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Week 5

Assignments

Cardboard construction for kids activity option

The students painted cardboard pieces and designed the cuts so that I could go to the fab lab and cut them myself, since we didn’t have enough time for them to come with me to the fab lab. Once the cuts were made, they helped separate the pieces and create the shapes they wanted by assembling all the parts.

Reflection

How can your press-fit / 3D object be used in education? A press-fit or 3D object can be used as a hands-on learning tool that helps students explore concepts such as geometry, spatial reasoning, structural design, and creativity. Because the pieces must fit together precisely, students can also learn about measurement, tolerances, and the engineering design process. The object becomes a tangible model that encourages experimentation, problem-solving, and collaborative work.

How could other teachers use it? Other teachers can adapt the press-fit kit to different subjects and age levels. For example: * Math teachers can use it to explore shapes, angles, area, and volume. * Science teachers can use it to build models of molecules, ecosystems, simple machines, or engineering prototypes. * Art teachers can use it for sculpture, design thinking, and 3D composition. * Technology teachers can use it to introduce digital fabrication, CAD design, and iterative prototyping. Because the pieces can be rearranged, teachers can also reuse the same kit for multiple activities or learning goals.

How could you integrate it into an activity that aligns with your curriculum or standards?

You can integrate the press-fit object into a project-based activity that addresses learning standards such as:

  • Engineering design standards: Students define a problem, design possible solutions, test prototypes, and improve their designs.
  • Mathematics standards: Students apply measurement, geometry, precision, and reasoning while designing or assembling their structures.
  • Art and creativity standards: Students plan and construct artistic compositions using the press-fit system.
  • Technology / digital literacy standards: Students learn the workflow from sketching, to digital design, to fabrication and assembly.

For example, a curriculum-aligned activity could be: Design a structure or object using press-fit pieces that solves a specific challenge. e.g., build a bridge, create a character, model a scientific concept. Students must sketch, design pieces, test assemblies, and evaluate the final model. This last week I saw Highschoolers working on bridges project where they use cardboard and some of the teams use the lasercutter.

In Grade 5, the press-fit pieces can be used to help students learn by building and experimenting. When students put the pieces together, they practice problem-solving, creativity, and teamwork. They also learn about shapes, structure, and how different parts can connect to make something stronger or more complex. It’s a hands-on tool that keeps students engaged because they can touch, test, and change their designs as they work.

Education portfolio As an educational assistant, I have not created a full education portfolio on my own, but I have helped gather student work and document classroom activities that could be part of one. I haven’t made a personal portfolio mostly because it hasn’t been a requirement for my position, and much of my work is done in collaboration with the classroom teacher.

However, I can see that building an education portfolio would have many advantages. A portfolio is a great way to show evidence of professional growth, classroom involvement, and the impact I have on student learning. It can highlight projects I supported, materials I helped create, and strategies I use to help students succeed.

Some possible benefits include: * Showing my skills and experience in a clear and organized way. * Documenting student learning through photos, reflections, and examples of activities. * Helping with future job opportunities by demonstrating what I can do. * Reflecting on my own practice and identifying areas where I can keep growing. * Strengthening communication with teachers and administrators by sharing what I contribute to the classroom. Even though I haven’t built a full portfolio yet, I can see how useful it would be for my professional development and for showing the value of my work with students.

When I help run a learning activity, I evaluate its success by observing how the students respond. I look for signs such as:

  • Engagement: Are students interested, focused, and participating?
  • Understanding: Are they able to explain what they are doing and why?
  • Collaboration: Are they working well with partners or groups?
  • Independence: Can they follow the steps with less support as they practice?
  • Learning outcomes: Are they meeting the goals of the lesson?

I also talk with the classroom teacher afterward to compare observations and see if the activity supported the skills or standards we were targeting.

Tools

  • Cardboard
  • Color Markers
  • Laser cutter
  • Falcon Design Program