Gears Program Outline

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GEARS - G irls Exploring Ambitions in Robotics and Stem
Table of Contents

Overview & Purpose

➔ Program Goals/Objectives
◆ Female Empowerment
◆ Intellectual Stimulation
◆ Career Exploration
…………………………………………………………………………………………………………………………………………………………………
Executing the Program (Step by Step)

➔ Timeline & “Deadlines”
➔ Program Outline
➔ Getting Approval
◆ Contacting Local Elementary School(s)
◆ Contacting Program Adviser
➔ Academic Standards
◆ Fourth & Fifth Graders
➔ Volunteer Recruitment
◆ Google Form
◆ Paper Application
➔ Classroom Presence
…………………………………………………………………………………………………………………………………………………………………
Lesson Plans
➔ General Rules & Procedures
◆ Lesson Set-Ups
◆ Icebreakers
◆ Teams/Groups
◆ Show and Tell

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◆ Clean-Up
➔ 1st Lesson - Extending Grabber
➔ 2nd Lesson - The Science Behind Snowball Fights
➔ 3rd Lesson - Straw Roller Coaster
➔ More Lesson Ideas
◆ Wind powered cars
◆ Marshmallow Igloos
◆ What makes the best paper airplane?
…………………………………………………………………………………………………………………………………………………………………
Finance & Funding

➔ Donations
◆ Local Businesses
◆ Reaching out to students and families in Antelope Community
➔ Fundraisers
◆ Club Membership Dues (T-shirt sales)
…………………………………………………………………………………………………………………………………………………………………
Program Promotion
➔ Social Media
◆ School Platforms
● Parent Community Pages
● Flyers & Posters
● Parent and Student Orientation
…………………………………………………………………………………………………………………………………………………………………
Photo Gallery

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OVERVIEW & PURPOSE:

Program Goals/Objectives
Female Empowerment
Intellectual Stimulation
Career Exploration

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Program Goals/Objectives
Our program offers bright minded and curious young girls to explore
interest in science, math, engineering, technology, and robotics. We believe
GEARS will enable our students to reach new heights in STEM exploration by
offering them the opportunity to engage in STEM oriented lessons/activities.
These lessons will be created and taught by Antelope HS students with passions
in STEM learning. These student volunteers will also be members of the Society
of Women Engineers chapter at Antelope HS. GEARS will have three main
objectives:
Female Empowerment
Due to the lack of female representation in STEM and IT fields it is easy for
girls to become discouraged or lose interest in the field at a young age. Young
girls and all children, often hold an abundance of curiosity and inquisitiveness
that drives them to explore and learn simply for the sake of learning. This type of
education and love of learning is a precious gem that should be nurtured and
carried all through life. STEM courses and programs offers students a
motivating, engaging, and stimulating environment. GEARS strives to empower
young girls and give them the confidence to explore opportunities in math,
science, technology, and robotics (STEM). We believe it is highly important to
give young girls the opportunity to explore and engage in STEM oriented
activities.
Intellectual Stimulation
GEARS provides young girls with the ability to explore STEM with a hands
on learning approach -- through working on labs, planned activities, and various
critical thinking exercises. Teaching STEM lessons enables students to process
information in a more analytical way, because all of the pillars (science,
technology, engineering, and math) are taught together and build off one another.

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Students must consider a method or inventive idea in which every subject is
factored into the final product, in order for it to be successful. Introducing STEM
based activities and lessons benefits students, because they create an inclusive
and effective education platform for all students. Engaging in STEM based
activities, students will be creatively challenged and allowed to analyze the ways
everyday items can be used to create a new innovative product.
Career Exploration in STEM Fields
STEM fields are some of the most rapidly growing fields, with a wide range
of opportunities and job variation. With this vastly expanding platform, we believe
it is essential that all students are given the opportunity to explore the wonders
of STEM. Due to the pre-existing discouragement of women in the STEM field we
believe it is crucial for young girls to have safe and inclusive environment in
which they can explore. That being said, GEARS will not only focus on one
particular field of engineering, science, or math. In fact, our goal is to create
lessons that are reflective of a wide range of fields (earth sciences, robotics
engineering, structural engineering, chemistry, physics, etc.) in order for girls
involved in our program to gain knowledge on the amount of diversity in the
STEM field.

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EXECUTING THE PROGRAM

(STEP BY STEP):

Timeline & “Deadlines”

Program Outline
Getting Approval
Contacting Local Elementary School
Contacting Program Adviser
Academic Standards
Fourth & Fifth Graders
Volunteer Recruitment
Google Form
Paper Application
Classroom Presence

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Timeline & Deadlines
Summer 2018:
- Work on creating a pitch and digital outline for GEARS
- Prepare sample lessons to present to OG staff
- Contact an Antelope staff adviser by the end for summer via email
- Contact elementary schools before the beginning of the school year (week of July 30th)
- Set up meeting with Counselor or Principle (for August)
August 2018:
- Meet with Antelope Staff Adviser to discuss program
- Meet with Elementary School staff member to pitch program
- Hopefully gain clearance for program
- Schedule dates, location, and times for program
- Promote GEARS on elementary school campus
- Flyers, posters & social media (promote orientation for beginning of
September)
- Have Sign-up forms available (due by the end of August)
- Digital link and paper form in office/classrooms
- Promote GEARS around campus and in PLTW classrooms (Antelope)
- Send out online and paper applications (to be due at the end of the month)
- Send out Donations Request Letters for supplies for lessons
- Plan first SWE meeting to meet with potential volunteers for later in the month (week of
Aug 13th)
- Talk about dues and t-shirt orders to be turned in with volunteer application
- Order Volunteer Shirts
September 2018:
- Contact Volunteers (individually or hold meeting)
- Distribute T-shirts and Volunteer schedules
- Finalize lesson plans for (October-January)
- Gather supplies for projects (have ready before mid September)
- Create power points for each lesson
- Assign volunteers to help with various section of lesson
- Finalize Dates, Locations, and Times with elementary school
- Hold orientation for interested Parents and Students
- Make slide presentation for the orientation
- Hold SWE meeting (mid September) to run through the first GEARS lesson
- Invite elementary school staff rep or video tape to send to school
October 2018:
- Hold first ever GEARS lesson at Elementary School (yay!)

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- Have sign-in sheet
- Arrive on school’s campus 30 minutes early to set-up
Program Outline
I. Contact Olive Grove Elementary
● Email and schedule a meeting with OG Principal Mr. Giannini
○ Discuss program’s purpose and present outline
■ Obtain permission for program
■ Set up dates, times, and location for program

II. Promote Program and Prepare Supplies
● Promote GEARS to obtain volunteers (Antelope Campus)
○ Create and distribute flyers for SWE
■ Promote in PLTW Classrooms
■ Have volunteer sign-up available (Google Forms)
○ Hold meeting for potential SWE Members and GEARS Volunteers
■ Discuss GEARS program and purpose
■ Talk about SWE dues and T-shirt (the dues will be the purchasing of a volunteer
T-shirt, to contribute to buying supplies for the GEARS lessons)
● Promote GEARS to OG Parents and Students
○ Flyers and Posters around campus (get clearance)
○ Distribute Flyers to 4th and 5th grade teachers
■ Email teachers informing them on program and meeting person to give flyers
○ Hold Parent and Student Orientation discussing the program and purpose
● Purchase Items for Lessons Using T-shirt earnings
● Create donation request letter (if needed) for expensive items
III. Prepare Volunteers
● Have all volunteers sign contract of commitment and fill out any paperwork and forms required
by Olive Grove
● Volunteers must attend mandatory SWE meeting to…
○ Distribute T-shirts
○ Learn purpose and goals of GEARS
■ Teach first lesson to volunteers
IV. Begin Lessons
● Transportation
○ Ask volunteers to arrange carpool methods if needed
● Lesson Plans
○ Plans will be created by SWE members
■ Monthly meetings to delegate specific task to SWE members in groups for the
lesson
● Slides presentations will be created
● Models will be created (if needed)
● Step by step tutorials
■ SWE Members will brainstorm lesson ideas at meetings
■ All lessons will be approved by staff advisor
● Lessons will end with conclusion questions
○ Students will be asked a series of question pertaining to the specific lesson taught that
day

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Approval
In order to begin our program we will need the approval and
support of a GEARS staff advisor from our school.
Our aim is to partner our program with the Society of
Women Engineers (SWE) chapter at our school. We will contact
Marissa Winn, the adviser of SWE and PLTW engineering teacher,
via email to discuss and ask for her support in GEARS and
reinventing the SWE club at our school.
When contacting Mrs. Winn be sure to include:
● The role SWE will play in GEARS
● Purpose of GEARS
● PDF of GEARS Outline and share document

In order to begin our program we will also need approval
from Olive Grove Elementary School (by Principal or Staff
Member). Mr. Giannini will be emailed towards the end of summer
2018, to set up a meeting to discuss GEARS.
Information to have for meeting with OG:
● Printed program outline (copy for use)
○ Purpose of GEARS
● Example Lesson Plans and presentations
● Funding resources

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Academic Standards
Fourth Grade Math and Science Standards:
Fifth Grade Math and Science Standards:

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Volunteer Recruitment
Antelope High School is home to amazing PLTW pathways focusing
in Biomedical Science, Engineering, and Computer Science. Within these
wonderful programs are outstanding and bright individuals that learn for
the sake of learning and are driven by their creative minds. We would prefer
or most of our GEARS volunteers to be involved in at least one of these
pathways.

There are also very motivated and driven female students involved in
Antelope’s PLTW pathways, we would love to recruit these students to
become volunteers and SWE members. Our vision is to revamp the SWE
chapter at our school. We would have SWE members be both program
volunteers and contribute to creating and planning lessons. We aim to
obtain 20-30 new SWE members in the coming school year (2018-2019).
In order to obtain membership we will promote SWE and the GEARS
program in PLTW classroom with flyers and speak to PLTW teachers
about visiting classroom to speak to students in small groups.

Once volunteers complete a simple sign-up google form, participants
must attend a mandatory orientation/SWE meeting to discuss in depth the
GEARS program and membership dues.

SWE members will ultimately be the leaders of the GEARS program,
contributing ideas, planning lessons, and gatherings supplies. We will hold
a monthly meeting to discuss GEARS (in the beginning of the month) to
plan the upcoming GEARS lesson latter in the month.
Volunteer Sign-Up Form:

https://docs.google.com/forms/d/1Y0a4et9waHF8pRofocchEmy3pyr6cEo
ct3Qj2M0cSFA/prefill

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Classroom Presence/Rules

The GEARS program aims to create and unite a strong community of
young girls that are invested in their interests and passions for learning. We
believe that creating and maintaining personal bonds between volunteers
and students will allow for a more comfortable classroom environment.
Our volunteers will be committed t o enriching the lives of young girls
though the knowledge and teachings of STEM. We strive to present our
future students with lively and engaging lessons that enable them think on
a more critically.

The classroom presence should also be:
● Inclusive, students will be allowed to participate in activities,
regardless of previous amount of STEM knowledge
● Collaborative, students will work in teams or small groups often
● Understanding, volunteers will allow students to explore different
ideas and strategies, in order to maintain creative freedom

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LESSON PLANS:
General Rules & Procedures
Lesson Set-Ups
Icebreakers
Teams/Groups
Show and Tell
Clean-Up
1st Lesson - Extending Grabber

2nd Lesson - The Science Behind
Snowball Fights
3rd Lesson - Straw Roller
Coaster
More Lesson Ideas

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General Rules & Procedures

Lesson Set-ups
Volunteers will be highly encouraged to come to the lesson location at least 15-20 minutes
before the advertised start time to the students.
Setups will include:
● Displaying a model lab or prototype that pertains to the lesson of the day
● Displaying lesson slides presentation on laptop or screen
● Passing out warm up papers for lesson if need
● Passing out individual supplies
Ice Breakers
Different ice breakers will be used at every single lesson. Since one of the key points in the
GEARS curriculum is teamwork, students will benefit greatly from participating in ice breakers.
Ice breakers brings groups of people together, raises energy levels of participants, and gains
students attention.
Icebreaker Examples:
● Blobs and Lines - helps students discover what they have in common
● This or That - students are asked to move to one side of the room based on their
preference to a this or that question
● Concentric Circles - allows students to have one on one conversations to socialize
Teams/Groups
We have found it very beneficial for students to work in groups or teams, it allows them to
formulate new ideas and see things from different perspectives. The ability to work effectively
in teams is a great skill that will help these young students in their higher education. Utilizing
teamwork in a classroom setting is not a new concept, it is likely the students have already
worked in groups before and will in the future; lets keep the trend going!
Show-and-Tell
We believe it is crucial for students to share their knowledge with their peers. Peer learning
often leads to a wide spread of information. For example, if a group of students have
successfully created a task, they can share their findings with the groups around them. This
does not only allow students to demonstrate their learning but it also enables other students to
learn and work to come to find the same solution.
Clean-Up
Although we will always have volunteers on hand to participate in cleanup, we believe it is vital
to teach students to clean up after themselves. We will highly encourage students to pick up
after themselves and help students around them with their messes.

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Extending Grabber – 1st Lesson

Lesson Plan
Instructor: AHS Swe Team

Date: TBD
Overview & Purpose

The lesson will be opened up with a welcome and introduction of SWE volunteers. A
paper outline of the Engineering Design Process steps will be provided to students with
a brief description of the day’s activity. Writing materials will also be provided, as well
as, project supplies. A google slides presentation will be created for the lesson.
This activity allows students to participate hands on in creating a product that

demonstrates the concept of mechanical advantage. By applying small force over large
distances the student is able to lift heavy loads for smaller distances. Using inexpensive
and household supplies students will be able to create a tangible item that resolves an
everyday problem using engineering principles. Students will also be given creative
control; they will be given the opportunity to customize their tool in anyway.

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Objectives
1. Students will be informed about the job of mechanical engineers (through google
slides presentation).
2. Students will be guided through the Engineering Design Process Steps.
3. Students will craft their own Extending Grabber tool with the supplies provided to
them and by following a detailed tutorial by a SWE volunteer.
4. Student will customize their tool (with color, handle, etc.) in order to explore their
own unique ideas.
5. Students will be given time to share their creations with a group of other
students.
Materials Needed
1. Craft sticks (8 for each student)
2. Plastic Straws (2 for each student)
3. Wooden skewers (2 for each student)
4. Tape
5. Plastic cups (for testing tool)
6. Pipe cleaners & rubber bands (for customization)
Verification
Steps to check for student understanding
1. Can students identify the roles of mechanical engineers and why they are
important to our everyday life
2. Students can demonstrate the use of their Extending Grabber tool and identify its
purpose.
3. Students can write a short conclusion about the knowledge they have learned
during the lesson.
Reflection and Clean Up

All students will be given a handout with space to reflect upon their learnings and give
feedback on what they liked and disliked about the lesson. This paper will be collected

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and kept by the volunteers so we are able to improve. All students will also help by
cleaning up supplies. Students can take home their creations.
Activity
Describe activity that will reinforce the lesson
● Get to know students by playing an icebreaker.

● Introduce volunteers and students.
● Introduce the lesson topic: Mechanics
○ Also explain the lesson activity: Extending Grabber
● Go through google slides presentation focusing on the jobs of Mechanical
Engineers.
● Once completed, begin activity.
○ Ask students to fill out the Engineering Design Process steps (this will be
done as a group) lead by a volunteer.
○ After filling out the steps, students will begin the project.
■ Steps listed below.
The steps below will be demonstrated by a SWE volunteer step by step to students
with other SWE volunteers monitoring progress of student and helping if needing.
Step 1:
● Pass out the project’s materials:

○ Craft sticks (8 for each student)
○ Plastic Straws (2 for each student)
○ Wooden skewers (2 for each student)
○ Tape
Step 2: Assemble and Reinforce the Beams
● Create four beams by inserting the craft sticks into the pieces of straws.
● Leave a small gap (about 1mm) between the ends of the craft sticks.
● Using a 3-4" cut piece of skewer. Get a piece of masking tape. Use both hands to
hold the tape and stick it onto the skewer. Without letting go of the tape, apply it
to the straw piece. Fold the other half of the tape over the skewer.
○ This will reinforce the connection between the sticks. Without it, the
straws might bend and cause the grabber to be inoperable.

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■ Young students may have trouble with this step. 1-2 volunteers will
manage each group of students to aid with these steps.
● Repeat with all four beams.
Step 3: Connect the Beams
● Use the pointed end of the skewer to carefully pierce the center of the straw.
Pierce another straw piece with the same skewer
● Pull the skewer most of the way through, then break off the skewer, leaving a 2-3"
piece connecting the two straw pieces.
○ By pulling the skewer all the way through, the pointed tip can be reused.
● Repeat for the other two beams to create two 'X' shapes.
● Repeat this process to connect the two 'X' shapes together.
Step 4: Design the Grabber
● Student will be given creative freedom to design and customize their grabbers.
○ Example: Use pieces of craft sticks, pipe cleaners, and/or rubber bands to
improve the grabber's grip. This part of the project is more open-ended.
Step 5: Test
● Students will attempt to pick up a plastic cup.

○ If this proves too easy, we will improvise new challenges to encourage
redesigning their tool.
Safety and General Info:
● The skewer pieces may be pointed. Don't allow students to try to grab at each
other or wave the skewers above shoulder height.
● Be sure that students create and reinforce the beams before assembling.
● Students may be eager to assemble the beams, but the reinforcement step is
important for this project to be durable.
● If the joints are falling apart, you can wrap tape around the skewer pieces to
prevent the straws from slipping off.

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The Science Behind Snowball

Fights – 2nd Lesson
Lesson Plan

Date: TBD
Overview & Purpose

This lesson will be centered around: snow! Students will be learn what snow is made
out of and how it forms through a google slides presentation. Students will them
demonstrate the form of snowball fights using engineering; they will build mini
catapults that reflect the human arms form during a snowball fight in order to do so.

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Objectives
● Students will be learn how and why snow is formed.
● Students will be guided through the Engineering Design Process Steps once
again.
● Students will craft their own mini catapults with the supplies provided to them
and by following a detailed tutorial by a SWE volunteer.
● Students will be given time to share their creations with a group of other students
and collaborate.
Materials Needed
● 7 craft sticks (for each student)
● 3 rubber bands (for each student)
● 1 bottle cap (for each student)
● Cotton balls or marshmallows (to launch)
Verification
1. Students can explain how and why snow is formed.
a. Students reflect on how the snow is formed and what it is made of
2. Students can demonstrate the use of their catapults.
3. Students can explain how their catapults stimulates a human arm during a
snowball fight.
a. The connection to real-world situations allows the students to grasp the idea of
tension and momentum.


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Activity

● Introduce the lesson topic: Snow
○ Also explain the lesson activity: Mini catapults
● Go through google slides presentation focusing the biology and physics behind
snow and snowball fights.
done as a group) lead by a volunteer.

Build the Catapult:

1. Stack 5 craft sticks together, and rubber band the ends.
1. Stack 2 craft sticks together, and wrap a rubber band around the very end.
2. Separate the 2 craft sticks. Place the stack of 5 craft sticks between the 2 craft
sticks.
3. Wrap a rubber band around all of the craft sticks to hold the catapult together.
4. Glue a bottle cap {or something similar} on to serve as a launching platform.
5. Push down on the top craft stick and release to launch an object from the milk
cap.

Testing the Catapult:

1. Students will be given cotton balls or marshmallows to imitate a snowball fight
and put their catapults to the test.

● After testing students will be given the opportunity to share their designers

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Straw Roller Coaster – 3rd

Lesson
Lesson Plan

Date: TBD
Overview & Purpose

Students will use collaborative team work to curate a design they can effectively roll a
small ball through. Students will be encouraged to take full creative freedom and make
their designs as simple or as extravagant as they desire. Volunteers will begin by
presenting google slides that explains the importance of stable infrastructure and how
and why it is created.

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Objectives
1. Students will be learn the significance of stable infrastructure in everyday life.
2. Students will be guided through the Engineering Design Process Steps once
again.
3. Students will most likely run into some challenges while creating their roller
coasters, this will teach them problems solving skills.
4. Students will work and collaborate in teams to share ideas.
5. Students will create their own “roller coaster” using straws to demonstrate their
knowledge of structural integrity.
6. Students will be given time to share their team’s creations with other students.
Materials Needed (per each group)

1. A cardboard box or a piece of cardboard for the base
2. Straws (about a hand full)
3. Scissors
4. Glue or tape to connect straws
5. A ping pong ball or any other small light weight ball
6. A small bowl to catch the ball at the bottom (optional)
Verification
1. Students can explain how and why the way in which all things a built rely on the
principles of science.
2. Students can demonstrate a working model that effectively carries their ball
through their course.
3. Students have drawn out ideas that have been thought out carefully and have
applied knowledge from lesson.

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Activity

● Introduce the lesson topic: Infrastructure
○ Also explain the lesson activity: Straw Roller Coaster
● Go through google slides presentation focusing on the importance of stable
infrastructure.
done as teams, about 4-5)
Students will be encouraged to give their team members certain roles to ensure
progress is being made effectively.
Example Roles include: Sketch Artist, Straw Slicer, Time Manager, Spokesperson
etc.
Design:
● Students will be asked to draw 3 possible design options for their roller coasters.
○ They must get their ideas cleared by a volunteer before being their build.
■ Volunteers will be checking to see if the design is doable in the
amount of time allotted.
● Students will be given examples to base designs off of.

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Building:
● Volunteers will aid in the building of the design however, they will allow students
to do most of the work during this process.
Testing:
● Volunteers will encourage students to test their roller coasters as much as
possible
● If the students’ design is not working they will be encouraged to switch up their
design and problem solve.

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FINANCE & FUNDING:

Donations
Local Businesses
Reaching out to students and families

in Antelope Community
Fundraisers
Club Membership Dues
(T-shirt sales)

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Donations
Local Businesses
If done so in a timely manner, it is possible to create donation request
letters for local stores in the Antelope community. Stores will be contacted if
need be, for donation of specific supplies needed for lessons or specific
activities.
Example Stores:
● Walmart
● Raley’s
● Foodmaxx
● Food Source
Community Outreach
With very involved and active Antelope community members we believe it
would be possible to ask for simple donations of art supplies to parents and
students in our Antelope Community. We would have a specific item needed
(glue, popsicle sticks, ribbon etc.) and curate a post to upload on an Antelope
Community Page (facebook or other social media) asking for the specific item
and the reason as to why. This would only be done in absolute need of an item.

Fundraisers
Local fundraising can also be done if or when funds are needed to
support buying supplies for a lesson or activity.
Fundraising Ideas Include:
● Jamba Juice cards

● Candy/popsicles
● Food establishments (Panda Express, etc)

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Club/Volunteer Membership Dues

Most funding for lessons and activities early on should come from
collecting one time membership “dues” from volunteers and club members
involved in GEARS and SWE. These dues would include a volunteer T-Shirt,
including GEARS logo, to be worn by volunteers while at GEARS lessons.
As of currently: Membership Dues would be $10 (including program

T-shirt)
● The cost of the shirt would be no more than $5, leaving $5 in
club/program funds per volunteer/member
○ Our goal is to attain 15-20 dues paid members during the
2018-2019 school year
■ If achieved that leaves $75-$100 in profit to go towards
funding GEARS lessons, yay!
Note: Memberships will also be available without purchasing a

volunteer shirt or membership dues if the money payment is a conflict with
any aspiring volunteers. GEARS strives to be i nclusive and being unable to
pay a membership fee should not negate volunteer participation!

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PROGRAM PROMOTION:

Social Media
Parent Community Pages
School Platforms
Flyers & Posters
Orientation

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Social Media
Like any new program or organization founded in the 21st century,
GEARS will have social media pages on various platforms. Those most
likely to be created on Facebook and Instagram to begin with. Creating a
Facebook page for GEARS will allow us to reach out to parents in the
Antelope Community and inform them about our program. Instagram will
allow use to attain attention from parents, as well as, Antelope HS students
that may be possible volunteers for our program.
Parent Community Pages
Their are already current active Antelope Community pages, we will use this
pre-existing platform to promote GEARS on Facebook. Media graphics and
a program description can be made when the time comes, followed with a
parent-student permission slip.
School Platforms
Flyers/Posters
Promoting our program on the Olive Grove Campus will most likely be the
most effective way to promote GEARS to parents and students. A flyer and
poster graphic can be made with specific dates and times regarding the
program, as well as, a lesson dates calendar.
Orientation
If possible, GEARS would like to hold a orientation for students and parents
that are interested in involvement within our program. The orientation will

31

be held to go further in depth with our program’s purpose and hopefully

gain committed student attendees to GEARS lessons.

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GEARS ​- G​ irls Exploring Ambitions in Robotics and Stem

Overview & Purpose

Executing the Program (Step by Step)

Finance & Funding

OVERVIEW & PURPOSE:

Career Exploration in STEM Fields

EXECUTING THE PROGRAM

Timeline & “Deadlines”

Fifth Grade Math and Science Standards:

Volunteer Sign-Up Form:

1st Lesson - Extending Grabber

General Rules & Procedures

Setups will include:

Extending Grabber – 1st Lesson

Instructor​:​ AHS Swe Team

Overview & Purpose

This activity allows students to participate hands on in creating a product that

Reflection and Clean Up

● Get to know students by playing an icebreaker.

● Pass out the project’s materials:

Step 2: ​Assemble and Reinforce the Beams

Step 3: ​Connect the Beams

Step 4:​ Design the Grabber

Step 5:​ Test

● Students will attempt to pick up a plastic cup.

Safety and General Info:

The Science Behind Snowball

Instructor​:​ AHS Swe Team

Overview & Purpose

Reflection and Clean Up

● Get to know students by playing an icebreaker.

Straw Roller Coaster – 3rd

Instructor​:​ AHS Swe Team

Overview & Purpose

Materials Needed​ (per each group)

Reflection and Clean Up

● Get to know students by playing an icebreaker.

FINANCE & FUNDING:

Reaching out to students and families

Fundraising Ideas Include:

● Jamba Juice cards

Club/Volunteer Membership Dues

As of currently: Membership Dues would be $10 (including program

Note: Memberships will also be available without purchasing a

Parent Community Pages

be held to go further in depth with our program’s purpose and hopefully

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GEARS - G irls Exploring Ambitions in Robotics and Stem

Instructor: AHS Swe Team

Step 2: Assemble and Reinforce the Beams

Step 3: Connect the Beams

Step 4: Design the Grabber

Step 5: Test

Instructor: AHS Swe Team

Instructor: AHS Swe Team

Materials Needed (per each group)