Problem statement

After landing on the TOPIC or "what am I doing my project about" idea we need to narrow it down.

I've found a good template  and an example .

Science Buddies is really helpful to get started. 

Basically an experiment is an answer to a question. This question, therefore, must be:

- measurable  (you can measure something)

- testable  (you can change something and then measure the change caused by this change)

-  fair  (you will be changing only one thing)

Topic selection

We simply recalled the ideas we left yesterday and voted on the one like the most today.

 What do we change? 

The class decided that we change the environment and gave ideas for the places. The test will be fair because the only variable we change is the place of sample collection. 

What will we measure as the outcome? All dishes will grow bacteria in the same way. Hence, we will observe the color and the amount of bacteria that grew.

 Problem statement

Head on! Week one

Choosing the topic of the experiment is by far the most important AND the most difficult step in the project.


Science isn't made up, it's based on life. 

Therefore the experiments(or original inventions) should:

1. Be chosen according to the child's interest.

2. Solve a problem.

3. Be useful to others.

Side-note

I highly recommend to steer clear of the project ideas before any thought process has started to happen. Trust me, it is the hardest part! Having helped with very successful investigations I bite my tongue not to share with the students what has been done. This is a trap for them to simply copy an idea. As a result they will fully depend on copying until the end of the experiment. IT IS AN EASY WAY OUT. Alas, the light of inquiry will be put out at that point. Yes, some may argue that without an experience it's the best way out. Perhaps so, yet it is also the easiest way to say "hey, there is no need for original thinking". If the goal is to empower a child - by all means, they need to have enough time and opportunity to think and brainstorm.

Brainstorming

My Year 3 students chose a whole class project. This may sound as an easy job but since I am not doing it FOR them but rather WITH them, it takes time and effort. I have consciously stopped all book work and will just get busy with the experiment for the next few weeks. 

 Step 1: Write ALL possible ideas. Then decide if that can be made inot an experiment AKA Can we change anything? Is there anything to test?

Step 2: (Lower primary option) Ask questions: Where? Why? Which& When? What? How?

Step 3: Eliminate the least popular questions and vote on the rest.

Step 4. Write the problem statement.

Well... It took us 2 lessons to get this far. Unfortunately, we still haven't decided on the question we will invetisgate... and yes! The homework literally says "think about it"! 

Safety Rules

As we brainstorm we must abide by the following rules:

❕ No harm may be done
❕ No prescription drugs may be tested on anyone (Medicine may be diluted in a liquid without futher consumption)
❕No weapons can be used or created as a result of the experiment.
❕ No live animals may be used. (Animals may only be observed)
❕ If it's a bacterial experiment, then all baceria must be in air tight containers.

The set-up for success!

Having worked in Miami Dade and Broward counties with primary and middle school students, I am already very famuiliar with this. Yayyy! But... I need to help my colleagues, the students and their parents navigate through this undertaking.

First things first, we need: 

- Structure of work

- Lab notebook 

- Get everyone on the same page.

I used the docs I had from the 2 school districts and reworked some.

I got the "handbook" done to share with my colleagues and set up the  lab notebook based on the info on pages 5-10. 

On pages 26-28 I have placed the critical information to be signed off by the parents. This is exactly I get everyone on the same page. Parents need to be involved! They need to get the supplies and sign off on the progress. otherwise we are doomed.

The first step is to get the students and the parents to sign the contract!

Then the students know this is to be taken seriously and their parents are aware of the events to follow. Also, you kinda need someone to buy the supplies....

 So, I have conducted an intro session for the event with all classes. In this way I covered my bases: get the students started and get the teachers who have bever done that to cover the bases.
(I am providing support for the teachers as we go so that they don't feel overwhelmed. This blog is a part of the effort.)

The beginning...

Something is missing and it must be found!

But what is missing? That IS the question.
So we do follow the science curriculum: we learn the concepts and definitions, we do book work and we eve set up 10-15 minute long experiments to enhance our instruction. Heck, with my Year 3 students I even sing songs to learn!

Let's observe.

Hypothesis: we are missing something essential that makes everything stick.
Let's check the stats. After cross-referencing response from Year 3 to Year 6 students only a few can recall what scientific inquiry is. Yet, all can recall the basic science concepts learned.
Conclusion: our hypothesis was proved correct. We are missing the "spirit" of science, the reason even why we are learning it.
Application: kids need to have a safe place to discover and ignite the spark of inquiry.

Now the HARD part comes... we need to guide them (and , well, ourselves) to make an independent investigation.

What have we signed up for??????

No fret! The internet is full of resources for help! Let's begin out journey