EVERYONE'S COMING... NOW WHAT DO I DO?

After a bit of thought you have decided that there are two areas in which volunteers can make a big difference. So you place the calls and your support plan is in place.

Greg Mathers has agreed to help on the three days you will be constructing your model rockets. Bill Mitchell (an NAR member and vice-president of your local rocketry club) has agreed to visit your program and bring some of his models to share with your students. Cheryl Walters will be helping you mark off the field on launch day and will make sure that everyone is in the correct place (as defined by your Range Safety Diagram!).

Now is the time to ensure that each of your volunteer positions is structured to provide each person with the opportunity to contribute in a way that is meaningful and important to the successful outcome of your project. This can be easily done by creating opportunities for your volunteers to excel, and by looking for the unique connections that tie your projects’ goals to the "real science" that we use everyday.

Helping others excel.

Greg Mathers has agreed to come and help with your groups construction. Helping him get acquainted with the process of constructing a model will free him to work more closely with your students and be more comfortable in the classroom. Have Mr. Mathers construct a similar model to bring to your groups’ first construction session. Not only will you have a volunteer who is more confident but the members of your group will look to him as an “expert” (he’s built one more rocket than anyone else!) and you have created a visual model that your group can use. The rocket that Mr. Mathers brings can be held as a backup in case of any last minute emergencies on your launch day (yes - students do occasionally sit on their rockets!).

Helping others excel can be as simple as insuring that they are “up to speed” on the goals of the day. Other times it takes careful planning and a bit of creative thinking. Be sure to read our “Field Notes” interview with Cassi Ross - as an experienced volunteer she has a great insight on what educators can do to help their projects - and their volunteers - succeed.

Looking for Unique Connections

One of the great qualities inherent to model rocketry is the opportunity it can provide educators to link students with the vast world of science that lies beyond the classroom. Lets take a look at Bill Mitchell (our guest presenter from the local NAR club). Bill is an avid model rocketeer and owns a small survey company. While it may seem apparent that Bill can be a valuable resource due to his model rocketry experience what may be less obvious is his ability to connect your students to “real world” science. How? Take a moment to consider the other fact we know: Bill is also the owner of a small survey company.

What happens next is very similar to the game “the six degrees of Kevin Bacon” (In case you’ve never heard of this game the object is to pick any actor/actress you can think of and then find six or less actors/actresses that connect your subject with the actor Kevin Bacon.) If - for instance - you are using model rocketry as a tool to help you teach earth science then a typical linking diagram might look similar to the one shown below. The large circles on the interior of the arc represent the main themes that link your core subject to Bill Mitchell’s expertise. The topics on the exterior represent the progression of ideas that led us to be able to make the connection. While this may at first seem a light-hearted way to brainstorm an idea the “six degrees” method can be a powerful tool for linking scientific concepts to “real world” applications and technologies.

Here is how the final scenario might play out: Bill Mitchell arrives to talk with your group. After a short presentation on model rocketry the group discusses the topics on the linking path below. Once the purpose role of GPS navigation has been established Bill narrates how portable GPS transceivers are used in his line of work everyday. After everyone is shown an actual GPS unit your group is off to the school yard and Bill demonstrates how the unit is used in the field.

By the end of the day, everyone has benefitted in this situation. The group has seen a concrete example of how the core subject (earth science) links with “real world” technology. You have been able to review and reinforce key topics and subjects from the original earth science unit. Bill Mitchell has been able demonstrate and discuss two subject areas that are his expertise and has volunteered to “come back anytime - this was great!”.