Saving Sam (gender neutral) or Saving Fred-
Today we learned about the scientific process and team building with an
activity called Saving Sam.
activity called Saving Sam.
The situation - Sam, the worm, was out sailing when suddenly his boat capsized.
Luckily, he had a life preserver. Unfortunately, it is in the capsized boat.
Luckily, he had a life preserver. Unfortunately, it is in the capsized boat.
The task - create a plan to get Sam his life preserver and SAVE HIS LIFE!
First, students set up their ISN to record their lab notes. We start with the
information that we know.
information that we know.
- paper clips can be shaped into other things.
- we use tools to help us when we can't touch things to move them.
- my sock that fell behind the washing machine, I used a hanger bent into a hook.
- Tongs or tweezers are tools to move/lift things
- levers are tools
- I might need more than one clip, therefore someone else might need to work with me.
Next, students set our goal or purpose: to save Sam by getting him into his life
preserves, without touching him with our hands. The only tool available is a
paperclip.
preserves, without touching him with our hands. The only tool available is a
paperclip.
Then, students proceeded to develop their plans.
While they were developing the steps, we discussed failures of science and technology
and how we learned from failures to make improvements and create successes.
While they were developing the steps, we discussed failures of science and technology
and how we learned from failures to make improvements and create successes.
Students draw sketches, label and write directions for each step.
Then we make predictions about what we thing will be challenges for us.
We identify any safety factors.
- For this activity, our safety scale is 2. Can be a bit messy, need to clean with finished.
Students discussed their plan with their group, then gathered materials:
- 1 cup
- 1 gummy worm
- 1 gummy life saver
- 1 paper clip
Initial set-up: Sam, aka a gummy worm, is on top of a cup, rim side down. Inside
the cup is the gummy life saver. We put this on a paper plate to keep any stickiness
off of the desks.
the cup is the gummy life saver. We put this on a paper plate to keep any stickiness
off of the desks.
Students follow steps for first attempt and record notes. For their first attempt, students
did the activity alone.
did the activity alone.
After working alone, we discussed how they might be more successful. Additional
paper clip, some redesigned their plans, and chose to try it again with a partner.
paper clip, some redesigned their plans, and chose to try it again with a partner.
Most groups were able to save Sam after 2 attempts.
We recorded our results and conclusions, making note of biggest difficulties and
surprises. We also added notes for further investigation such as would a nail that
couldn't be bend be successful?
surprises. We also added notes for further investigation such as would a nail that
couldn't be bend be successful?
An additional twist is to have the students do this without talking. This would be
discussed as... in our global working environment, we are often faced with communication
limitations. They can do the activity with only one arm. There was a cut in work force
and you only have half of your workers left.
discussed as... in our global working environment, we are often faced with communication
limitations. They can do the activity with only one arm. There was a cut in work force
and you only have half of your workers left.
Teams can also work to find the fastest times. Collect data and create a graph.
For students that have done this activity previously, I group them into a separate group.
They work to create a new life preserver for
Sam. Link here
For students that have done this activity previously, I group them into a separate group.
They work to create a new life preserver for
Sam. Link here
