Classroom Learning – September 30, 2014

Science lends its self very well to the process of inquiry and we have been working very diligently on asking questions and fostering the conversations that arise from our wonders.

We are learning about electricity and its applications in our world. Students have discussed how electricity impacts their lives on a daily basis and the importance of safe practice. I pushed their thinking and we brainstormed a variety of questions we had about electricity ensuring that all questions asked would be honoured.

The start of our electricity discussions.

The start of our electricity discussions.

One question that arose sparked a heated debate (no pun intended) “Is fire the same as electricity?” Students were so intrigued by the abstract qualities of this question that we separated into groups and students were asked to ask more questions but also provide reasonings for why they did or did not believe they were the same. Most groups decided to create two separate lists and write down the similarities and differences, which then led us to these deeper questions:

1. Is electricity hot?

2. What about lightning? Is it hot or cold?

3. We can get burned by fire, and also by electricity, but is it the same?

Debating whether electricity and fire are the same.

Debating whether electricity and fire are the same.

Their discussions were rich and lively, which began the process of connection for them with our inquiry unit into the impact that electricity has in our lives.

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