Back to IFI-Developed Materials for Grads Index Modifications in the presentation of the Ice Balloons Activity: Prepared for the May '99 PDD workshop Draft © Exploratorium When we set the context for the activity, we begin by stating the multiple purposes of the activity. Then, we go through the logistics of the activity and refer to a chart that shows the steps of the activity. We usually have people read chapter 14 in The Teaching of Science in Primary Schools by Wynne Harlen before doing this activity. After setting the context, we start the activity by giving each group an ice balloon on a cafeteria tray, a clear container of water (we use 12 quart rectangular tubs), a couple flashlights, and a couple hand lenses only, along with a stack of 3 x 5 cards for writing down questions. This encourages observation. If it is possible to darken the room, turning off the lights for the first 15 minutes highlights the mysterious quality of these large pieces of ice, and encourages questioning. We no longer place an "activity card" such as figure 1 on the tables. We've found that simply asking people to observe the ice balloons using the available materials and to write down all their questions as they come up does a better job of encouraging observation than using the activity cards. After about 15 minutes we turn on the lights, and soon after, pass out a single squeeze bottle of food coloring to each group (preferably a dark color like green or blue). In the past, when we've passed out multiple colors to a group, it has tended to "muddy the waters". After another 5-10 minutes, we quietly pass out containers of sugar and salt to each group. If people ask for additional materials, we provide them, but have not made any announcements about available materials. Once the investigation phase has begun, we have the following materials available in a central location so people can self-serve: an additional frozen ice balloon for each group thermometers water supply (hot and cold) hardware such as hammers, screwdrivers, hand drills, nails, etc. toothpicks, straws, ice picks, and skewers string and wire ice cubes (different shapes and sizes) additional salt and sugar additional food coloring measuring spoons and cups a scale (dieters or postal) At some point in the debrief, a facilitator can refer to the use of a "limited palette" for encouraging focused observations and investigations. By using only a few materials, participants are encouraged to concentrate on looking closely and thinking about the ice, whereas with an overabundance of materials, people tend to concentrate on what they can do with the materials to the ice, instead of on the ice itself. The only other minor change we've made from the write-up is that during step 6 before people "turn" their questions, we pass out an excerpt from Primary Science: Taking the Plunge by Wynne Harlen on pages 54-55 and read an excerpt such as the paragraph starting at the bottom of page 54. The excerpt on "turning questions" reads as follows: "What follows is a suggested strategy [for handling children's difficult, non-investigable questions]. It's not the only strategy possible, nor is it completely fail safe, but it has helped a large number of teachers deal with difficult questions... The strategy recommended is one which turns the question to practical action with a 'lets see what we can do to understand more' approach. Consider, for example, a situation in which children are exploring the properties of fabrics. They have dropped water on different types and become fascinated by the fact that water stays 'like a little ball" on felt. Someone asks, 'Why is it like a ball?' We need to analyze the situation quickly and use what I call a 'variables scan'. The explanation must relate to something going on between the water and the felt surface so causing the ball. We could explore surfaces by keeping the drop the same, and explore drops by keeping the surface the same. For example: 1. Focusing on the surface, keeping the drop the same: What fabrics are good 'ball-makers'? Can we turn the felt into a poor ball-maker? What do the good ball-making fabrics have in common? 2. Focusing on the water drop, keeping the surface the same: Are all fluids good ball-makers? Can we turn the water into a poor ball-maker?" We usually have people read chapter 15 in The Teaching of Science in Primary Schools by Wynne Harlen after doing this activity. IFI-Developed Materials for Grads Last update: May 20, 1999