Thirteen Year 6 students calling themselves the “Traffic Tamers” undertook a project to:
The students developed skills in:
They also learnt that there are many different types of engineers; that they don’t all drive bulldozers and that planning is a vital part of any project.
Engineer’s comment (Anita Lin, GIPENZ and Jerry Khoo, Beca Infrastructure Ltd):
Teacher’s comment (Judy Haden):
“Our principal commented that this was one of the best examples of authentic learning she had observed – high praise indeed!”
A class of 29 Year 4 students at Churchill Park School decided to set a goal of creating a zero waste school and eventually a zero waste community. Their mission involved challenging and changing the attitudes and habits of people by educating them to think intelligently about what is rubbish and what can be recycled.
The students investigated:
A waste audit was undertaken. This involved sifting through 4 wheelie bins and categorizing materials into un-recyclable, food scraps, paper, plastics and cans.
From this research they decided to investigate and design a worm farm. They also recycled what they could and sent students home with those items that couldn’t be recycled to try and impact buying habits and ultimately purchasing power. “We want children to understand the power of ‘voice’ and how it can advocate change.”
They realised that no solution would work unless people could be persuaded to change their behaviour, so they held lunchtime environmental workshops, where they shared new strategies on how to reduce waste with other students.
Engineer’s comment (Rob Smith, Burr Engineering Ltd)
Teacher’s comment (Shane Ross)
“The feedback from parents has been overwhelming. I get constant emails stating how impressed they are with their child’s knowledge regarding issues concerning the environment.”
This project also won the Auckland Regional Councils 2007 Sustainability Awards (Youth Category).
Bayswater School, North Shore City, Auckland
The aim of this project was to provide senior students with a playground that met their developing needs. This worked well with a learning unit about forces and their impact on everyday situations including play.
The twelve Year 5 & 6 students investigated the effects of gravity and friction on sliding and moving objects. They applied their knowledge of forces to the real life situation of play where safety regulations and rules affect outcomes. They investigated materials and costs and then created designs and built models of their ideas to take to the school’s Board of Trustees. They worked collaboratively to complete scale drawings, models and scrapbooks for their presentations. These scrapbooks were then submitted as their entry into the Awards.
Engineer’s comment (Craig Schipper, MIPENZ, Emc2):
Teacher’s comment (Carolyn Stennard):
The aim of this project was to design a more challenging play area which will be used to increase the fitness level of the whole body. “A fit body means a fit mind”.
Twelve Year 4 Gifted and Talented Extension students researched:
A lot of time and effort went into problem solving for this project and their comments indicated that this was an enjoyable part of the process involved. Like other students, they prepared a presentation to take their ideas to the school’s Board of Trustees.
Engineer’s comment (Andrew Congalton, GIPENZ, Engineering Design Consultants Ltd):
It was also quite unique to give time back to the school I attended, and work alongside some of the staff who taught me when I was the same age as the students in the group. I would recommend this experience to anyone who can set aside some time from their workload each month; the rewards are well worth it.”
Teacher’s comment (Karen Cebalo and Brenda Thorrington):
…a wonderful feeling of achievement from being in a real project with a real outcome.”
The aim of this project was to design and build water polo goals which would work in the school pool. The school was using cones which were limited as they did not allow for the referee to call high no-goals. The seven year 7 & 8 students looked at: the size and materials that would be required to make them fit, float, durable and easy to fix. Ideas were drawn on isometric paper and materials were considered – sustainability, product lifecycle, longevity, future upgrades and cost. Models and prototypes were built and tested before the students had a hand in building the life sized goals.
The students enjoyed thechallenge of building the goals because it was hands on and they were able to see their plans come together.”
Engineer’s comment (Sean Milnes, GIPENZ, New Zealand Steel):
“It was very satisfying watching the kids ‘get it’ as we worked through a couple of examples.”
Teacher’s comment (William Pike & Sue Davis, Deputy Principal):
“Many younger students commented that they hoped they could ‘do that when they were big kids’.”
Participation certificates are also to be given to the 6 year 7& 8 students who were part of the Sandpit project. Another excellent project – well done!
The aim of this project was to improve the old and rusty bike stands which were not providing any shelter for the bikes. Access to these stands was another issue as they were located in a difficult part of the school grounds to get to and therefore were not encouraging students to use them.
Six year 7& 8 Gifted & Talented students surveyed and researched their options by asking:
They took their research results and design ideas to the school’s Board of Trustees. The outcome has been positive and they are looking forward to seeing the results of their work being put into effect.
Engineer’s comment (Kenny Liew, GIPENZ, Watercare Service Ltd):
I look forward to encouraging other Watercare graduates to follow my lead and get involved with the Transpower Neighbourhood Engineers Awards next year”
Teacher’s comment (Phil Spriggs):
It was exciting to watch their development and progression and to have them approach on a regular basis to check that Kenny was coming back soon. I feel sure that we have kindled an interest that will follow these students to high school and perhaps influence their subject choice.”