We began with a reflective questioning carousel activity. Written on chart paper, at different locations throughout the room, were questions such as: “What support do you need to be successful this year?” What can Mrs. Vazquez do to help you be successful?” and “What do you hope to learn in 4th grade?” The answers for the seven different questions were wide and varied except for, “What do you hope to learn in 4th grade?” An astounding 85 percent wanted “more science.” What does that mean to a 4th grader? Well, it turns out they meant more hands-on investigative activities.
Having been given my mission, research began. A colleague had shown me a paper roller coaster project. Perfect! The summative project for our Energy and Motion unit. But, how to build the knowledge in order for the students to be successful on the project? We began with the basics of simple and complex machines, which led into push and pull, and eventually Newton’s laws.
To start, the students built simple machines, then made them into complex machines with just empty toilet paper rolls, string, and tape. Potential and kinetic energy investigations using rubber bands came next. Then, they made homemade weigh scales to test the relationship between energy and mass. Finally, the roller coaster building began. The coasters had to be built to certain specifications. The coaster had to have at least one loop, six curves, a funnel drop, etc. The challenge was to get a marble from start to finish without it stopping. I couldn’t contain my glee as I walked around listening to the students say things like, “I think we need to apply more force so that the momentum carries the marble around that loop.” They were using academic vocabulary without being asked!
The students requested hands on science because it was fun. In reality, the request created so many different ways for them to grow academically, creatively, intellectually, and emotionally. The investigations were all completed in small groups. Everyone had to contribute. Communication, speaking and listening was imperative to achieving their goal. They had to talk to each other, take turns, listen to others ideas, make decisions on design, apply knowledge learned, and manage their time wisely. No small task for a nine year old!
Yes, there were growing pains and not only for the students. We repeatedly referred to Matthew 7:12 to guide us in our words and actions. However, the simple request to do “more science” engaged everyone, teacher and student, to think beyond a text. The resulting passion for learning was completely worth any growing pains.