Essential Project Design Reflection – Project II

Jenna Fenton
Janky the Bear

Key Knowledge, Understanding, and Success Skills

Describe how the project is focused on teaching key knowledge and understanding derived from
standards, and success skills including critical thinking/problem solving, collaboration, and self-
management.

3-PS2-4. Define a simple design problem that can be solved by applying scientific ideas about magnets. *
[Clarification Statement: Examples of problems could include constructing a latch to keep a door shut and
creating a device to keep two moving objects from touching each other.]
CCSS.MATH.CONTENT.3.MD. D.8
Solve real world and mathematical problems involving perimeters of polygons, including finding the perimeter
given the side lengths, finding an unknown side length, and exhibiting rectangles with the same perimeter and
different areas or with the same area and different perimeters.
CC.3.W.7 Research to Build and Present Knowledge: Conduct short research projects that build knowledge
about a topic.
CC.3.W.8 Research to Build and Present Knowledge: Recall information from experiences or gather information
from print and digital sources; take brief notes on sources and sort evidence into provided categories.
CC.3.SL.1.d Comprehension and Collaboration: Explain their own ideas and understanding in light of the
discussion.
CC.3.SL.4 Presentation of Knowledge and Ideas: Report on a topic or text, tell a story, or recount an experience
with appropriate facts and relevant, descriptive details, speaking clearly at an understandable pace.
CC.3.SL.6 Presentation of Knowledge and Ideas: Speak in complete sentences when appropriate to task and
situation to provide requested detail or clarification.

This project included problem solving skills because we had to figure out how to break apart an electric can
opener and how to make something with the parts. While trying to break apart the can opener my group
members and I ran into many problems. We really struggled with getting to the inside. We had to use our
problem-solving skills to come up with different ways to unscrew the screws. When this didn’t work we finally
decided to have a classmate rip it open for us. During this project, collaboration was very important. We had to
make sure we knew what we were doing and how we were going to do so. With collaboration we all got to
share our ideas and create new ideas. We also found it important to collaborate so each person knew what
they were supposed to be working on so we could get things done. I used self-management during this project
by making sure I was being respectful to my group members. I managed myself by listening to everyone’s ideas
with an open mind and completing the work I needed to.

Academic Language
Explain what content areas are involved in your project and how using the language of the content area
and its standards will helps you and your students better understand the concepts of the discipline.

We used a ruler and a measuring tape to measure pieces of the project. We used units like inches and
centimeters to do so. This would be using mathematical skills, and it would help students understand
measurement. Measuring pieces from the project can give students the opportunity to practice using a ruler or
tape measurer. It would also help them better understand the concept of measurement with hands-on
activities. We also conducted research and demonstrated what we learned. This should be part of the scientific
process. Student can practice and learn how to conduct an experiment properly while doing this part of the
project. During the whole project we discussed and explained. This would be a good language skill for students
to practice. Collaboration and explanation is important to have when working in a group. The bear’s hat is a
magnet which can hold supplies and other magnetic things. Students can learn from this by studying what a
magnet is and how it works.

Challenging Problem or Question

Explain how the project is based on a meaningful problem to solve or a question to answer which was
open-ended and engaging.
This project was based on upcycling an item that no longer had use in it’s original form. We used the item’s part
to create a new and meaningful item that could be used in a classroom. We decided to create a silly object that
helped with classroom management and held other magnetic items. The project also asked us to create
something that was useful. We wanted to make sure the item could be used instead of providing no purpose
after being upcycled. So we decided to make a classroom management system that could also be used as a
decoration or supplies holder.

Was the problem or question challenging for you? How do you know?
The first challenging problem was coming up with something to create. We wanted to make sure it was
something that someone could use and would be a good way to upcycle the original item. We brainstormed a
lot in the beginning and changed our ideas when building our final product. It was somewhat challenging
deciding what parts of the can opener we wanted to use. We knew an item that could hold materials and could
be used for classroom management would be beneficial. It was difficult to find parts that were originally on the
can opener that could also be effective for our idea.

Sustained Inquiry
Describe the evidence you generated questions, found and used resources, asked further questions, and
developed answers and solutions.
We first questioned if the can opener worked or not. When we plugged it in and turned it on, it did start
running. We determined that it was not cutting cans correctly so the cans weren’t being opened at all. We
concluded that was the reason it was recycled and that someone wanted to put it to better use. The group
came up with the idea to create a classroom management system with the parts from the can opener. This idea
created a lot of questions about what parts we were going to use and how we wanted it to look. As we were
building the project we came up with the idea for the bear to be a holder. Again, this raised a lot of questions
about how we were going to do so. We conducted research and brainstormed to come up with solutions to
these questions. We also had a lot of questions on how to use certain tools in the classroom and luckily other
classmates were there to give us answers.

Authenticity
Did the project have a real-world context, use real-world processes, tools, and quality standards, make a
real impact, and/or is connected society's concerns, interests, and identities? Substantiate your answer
with evidence.
Our project had a real-world connection because it could be used in a classroom. We had real-world processes
as we used research, trial and error, and brainstorming. We used tools to deconstruct and reconstruct our
project. This could make a real-world impact because teachers can use it to control student behavior and to
teach students a reward system. This project could also teach students about magnets. Since the bear has a
magnetic holder on its head, the students could learn from the bear.

Voice & Choice

Describe how the project allowed you to make some choices about the products you created, how you
worked, how you researched, and how you used your time.
We were allowed to create anything we wanted as long as it was school appropriate. We were able to choose
what material we wanted to upcycle. We chose the electric can opener because the item sparked our interest
and we wanted to see what was inside. My group worked together to deconstruct the can opener. We then had
to research different parts of the opener that we wanted to know. We worked together each doing a task that
needed to get done. Jordyn and I were more hands on with the item while deconstructing and rebuilding.
Kenna did a lot of recording and research for the group.

Reflection
In what ways did you reflect on what and how you learned, and on the project’s design and
implementation?
While deconstructing the can opener, the group had to fill out pieces of information that had us reflect on what
we found and the process we used. We were asked questions like “What did you expect to find in your chosen
object?” and “What surprised you?”. We recorded answers to these questions in our journal and on Word
documents. During reconstruction, we had to fill out information that had us reflect on our ideas and on what
we were building. This helped the group finalize ideas and conduct research on what we needed more
information on. At the end of the project, we filled in a template that asked us multiple questions about how
the project was completed. This allowed the group time to think about what we created and how we did it. I
also think this template was a helpful way to individually reflect on the experience and state what was learned.

Critique & Revision

Explain how you were able to give and receive feedback on your work, in order to revise your ideas and
products or conduct further inquiry.
As we worked in our group, we realized that everyone would need a job. So we each had a part in the making
and building of our project. We also noticed that throughout the process, we had to reflect on what each group
member did. Upon reflecting, our group members were able to get feedback and see that other’s in the group
acknowledged what they did. We were also able to give feedback when coming up with an idea for the project.
Originally, I had the idea to create a robot out of the can openers pieces. As we continued our work, Jordyn
found a bear jar that we decided to use instead. Kenna then had an idea to use it as an incentive jar for
students and to fill it up with paper when students showed good behavior.

Public Product
Explain how you were able to demonstrate what you learned through your presentation. What did you
learn from your audience?
Through the presentation, we showed what we learned by explaining the whole process of our maker and
breaker ed projects. I explained to the audience what we made and why we decided to make the bear. Jordyn
explained challenges we had and how we overcame these challenges. Kenna showed the audience all the parts
we used, where they came from, and why we chose to use these parts. I think all of the group members did a
great job presenting and helped getting the point across. From the audience, we learned new ideas of how the
classroom management system could work. One audience member suggested using something else to fill up
the bear instead of papers. We also learned how the bear could be used as an individual reward system or as a
whole class system.