#millstadt

[probablynotzach]

Spinning fire

[thatawaydad]

Eckert’s Millstadt Fun Farm: Full of Family Activities

Eckert’s Millstadt Fun Farm: Full of Family Activities

Apple picking, carnival rides, a petting zoo, and even pig races are a few activities that you can do at Eckert’s Millstadt Fun Farm east of Belleville, Ill. Map near the entrance which is a good way to gain the lay of the land. Arriving at the Farm We parked in the gravel lot near the entrance road. I do this since it makes it easier to find the car when we leave. Next, we headed to the…

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[shelbymustanglover-blog]

Millstadt man dies in two-vehicle head-on crash in Sauget

Millstadt man dies in two-vehicle head-on crash in Sauget

Millstadt man dies in two-vehicle head-on crash in Sauget SAUGET • A man was killed Thursday when a driver crossed the center lane and collided with his vehicle head-on, Sauget police said. The accident happened in the 3100 block of Mississippi Avenue. Killed was Richard H. Denning, 48, of the 200 block of … Read more on St. Louis Post-Dispatch

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[sagesolar]

Der Sonne entgegen by stefan.el77 http://flic.kr/p/ThDf95

[niokplok-blog]

Ambulance Service, Millstadt Ambulance Svc, 108 S Jefferson Street, Millstadt, St. Clair, Illinois, 62260-1550, USA...

Ambulance Service, Millstadt Ambulance Svc, 108 S Jefferson Street, Millstadt, St. Clair, Illinois, 62260-1550, USA...: http://yellowpages-localdirectory.biz/ambulance-service-millstadt-ambulance-svc-108-s-jefferson-street-millstadt-st-clair-illinois-62260-1550-usa/

[spokesamerica]

How to build a trebuchet? Ideas on project-based learning.

This week, we had our best Learning Festival yet. On a farm in Millstadt, Illinois, 30 teenagers from Saint Louis’ Homeschool Network gathered last Thursday for a 24-hour Learning Festival. After three hours of engineering classes, we asked all students to brainstorm projects. Jason - one of eight students to present an idea - asked the group: “Who wants to help me building a trebuchet?”.

Later that afternoon and early the next morning, Jason, Gaby and Xander designed, built and fired their trebuchet. In 5 hours, this rockstar-team went from idea to operation - displaying leadership, teamwork and problem-solving skills. 

Why is this project a great example? 

It's not because we are on a quest to rebuild Medieval weapons - in fact, we are not. Our goal is to engage students in starting (engineering) projects. When kids experience the power of realizing an idea, we hope a seed is planted in them to become lifelong change makers. We want to see an entire generation of individuals empowered to solve the problems they see around them. 

Building the trebuchet was a great example of making an idea reality. In a matter of minutes Jason had specified the mechanical design and made sure all wooden beams were sawn at the right length. Gaby took action by gathering all necessary materials and tools. Xander joined the next morning to help wherever needed: drilling holes; finding a counter-weight; even composing and singing a theme-song! 

Why did the project succeed? 

1. All team members were stoked. Jason and Gaby had built small trebuchets before our workshop and had discussed the idea to build a large trebuchet. They were in. Xander joined halfway when he saw that half the trebuchet assembled and he realized that this was really happening - Jason and Gaby were not resting before firing a rotten apple.

2. The team had direct access to materials and tools. Energy is freed when you come up with an idea. When you channel energy into action, you gain momentum. If you must wait for ten days until the materials for your rocketship arrive, the excitement may wear. In Millstadt, on Carrie’s farm, stacks of beams, two power drills, a saw and a metal rod that doubled as axel were at hand - all the resources required to take action. 

3. The project-idea was specific. We ask students to brainstorm solutions to questions as: “How would you improve your school?” or “What product would you like to buy that you can not currently find in stores?”. Ideas vary greatly in ambition: from building a teleport-machine to making a box of Kool Aid drenched cereal. The teams that get something done after an afternoon or weekend are the teams with a very specific idea. 

4. There was time to take action. The final step in previous Learning Festivals was to create a list of actions without starting. The momentum dissipated as students left the classroom without a real outcome. In Millstadt, all students took 3 hours the next day bring their idea to reality. 

For future Learning Festivals, this means we want to schedule at least 3 hours after a brainstorm, so every team has time to experience the pleasure of taking a first step. Materials for prototyping - possibly non-technical, such as organizing a dance party - should be available close to the project workshop location. Brainstorming facilitation will be modified to nurture more specific ideas. 

Which unanswered questions do we have? 

We have not yet found solutions to all our problems. Beyond the trebuchet, two more teams completed a project in Millstadt: Josh built a basic video-game; Hunter and his team built an automated waffle-maker-alarm-clock. However, three teams lost interest in their project and did not take a tangible step the next morning. What do you do when a team loses interest in their project? 

On another note, we have not yet found a form to expand this project after summer. We can not clone our team to teach at high schools all across the country year-round. Can we engage other teachers in leading project-workshops? Can we develop a project-kit that students can use without the presence of a mentor? 

[spokestitiaan-blog]

How to build a trebuchet? Reflections on successful project-based learning.

This week, we had our best Learning Festival yet. On a farm in Millstadt, Illinois, 30 teenagers from Saint Louis’ Homeschool Network gathered last Thursday for a 24-hour Learning Festival. After three hours of engineering classes, we asked all students to brainstorm projects. Jason - one of eight students to present an idea - asked the group: “Who wants to help me building a trebuchet?”.

Later that afternoon and early the next morning, Jason, Gaby and Xander designed, built and fired their trebuchet. In 5 hours, this rockstar-team went from idea to operation - displaying leadership, teamwork and problem-solving skills. 

Why is this project a great example? 

It's not because we are on a quest to rebuild Medieval weapons - in fact, we are not. Our goal is to engage students in starting (engineering) projects. When kids experience the power of realizing an idea, we hope a seed is planted in them to become lifelong change makers. We want to see an entire generation of individuals empowered to solve the problems they see around them. 

Building the trebuchet was a great example of making an idea reality. In a matter of minutes Jason had specified the mechanical design and made sure all wooden beams were sawn at the right length. Gaby took action by gathering all necessary materials and tools. Xander joined the next morning to help wherever needed: drilling holes; finding a counter-weight; even composing and singing a theme-song! 

Why did the project succeed? 

1. All team members were stoked. Jason and Gaby had built small trebuchets before our workshop and had discussed the idea to build a large trebuchet. They were in. Xander joined halfway when he saw that half the trebuchet assembled and he realized that this was really happening - Jason and Gaby were not resting before firing a rotten apple.

2. The team had direct access to materials and tools. Energy is freed when you come up with an idea. When you channel energy into action, you gain momentum. If you must wait for ten days until the materials for your rocketship arrive, the excitement may wear. In Millstadt, on Carrie’s farm, stacks of beams, two power drills, a saw and a metal rod that doubled as axel were at hand - all the resources required to take action. 

3. The project-idea was specific. We ask students to brainstorm solutions to questions as: “How would you improve your school?” or “What product would you like to buy that you can not currently find in stores?”. Ideas vary greatly in ambition: from building a teleport-machine to making a box of Kool Aid drenched cereal. The teams that get something done after an afternoon or weekend are the teams with a very specific idea. 

4. There was time to take action. The final step in previous Learning Festivals was to create a list of actions without starting. The momentum dissipated as students left the classroom without a real outcome. In Millstadt, all students took 3 hours the next day bring their idea to reality. 

For future Learning Festivals, this means we want to schedule at least 3 hours after a brainstorm, so every team has time to experience the pleasure of taking a first step. Materials for prototyping - possibly non-technical, such as organizing a dance party - should be available close to the project workshop location. Brainstorming facilitation will be modified to nurture more specific ideas. 

Which unanswered questions do we have? 

We have not yet found solutions to all our problems. Beyond the trebuchet, two more teams completed a project in Millstadt: Josh built a basic video-game; Hunter and his team built an automated waffle-maker-alarm-clock. However, three teams lost interest in their project and did not take a tangible step the next morning. What do you do when a team loses interest in their project? 

On another note, we have not yet found a form to expand this project after summer. We can not clone our team to teach at high schools all across the country year-round. Can we engage other teachers in leading project-workshops? Can we develop a project-kit that students can use without the presence of a mentor? 

[ufologist]

ON THIS DAY IN UFOLOGY

On January 5, 2000, an enormous, V-shaped UFO was tracked by four separate police officers over Illinois. The witnesses described a silent object "like a two-story house" with illuminated windows. One officer estimated it as close as 100 feet.

[part 2] [part 3] [part 4] [part 5]

[ufoevidence]