Reflection: Flexibility What is a Prediction - Section 2: The Experiment


There is often a fine line between keeping students actively engaged, and a bit of chaos in the classroom. In this experiment, students were excited by what they were seeing. They became loud as they watched the raisins in the different liquids. They wanted to show their friends what they were seeing.

The students remained engaged in the lesson. They were curious and a few even began mixing the 3 liquids together in order to produce a different reaction. But, they were loud. 

At the end of the lesson I had to ask myself if the excitement level was appropriate for second graders. Did I want them to be so excited that the room had difficulty settling down? Was I ok with them moving forward with their own mini experiments after completing the one that I had designed? And both times I had to answer yes. My goal is for curiosity, active engagement and student learning about predictions. Students were meeting these goals. They stayed with the experiment. They were saying things like, "I thought the raisins would explode." "Someone said the raisins would dance, but they didn't" "I thought the raisins would melt." These comments showed me that they were surprised at the results when they didn't match their predictions. They expected that they would see one thing and wondered why they didn't.

This wonder and questioning was their way of testing their own predictions. The learning was worth the noise.

  Can You Take the Excitement?
  Flexibility: Can You Take the Excitement?
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What is a Prediction

Unit 1: What Do Scientists Do?
Lesson 10 of 14

Objective: SWBAT make a prediction and carry out an investigation

Big Idea: One thing that a scientist does is to predict and then test that prediction. Students need to develop these skills if they are to work like a scientist.

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