Showing what they've learned

After all our small investigations on force and motion, the children put their knowledge to the test.  We have started looking at the first ideas on force and motion and deciding if it is correct or not.  We've been doing it as a group at meeting times.  I will take a post-it note off the poster, read it to the class, and they will decide if it is right or not.

This is our progress so far.  It can often become a debate as some children "stick to their guns."  I will sometimes need to step in to remind them of definitions.  For example:

Idea:  "You put motion on your hands"
"It's right because your hands move."
"It's wrong because someone meant to say lotion."
"But your hands can move and motion means moving."
"But you don't put motion on your hands."

This week the children participated in an obstacle course.  The goal was to get the ball to touch the cup, but they couldn't use their hands.  They had 3 objects to push the ball with.

The children made plans and guessed how it was going to work.  How were they going to stand?  How were they going to push?  How would they try a second time?  They adjusted their stances, their strength, their positions, and their strategies.  

After many tries they figured out what tool worked best for them and why.

"The mitt was hard to fit my hand inside."
"The block was small and easy."
"I used the paddle with two hands."
"The mitt was uncomfortable."

Verbalizing their strategies was difficult, but they were able to show me.  By the way they moved their bodies and adjusted their strategies, I could tell they were being purposeful in their actions.

After this experience, the children have a better understanding of being aware of their own learning.  They practiced being reflective with my guidance, and I will refer back to these ideas in all future projects.