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The primary motivation for this project is that my third-grade students will take the NYS science standardized exams next year and have never been exposed to these types of science tools which, are used on the exam. Science and math lessons all have the same lesson format. Students are given a task and a ticket. Next, they use the materials available to satisfy the instructions of the task they were given. For example NYS next-generation standard 3-PS2-2. illustrates: student will make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. The blocks, magnets, and measurement tools(cylinders, scale...) will allow them to make observations about measurement and motion. Next-generation standard 3-PS2-4. illustrates define a simple design problem that can be solved by applying scientific ideas about magnets. The maker center project assignment that satisfies this standard will be a ticket assignment that will require the students to use the models and games requested for this project. They will draw their plans out on the easel and work in groups to design their problem. The NYS standards that relate to animals and plants will be satisfied with two class pets, a class window garden, the plant and animal slides, and the microscope requested for the maker center project. Children will use these project materials to gain the hands-on problem-solving​ experience they need to be competitive thinkers. I also want to allow them to use this space as an incentive for good behavior and academic performance. The maker center may not have all the tools that schools in more wealthy districts have but it will have measurement tools, and lab tools that will give my students access to the content.

About my class

The primary motivation for this project is that my third-grade students will take the NYS science standardized exams next year and have never been exposed to these types of science tools which, are used on the exam. Science and math lessons all have the same lesson format. Students are given a task and a ticket. Next, they use the materials available to satisfy the instructions of the task they were given. For example NYS next-generation standard 3-PS2-2. illustrates: student will make observations and/or measurements of an object’s motion to provide evidence that a pattern can be used to predict future motion. The blocks, magnets, and measurement tools(cylinders, scale...) will allow them to make observations about measurement and motion. Next-generation standard 3-PS2-4. illustrates define a simple design problem that can be solved by applying scientific ideas about magnets. The maker center project assignment that satisfies this standard will be a ticket assignment that will require the students to use the models and games requested for this project. They will draw their plans out on the easel and work in groups to design their problem. The NYS standards that relate to animals and plants will be satisfied with two class pets, a class window garden, the plant and animal slides, and the microscope requested for the maker center project. Children will use these project materials to gain the hands-on problem-solving​ experience they need to be competitive thinkers. I also want to allow them to use this space as an incentive for good behavior and academic performance. The maker center may not have all the tools that schools in more wealthy districts have but it will have measurement tools, and lab tools that will give my students access to the content.

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