Friday, December 7, 2012

Movement of Bodies, Movement of Seeds Continued

See these previous blog posts: Seed StoriesMovement of Seeds, Movement of Bodies Continued, to understand where this exploration started. 
Students who have become interested in the movement of seeds brought in seeds from their own neighborhoods to investigate.









E. and L. conduct seed races... 


...While D. and O.F. keep score of the winners. 
They conclude that seeds which "roll" win more frequently than seeds that "slide."
O.P. suggests they test to see which seeds will fly. 
His rubric: "Fast combined with highness." 

We begin to create a chart. 

D. brings in Milkweed, or "Butterfly Seed." 




T: The problem is it doesn't land. 
D: When it starts flying it starts flying and when it's finished flying it's finished. 




Interested in the plasticine that other students are using, 
the children begin to imagine and create their own seeds....


 




...and pay special attention to the specific parts that help these seeds move.  





S: There's a spring on the bottom [of the seed] and a spring on the top so if it falls on its top it'll spring back up in the air, if it falls down it'll spring back up too...
And it can tell, the big seed, it can tell the seed that let it go, 
it can tell its own seed from any other. 

Later, in a reflective conversation about the entire investigation--
D: Milkweed has those things on top of the seed...they're like feathers. 
Could a sunflower seed fly like that?
O.P: No, cause [the milkweed's] wings help it carry it up.

Weeks ago when the children began this investigation, they were positive that all sunflowers seeds fly on the wind. Now, after hypothesizing and testing, observing and creating, 
they are able to clarify their thinking about the movement of seeds.

Their work gives context and evidence to this quote from Loris Malaguzzi: 
"What children learn does not follow as an automatic result from what is taught. 
Rather, it is in a large part due to the children's own doing, 
as a consequence of their activities and own resources." 
(Hundred Languages of Children, p.44) 

-Posted by Mauren Campbell 

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