Second-grade students began their school year not struggling for the right answers but looking carefully at bubbles, and asking questions.
What are they made of? Why do some get big and others burst when they're tiny? How do we evaluate the "best" bubbles? “The more you look, the more you see,” says teacher Beth Winn.
Our young investigators then came up with ideas and explanations to discuss and test. Feels like play because discovery is fun, but these are also the foundations of real scientific inquiry.
Why did Beth choose to begin school with bubbles?
“First and foremost, playing with bubbles is just plain fun! As the students are playing and exploring they are gaining comfort in their new classroom and are building confidence through their discoveries.
"There are no wrong answers! These explorations are 100% student centered, with my role being one of support and encouragement.
As they are working, I circulate to ask about what they are observing, why they think that is happening, if they could do it differently, and what new questions they have from their discoveries. I ask a lot of questions and expect them to really dig deep in articulating their answers and predictions.
"Through this project, they are also working cooperatively in small groups, but are learning at their own pace and level.
"It is my belief that this free investigation provides a solid foundation for the more structured (but still exciting!) learning we will begin in the upcoming weeks.”
Second graders finished the Bubble Festival by experiencing what it is like to be inside a huge bubble. Magical! When Beth asked the class why they thought she had chosen to begin the school year with the Bubble Festival, they said: "It is fun to learn new things about something we thought we already knew everything about! It makes us feel proud to get to know each other in a new way as we work together to learn something new."