Integrated II students were recently challenged to go make a kite. This kite couldn’t be just any kite; it had to be built from materials found in their own homes. It also had to be made with at least one recyclable material to keep their kites “environmentally friendly”, be made with at least two quadrilaterals, and be able to fly. With these standards in mind, at the completion of the event there were votes taken on which kite was the most beautiful, which kite was the most unique, and which kite was the best flyer. The winners of these awards won extra credit to go along with the pride of the acknowledgement.
The kite flying project is the beginning of the assimilation of the IB(International Baccalaureate) program at Park Center. The math department is using this as a chance to apply the IB training they have recently received and also as an opportunity to show other teachers what the coming years will look like with IB fully implemented. A total of 13 teachers from different departments are helping slowly integrate this program before next year. During this process, called the Middle Years Pilot Program, other PCSH teachers visit the classrooms of the 13 pilot instructors during their preparation period. The observing teachers fill out an analysis form of the IB principles being modeled.
I was lucky enough to stop in on Ms. Schulz’s fourth hour class and catch a view of all the kite flying action. There were about 9 groups that hour that had created kites. After taking a vote on the most beautiful and most unique kite, it was time to head outside and fly the kites… or should I say attempt to fly the kites. After a couple minutes outdoors only a few kites had truly managed to take off. After experimenting for a while longer, groups caught on to how to get their kites up in the air, and before you could blink, over half the class was managing to look like pros.
Also included in the requirements of the project was a written report. This report consisted of a description of the two quadrilaterals used, a description of the materials used, why those materials were used, and a budget report. The written report is one of the beginning phases of incorporating the IB program into everyday school life.
In the end, even though some groups were unfortunate enough not to get their kites very high, everyone seemed to enjoy the fact they were not doing math work inside. This fun day out gave students a chance to design, write about, and test a kite of their own design. If all this kite flying business is just the start of the IB programs assimilation, what else is in store for our students??
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