Examples of how Futureintech Ambassadors can support Maths, Science, Technology and Careers teaching
Inspired by any of these stories? Contact your local Futureintech Facilitator to find out what great learning opportunities they can arrange for your students – while we can't guarantee a particular Ambassador or session, we will do our best to organise a visit that works for you.
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Flying Fox Challenge: Year 7-10 Maths resource
Mathematics | Years 9-10 | Christchurch region | January 2017
Two Year 10 Maths classes at Opihi College used their knowledge of maths and forces to complete the Futureintech Year 7-10 Flying Fox Challenge. This resource was developed to students how the maths they’re learning is applied in jobs such as surveying and engineering.
Surveyor William Ching from Timaru District Council visited the school for the first session. After talking about his role at the council, he discussed contour maps and had the students draw the contours of a potato. They also calculated the height of the school building using trigonometry.
Theresa Allan, a structural engineer from GHD, took the second session. She explained what she does in her job, then the students carried out calculations related to forces. William returned for the final session in which students designed their flying fox.
Teacher Anne Griffiths said “The students were enthusiastic in their efforts to design their flying foxes. It was a great opportunity for them to work collaboratively and there were many creative solutions to the problem. I developed a Level 1 NCEA Mathematics assessment around this flying fox scenario. Having completed this practical, all the students could understand the context of the assessment.”
Linking classroom activities to science in the real world
Science ( Biology ) | Years 7-8 Years 9-10 | Waikato region | January 2017
Year 7-9 students at Berkley Normal Middle School took part in the Term 4 Science elective aimed at exposing them to what science looks like in the workplace and getting them excited about science.
Scientist Nicola King from ESR, who was the second Ambassador to take part in the elective, visited for a session about microbiology. She talked to students about what she does in her job, then had them swab objects around the room. The students plated their samples on agar petri dishes and looked at them under a microscope. They also placed their fingers on agar plates to see how clean their hands were; these were left for a couple of days so the bacteria could grow. Following this activity, the students looked at yeast under a microscope.
Teacher Sarah Bogan says Nicola captured the students’ attention with her presentation and engaged them in a discussion about science and how the activities linked to science in the real world.
“All the students were enthusiastic about the set task and the content Nicola covered. She engaged them in their learning – they were still buzzing about the lesson when they next came to the science room.”
The Caretaker's Swimming Pool Temperature App
Technology ( Electronics ) | Years 7-8 | Christchurch region | January 2017
Four students at Kirkwood Intermediate designed and built an electronic sensor and mobile app to free the school’s caretaker from taking hourly manual readings of the swimming pool’s temperature.
Electrical engineer Chris Baddock from MWH mentored the team and guided them through the product development process. The students started with meeting their client – the caretaker – to establish what he wanted from the project and how the temperature information would be presented to him.
They decided on a smartphone app that updated in real time and could be checked even when the caretaker wasn’t on the school grounds.
The team then researched and analysed different varying measurement techniques before designing their electronic device. It included components to measure, process and display the temperature data locally, and a Wi-Fi module to transmit the data.
During the construction and testing phase the group entered their work in the Canterbury – Westland Science and Technology Fair, where they gained a merit award form Statistics new Zealand for ‘Excellent use of statistics in a science project’.
“Chris made the learning as practical as possible,” says teacher Julie Anderson, “with students testing design ideas and making modifications to improve performance. He also discussed the impact an engineering career can have on improving the quality of individual, family and community lives.
“I was amazed at the visible personal growth of the students during the project. They gained confidence as they volunteered for various roles and spoke to adults. Students learnt more than problem-solving – it also involved ways to make and how to justify a decision, how to design solutions, the importance of stakeholder feedback, and working to a budget.”
Photo caption: the students show their prize at the Canterbury – Westland Science and Technology Fair
Learning about oceanography
Science ( Physics ) | Years 7-8 | South/East Auckland region | January 2017
Coastal scientist Kirstyn Goodger, from Beca, returned to her old school, Farm Cove Intermediate, to talk to Year 7-8 students about science in the real world.
The class was involved in a week-long Science Intensive which included investigating the environmental issue of ocean pollution. Most had heard of the great Pacific Garbage Patch but did not know how it came about.
Kirstyn talked about what she does in her job then did some experiments linked to her presentation on ocean currents. The students were interested to see that salt water added to fresh water sank to the bottom because of its higher density – and that the cold water could be from 500 years ago!
Students said they particularly liked learning about how the ocean works, the ‘global conveyer belt’ of large-scale water circulation (including the formation of ocean gyres) and seeing how it worked in the experiments.
Teacher Lynn Dunbar says it was a great success. “The students were very engaged and really enjoyed learning about something that most had not thought about before."
Plenty more fish in the sea
Technology ( Food ) | Years 11-13 | Dunedin region | January 2017
Tanyaradzwa E Mungure from the University of Otago mentored two students working on a Student Product Development Challenge with a sustainability focus. The Year 12 and 10 students aimed to recover more flesh from discarded commercially processed blue cod fish frames than is currently done, and develop a commercially viable food product.
They researched methods for recovering additional flesh then trialled doing this by hand, recovering an average of 25 to 35% flesh – the same as mechanised fish recovery methods used in industry. The students discussed their concepts for using the fish with Ta, and decided to develop fish sausages. They created two recipes and conducted sensory evaluation testing to determine which sausage was preferred.
The students were awarded first prize in the Waikato and South Island section of the challenge.
Food Technology teacher Heather Brown says the students’ enthusiasm was boundless. “Working on the Challenge with a mentor helped them improve their planning and evaluation skills, problem-solving and research and documentation skills. They also learnt the protocols around communicating with tertiary-level experts and industry professionals.”
Learning how the digitech curriculum relates to industry
Technology ( Digital ) | Years 11-13 | Christchurch region | January 2017
Spencer Travers, an embedded design engineer at Trimble, had visited the Middleton Grange School 13 Digital Technologies class in 2015. He spoke to the students about his job and how he uses the waterfall and agile methodologies. “He had an excellent presentation,” says teacher Patrick Baker, “which thoroughly engaged the students, and gave them heaps of the right material for their reports.”
Patrick requested a repeat curriculum-related talk for the 2016 cohort. Spencer again talked about working in the software industry and how those methodologies are used.
A few days later the class visited e-commerce provider eStar, to get an industry perspective of the full capability of an online retail service – from website design through to the logistics of tracking and delivering the good.
The students were split into two groups for the visit. Software developer Andrew Grieve and software development manager and design lead Dena Emanuel discussed their roles and introduced the students to people working in other areas of the organisation.
Come dressed as your future career
Careers | Years 7-8 | Waikato region | January 2017
180 Year 7 and 8 students at Marian Catholic Primary School were involved in a school careers day which included dressing up as their ‘future career’. Six of our Ambassadors visited, each doing a 45-minute careers presentation and an activity twice, so that the six classes could hear from an engineer and a food technologist.
Environmental engineer Andrew Tipene and civil engineer Tim Kuek, both from AECOM, and structural engineer Adam Langsford, from BCD Group, talked to students about what they do in their roles and ran a pipe cleaner tower challenge.
Food technologists Christina Ferrick, from Open Country Dairy, Louise Tolenaars, from Dairy Goat Cooperative, and Ari Penberthy, from Prolife Food, also talked about their jobs and did a food science activity with the students. All the Ambassadors said it was a positive experience and they had a lot of fun working with the students.
Associate principal Kerrie Martin was impressed with their efforts and is planning more visits in 2017. “Our students enjoyed hearing about the Ambassadors’ study pathways and work experiences, and how what they do links to the ‘big picture’.
“The students were enthusiastic and engaged – there was a perfect balance between talking, questions and hands-on activities. The activities were pitched at the right level, requiring cooperation and collaboration.”
What is hydrophobicity?
Science ( Chemistry ) | Years 1-6 | Central/West Auckland region | January 2017
After a visit from Biochemist Laura Domigan, a research fellow at the University of Auckland, Year 1 to 3 students at Massey Primary School could understand and explain *hydrophobicity.
They had been studying aspects of the Living World and Nature of Science strands. Team leader Anna Watkin asked Laura to speak to three different groups of students (180 altogether) about being a scientist and how she uses biochemistry.
Laura talked to the students about her job, explaining why she wears protective clothing and sharing some of the exciting things she has been involved in. She then did some experiments, mixing oil and water and watching the phases separate. With the help of classroom volunteers they then investigated which phase could be used to dissolve food colouring and which to dissolve M & Ms.
Anna says the students were very engaged in the lesson. “They were captivated; it was something new and different and all were keen to interact and join in the discussion and activities.”
*Hydrophobicity: in chemistry refers to a substance which repels water.
Friendship Bus Stop and Obstacle Course
Technology | Years 1-6 | Christchurch region | January 2017
21 Year 5-6 students at St Martins School worked on two Transpower Neighbourhood Engineers Awards design projects – a Friendship Bus Stop and an obstacle course aimed at improving student fitness – with Alasdair Lothian, a civil and transportation engineer at MWH.
The groups were also guided by teachers Tamara Saxon and Iona Rait, who provided a framework and deadline for the students, and Ambassador Lisa Mace, a process engineer at Beca who got the bus stop group started.
The students completed tasks including: multi-criteria analysis of each of the options, ranking each option by a range of factors, such as safety, affordability and amenity; presentation of their ideas to the school’s Board of Trustees; a site visit to the Margaret Mahy playground; and detailed assessment of health and safety factors and design constructability/cost estimates.
Teamwork was an important part of both projects, and students volunteered for specific roles such as project manager, designer, cost estimator and presenter. Being given responsibility helped encourage the full participation of the students. Alasdair commented that “seeing how the students grew into their roles was one of the most enjoyable aspects for me.”
“Each week I was more and more impressed by the students; the skills they show and the enthusiasm they bring is very engaging. They turned out to be absolutely amazing future engineers.”
Student models of their designs for a Friendship Bus Stop (left) and obstacle course (right).
Students design bridges with civil engineer
Mathematics; Science ( Physics ) | Years 7-8 | Christchurch region | August 2016
Year 7 and 8 students from St Anne’s Catholic School met with Futureintech Ambassador, Sam Anania for a field trip to the new over-bridge site at Memorial Ave. This gave a group of students the opportunity to see a real world example before taking part in their own bridge design competition.
Sam using text books to test the students' bridge
Back at the school, Sam presented a slideshow describing different types of bridges and engaged in discussion with the students. With photographs of bridges for reference, the students worked in groups to draw, then construct their bridges using ice-block sticks. Each bridge was loaded with Maths text books to test whether it was structurally sound. One group constructed a bridge that was able to hold an impressive, 28 books!
Daniel Gorman, Centre Manager at Te Waka Unua Technology Centre, thought Sam would make a great teacher and said,
“His organisation, enthusiasm and warm demeanour make him popular with the kids... he has been awesome.”
Virtual visit demonstrates digital technology in action
Technology ( Digital ) | Years 9-10 | Dunedin region | July 2016
Software developer, Glenn McCord has been working remotely with Year 10 students at Columba College via Skype from his office at Navico in Auckland.
Senior Digital Technology teacher at Columba College, Justin Scott, sought out an Ambassador so that his students could see and hear a real-world example of game design before they started to develop their own games. The development of an educational game (either computer or board game) is a major focus in Year 10 Technology.
Glenn has developed games for iTunes and Android, so he shared his experience in designing, making and publishing games to help the students with their entry into the NZTA’s Game Design Competition.
“Glenn was excellent with his presentation and he came across clearly over the Skype connection. He discussed topics like technical and game play issues and stakeholder considerations when designing games. It was a real benefit for the students to see a practicing technologist explain and demystify the process of designing games,” says Mr Scott.
In addition to the focus on game design, Glenn’s talk also captured how he personally discovered, studied for and then continued to have a successful career as a software engineer – noting that software is more than just games. This was a valuable experience for everyone involved.
The students’ games performed well in the NZTA's Game Design Competition, with one team achieving a Highly Commended award for their game ‘Prickle in a Pickle.’
Wind turbine – the next step
Technology | Years 7-8 | Central/West Auckland region | June 2016
Automation systems engineer Neal Bent, from ABB, is working with Year 7-8 students at Royal Road School to help make use of the electricity generated by their wind turbine.
In 2010, students worked on a Transpower Neighbourhood Engineers Award project to find an ‘eco’ solution for pumping water from their rainwater tank to the shade house – and won a Merit Award for their efforts. With additional funding from the Auckland Council’s Environmental Initiatives Fund, the school installed a wind turbine, which has been in use since late 2013.
This year, a new group of students is working on a project. They are looking at how the school can use the surplus electricity generated by the wind turbine. Neal brought in some simple circuit kits to help the students understand basic electrical concepts.
“There were two different types, one that had a bulb and powered the whirly thing to spin, then rise into the air,” explains teacher Rebekah Phillips. “The other one had a range of sounds you could generate: police siren and others. The kids enjoyed these immensely!”
The next step for the students will be communicating their ideas to stakeholders and collecting survey data.
Photo: Neal Bent with Royal Road School students
How school subjects apply to real life situations
Technology | Years 7-8 | Central/West Auckland region | June 2016
Mechatronics Engineer Eric Wang, from Airways New Zealand, visited Bailey Road School this week. He talked to two groups of 40 Year 7/8 students about his job and what inspired him to become an air navigation systems technician.
Technology Teacher Joyce Kay says the students were very engaged. “Eric gave an excellent presentation, using a variety of visual resources and following up with a paper plane making activity.
“He spoke about the subjects he took at school and what he did at university. Eric was able to make the students understand how Maths, Science and English apply to real life problems and situations. It gives learners inspiration and an idea of what subjects they need for the future.”
Joyce also wants students to focus on the Technological Systems component in the Technological Knowledge strand. “Eric briefly touched on this and I will take it further in lessons.”
Developing a wind turbine
Technology | Years 11-13 | Napier/Hastings region | May 2016
Karamu High School student Angus Fulford developed a wind turbine for his Year 13 Technologyproject – and was awarded Merit in the 2015 Transpower Neighbourhood Engineers Awards for his efforts.
He was mentored by Ambassadors Aaron Harry, Nidal Eltayeb and Nathan Marks, all from RCR Energy Systems. They also invited Angus to visit their workplace where he saw first-hand how engineers work together on projects.
“While creating the project, students from other classes were constantly questioning Angus on what he was creating,” says HOF – Technology Dale Prebble. “He made sure in these situations that he mentioned the fact that he had guidance from engineers. I feel that this has inspired other students to work towards an Engineering type project.”
Photo: Angus Fulford, Aaron Harry, Arthur Budvietas (IPENZ Hawke’s Bay Branch Chairperson) and Dale Prebble
Gap Filler: the piano shelter project
Technology ( Materials ) | Years 9-10 | Christchurch region | November 2015
An Avonside Girls’ High School Technology class created a piano shelter for the Gap Filler Initiative, which makes use of vacant sites for community activities. They were awarded Merit for their Transpower Neighbourhood Engineers Awards entry, as was the group from Cashmere Primary School which also worked on a Gap Filler project (see story below).
Ambassador Audsley Jones, a structural engineer who is currently studying towards a PhD at the University of Canterbury, mentored the 29 Year 10 students. Their client wanted a shelter which would allow visitors to The Commons area of Christchurch city to play the piano while protected from the weather.
The girls had to consider architectural design, structural engineering and materials – their brief specified that the piano shelter be built from recycled materials – as they developed their project. They made architectural drawings and models of their designs, and had a lot of fun helping build the final design selected by their client.
“The project gave the students a fantastic opportunity to carry out work for the community and an authentic learning experience,” says teacher Sheena Scott. “They have gained knowledge of the design process that is required to work towards a final outcome.”
Audsley comments, “It was a pleasure to be part of this project. The class was enthusiastic, welcoming and open to brainstorming, questioning and participating.”
Lighthouses, human circuits and bee-shaped robots
Technology ( Digital, Electronics ) | Years 1-6 | South/East Auckland region | November 2015
Ambassador Chris Quill from Fisher & Paykel has been contributing to a series of science, technology, engineering and maths-related activities at Rongomai School. He’s supporting STEM coordinator Nicholas Pattison’s efforts to get students excited about these subjects and connect them up to real world careers.
The focus has been on fun activities, starting with a session making bristlebots [simple moving robots, made with a toothbrush, battery and vibra motor].
More than 30 Year 5-6 students from Rongomai School and nearby Papatoetoe Central, Bairds Mainfreight and Robertson Road schools participated in a STEM Challenge day that involved three activities:
- The Lighthouse Challenge introduced structural engineering and required the students to complete a simple circuit to illuminate a small light bulb. They were challenged to construct the tallest possible tower out of ice-block sticks that was stable enough to hold the light.
- The Makey Makey Challenge used an electronic device designed by MIT Media Lab students that connects up conductive objects – fruit, paint, plants and human beings – to form circuits that act as keyboard-like inputs to an attached computer.
- The Beebot Challenge introduced simple coding, using a floor robot that the children had to program with a sequence of directions in order to navigate an obstacle course.
Chris talked to the teams about what it’s like to be an electronics engineer and then helped with the judging. The next activity is Kudo Game Lab, which will introduce computer game design.
“Working with Chris has made it possible to introduce complex topics like coding and robotic sensors in a way that both the students and I can understand and use,” Nicholas says. “As technology changes so quickly it is invaluable to have an expert like Chris who able is able to provide technical expertise, but who can also relate and build relationships with our students while making learning fun.”
Photo: Students with Ambassador Chris Quill
Taste testing ice cream
Technology ( Food ) | Years 7-8 | Central/West Auckland region | November 2015
Ambassador Lana Philcox wowed Remuera Intermediate School students with her description of the morning ritual at work – taste testing ice cream created the previous day!
Using a PowerPoint presentation and some delicious product samples, Lana gave the 45 Year 8 food technologists an insight into her daily work life at Kohu Road Ice Cream Company as well as her tertiary education and career choices.
The purpose of the visit, says teacher Sonja Potter, was for the students to hear first-hand about the role of a ‘real’ food technologist. “They could see the connections with Lana’s work and what they were doing in the classroom. The students gained an appreciation for the wide network of people involved in the decisions made when developing a new product.”
Lana was enthusiastic when she sampled some of the students’ ice cream developments, and shared a few tips with them on how to make modifications.
Photo: Ambassador Lana Philcox with Futureintech Facilitator Gay Watson
Lower North Island winner
Technology ( Food ) | Years 11-13 | Wellington region | November 2015
Ambassador Ann Hayman, with colleagues Clare Chandler and John van den Beuken from the Ministry for Primary Industries, mentored three Food Technology students at Wellington High School.
They also acted as clients for the students’ NZIFST/ CREST Student Product Development Challenge project, giving them a brief requiring the development of an export food product.
The Year 11 students developed a spicy barbecue beef short rib product that would appeal to the Asian market and could be exported frozen – and won the Lower North Island section of the Challenge.
Ann says it was a pleasure working with the group. “They were so motivated and enthusiastic, and asked good questions.”
Photos: Ambassador Ann Hayman and John van den Beuken with students (top) and students Alexia Atkins, Taiesha Zsymkowiak and Julian Wood.
"How I use maths in my job"
Mathematics | Years 11-13 | Wellington region | October 2015
While students know they have to pass maths as a prerequisite for other subjects and courses, they often don’t grasp why it’s important or how they might use maths in the future. Ambassador Rebecca Day, senior medical physicist at the Wellington Blood and Cancer Centre, visited Onslow College to show how she uses Maths in her job. She talked to a combined Year 12/13 group then a Year 9 Maths extension class about her pathway in a physics career.
Rebecca had plenty of examples to share, such as how she calculates dosages (using multiplication and division) and uses geometry to check the imagers and the setup of the equipment (using simple ‘similar triangles’ and trigonometry).
Maths teacher Anne Smith has previously had Ambassadors visit her classroom and is keen tobuild on these with more ‘How I use Maths in my job’ talks in Term 4. “The experience gives students a feeling of the relevance of Maths,” she says, “and a chance to connect seemingly abstract work with ‘real world’ applications."
“A visit by a young person who they can relate to inspires them to consider different options for their own career, many of which they would never have thought of.”
Photo: Ambassador Rebecca Day talks to Onslow College students
Gap Filler: developing an obstacle course in the city
Technology | Years 7-8 | Christchurch region | October 2015
A group of nine Year 7/8 Cashmere Primary School students designed and built an obstacle course for their 2015 Transpower Neighbourhood Engineers Awards project. Their client, the Gap Filler Initiative, makes use of vacant sites for community activities, and the course was set up in the city for the school holidays.
The students were mentored by Ambassadors Jacob Couprie and Emma Turner, both civil engineers from Riley Consultants, and designed the apparatus to test skill and agility. They used recycled materials for their project, and also created an electronic stop clock to time each circuit.
“It was a good experience for the kids to work on something that’s going out to the public”, says Te Unua Technology Centre teacher Daniel Gormal. “It was really useful having the engineers involved as they alerted the team to technical issues like keeping structures under a metre in height.”
“Having two mentors was great – we really appreciated the time and effort they contributed. And the three girls in the team in particular benefited from getting a female perspective on the engineering industry.”
The obstacle course proved so popular the client wants to use it again over the summer holidays. Gap Filler project coordinator Sally Airey says the students came up with some great ideas. “Their practical solutions to the issues we raised about public use of the obstacles were refreshing and creative. It was great to see all the students involved in the making and problem-solving.”
Smart Pool Alarm
Technology ( Digital ) | Years 7-8 | North Auckland region | October 2015
Ambassador Jed Bian, Navico, has been working with Year 7 Whangaparaoa College student Ben on a Codeworx project. The competition requires students to create a solution to a real world problem using a Raspberry Pi (simple computer). Concerned about the danger of young children falling into pools and drowning, Ben developed a smart pool alarm. His device detects unusual wave motion using an accelerometer – the Raspberry Pi is programmed to detect this wave action and set off an alarm.
Technology teacher Colin Watts says he has really appreciated the collaboration with Futureintech and Navico’s support in allowing Jed to carry out his mentoring role. “At specific stages Ben has really needed and valued the experience and training Jed has been able to offer. After each mentoring session Jed was able to leave Ben a set of ‘next steps’ to work through.”
Teaching electronics from a distance
Technology ( Electronics ) | Years 7-8 | region | October 2015
Teacher Robyn Hamilton helped students explore careers in the digital future during Masterton Intermediate’s two-day careers expo. She introduced Year 7/8 students to areas such as engineering, software solution providers, communications and gaming design.
Robyn requested Ambassador support to introduce electronics through a fun activity, teaching the basic electronics/robotics required for students to develop bristlebots [simple moving robots, made with a toothbrush, battery and vibra motor].
With no local Ambassadors available, Product development engineer Chris Quill, Fisher & Paykel Healthcare, came to the rescue and ran the activity from Auckland via Skype. A few minor technical issues aside the visit was very successful, despite the noise of 24 excited students moving around the room! Robyn had pre-ordered Futureintech printed publications to back up Chris’s comments around careers in STEM-related fields.
She says that after Chris signed off the session turned into a modification arena, with students changing their bots to race them and battling with each other all afternoon, “luckily I had a flexible timetable!”
Ambassador Chris Quill talks to Masterton Intermediate students via skype.
From maths to engineering via ice block sticks, spaghetti and marshmallows
Mathematics | Years 9-10 | South/East Auckland region | August 2015
Two hours of building catapults and constructing towers provided students at Botany Downs Secondary College with an idea of what engineers can do with a bit of maths. The Year 9 and 10 students from the school’s Gifted & Talented programme worked with Ambassadors Emma Foulkes from Brian Perry Civil and Ian Riddick from GEA.
Ian started the morning with a short presentation about how he uses maths in his work as a process engineer, then helped the students to build catapults using ice block sticks and rubber bands. Jellybeans were used as the payload in a competition to see whose catapult had the greatest firepower. As well as being great fun, there was an important ‘take home’ lesson for the students – triangles are the strongest geometric shape and useful when building robust frames.
Emma amplified these messages with an engaging presentation linking simple maths concepts to civil engineering, and then introduced the spaghetti towers activity. After learning about braces and foundations – and more about triangles – the students set to work using marshmallows to connect dry spaghetti sticks into a tower of their own design. The challenge was to work in teams to build the tallest possible structure that could still support the weight of an Easter egg.
At the end of the activity, Emma talked the students through why each group’s tower was successful (or not – the collapses provided extra entertainment!) and awarded first prize to a construction based loosely on the Eiffel Tower.
Photo: Maths and engineering activities at Botany Downs Secondary College (left to right): building catapults from ice block sticks; Ambassador Ian Riddick testing a catapult; constructing towers using spaghetti and marshmallows; Ambassador Emma Foulkes discovers the winning design.
Encouraging scientists of the future
Science | Years 1-6 | Wellington region | July 2015
St Brigid’s School (Wellington) students enjoyed a visit from horticultural engineer and Futureintech Ambassador Hari Mogosanu from the Ministry of Primary Industries. The students were studying the sun and solar system, and Hari shared her passion for astronomy with them. She talked to three groups (two Year 0-1 classes, two Year 2-3 and one Year 4) – the younger students particularly enjoyed an activity in their session, where they were planets moving around the sun.
Hari’s skill in talking to this age group meant that she managed even the tricky questions about “How was the earth made?” and “Where is heaven?” Her answers were carefully delivered from a scientist’s perspective about what is known and what more could be discovered by the students as scientists of the future.
Lead Teacher Pauline Sharp says she was thrilled with how engaged the students were and how well Hari interacted with each group.
Gingerbread houses: teaching structures, materials and forces
Science; Technology | Years 1-6 | Central/West Auckland region | June 2015
When Year 1-2 students at Arahoe School made gingerbread men which ‘ran away’ overnight, the group of 14 teachers running the project suggested they create gingerbread houses to encourage the runaways to return. The students got to work designing and constructing prototypes out of cardboard.
Ambassadors Aubrey Bullen and Matt England from AECOM visited the school to provide structural engineering expertise. They spoke to the 117 Year 1 and 152 Year 2 students in separate presentations, aiming to give the students an understanding of structures, materials and forces.
Matt and Aubrey demonstrated the effectiveness of different materials in stabilising a structure, and then used the Eiffel Tower as an example. One person stood with legs together and then apart as the other tried to push the ‘structure’ over.
The students had lots of questions, and enjoyed the Ambassadors’ brief ‘walk around’ to look at all the prototypes. Some of the students were busy rethinking their designs, having realised that their structure would work better if it had walls, posts or a door.
Aubrey and Matt thoroughly enjoyed themselves too, and felt that they made a positive impact in showing what engineers do in their jobs. "It was a fun age group to work with; the kids were excited to hear about what we were showing them and weren't too shy to ask all the crazy questions in their heads."
Photos: Matt (top) and Aubrey (bottom) talking to students at Arahoe School