During the second quarter, our Gifted and Talented students engaged in creative, hands-on learning experiences that blended technology, engineering, and critical thinking. Students explored self-awareness and digital design by creating an AI version of themselves at age 18 using Canva, learning how detailed descriptions impact AI-generated results. They applied the Engineering Design Process while building marshmallow catapults, testing force, motion, and energy transfer while collecting and analyzing data. GT students also became storytellers through stop-motion animation, developing multi-scene narratives that demonstrated cause-and-effect without spoken words. Finally, students designed and constructed a Gingerbread Man zipline, applying physics, geometry, and problem-solving skills as they tested variables like speed, mass, friction, and slope. These engaging projects encouraged collaboration, creativity, and deeper understanding of real-world STEM concepts. To learn more about these activities, read below.
Gifted and Talented Highlights 2nd Quarter
CREATE YOUR AI SELF:
Challenge: Create your AI self at age 18.
Students were challenged to use the Canva program to create an AI person that looked similar to what they may look like as a high school graduate. This was a fun and exciting experience for all students as they had to identify and dive deeply into the characteristics of their face.
Some students had a more challenging time finding an AI person that looked similar to themselves based on the description they wrote for the computer to generate an imitation. The more creative they became describing their physical characteristics, the more successful they were.
Students were able to choose between different characters as well using the “Magic Media” tab. Students were capable of seeing themselves as an Emoji Artist, Anime character, as well as an Avatar.
The students that were facing more in depth challenges were able to have a lot of discussion and used their classmates to help them problem solve as they were giving hints and suggestions on how to make their AI person look more like them by adding more descriptive words.
Marshmallow Catapult: Which size (large or small) will launch farther?
Challenge: Design and construct a Marshmallow Catapult.
Students were asked to develop a/an:
Engineering Design Process is often overlooked as the first step but it is crucial. Making the students slow down and make a plan before they collect supplies is critical to the success of their build. This allows them to think about both the positive & negative aspects of their design and they talk through the actual work the machine will be doing. Since a specific design was not shown, a few struggled with the open-endedness of the challenge, but realized they were successful after they tested their machine.
State and Defining The Problem (launching marshmallows consistently) They were asked to brainstorm with their partner and decide on a prototype design using only a specific amount of supplies given. They knew they had to launch both a large AND small marshmallow.
Test and Record their data through the launch process. When groups of students began testing their catapults, they were eager to measure and collect data by using the measured tape on the floor. They were excited to see which group would launch the farthest to win a prize in each grade level.
Understand Physics Concepts - Force / Motion, Energy Transfer: Potential → kinetic energy as the catapult arm moves, Elasticity & Tension: Projectile Motion: Arc, angle, distance, height, time of flight.
Stop Motion Animation - Let me tell you a story.
Challenge - Create a multi-scene stop motion animation video.
This project incorporated storytelling & narrative engineering, by developing complex storylines with cause-and-effect sequences. Students used Google slides to decide on the background scenes to present to the class without speaking.
At first, this was challenging, but once the students realized the process was repetitive, they quickly moved through each scene and created terrific stories. Be sure and ask them to show you.
Can A Gingerbread Man Zipline?
A zipline was hung in the classroom and students were asked to construct a basket or cart to attach and allow their Gingerbreak Man to travel 15 feet. They worked with a partner and used many different materials such as: coffee filters, popsicle sticks, paperclips, pipe cleaners, mini-cup cake wrappers, yarn, construction paper, cardboard, rubber bands and pom poms. These areTRULY creative and they are looking forward to testing their build when they return from Christmas Break. Each group has set their goals to figure out how to achieve the fastest speed.
Focus points:
Force interactions: push/pull, balanced vs. unbalanced force.
Variables: mass, speed, friction, incline angle, length of zipline
Data collection: timing runs, calculating average speed, graphing results
Forces: Test friction, gravity
Physics modeling: predicting outcomes before testing tension
Geometry: Angles, slope
Students were reflecting on their creative process (What did I change? Why?). They considered the constraints they had (ex: materials used) and problem -solved to modify their models. How can I redesign the system for smoother motion (no bouncing). What would happen if Mrs. Rankin increased the angle zipline? Will the slope make my basket move faster? Does mass affect how quickly something will travel downhill? What size rock can I add in my basket for added weight?.
