Reflection: Discourse and Questioning Stop It!-Exploring Forces on Moving Objects - Section 2: Investigation

 

There was a lot of learning that happened during this investigation, but this learning would not have taken place if there was not questioning and discourse occurring during the activity.  I made a point of working with one group of students during the testing of an item.  During this time, I asked them questions about their predictions and helped them to get to the "why".  Why didn't the cotton ball stop the car?  Why did the block stop the car?

Kindergarteners are very capable of questioning and drawing conclusions, but they need to have this modeled for them.  If you watch the video, you will hear me asking the a student questions to help them sort through the information they are gaining from doing the experiment.  The teacher must be an active participant in the investigative process, guiding the student with specific questioning.  They cannot just sit back and observe.   Before doing any activity like this, I encourage teachers to think about what it is they want their students to know and understand at the end of the activity and what questions will draw them to that point.  It is important to write these questions down.  You don't need to "look" at them during the activity, but writing the questions out will help to focus the discussion and student learning. 

  Guiding My Students
  Discourse and Questioning: Guiding My Students
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Stop It!-Exploring Forces on Moving Objects

Unit 4: Fast or Slow
Lesson 7 of 9

Objective: Students will be able to explain what is needed to stop an object by completing a simple investigation.

Big Idea: This unit has allowed the students to explore objects in motion. Now it's time to figure out how to make them stop!

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9 teachers like this lesson
Subject(s):
Science, Science Skills, speed (Motion), prediction, inquiry, movement, weight, force
  40 minutes
stop
 
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