Reflection: Intrinsic Motivation Caine's Arcade: A Classroom Maker's Faire Day (Day 1 of 2) - Section 3: The Classroom Flow: Time to Brainstorm!

 

Last year, this piece was very spontaneous and I didn't have any formalized document or process in mind.  I really was responding to the group interest in Caine's story and thinking about how I could use that momentum to advance an interest in science, creativity, and engineering design in an interesting way that could allow students to engage with our content in a different way.

This year I created a planning document to give structure to the initial brainstorming process and allow all that excitement to have an organized flow and to ensure that the next day would be successful.  

In the future, I envision creating a follow up document and having a more formal classroom discussion to deepen the experience of exploring what it feels like to make things, to solve problems and be creative, and use the Caine's arcade experience as an entry point into engineering design in a meaningful way:  what did you plan to do?  what did you actually do?  what modifications to your plan were necessary and why?  How did you decide how to alter your original plan?  I'm looking forward to bringing more play into our science classroom and allowing students time to reflect upon those moments in relation to science content and engineering practices.  

  Formalizing the Brainstorming Process
  Intrinsic Motivation: Formalizing the Brainstorming Process
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Caine's Arcade: A Classroom Maker's Faire Day (Day 1 of 2)

Unit 2: Unit 2: The Science of Biology
Lesson 3 of 10

Objective: Students will investigate the processes and purposes of engineering in order to create a cardboard arcade game to use for a class unit review activity.

Big Idea: Use student imagined and constructed arcade games for a class unit review activity!

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2 teachers like this lesson
Subject(s):
Biology / Life Science, Science, engineering, scientific inquiry, Graphing, bioengineering
  50 minutes
arcade pinball game
 
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2
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