Rolfe

Rolfe Cares: C2

Construction & Citizenship

Henrico Learner Profile (HLP) 6C Focus

8th Grade - Technological Systems

SOL/Standard - Competency Skills:

Exploring Technological Systems:

35 Describe the steps of the Virginia Department of Education (VDOE) engineering design process.

Designing Technological Systems

43 Distinguish the characteristics/ properties of materials and families of materials.

44 Demonstrate various types of measuring.

Creating Systems

50 Plan a solution to an engineering design problem, as part of a team.

52 Construct a model or prototype of the proposed solution, as part of a team.

53 Communicate the process and results of the solution, as part of a team.

Evaluating Technological Systems

58 Analyze the cause of a failure or a problem in a technological system.

59 Assess the effect of technological systems on individuals, resources, society, and the environment.

Learning Experience

Rolfe CTE students applied their skills in construction to give back to various organizations becoming good global citizens. They worked together to build a dog house for Ring Dog Rescue, learning about materials and design and how to help animals. After learning about food deserts, a Little Free Pantry was designed and constructed for the Rolfe and Varina community. There were brainstorming group sessions with mockup designs constructed in cardboard. They were empathetic to the needs of the community and proposed creative solutions. Informational flyers were designed and created for the Rolfe community, spreading the message for those in need. For their final experience, the students worked with construction and circuits with littleBits as they investigated the UN Global Goals (like zero hunger, gender equality, life under water, etc.) and designed a prototype invention that could theoretically help the issue.

The inspiring learning experiences fostered creativity, community engagement, and global awareness. By focusing on issues, local and global, students recognized their role as change-makers. They are applying their skills to find new ways to contribute positively to the world, transcending classroom walls.

What did the student(s) learn about this experience:

"I liked the global inventions because you could build your own design. I made something that would help cool burning crops [for the zero hunger global goal]. I feel good about doing this because no one should ever have to go hungry in the world and my design would help in that.” -Nick

“I liked doing the [Little Free] pantry project because it was something real that we could put in front of the school and help people in our community.” - Jamari

“A good reason for being a global citizen is finding joy in helping out others in our community.” -Javon

What did the teacher enjoy about this experience:

"I enjoyed seeing the students' process from the very beginning to the end. There were many steps along the way to get to this point. The class learned basic construction and practical skills that they can use later in life. Sometimes these are skills that we, as adults, take for granted. The class put forth tremendous effort as they became enthusiastic about their designs and built for these authentic tasks." - John Jones