Dream It: Round 2 Update

My dream it project includes breaking down the sections of the scientific method for
students to apply it with confidence and independence. So many times high school instructors
see our students not prepared for the experimentation that is required in a Laboratory setting. The
fourth grade students that I have introduced this have already begun to apply the components
during two investigations. As we do the investigations we refer to the vocabulary reinforcing the
meaning. Students are very curious at this age and enjoy the majestic sense of inquiry.
The first investigation students were given a challenge. They were given a piece of foil
and 50 pennies. Students needed to design a boat that would float holding all 50 pennies. I
reviewed what area is and how we calculate the area of space. Then I asked them if they thought
that the area of the boat would affect how many pennies it could hold. Student discussed and
then had to state their question. We then made a statement of what we thought. Students in their
groups created their question and their hypothesis. They were so engaged so instead of jumping
through all the segments of the scientific method we kept the focus of vocabulary and the
importance of a good measureable question and the hypothesis.
As the students designed their boats by sketching and folding paper I heard the thoughtful
collaboration on why some members thought the design was good and other did not think it is
good. When it came time to test their boat they were so excited. Even though many of the
groups were not successful with the challenge they were able to identify that the size of the boat
did make a difference on how many pennies it was able to hold. I asked them to go back to the
question and determine how we can measure the area of the boat to collect data. As time ran out
and I knew I would not see them for an entire week we concluded that we could possible
measure with a rule and do the math or we could use centimeter graph paper, trace the shape and
count the squares.
The second investigation was more simplistic. Does air have mass? Of course answers
were a 50-50 chance. None of the students seemed confident they knew the answer. I gave the
students the question but I wanted them to think of a design to test the question. I gave the
groups two balloons, a ruler, a pin, and three pieces of string. I reviewed the tool we use to
measure different masses between difference objects. Students recalled the balance scale and
how both sides are of same mass it remains equal. After allowing student to collaborate on how
to test using the available supplies one group had decided to blow up the balloons and tie each
one to the ends of the ruler. Other groups saw what they were doing and also began. Due to
time I had to prompt the groups to hold the ruler using the third string and keep moving the ruler
until the balloons are balanced. Now pop a balloon and observe what happens.
Students are excited and engaged as we do these mini investigations which naturally
create thinkers. The scaffolding and verbal vocabulary that coincides with the real hands-on
application helps the process stick each week.