Dear Bloggers,

In term1 4S embarked on a major project of building, programming and modifying Ferris Wheels in their Amusement Park.

 

 

Here are some of the students’ programs.

 

The SELF PACED unit of work had a   SECTION TO BE COMPLETED BY ALL TEAMS  which included:

• a research project on ferris wheels to: introduce the unit, connect pupils with their previous knowledge/experiences  and to increase their knowledge so they could build on it throughout the unit.
• following clear, sequential instructions to build a ferris wheel that was fully functional, sturdy and well balanced.
• following clear programming guidelines so that the Ferris wheel would would turn until the motion sensor detected a passeneger car assembly and then it would stop to let the passengers on and off.
• written activities completed by all,  involving key learning areas such as Maths, English, Visual arts, Science and technology.  These included: calculating the cost of the passenger car assembly, explaining the flow of energy throughout the system, using technical language, drawing clear labelled diagrams, translating the coded program into words explaining what effect it had on the ferris wheel, breaking down complex system into simple parts, measuring the size of the passenger car assembly and the width of the A frame and analysing the relationship between the two.

For the faster workers there were EXTENSION ACTIVITIES TO BE COMPLETED IN ORDER. These included:

• Teacher directed extension activities were included in the booklet such  as designing and building passenger car assemblies that could hold more than one person but must cost less than the original design.  The weight of the final design had to be considered so the assemblies were not too heavy, or modifications had to be made to the gearing so the Ferris wheel had the capacity to turn the new design.

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• Open ended student centred extensions included the challenge to  improve on the design of their ferris wheel in any way the students’ deemed possible.  Many pupils enjoyed gearing up their Ferris wheels so that their rides moved very quickly. Some embarked on building a nice ticket box with many associated luxories.
• Open ended student centred extensions to  improve on the  programming.  Some students programmed their ride to continue for a set amount of time before stopping when the motion sensor detected the passenger car assembly and stopped to let the passengers on and off.  Backgrounds and sounds were added and keyboard commands to change the direction and /or speed of the motor programmed.  Countdowns with attendant sounds and displays were included. Pupils loved adding text to the background and creating signs.  The letter coming in one at a time to spell words was much loved.

 

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• Reward and further  student centred extension activities for the fastest workers who had achieved a high level of work in all the above areas.  Pupils were invited to write a script and video their ferris wheel in action.

 

 

 

 

Thanks for calling by

 

Mrs Garlick

 

 

REFLECTION AND FOLLOW UP

• Watching the videos.   The show casing of these work samples allowed all students, including those who only completed the compulsory section, to see and partake in a discussion of an excellent project.
• Student discussion including: what did the pupils like about their ferris wheels, the program and activities in class.  What did they find most interesting?  How did they work as a team? What could they improve on and how?  If they did the activity again what might they like to do differently and why? What tips might they give to students starting this activity. (As the other Year 4 class is carrying out the ferris wheel unit of work next term, I invited students to write down their tips and I handed them onto the next class)

Have a look at the photos below.

 

 

Thanks for calling by

Mrs Garlick