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Ladder Golf Sets for the PE Department

  • Getting practice with the measuring tape.
  • Getting practice with the measuring tape.
  • Getting practice with the measuring tape.
  • What is the width of the table?
  • What is the length of the table?
  • What is the height of the table?
  • Measuring and marking the pipes.
  • Measuring and marking the pipes.
  • Measuring and marking the pipes.
  • Locking the tape measure to make it stay.
  • Measuring and marking the pipes.
  • Measure twice. Cut once.
  • Aligning the saw blade with our measured marks.
  • Sorting the pieces - longs and shorts.
  • Assembling the top begins.
  • Assembly of the bottom starts.
  • One of our blueprints, and our parts tracking.
  • Putting the top and bottom together.
  • Pushing the two sides together.
  • Will it stand?
  • Our first ladder golf ladder is done!
  • Putting the smaller ladder together.
  • Putting the smaller ladder together.
  • Putting the smaller ladder together.
  • Putting the smaller ladder together.
  • Putting the two sides together.
  • Finished! A smaller one to compare to the larger.
  • 2016-02-01 07.49.11

Project Description

Early in the school year, I was approached by the Mount Vernon Presbyterian School’s PE Department to see if there was a way that our Maker class could lend a hand with a “Backyard Sports” unit they were planning. They needed some equipment sets built… I need a project to test out ideas on how an entire class could focus on making essentially the same thing… perfect! Enough routine and norming had happened in class that I felt we were ready to start this project.

On the first day of class, I had a member of the PE staff show up and present us with our provocation – create 8 ladder golf sets to use in class. His design specs were simply:

  • make the sets easy to store
  • make them light weight so lower school students can move them
  • make them sturdy so they don’t fall apart when played with

A little research was done to help everyone know what ladder golf was, and then we went through a Parts, Purposes, Complexities visible thinking routine to get us really familiar with what we were building.  It was in that routine that we had a student notice something.

Some of the examples we saw gave different dimensions for sizes. One set called for 24 inch laterals and 14 inch verticals, while another called for 20 inch laterals and 12 inch verticals.  We decided to build one of each to present to our user for feedback.

The larger one was what was picked – “It would probably be an easier target to get the bolas to catch on.”

With that decision made, now we just have to go into mass production mode. That’s up to next week’s class.

Project Details

Client

Second Grade

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