@REALDYLANWINCE
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Winging It

Challenging Question
How can you build a place for flying animals in Rapid City?

Project Description
When was the last time you were outside?
When was the last time you stood and listened to the sounds of the outdoors?
Have you ever built something with your hands?

Winging It is going to provide an opportunity for students to get outside, connect with nature and build a structure that will hopefully be placed in a location that will attract their winged animal. Students will be expected to research, design, prototype, test and build a structure for their flying animal.
Students will identify the resources that are needed. Students will have to research the structures that they are making and what makes them specific for their animal.

The goal is to get students outside the classroom walls.
Observing the spring rejuvenation and animals and plants coming back to life after a cold winter.
Planning and prototyping their designs.
Building with their hands something from scratch.


Grade:
6th

Year:
2017-2018

Author(s):
Eric Terrell
Dylan Wince
Social Studies Component
Characteristics of Civilization - Improved Technology & Record Keeping

Engineering Component
Brainstorm, Design, Build, Test, Redesign...
Technical Drawings
Prototyping

Science Component
Sustainability - use of resources
Nature Observations

Math Component
Tables and Graphs
Variables/Inequalities
Solving One/Two Step Equations
Geometry - drawing straight lines, dimensional drawings,

English Component
Story Telling
Reflections
Oceti Sakowin Essential Understanding
1 - Lands and Environment
3 - Culture and Language
5 - Oral Tradition and Story
7 - Way of Life and Development

Technology
Using power tools - miter saw, reciprocating saw, jig saw, circular saw
Updating digital portfolio using Weebly

Professionals/Experts
The students will be expected to identify and contact the people in our community that could have a positive influence on their learning of the essential pieces of the challenging question.

Public Product
The product will be identified by the students as they take an active role in their learning process.
4th Quarter Midterm Check In
File Size: 12 kb
File Type: docx
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Research Requirements
Getting Started
File Size: 12 kb
File Type: docx
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Improved Technology and Record Keeping
File Size: 376 kb
File Type: docx
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How I Have Used...
File Size: 12 kb
File Type: docx
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Sources Curation
Sources Curation - Articles, Websites and Other Sources
File Size: 31 kb
File Type: docx
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Craftsmanship
Craftsmanship Group Activity
File Size: 12 kb
File Type: docx
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Grade Justification
Personal Reflection
File Size: 13 kb
File Type: docx
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Group Reflection
File Size: 15 kb
File Type: docx
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Public Product Reflection
File Size: 13 kb
File Type: docx
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Grade Justification
File Size: 13 kb
File Type: docx
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If you have found any of this curated content helpful and have 
the means, would you be able to make a financial contribution?
Venmo - @dywince
Last Updated May 16th, 2022.
  • Home
    • My Pedagogy Decisions >
      • Smiles and Frowns
      • Project-Based Learning >
        • Design
        • Questioning >
          • Question Formulation Technique >
            • Develop a Driving Question
            • Know the Four Rules
            • Produce Questions
            • Identify Open and Closed-Ended Questions
            • Set Priority Questions
            • Plan Next Steps
            • Reflect on Learning
            • When Things Get Tough
        • Collaboration
        • Research >
          • Goal Development
        • Project Management
        • Craftsmanship
        • Public Product
        • Reflection
      • SBG to Ungrading
      • Reflection is Learning
    • About Mr. Wince
    • Diversity and Inclusion
    • The Study of History
    • A People's History of the United States (Text and Audio)
    • Project Archives
    • Contact
  • American History
    • '21-'22 Syllabus
    • Q1 - Fundamentals: Indigenous America to United States of America >
      • Indigenous America
      • Colonial America
      • Events Leading to the American Revolution
      • 1780s-1810s - New Nation
      • 1810s-1840s - Expanding the Territory of the United States
    • Q2 - Race and Class: "No Struggle...No Progress." >
      • 1850s-1865 - Civil War
      • 1865-1890s - Reconstruction
      • 1880s-1900s - Gilded Age
    • Q3 - Social "Progress" and World Wars >
      • 1900-1910s - Imperialism and World War I
      • 1920s-1930s - Roaring 20’s & Great Depression
      • 1930s-1945 - World War II
    • Q4 - Civil Disobedience: Identity. Action. >
      • Q4 American/AZ History Weekly Agendas
      • 1945-1950s - Post-World War II America
      • 1960s-1970s - Civil Disobedience
      • 1980s-2000s - Modern Era
  • World History
    • '21-'22 Syllabus
    • Q1 - Every Story Matters >
      • Thinking Like a Historian and Geographer
      • Renaissance, Reformation and Scientific Revolution
      • c.1400s - c.1700s - Exploration and Colonization
    • Q2 - Economics and Labor Systems >
      • c.1600s-c.1800s - Age of Revolutions
      • c.1800s - Industrialization
    • Q3 - Conflicts and Resolutions >
      • 1914-1919 - The Great War
      • 1917-1923 - Russian Revolution
      • 1939-1945 - World War II
    • Q4 - Global Human Rights >
      • Q4 World History Weekly Agendas
      • 1940s-1980s Cold War and Proxy Wars
      • Independence & Decolonization Movements
      • Modern World Issues
  • US Government
    • Spring '22 Syllabus
    • Q3 - Democracy: Citizenship/Voting >
      • Project 'My Part'
      • Democracy
      • Citizenship
      • Voting
    • Q4 - Collective Action: Equality and Justice >
      • Q4 - US/Arizona Gov. Weekly Agendas
      • Learning Not Hurting: Our Focus on Change
      • Creating a Podcast
      • Collective Action
      • Fight for Equality
      • Fight for Justice
  • Economics
    • Fall '22 Syllabus