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Rube G oldberg M

achines 5-H

our D esign C

hallenge (Elem entary School Level)

An iBlock is a cross-curricular learning pathway that enables students to invent, explore, and build important future-ready skills. Use our ideas, or invent your own!

Want a sneak peek at what learning redesigned can look like? Check out this sample iBlock for the Rube Goldberg Machines 5-Hour Design Challenge. You’ll see how the skills matrix and framework outline the entire iBlock, and how the student workbook, teacher’s guide, student self-assessments/rubric, and lesson plans comprise each of the iBlock’s modules.

iBlock Foundation iBlock Foundation Plus Essential iBlock

W hat’s Inside

Skills Matrix Framework Student Workbook Teacher’s Guide Student Self- Assessments/Rubric Lesson Plan Onsite Professional Development

iBlock Foundation

+ The iBlock Foundation package comes with one hour of collaboration.

The Skills Matrix is the starting point of your iBlock. For this 5-hour iBlock, the skills matrix outlines the phases and modules of your iBlock, the skills that will be addressed, and gives you pacing guidance.

STEP 1

Let’s collaborate! During the

discovery phase, we’ll listen to your

interests, ideas, and goals. We’ll

define the primary goal and outcome

of your iBlock, and then design the

skills matrix to go along with it.

This skills matrix represents the entire 5-hour iBlock.

Skills M atrix

Phase Research and Planning Testing and Learning

Design and Construction Extensions

Skills Matrix

Module Documentation of Design Process

Gathering Research

Make Logical Inferences from Text

Producing Informative Texts

What is a Rube Goldberg Machine?

Energy Transfer and the Rube

Goldberg Machine

Identify Design Constraints &

Design Solutions

Test and Evaluate

3D Printing

iBlocks: 5 Hour Rube Goldberg Machines Skills Matrix This skills matrix is made for Elementary school. The X-axis represents the skills and concepts addressed in this iBlock, and the Y-axis represents the lesson content.

Creating a Problem Statement

Producing Multiple Solutions

Justifying Decisions with Research

Identifying Constraints and Areas of Improvement

Upload and Edit/Optimize a 3D Object in CAD Software

Print a 3D File

iBlock Foundation

+ The iBlock Foundation package comes with one hour of collaboration.

Consider the Framework as the backbone of your iBlock. It outlines each phase and module with associated tasks and the standards they address.

STEP 2

With the skills matrix as a

starting point, from here the

curriculum team at Teq will build

your iBlock framework.

This framework represents the entire 5-hour iBlock.

Fram ew

ork 2

iBlocks: Rube Goldberg Machines 5-Hour Framework Chain-reaction contraptions accomplish a simple task through an elaborate and complicated method. In this iBlock, challenge your class to create a robotic chain-reaction machine. In order to build this sophisticated apparatus, students will research device triggers, chain reactions, and the domino effect.

Students will explore examples of chain-reaction inventions like the famous Rube Goldberg Machine, the board game Mouse Trap, rolling ball art sculptures, and the Incredible Machine video game for inspiration. When they’re ready to construct their own chain-reaction machine, students can leverage various programmable technologies like Ozobot, Sphero, Makey Makey, littleBits, microcontrollers, and more. The sky is the limit when it comes to their contraption!

Table of Contents Research & Planning Phase

Module 1 - What is a Rube Goldberg Machine? Module 2 - Energy Transfer and the Rube Goldberg Machine

Design & Construction Phase Module 3 - Identify Design Constraints and Design Solutions

Testing & Learning Phase Module 4 - Test and Evaluate

Extensions Module 5 - 3D Printing

Research & Planning Phase Module 1 What is a Rube Goldberg Machine?

In this module, students will research an example chain-reaction contraption. A great resource for this task comes from Reuben Garrett Lucius Goldberg, better known as Rube Goldberg. Students will learn that Rube Goldberg was not only an American inventor, but a sculptor, cartoonist, author, and engineer. Students will research his background and learn how this silly yet challenging machine came to be. Once students have a good grasp on the history of Rube himself, they will dive into what a Rube Goldberg Machine is, why Rube decided to create one, how the machine works, what parameters are necessary to construct one, and finally, look at some great examples of existing chain-reaction contraption machines.

Goal To present authentic research on the life of Rube Goldberg and his famous invention, the Rube Goldberg machine, to gain understanding of how a chain-reaction machine functions.

NYS Next Generation ELA Standards RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text. (4-PS3-1) RW.4.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly. (4-PS3-1)

Module 2 Energy Transfer and the Rube Goldberg Machine (Lesson)

In this module, students will observe the domino effect and test various materials to see how they respond and interact differently. Students will learn how energy is present from the first “push” that triggers a chain reaction — the starting point of a chain-reaction machine.

Next Generation Science Standards (NGSS) Content Standards 4-PS3-2. Make observations to provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

To make observations that provide evidence that energy is conserved as it is transferred and/or converted from one form to another.

Goal

Design & Construction Phase Module 3 Identify Design Constraints and Design Solutions

It’s time to start designing your own chain-reaction machine! What task will it accomplish? How big is it going to be? What materials will you use? How will you activate the start? These are just some of the questions students should be thinking about as they begin creating their designs.

Next Generation Science Standards (NGSS) Engineering Standards 3-5-ETS1-1. Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost.

Content Standards 4-PS3-1. Use evidence to construct an explanation relating the speed of an object to the energy of that object.

To recognize what may or may not impact design and start creating a blueprint for construction within determined constraints.

Goal

Testing & Learning Phase Module 4 Test and Evaluate

Students will test and evaluate specific aspects of their prototype using the Scientific Method.

Next Generation Science Standards (NGSS) Engineering Standards 3-5-ETS1-3. Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved.

NYS Next Generation ELA Standards 5SL1: Engage effectively in a range of collaborative discussions with diverse learners.

To develop a scientifically-sound study (employing the Scientific Method) to test specific function parameters. Parameters will be determined by the prototype’s purpose. Students will determine if all components built, the technology used, and the machine as a whole, work as intended.

Goal

Extensions Module 5 3D Printing

In this module, challenge students to 3D print a portion of their chain-reaction machine. Students may design components such as levers, switches, walls, gates, balls, and other such components. Students should introduce the 3D printed component as a benefit or improvement to support their previous build.

To learn the principles of 3D design using CAD software, to optimize a 3D print, and to successfully print a file using the proper hardware.

Goal

iBlock Foundation Plus

+ The iBlock Foundation Plus package comes with one hour of collaboration and one day of onsite implementation support from our curriculum team.

The Student Workbook is meant to be a companion for students as they work through each module of the iBlock.

STEP 3

With the skills matrix and

framework in hand, you can either

choose to develop the rest of the

iBlock on your own, or commission

Teq to create the next part of an

iBlock: the student workbook.

This example student workbook represents content from two modules of the 5-hour iBlock.

3 Student W

orkbook

Research & Planning Phase Module 1- What is a Rube Goldberg Machine?

Who is Rube Goldberg? Provide some details on his life, his career, and the inspiration for his invention.

What is a Rube Goldberg machine? How does it work?

Research

Task - Present an authentic research project on the life of Rube Goldberg and his famous invention, the Rube Goldberg machine.

Note - You may work between Module 1 and Module 2 to complete your presentation.

What types of materials have you observed being used in Rube Goldberg and other chain- reaction machines?

Design & Construction Phase Module 3 - Identify Design Constraints and Design Solutions

Ideate - What task(s) do you want to accomplish using your chain-reaction machine?

Ideate - What materials will you be using as you construct your machine?

Ideate - How will you incorporate the technology you learned about?

Task - Compile a list of design constraints, brainstorm designs, and create a blueprint of your own chain-reaction machine.

Design & Construction Phase Module 3 - Identify Design Constraints and Design Solutions (continued)

Design Solution 1 - Materials:

Design Solution 1 - Description (include components, technology, pathways, and size):

Design Solution 1 - What are the steps your machine will take from start to finish?

Design Solution 1 - Sketch:

Design & Construction Phase Module 3 - Identify Design Constraints and Design Solutions (continued)

Design Solution 2 - Materials:

Design Solution 2 - Description (include components, technology, pathways, and size):

Design Solution 2 - What are the steps your machine will take from start to finish?

Design Solution 2 - Sketch:

iBlock Foundation Plus

+ The iBlock Foundation Plus package comes with one hour of collaboration and one day of onsite implementation support from our curriculum team. iBlock Foundation Plus

The Teacher’s Guide mirrors the student workbook for each iBlock module, and contains helpful guidance and tips for teachers.

STEP 4

With the student workbooks

created, we’ll then develop a

teacher’s guide, which is meant

to assist educators as they

facilitate their iBlock.

This example teacher’s guide represents content from two modules of the 5-hour iBlock.

4 Teacher’s G

uide

• Born Reuben Garrett Lucius Goldberg in 1883 in California, later moved to NYC • Sculptor, author, engineer, news reporter, film writer, and inventor • Graduated from University of California Berkeley; degree in Engineering • “Self-Operating Napkin” was one of his “Rube Goldberg Inventions” cartoons that illustrated a Rube

Goldberg machine

• Machine (contraption, invention, apparatus, device) that uses a chain reaction to complete a very simple task in an over-complicated fashion

• Defined by the Merriam Webster dictionary as “accomplishing by complex means what seemingly could be done simply.”

• A system of doing something simple in a very complicated way that is not necessary

• Books • Bottles • Bowls • Boxes • Cans

• Cardboard • Cups • Dominos • Fans • Gears

• Lego bricks • Magnets • Marbles • Paper towel rolls • Pipe cleaners

• Rubber bands • Straws • String • Tape • Toy cars

Possible Outcomes:

Research & Planning Phase Module 1- What is a Rube Goldberg Machine?

Who is Rube Goldberg? Provide some details on his life, his career, and the inspiration for his invention.

What is a Rube Goldberg machine? How does it work?

Research

Task - Present an authentic research project on the life of Rube Goldberg and his famous invention, the Rube Goldberg machine.

Note - You may work between Module 1 and Module 2 to complete your presentation.

What types of materials have you observed being used in Rube Goldberg and other chain-reaction machines?

• Explain to students that there are many consumable and non-consumable materials to choose from when creating the invention. Provide students time to look around the classroom to identify items already available to them that they might want to use.

Emphasize:

Design & Construction Phase Module 3 - Identify Design Constraints and Design Solutions

Ideate - What task(s) do you want to accomplish using your chain-reaction machine?

Ideate - What materials will you be using as you construct your machine?

Task - Compile a list of design constraints, brainstorm designs, and create a blueprint of your own chain-reaction machine.

• Dropping a plastic bottle in a recycling bin • Shutting a door • Ringing a bell • Breaking an egg • Popping a balloon • Dropping a ball into a cup • Dropping a coin into a hole • Turning something on or off (lights, alarms, music, etc.) • Deliver a drink or snack

• Balls • Books • Bottles • Bowls • Boxes • Cans • Cardboard • Cups • Dominos

• Electrical wires (alligator clips)

• Fans • Funnels • Gears • Light bulbs (LED Lights) • Lego bricks • Magnets • Marbles

• Paper towel rolls • Pipe cleaners • PVC pipes • Rubber bands • Straws • String • Tape • Toy cars

Possible Outcomes:

• Students may use technology like the Sphero, Dash and Dot, Cubelets, or Ozobots as the force that will move through the chain-reaction machine.

• Students may incorporate their knowledge of circuity into their chain-reaction machine. • Students may also choose to use 3D printing.

Emphasize:

Design & Construction Phase Module 3 - Identify Design Constraints and Design Solutions (continued)

Ideate - How will you incorporate the technology you learned about?

Ideate - What will be the sign of success?

Ideate - How will your machine be activated?

• Students should start off by using a manual or physical activation like a simple push, a moving toy (wind up and release), a pulley system, and so on.

• Have students think back to the examples they observed to determine the best activation mechanism for their system. Then, students can automate the system by programming a button or switch using the Makey Makey or littleBits as a functional improvement in a later module.

• Students should determine their own signs of success. ġ Will it be completion of the end task whether or not all steps in the process are

completed properly? ġ Will it be if the ball or marble pass through each component whether or not the end

task is completed? ġ Will it be if the chain-reaction machine works appropriately and properly with a reset feature?

Checkpoint:

• Materials available • Time allotted for construction • Structure • Reset options • Function of the functional improvements

Possible Outcomes:

Ideate - What are your constraints? Are any of them design-dependent?

• Students may sketch, use clip art, take pictures, or describe their designs.

Possible Outcomes:

• Identify all materials (consumables and technologies) that are available to students here. Remind students that 3D printing and/or programming technology may be used, but should not be the only tools they use, since they will work with these more deeply in the Extensions, when planning a functional improvement and incorporating 3D printing. However, for more advanced students, or those who want to be challenged, it can be incorporated in their first designs.

• Determine skill level of student groups and if time constraints should be provided.

Emphasize:

Design & Construction Phase Module 3 - Identify Design Constraints and Design Solutions (continued)

Design Solutions 1-2 - Materials:

Design Solutions 1-2 - Description (include components, technology, pathways, and size):

Design Solutions 1-2 - What are the steps your machine will take from start to finish?

Design Solutions 1-2 - Sketch:

• Make sure designs include estimations of scale when applicable.

• Description should include method of construction and creation.

Checkpoint:

• Students do not need to have a finalized thought process during this step. This question is used to prompt students to begin to develop a general idea about what they want their chain-reaction machine to accomplish and the steps it will go through from start to finish.

Misconceptions:

Essential iBlock

+ The Essential iBlock includes one hour of collaboration on the foundation, and one hour of collaboration on student self-assessments/rubric. It also comes with a total of five days of professional development: two days of onsite implementation support, and three days of onsite facilitation.

This Student Self-Assessment/Rubric was created as a way to gauge understanding as students record and reflect on their iBlock work.

STEP 5

With the skills matrix, framework,

student workbook, and teacher’s guide

in hand, most educators feel ready

to facilitate their iBlock. However, if

you’d like to continue developing your

iBlock with Teq, we begin creating

the student self-assessments/rubric

portion of your iBlock.

This example student self-assessment represents content from one module of the 5-hour iBlock.

5 Student Self-Assessm

ents/R ubric

Module 5 Rubric - 3D Printing Emerging (1) Progressing (2) Proficient (3)

Prepping a 3D Object for Print in a CAD Software

Accurately set 2 out of 6 specified print settings (low quality, 20% infill, material, speed, extruders, and supports) and save the file to a thumbdrive.

Accurately set 4 out of 6 specified print settings (low quality, 20% infill, material, speed, extruders, and supports) and save the file to a thumbdrive.

Accurately set all specified print settings (low quality, 20% infill, material, speed, extruders, and supports) and save the file to a thumbdrive.

Configure a 3D Print

Turn on the printer, start the print, and remove the print when the print in complete.

Turn on the printer, load proper materials, start the print, and remove the print when complete.

Turn on the printer, load proper materials, manually level and calibrate the build plate, start the print, and remove the print when complete.

Printing a 3D Object

Print is incomplete. Print is complete. Print is complete and the next item in the queue is notified.

Assembling the 3D Print According to a Schematic

Assembly incomplete. Assembly is complete, or mostly complete, with some unused parts.

Assembly uses all given parts, and the prosthetic functions as intended.

Areas of Improvement

None or inconsequential changes to the prints are suggested to improve further prints.

Some changes are suggested to improve further prints.

Specific and detailed changes are identified, and each includes how the print would be improved.

Module 5 Rubric - 3D Printing Emerging (1) Progressing (2) Proficient (3)

Prepping a 3D Object for Print in a CAD Software

Accurately set 2 out of 6 specified print settings (low quality, 20% infill, material, speed, extruders, and supports) and save the file to a thumbdrive.

Accurately set 4 out of 6 specified print settings (low quality, 20% infill, material, speed, extruders, and supports) and save the file to a thumbdrive.

Accurately set all specified print settings (low quality, 20% infill, material, speed, extruders, and supports) and save the file to a thumbdrive.

Configure a 3D Print

Turn on the printer, start the print, and remove the print when the print in complete.

Turn on the printer, load proper materials, start the print, and remove the print when complete.

Turn on the printer, load proper materials, manually level and calibrate the build plate, start the print, and remove the print when complete.

Printing a 3D Object

Print is incomplete. Print is complete. Print is complete and the next item in the queue is notified.

Assembling the 3D Print According to a Schematic

Assembly incomplete. Assembly is complete, or mostly complete, with some unused parts.

Assembly uses all given parts, and the prosthetic functions as intended.

Areas of Improvement

None or inconsequential changes to the prints are suggested to improve further prints.

Some changes are suggested to improve further prints.

Specific and detailed changes are identified, and each includes how the print would be improved.

Essential iBlock

This example Lesson Plan shows you what a fleshed out and ready-to-use lesson plan will look like.

STEP 6

Finally, the actual lesson

content is created in the shape

of lesson plans.

This example lesson plan represents content from one module of the 5-hour iBlock.

Lesson Plan 6

Energy Transfer and the Rube Goldberg Machine - Lesson Plan

Topic: Energy Transfer and the Chain-Reaction Machine Grade/Grade Band: Elementary

ENGAGE

Opening Activity – Access Prior Learning / Stimulate Interest / Generate Questions: Rube Goldberg was many things including a cartoonist and inventor. His drawings of complicated gadgets have become fun ways for students to accomplish simple tasks through a more complicated series of steps. They also provide the opportunity to discuss topics such as energy in physics. For example, students can explore how the speed of an object relates to the energy of that object, how that energy is conserved as it is transferred and/or converted from one form to another, and the changes in energy that occur when objects collide.

In this section of the lesson, share the following video to discuss the difference between potential and kinetic energy.

https://www.youtube.com/watch?v=IqV5L66EP2E

Ask students to think about the following questions: Where can kinetic and potential energy be found in our everyday lives? Why is it important to understand the difference between kinetic and potential energy?

EXPLORE

Lesson Description – Materials Needed / Probing or Clarifying Questions: After building context with interactive resources, have your students split into groups of three to discuss and explore when the roller coaster has the most kinetic and potential energy. Provide students with time to define the difference between kinetic and potential energy in their own words.

EXPLAIN

Concepts Explained and Vocabulary Defined: Explain the difference between simple and complex machines. Have students find examples of simple machines in their everyday lives. How can they use simple machines in their own chain- reaction contraption designs? Where does the transfer of energy occur in their simple machine? Vocabulary:

ELABORATE & EVALUATE

Once students have an understanding of the associated concepts, give them time to write about the engineering behind Rube Goldberg and similar chain-reaction machines. Have students choose a design and answer the following questions in an essay: Where can potential and kinetic energy be found? What simple machines were used in this design?

ELABORATE FURTHER / REFLECT / ENRICHMENT

Give students a CAD file they can download themselves and upload into Tinkercad. Then, ask them to think about how these materials could be used in their own chain-reaction design. What process would students have to go through to print that CAD file?

• Engineering Design Process • Energy • Force • Motion • Device trigger

• Chain reaction • Kinetic energy • Potential energy • Simple machines • Velocity

Our team will provide technical and instructional support, professional development, and any guidance necessary to ensure you get your iBlock up and running in the best way possible.

Professional D evelopm

ent +

Collaboration and Support Because iBlocks are custom-designed around your goals and desired outcomes, collaboration between you and Teq is an important part of the process. Here’s what collaboration and support look like through each step of an iBlock’s creation.

iBlock Foundation Package Our collaboration begins with a one-hour discovery and needs assessment conversation where we’ll gather the goals and outcomes needed to create your skills matrix and framework. We’ll also identify the primary and secondary focus of your iBlock — like Math, ELA, Engineering, Design, and so on. [1] Skills Matrix + [2] Framework + One hour of content creation collaboration between you and Teq

iBlock Foundation Plus Package If you’d like further support from Teq, the iBlock Foundation Plus package includes the creation of the student workbooks and the teacher’s guide, which we find supports better outcomes for your iBlock. This package also includes one hour of content collaboration, and one day of onsite implementation support to guide your integration of the iBlock into current classroom instruction. [1] Skills Matrix + [2] Framework + [3] Student Workbook + [4] Teacher’s Guide + One hour of content creation collaboration between you and Teq + One day of implementation support

Essential iBlock Package This package includes all components of the Foundation Plus package with the addition of student self-assessments/rubric, and lesson plans. With this package you’ll receive two hours of content collaboration, and a total of five days of onsite professional development. Onsite PD will include two days of implementation support to guide your integration of the iBlock into current classroom instruction, and three days of in-classroom facilitation to get your iBlock up and running with your students. [1] Skills Matrix + [2] Framework + [3] Student Workbook + [4] Teacher’s Guide + [5] Student Self-Assessments/Rubric + [6] Lesson Plans + [7] Five days of PD* + Two hours of content creation collaboration between you and Teq + *Five total days of onsite professional development: 2 days of implementation support and 3 days of facilitation

Enhanced iBlock Imagine an iBlock that spans across grades and evolves with your students as they learn and grow. With iBlocks, you have the ability to adjust, modify, or extend your project over time. If this sounds like an option you’d like to explore, please contact us to discuss!

*If you’d like your instructional staff to participate in the iBlock design and development process beyond the hours specified by your package, please let us know before your purchase order is issued. Any collaboration outside of the scope specified in each package will be billed at a daily rate, and should be reflected in the initial purchase order, as it informs the iBlock creation process.

How We Create an iBlock: A Look at Pedagogy and Process

What is an iBlock? iBlocks are interdisciplinary and authentic engineering design projects created with pointed technology integration, designed to meet the needs of your students. The mission of iBlocks is to prepare students for 21st century jobs with hands- on and inquiry-based learning experiences. Our curriculum team draws on their experiences with STEM and STEAM pedagogies for creation, making content that is purposeful and carefully articulated. Some pedagogies utilized include 21st century skills, NGSS, the Engineering Design Process, Understanding by Design, Backwards Design for Learning, and more. Our pedagogical resolve is important to us, and we believe that is apparent in our process.

Creating the iBlock Foundation The creation of an iBlock starts with the skills matrix. The skills matrix is a crucial point in the process because it provides the structure for the entire iBlock, defining the goals and expected outcomes. We encourage high levels of collaboration between the district and Teq at this point to ensure we are meeting your unique needs. The next step of the process is the framework creation, which brings the skills detailed in the matrix together within the context of the projected outcome. The framework provides the details of each step of the Engineering Design Process in the form of modules. The skills matrix and framework comprise the iBlock Foundation package, providing you with the structure to create your own project components to implement in your district.

The iBlock Foundation Plus If a district would like further assistance from Teq, the iBlock Foundation Plus package may fit their needs. The Foundation Plus package contains everything included in the Foundation package with the addition of student workbooks, and a teacher’s guide. The student workbook is created first, and is meant to be a general guide to the framework, including guiding questions, graphic organizers for brainstorming, and more. Next, the teacher’s guide is created using the student workbook as its frame. The teacher’s guide includes discussion points, possible misconceptions, suggested vocabulary, and more. With the iBlock Foundation Plus package, a school can readily implement an iBlock in the classroom. However, teachers will have to develop the finer details of the project.

The Essential iBlock The Essential iBlock package brings together all of the elements of the Foundation Plus package and combines them with the creation of student self-assessments/rubric, lesson plans, and professional development. Together, all of these elements comprise the Essential iBlock. This package has everything a school needs to implement their iBlock straight out of the box. If Teq is commissioned with creating the Essential iBlock package, our curriculum team uses Backwards Design for Learning principles to continue with the iBlock process. The Foundation package creation process stays the same, and creation starts with the skills matrix and the framework. Once complete, our curriculum team then creates the student self-assessments/rubric, then the lesson plans, and finally, the workbook and teacher’s guide. With this slight alteration of the process, workbooks can be tailored to the lesson content more closely and include a higher level of detail when needed. The Essential iBlock package culminates in five days of onsite professional development support, where we’ll guide your educators with two days of implementation support, and three days of in-classroom facilitation. Support and Summary Whether you are looking to address current educational trends, or to transform your educational practices to prepare students for 21st century jobs with hands- on and inquiry-based learning experiences, an iBlock is the perfect fit.

We hope that this explanation of our process shows not only our level of dedication, but our commitment to pedagogical integrity, curricular expertise, and successful outcomes for your students.

Transferable Skills iBlocks engage students in the design process, ensuring that they build proficiencies around critical and inquiry-based thinking, problem solving, communication, and decision making that will sustain them throughout their lives. Advanced Literacy iBlocks contain suitable vocabulary, writing prompts, discussion starters, and pitch and argument crafting, to promote academic success with advanced literacy styles and techniques.

Are you ready to explore? Contact Teq to start the iBlocks conversation!

[email protected] 877.455.9369

7 Norden Lane Huntington Station, NY 11746

877.455.9369 teq.com