Messing about in science

As teachers, we all know the importance of allowing children to play when they encounter new materials or experiences.  In Reggio this "messing about" is critical.  I have noticed the interest of the children in trying new experiments, acting upon their "I wonder what would happen if ......." ideas.  I always try to give enough time for these experiences, without being tempted to move them along, to set them a focus.  But how long is long enough?

As I have been watching closely I see purpose and patterns in their work, they have already set themselves a focus.  When they were smashing the rocks the students found that rocks were made of sediment or "sand".  So one focus is to use this knowledge to rebuild rocks from the sediment.  The children are mixing rock types together, adding water or freezing their mixtures.  They are also experimenting with adding other substances to their sediment mixtures, and then checking under the microscope to see what they have made.


Others have been experimenting with liquids available in the classroom. We have vinegar, hydrogen peroxide, baby oil, soda water and still water on hand.  One student coated pieces of mica with each liquid to observe changes.  She noticed that the vinegar seemed to be making the mica peel.  She then checked the liquids with litmus paper and saw that vinegar was acidic, she thinks this may be significant.  Others have been mixing their sediment with salt, with vinegar and with water to see what happens. Still more have been seeing if they can clean rocks with the various liquids.

So as I watch, the focus they have set for themselves starts to evolve.  They are wanting to see how rocks change, they are noticing the effects of different substances have on their rocks or sediment mixes. So as the teacher, this is the stage where I reach into my "pockets,'' my initial planning ideas on where I thought the children might go with the investigation.  An idea I had, was weathering and erosion, they are already experimenting with chemical changes so I will set a new provocation and see where they go next.

Scientists in the Field

 I just love it when a field trip is so successful- it was "better than summer vacation".

As part of our geology study we visited Morefield Mines to hunt for rocks as scientists in the field.  As one student put it "scientists get dirty." We did get dirty and we learned so much.  So how were the students being scientists?

"We listened and observed closely"

"We got information."

"We chose the equipment we needed"

"We focused on finding garnets"

"We dug for rocks, then identified them"

"I looked for good places to dig, we looked together"

"I made discoveries"

"I cleaned my rocks in the sluice and was surprised to find some topaz."

"I made them shiny so they were easier to observe"

"I noticed that wet rocks looked different when they dried."

"There were even good rocks in the discard pile!'

A successful field trip acts as a springboard to other investigations.  We have been focusing on the skills of classifying and observing. One of the children asked about a microscope so I brought some into the classroom.  For some of the students it was the first time they had used a microscope so it was exciting.
Among the "Wows' and "look at this's" I also heard students teaching each other how the microscope worked, showing each other how to move the mirror or focus the lens.

There is something about spending time in the forest.
Be it hunting for rocks to further scientific experiments, painting with natural materials, writing a short story, or just reading a fun book.

Sometimes we just have to wait for the right moment for an idea to take off.  The class was interested in investigating rocks.  So, we observed, we sorted, one of the students brought in information about the three types of rocks and they immediately wanted to name them.  This proved to be very tricky.  Even though the interest level was okay, where to go next was difficult. I decided to go another route.  At the creek some of the students were excited about throwing the rocks to try and break them. I decided to capitalize on this, yet in a more controlled manner.  So complete with safety goggles and hammers we smashed some of the rocks.  This as you can imagine was just so much fun!  But also it was the magic that launched them.

Suddenly the ideas were flying around:

"Melanie, I made sand"

"That rock went poof, into dust"

"Can I see if I can remake the rock?"

"I'd like to do an experiment"

Freezing the rocks, or mixing them with water,  seemed to be  big things, also making a new rock with the crushed sediment.  I'm constantly hearing the words "I'm surprised" or "I wonder what will happen if....." . The students are very willing to record their thinking, to make plans for their experiments and to write or draw what they are noticing.

Drawing on previous understandings is also apparent.  One student devised an experiment to compare some sediment with salt, another his quartz rock with ice.

Who knows when an idea will take off. We must remember to slow down, and watch what the children are doing, and they will take the lead.