Popsicle

During the Physics bridge project, teams were instructed to hypothesize and construct a Truss Bridge from Popsicle sticks to learn valuable life and Physics lessons. One team, in particular, Physics Abridged, may not have won but the team members have definitely learned more lessons any other team. This team began its trek to greatness by conducting several hours of academic research. In fact, the group had at least fifteen sources. In the first research phase, the team amassed ten sources; however

hit one of the flat sides. The capsule is a cube that is made out of the tongue depressors and I used most of the yarn for the big cage and I used the Elmer’s glue to glue the tongue depressors together. I used pieces of the paper clips to hold the popsicle sticks together with the tongue depressors and some

design elements that you incorporated into your bridge. Design Elements: While building this bridge, the first design element, was the deck design. We took around one horizontal length of vertical popsicle sticks and lined them side by side, and repeated. Later we connected them together with a horizontal popsicle stick. I then took two lines and placed them ontop of eachother to create a flat surface. This way it will carry a lot of weight, and it will also run smoothly. After this I created trusses to

ball’s “journey”, we had to create our own catapult. Using materials provided by Ms. Csigi, such as popsicle sticks, hot glue, rubber bands, and a spoon, we created the our own, unique catapult. First off, we created a square with four popsicle overlapping each other. Then we created another square and connected the two by the edge, with one side upwards. Then we got a spoon and glued it on another popsicle stick. Because the spoon needed to be at an angle, we hot glued the bottom facing the bottom of

Artifact Cover Sheet Artifact for Licensure Competency #3 [InTASC Std. 2] - Learning Differences: The teacher uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. (Teaching Scholars, Developers of Human Potential) Candidate: Michaela Chamberlain Name of Artifact: Learning Differences Date: 11/ 04/ 2015 Course: Educational Psychology 3113 RATIONALE: Description: • What

The makeup brush was unreliable in my sweaty hand as I applied the finishing touches on my best version of Kylie Jenners business casual. It was my first job interview in California, and the lack luster air conditioning in my car was doing nothing to help my sweaty state. My best friend Callie had set me up to meet with her manager at LaSurf. LaSurf was one of the top brands of the West Coast and the interview process was almost tedious with its particulars. I had a folder under all this makeup with

I prepared for these lessons first by thinking carefully over how I was going to teach a specific concept and what I was going to need. I did this several days before I actually began teaching the concepts. Each day I found the items I would need for that day’s lesson and had it in an easily accessible place. Since this was my first week teaching I did not have previous experience to go off of from this class. However, I did have an understanding that preparation is key because of previous experiences

A. Attention Getter: I will walk in with two small piñatas. I will then proceed to ask the class if they know what it is that I am holding. Once somebody answers, I will ask them if they know what they represent and what they were/are used for. B. Revealed Object and Speakers Credibility: I will pass around the piñatas to the class. I am Mexican and I can clearly remember that at every birthday party I went to that there was a piñata for the children to hit. I always thought it was a bit peculiar

getting it to travel in a straight line. It caused many unplanned setbacks, but we were able to fix it in time for the test. We fixed this problem by managing to cut popsicle sticks the length of the car, and glue them in a straight line, parallel from each other. We then took the axles and carefully set them up between the popsicle sticks, so that they would hold steady in place and go straight. After a few trails

So for my math activity I choose to pick an easy 1st grade activity, and I am interested in teaching 1st grade. The activity requires the teacher to get Popsicle sticks, write on them from 1-20 and on the other the plus, minus and equal signs. And do addition and subtraction using those Popsicle sticks. The general principle of development states that all people develop at different rates, for some students this will be an easy task, they are more mature in their thinking, and they are above the