Science PD

Last week Susan came to do science PD in room 1.  The topic was looking at bubbles.

After an initial rocky start due to behaviour, a core group of the class were settled and ready to learn.

Susan showed some photos of different bubbles in real life. Bubbles when you pour tea, when you jump in the water or when you blow etc. Her questions were very specific.

What do you see in the picture? How do you think these were formed? What do we call more than one bubble together? etc

Then the children were allowed to go outside to blow bubbles. There were no instructions as to what they should be looking out for or what they should be doing, accept they have to share wth a buddy.
Then we went outside and listened. We responded to comments or observations the children made. E.g. "Aaaah look at my many bubbles!" Susan, "yes, you have a cluster of bubbles".

Susan was even patient with Lucian throwing all his bubbles down the drain, and filling his bottle up with water. Her comment was purely, " that is an experience as well, and it was his choice".

What I have noticed: 
Ignoring non-compliance or disengagement is important.

I noticed how casually new technical words were introduced. The visual prompts were carefully selected in order to show the different ways that bubbles were formed. Questions such as what shape bubbles have, encouraged thinking and linking it to own experiences where bubbles were not 100% round. What would happen if you blow hard or soft? What will happen if you stir the soap before you blow your bubbles? Colours?

At the end of the lesson, 98% of the class were all blowing bubbles and learning was shared.

So what:
The lesson was student driven in the sense that Susan took the pace of the children. The moment they were finished talking about a photo she moved on.
She did not do a lot of talking, but rather asked lots of questions. Some she answered if the children were unable to do so. Especially when new vocab were introduced.
She did not exclude children from the lesson because of behaviour, but rather tried to "catch up" with them through conversations outside.
Science is more about the I wonder questions, rather than the obvious initial observation.
We should be teaching children to think like scientists through talk-a-louds and modelling the type of questions they should ask.

I would like to repeat this lesson and journal it in our science books. This will reinforce the learning and give the students that did not want to participate initially, the opportunity to participate, now that they know what will be expected of them.