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 w
orkbook
, teacher’s g
uide
, student
self-assessments/rubric, and lesson plans
comprise each of the iBlock’s modules.
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
1
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
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!
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.
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.
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 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
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
• 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:
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 – 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:
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.
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
+
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 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.
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!
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You don’t have to worry about plagiarism anymore. Get a plagiarism report to certify the uniqueness of your work.
Free Features $66FREE
Most Qualified Writer
$10FREE
Plagiarism Scan Report
$10FREE
Unlimited Revisions
$08FREE
Paper Formatting
$05FREE
Cover Page
$05FREE
Referencing & Bibliography
$10FREE
Dedicated User Area
$08FREE
24/7 Order Tracking
$05FREE
Periodic Email Alerts
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Our Services
Join us for the best experience while seeking writing assistance in your college life. A good grade is all you need to boost up your academic excellence and we are all about it.
On-time Delivery
24/7 Order Tracking
Access to Authentic Sources
Academic Writing
We create perfect papers according to the guidelines.
Professional Editing
We seamlessly edit out errors from your papers.
Thorough Proofreading
We thoroughly read your final draft to identify errors.
Thorough Proofreading
We thoroughly read your final draft to identify errors.
Delegate Your Challenging Writing Tasks to Experienced Professionals
Work with ultimate peace of mind because we ensure that your academic work is our responsibility and your grades are a top concern for us!
We Analyze Your Problem and Offer Customized Writing
We understand your guidelines first before delivering any writing service. You can discuss your writing needs and we will have them evaluated by our dedicated team.
Clear elicitation of your requirements.
Customized writing as per your needs.
We Mirror Your Guidelines to Deliver Quality Services
We write your papers in a standardized way. We complete your work in such a way that it turns out to be a perfect description of your guidelines.
Proactive analysis of your writing.
Active communication to understand requirements.
We Handle Your Writing Tasks to Ensure Excellent Grades
We promise you excellent grades and academic excellence that you always longed for. Our writers stay in touch with you via email.
Thorough research and analysis for every order.
Deliverance of reliable writing service to improve your grades.
