Scientists at Play!

Today, I observed a group worthy task in action while exploring the force of water on a wheel. Students were given an array of materials (manipulatives) with little instruction and asked to solve a problem. The objective was clear: lift a weight from the floor to the desk by using the force of water. Communicating explicit criteria increases the classroom interaction. Repeating the objective several time, posting on the active board, and asking the class for a choral response to demonstrate understanding, are a few ways to reinforce the message and to keep kids on task. Building on prior knowledge of mathematics vocabulary, the concept of surface area was given a practical hands-on application. During this highly engaged activity, students were lead to discover surface area as a powerful factor in helping the wheel to turn. Not only did this Science lesson incorporate mathematics, but also the structure of the group effort taught communication skills and team collaboration. A concern with group work however, is ensuring that all students are engaged through having clearly defined roles. I noticed that one person withing a group was called the “getter” (those who gather the materials). Other potential roles in the group dynamic are: facilitator, resource manager (getter), recorder/reporter, and a team captain.

Another benefit of group work is the sharing that takes place after all groups have an opportunity to problem solve. First, is the jigsaw strategy of requesting an individual to leave their own group and to observe another group’s progress. After an individual is chosen, he/she comes back to report the findings to their original group.  Second, a class may be prompted with numerous questions before, during and post lesson. How do we build a water wheel? What did you notice? What force drives this action? Is there another way to manipulate these interlocking wheels to have more surface area? While a class that is engaged in high quality discussion may be an early predictor of the average level of writing performance, Lotan (2003), excited voices, captured in the moment of learning are often eager to share. I look forward to seeing the results of the follow up writing and water wheel re-design lesson. Using the prompt, “What did you find the most challenging?” a host of hurdles were offered. Discussions of the different results between experiments, water pressure vs. water weight were mentioned. (two different types of force) Higher order thinking compare/contrast statements can happen in real time. Students begin to question why some solutions perform differently than others. Importantly, they begin to infer and to see what to try next. How can we make this process easier next time? How can we improve our designs? “We poured the water instead of spraying it and that made it spin really fast.” Perhaps the greatest benefit of group work is the sharing of group ideas. It may be a difficult task to reflect and substantiate ones thinking, yet, having a willingness to critique and participate in this part of the process can lead to improved individual and group learning, Lotan (2003).  Shaping an environment for quality discussion, presenting clear criteria and encouraging a willingness to critique and substantiate ideas leaves only one question in my scientific notebook. Are group worthy tasks worthy of teaching? I have seen students theorize, explain, and become immersed in continuous investigation who would probably answer, “Yes!” The funny thing is, I don’t think they would call it learning. On this day, they are simply scientists at play.