Key focus: collaborate and follow the Inquiry Process - designing, making, observing and explaining

Our team choose the following car to build:

Bottle

https://www.youtube.com/watch?v=RStgV8mA-gA

Balloon Cars

Bottle Balloon Car

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Monday Mash Up 2024 Teacher: Sharon Robertson

Catapult Term 2: Week 1,3,4

Key focus: collaborate to create a product, follow a design process

Group	1	2	3	4	5	6	7
Students	Rangi Elijah Daetyn Vinnie	Jacqueline Geordie Ailia Matai	River Brenyn Ryder	Diaz Jacob Devin	Jaxon Oliver Travis	Ruby Maniya Delanie	Ashlea Carter Sharon

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Learn Explain how beebots work Code a beebot		We are learning to: Collaborate to make a beebot Record steps to make our own path - adventure Work together to complete a task worksheet

Collaborative Challenges: STEAM - Beebots

Term 2 2024

Key focus: collaborate to create a artwork that conveys a message to the artist and the community

Create A map for the beebot to travel on An algorithm to take the beebot on an adventure Test the beebot on the path What changes do you need to make		Share Week 1: Start a blog introducing your team and the story they are telling Week 3: Explain how you made your map and algorithm - challenges, successes, changes Week 4: Video your beebot in action and add to your blog post

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Collaborative Challenge - retell the story of

Key focus: collaborate to follow technology process - making, observing and explaining

Matariki - Tawhirimatea

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Put Beebot Start

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Road Blocks

Writing speed
Listen to instructions
Listen to team
Talking about other things 1 1 1 1
One person doing work
Reading too hard, listen

What went well, changes we could make.

Character cards worked
Cutting

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Catapult Term 1: Week 8,9,10

Key focus: collaborate to create a product, follow a design process

Group	1	2	3	4	5	6	7	8	9	10
Students

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Collaborative Challenges: STEAM 2024

Key focus: collaborate to create a product, follow a design process, follow science process

Technology Brief development Level 2 - Explain the outcome they are developing and describe the attributes it should have, taking account of the need or opportunity and the resources available. Level 3 - Describe the nature of an intended outcome, explaining how it addresses the need or opportunity. Describe the key attributes that enable development and evaluation of an outcome. Technological modelling Level 2 - Understand that functional models are used to explore, test, and evaluate design concepts for potential outcomes and that prototyping is used to test a technological outcome for fitness of purpose. Technological products Level 3 - Understand the relationship between the materials used and their performance properties in technological products.

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Learn Explain how and why catapults were used in the pastin the past How to make a catapult Week 8 to 10 Explain how a parachute works Explore the different types of parachutes		We are learning to: Collaborate to build our catapult Record steps to build our catapult Predict how we think will work best

Collaborative Challenges: STEAM 2024

Key focus: collaborate to create a artwork that conveys a message to the artist and the community

Create Build our own catapults and decide which is the most effective Week 8 to 10 Create a parachute to carry JACK AND TREASURES from the top of the beanstalk to the ground.		Share Photograph and blog our experience Week 8 to 10 Video your parachute in action, blog your experience explaining what went well, what was challenging and the outcome of the challenge. Extension: share the changes you would make based on the other students

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Week 8 - Monday: listen to the Jack and the Beanstalk fairytale and design your parachute Background Jack and The Beanstalk STEM Resources: How Parachutes work video Science of Parachutes Create A design (worksheet) including tools and materials you need, what it will look like and what help you need Build your design from the materials identified Trial your design Make the changes needed to improve Share your ideas with your team		Week 9 - Monday:own design Resources: Create a Week 10 - Monday:testing Share your ideas with your team Video and post on blog

Week 8 to 10 Collaborative Challenge

Key focus: collaborate to follow technology process - making, observing and explaining

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Week 11 Collaborative Challenge - testing and sharing (blogging)

Key focus: collaborate to follow technology process - making, observing and explaining

Jack and the Beanstalk.

Jack climbed the beanstalk and stole the giants ….

Before Jack could escape the giant built a barbwire fence around the beanstalk.

I built Jack out of …

I built the parachute out of …

The most challenging/hardest part was

The most fun part was

My parachute took ???? seconds to land.

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Week 8 to 10 Collaborative Challenge

Key focus: collaborate to follow technology process - making, observing and explaining

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Week 3 - Monday: small, large catapult History Catapults and how they work Video Resources: Plastic spoon Bottle top Big Sticks Create A design including what your name, date, tools and materials you need, what it will look like and what help you need Build your design from the materials in your bag Share your ideas with your team		Week 4 - Monday:own design Resources: Big Sticks Triangular Create a Share your ideas with your team Photograph and post on blog

Week 3 to 6 Collaborative Challenge

Key focus: collaborate to follow technology process - making, observing and explaining

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Catapult Plan Group: __ 12 February, 2024 In my team there is: Aim: to work together to build a catapult to test our catapult to see which works best - small , big popsicle sticks To see what which catapult travels furthest, highest Materials:
Draw a picture of your catapult and label

Results Height: _____________ Distance ___________ Large or small popsicle sticks Reflection: How well did you work together? _______________________ __________________________________________________________________________________________________ What was the best experience when building your catapult? ___________________________________________________________________________________________________________________________________________________ What changes, improvements will you make to your next catapult? ___________________________________________________________________________________________________________________________________________________

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What did your raft look like when you had finished building it. Remember to include all the ropes you used to attach your materials?		Reflection: Did you achieve your aims? Did your team work together, did your raft stay together, did you row right around the island? _____________________________________ __________________________________________ __________________________________________ __________________________________________ What was the best thing about your raft building experience? __________________________________________ __________________________________________ __________________________________________ __________________________________________
How did your team work together to row your raft around the island? ________________________________________ ______________________________________________ ______________________________________________ What challenges did you face racing around the island? ______________________________________________ ______________________________________________ What are you most proud of in the rafting challenge? ________________________________________ ________________________________________ ________________________________________ ________________________________________		What changes, improvements would you make to your raft? __________________________________________ __________________________________________ Draw your improved raft.

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Collaborative Challenges: STEAM 2024

Key focus: collaborate to complete a fair test and share findings

Resources: make a copy of experiment

Sites Bubble Blog for Kids Bubble Science for Kids
Videos Bubbles and Surface tension What is a bubble?

Create A cube bubble blower Complete a written science investigation The explore materials to create the best bubble mixture An experiment to answer their question about bubbles		Share Invite peers to to give feedback on their experiments (blog comments) and offer ideas Post findings and explanation how what happened and why on their blog

Learn Follow the scientific process Work together collaborative Build on each others ideas How to disagree with each other in a constructive way To use follow a science experiment To create a science experiment		We are learning to: Explore how to carry out a fair test To explore adapt an experiment to answer a posed question write an explanation of why? why didn’t? the experiment work.

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Learn Follow the design process Work together collaborative Build on each others ideas How to disagree with each other in a constructive way To use Scratch		We are learning to: explore how a maze works To adapt the maze to make it more fun and challenging To write an explanation of how the maze works How to draw your own maze for a folder for wet weather activities for the studio Use and make Scratch mazes

Collaborative Challenges: STEAM 2024

Key focus: collaborate to create a maze

Create A circular maze ideas Simple paper plate maze Written explanation A picture maze Scratch Maze		Share Invite peers to play the maze Post maze and explanation how it works on their blog

Planners: make a copy

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