This post will explain how science demonstrations are an excellent tool for creating inquiry questions in a class while generating wonder among students. The first major assignment in this class was to develop our own science demonstration and present it to our peers. In a group of three, we needed to choose a topic that fit the curriculum, was quick to set up and take down, and could engage our peers.

The Process:

• As a group, we did some brainstorming and we decided to do our demonstration on paper airplanes. We connected this topic to the grade 6 science curriculum, focusing on forces such as gravity, lift, and drag by building and throwing paper airplanes.
• We then created student worksheets to guide inquiry and reflection questions
• Created a teacher document that our peers could follow in the future if they so decided
• Researched how Paper airplanes could connect to FPPL (First People Principles of Learning) in a meaningful way
• Tested our demonstration extensively before our presentation

Teacher Notes/Curricular Connections:

We connected our demonstration to the BC Curriculum by tying in the Big Ideas, Content, and FPPL.

Big Ideas:

• Newtons three laws of motion, describe the relationship between force and motion.

Content:

• Newtons three laws of motion
• Force of gravity

FPPL:

• Intro in Ktunaxa
• Learning is hands on and contextual
• Learning involves recognizing consequences of one’s actions
• Learning involves patience and time
• Learning is reflective
• Sharing Circle at the end – talking about what went well and what we could improve on
• Recommended to do the activity outside if the weather is nice
• Fredrick James Carmichael (first Indigenous commercial pilot)

The Experiment

We had a group of volunteer peers come up and choose a premade plane to throw. We marked where the planes landed, and then the volunteers could add one modification to their plane and throw it again, using paper clips, flaps, stripes, etc. After the participants modified, they then had to predict what would happen, they also had to explain what force they are using with the addition of what they chose. This was a fun experiment and was engaging. We had some great flights and some interesting additions to the planes.

AHA Moment

Students get and stay engaged with demonstrations and allow them to just play and create. It is easy for a class to be engaged but not always easy to create a meaningful connection to the curriculum and content that is being covered. While we were brainstorming, we kept thinking how we could make sure that the students were actually learning and that is how we came up with our worksheet. We had to make sure our worksheet was structured enough that students could make meaningful observations and predictions.

Reflection

Seeing how engaged everyone was in our experiment and the rest of our peers demonstration really allowed me to have that AHA moment. The other experiments in class picked were executed very well. I love seeing how different our cohort takes each assignment which was another AHA for me as all students will have their own level and topic of curiosity that they will bring into the classroom. This assignment impacted how I view science instruction at the elementary and middle school level. When I was a student, I loved and still love science experiments, now, as a future educator in this program and course, I see how important student autonomy and inquiry is. With that, I will always be looking for ways to keep my future class focused on the learning intention while still allowing time for their own exploration. There needs to be both, structured learning, and unstructured experimentation/play, however, there needs to be a clear purpose, place, and time for it to be successful.