Ms. Burnett's Class

Ms. Burnett brought out her legos right after Spring Break. This is the procedure she followed:

  1. Set the tone by introducing the legos as "science equipment," not toys.
  2. Using overhead transparencies, the "Work Rules," inventory and management procedures were established.
  3. Reviewed the purpose for using the LEGO materials: To build a model that represents some kind of energy device, contains moving parts, and can be demonstrated without coming apart!
  4. Explained there would be a writing component to state pros and cons of their energy device.
  5. Discussed several examples with the class.
  6. Instructed the students to choose their partners.
  7. Modeled how to sort the kits.

The kits were numbered 1-20 to accommodate the two science classes, with corresponding plastic containers in which to store the ongoing projects. Each pair of students was assigned a number and would be held accountable for their own kit for the duration of the project. (Pictures are forthcoming!)

Ms. Burnett and I were interested in how the two groups' final project would compare, since my group had already worked with the legos in the Fall. To set a base line for the group, I decided to take a survey. The results are shown below: