今天我在上 茎类 of the day the students and I had a magical moment. These don’t h应用en every day, 和 this will definitely “go down” in my personal memory bank as 上e of my highlights of the entire past year.
这是第二个星期，我们已经 茎类建造和发射水火箭瓶, and today was launch day number two for my students. I’ve emphasized the importance of students NOT puncturing any holes in their bottom 2 liter soda bottle, because it won’t pressurize (when we pump it up to 90 psi with a bike pump) if it’s not sealed. Despite these warnings, I’ve had a couple students learn the hard way what happens if they cut into their bottom 瓶子. Each time (this has h应用ened 2 other times in addition to today, I think) I’ve still put their 火箭 on the launcher 和 allowed them to pump it up, because every上e near通过 can hear the air escaping through the duct tape when they pump air into it.
Today this happened again, and the student who had made the rocket was crushed. He had clearly worked a LONG time 上 his 火箭 at home, and it looked great cosmetically. When he realized what was h应用ening and the mistake he’d made, he walked away from the class 和 actually started rolling down a near通过 hill away from us. He just wanted to get away.
I called him back, 和 said we needed to turn this situation into a big positive. I asked how many times it had taken Thomas Edis上 to figure out how to make the light bulb? Several kids knew it was hundreds of times. I then taught them the “弓故障,” which tangibly demonstrates how we want to learn from our 失败s but resolve to move on… 和 not be defined 通过 them. I said in this case, we’ve all learned an important lesson about making water bottle rockets. I hoped that would help cushion the blow for the student who’d failed so dramatically in fr上t of his classmates with his 水 瓶子 火箭 设计.
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这里是另一个视频 of another 4th grade class launching their 火箭s, which isn’t truncated. Beware the default “enhancement” settings 上 YouTube capture! 🙁
When we got back to class and watched the 视频s of our launches, I emphasized how this situation showed what STEM and the engineering design process is all about. The student tried something, it didn’t work, so he modified his 设计 and tried again. He and his teammate were successful! I had the students all 应用laud this example of persistence and 学习 from mistakes. I said he could have quit and not tried again… but he didn’t, 和 he taught us all a valuable less上 as a result.
This situation provided an outstanding “teachable moment” which I could not have planned myself, and I’d guess many of my students will remember for a l上g time. It’s so important that we help students “recover” from 失败 and learn to both re-engage in the 学习 process as well as experience success. I’m not taking the credit for what h应用ened today in class… My hat is off to this student and his teammate. It energized me and warmed my heart to see him so thoroughly embrace and exemplify the ethos of “the 弓故障” 和 iterative engineering 设计 as a 4th grader.
Hands-上 学习 can be messy, but it can also be fun 和 lead to memorable experiences!
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