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This week's kinder and first grade lessons centered around the question, "Can we make glue with a mixture of ingredients?" Predictions were varied, about whether we could, but they were excited to try. Each student got a "test panel" (a piece of construction paper divided into three and labeled with test ingredient) and science themed pictures to glue on. First we predicted whether plain water could act as a glue. We "painted" it onto our test paper using a q-tip. Even though initially the paper stuck to the test panel, when prompted to give their panel a shake, the picture fluttered right off. Some were determined to make the water work as glue, so continued to paint their picture with it, to the point of disintegrating it. This was a great learning opportunity for them. Typically when asked to complete a task, the error is in not following directions, not in the materials themselves. We had a big conversation about how in science, not everything is going to act in the way in which we expect, and that's okay.
Next we mixed equal parts salt and water after predicting if these two materials would act as a glue. After the water experience, they were less frustrated with the paper not sticking, and concluded right away that this mixture didn't work.
Finally we mixed equal parts flour and water. The class was divided fifty/fifty on whether this would work. When they started painting this mixture on their pictures and pressing it to their test panels, there was so much excitement! "It works! It works!" Immediately, they wanted to glue on their previous pictures, and pretty much everything else they could get their hands on. They were so excited to have made something that until that moment, they'd thought only came in a bottle.
They left, excited that they had made "glue". The underlying things they learned most likely went unreported, but in no way negated their importance. They learned that it's okay to predict and be wrong. They learned that it's okay to test something and have negative results. They worked on following directions. They worked on opening their minds. These reasons are why I love teaching science. To the kids, they're having fun, mixing up magic, but they're also discovering that they aren't passive in their learning. They can question, they can test, they can be wrong, but they can go back to the drawing board. All kids can be successful. The biggest secret? They teach me as much as I teach them! How lucky am I?
Next we mixed equal parts salt and water after predicting if these two materials would act as a glue. After the water experience, they were less frustrated with the paper not sticking, and concluded right away that this mixture didn't work.
Finally we mixed equal parts flour and water. The class was divided fifty/fifty on whether this would work. When they started painting this mixture on their pictures and pressing it to their test panels, there was so much excitement! "It works! It works!" Immediately, they wanted to glue on their previous pictures, and pretty much everything else they could get their hands on. They were so excited to have made something that until that moment, they'd thought only came in a bottle.
They left, excited that they had made "glue". The underlying things they learned most likely went unreported, but in no way negated their importance. They learned that it's okay to predict and be wrong. They learned that it's okay to test something and have negative results. They worked on following directions. They worked on opening their minds. These reasons are why I love teaching science. To the kids, they're having fun, mixing up magic, but they're also discovering that they aren't passive in their learning. They can question, they can test, they can be wrong, but they can go back to the drawing board. All kids can be successful. The biggest secret? They teach me as much as I teach them! How lucky am I?