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.

Observing objects in motion

Before coming to a definition of what force, motion, gravity, friction and other similar terms meant, we observed how things moved in daily life.  Every day we all experience movement.  We might know how a toy car moves on the carpet, but can it be explained why it moves the way it does?  

I started by showing the children a toy car and a small puff ball.  I asked them to try to move the objects without touching them.  They mostly got the items to move by blowing and tilting the tables.  The higher they tilted, the more the object moved.  The harder they blew, the more likely the object was to move.  By doing this, the children demonstrated the concepts of friction, gravity, and force without knowing the definition officially.

They then were asked to drop 4 items to observe their path to the floor.

A paper helicopter, a tissue, a piece of paper, and a ball.

The children were working with concepts they couldn't put a name to yet.  As a class I gave them a definition.

Force:  a push or a pull on an object

Gravity:  a force that pulls objects toward earth

Friction:  when two objects rub and resist motion

The children had a name for the concepts.  From now on, we use these terms daily while talking about science or during teachable moments.  "Why is your coat moving when the wind blows?  If you lean in your chair, friction might not be strong enough to keep you there and gravity will take over!"  I asked the children to take a look at their car tires to see the bumps.  Without friction, it would be a lot more dangerous to drive!

Some discussions to have at home:  What would it be like to live in a world without gravity?  Friction?

Here are some relevant videos to help drive in the concepts:

Billy Nye friction

How to wash your hands in space

Anti-gravity music video

What is force and motion?

I asked this question to the children one at a time to get their thoughts.  I talked about prior knowledge and assured the children I would not correct their thinking.  I would not tell anyone they were wrong.  I wrote down their ideas and told them we would talk about the ideas once in a while once we learned new things.

"motion is fast and slow"
"force is like a magnet"
"motion is when you move"
"force is hiding from someone"
"you put motion on your hands"

Up next:  What do force and motion actually mean?

Experiments!

The time finally came to do the experiments!  First the children made predictions of what they thought would happen once the two substances were combined.  The general consensus was it would make the white blue, the blue white, and it would feel gooey.

I spilled the beans and told everyone what was in the jars.  Vinegar and baking soda!  I added the blue color for effect...

We gathered together in groups to examine the results more easily.  I poured the baking soda in first, added the vinegar, and BAM!  Well, not exactly 'bam,' but that was the type of reaction I got.  It was not what anyone predicted!

Mystery jar #2

A few days later I brought in a new jar with a mystery substance inside.  Once again, I brought it from home so it was safe.  Here is what they said:

Sight:  blue, water, sea water, melted jello, gatorade
Smell:  yuck!, stinky, vinegar chips, poison, perfume
Touch:  water, cold, smooth
Hear:  echo of the container it is in, nothing

Next we will get to experiment!

Mystery jar #1

Because the children are getting better at putting on their "scientist hat" I brought in something to test their skills.  

I told them nothing, other than it was safe and from my house.  

They used their 4 senses to come to any conclusion that they could.  Here is what they were saying:

Sight:  marshmallows, snow, flour, ashes, sand, powder
Smell:  ice cream, nothing, yucky, flour, peanut butter
Touch:  snow, powder, sand, powder with water, cold, smooth, little bumps
Hear:  wind, air, the echo of the bowl, nothing

Do you have any ideas based on the children's descriptions?

Adopting a family

Every year our classroom adopts a family in need from Children's Hospital.  We spend time talking about important social studies concepts like wants and needs to make it relevant to daily life.  

How do you get what you need?
Do you get things you want?
Do you get everything you want?  Why?
Do all people get everything they want?
Do all people get everything they need?

I told a brief story of a family who is in need this holiday season.  Maybe they are in a situation where they cannot afford most things.  I read the names of the children and their ages.  I compared those ages to the children in our school.  A four-year-old girl.  Do you remember when you were four?  I then read what was on the wish list.  Clothes, Shopkin eggs, a baby doll.  I asked the children why they thought those items were on the wish list.  Have you ever wanted to play with a baby doll?  Did you ever need new clothes?  We went through the list and categorized the items into "wants" or "needs."  What struck the children was that the list had quite a few "needs."

I introduced the idea of a "Giving Tree" to organize the wish lists for the school to see.  That way, more than just our class could participate.  The children decorated ornaments and hung them.

The class developed a plan to inform the school so everyone at Branch Line could be involved.  As a group, we drafted a letter to all the teachers to tell their class.

Dear Kids,

The tree by the office has ornaments on it.  Don't touch them.  Only grown ups can touch them.  Our class made a wish list for people who are poor.  There are 4 kids who want and need stuff on their wish lists.  You need to ask your mom and dad if you can get an ornament and buy what's on the ornament for the family.

From, Junior Explorers

I then put the information in the weekly school newsletter so all the parents would know.  As of today, the Giving Tree is up and running, so stop by and take a look!