Reflection: Student Ownership Conducting Wormy Races - Section 2: Explore

 

I didn't know what to expect from my kids when I asked them to design the worm races. They had mentioned several times that they wanted to race worms, but I didn’t know that many of them had already a pre-existing idea of what that should look like. I also found it surprising that the ones who could envision the experiment shared a similar vision and procedure. 

 

To design the experiment, I had the kids visualize what they thought worm races might look like and then asked them what the materials should be, what the rules should be and what the procedure should be. I was delightfully surprised when they were able to articulate their ideas in a cognizant way that communicated clear expectations, goals and procedures. 

 

This lesson allowed them the follow-through to see if their experiment outline would be sufficient to guide them through the experiment. It was a joy to see how they were able to follow the steps independently and how well they were able to work together. I actually saw kids tell other kids to take a turn to do the next step in setting up the boards and conducting the races. They did a great job of handing this complex task while keeping the worms safe and sharing the responsibilities. 

  Planning and conducting this experiment
  Student Ownership: Planning and conducting this experiment
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Conducting Wormy Races

Unit 4: What's with the wiggling?
Lesson 7 of 7

Objective: SWBAT conduct an investigation designed by the class to find out which worm is the fastest.

Big Idea: The kids are giving the opportunity to be real scientists and follow through with an experiment they designed!

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Standards:
Subject(s):
Science, Science Skills, experiment, worm
  50 minutes
worm races
 
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