LANCASTER
The atmosphere was charged as we walked into Kerry Bushong's
classroom at James Buchanan Elementary School; something fun
was about to happen. Inside the brightly lit room, two
classes of energetic first graders had joined together to
launch a significant science exploration. As one child
commented: "We are going to do magnets!" |
The chart was colorful and partially assembled with pictures
as well as words. Questioning followed with rapid-fire
answers that Kerry noted on the chart. She simultaneously
verbalized and wrote responses clearly. Although there is no existing STC, FOSS, or Insights science kit that features magnets for first graders, these children were engaged in a kit-type experience due in part to the proactive work of the science coordinator, Diane Butzer. |
Diane has established a relationship with a local museum in
order to borrow materials for hands-on use in science
programs that she coordinates and helps facilitate. Kerry introduced the materials and rules of investigation to both classes that would eventually separate to do the work. Each team of three or four students had a "baggie" of materials that contained one magnet and a variety of test objects.
|
 In order to aid record keeping, Kerry drew up a report sheet that had the word and the picture of each test item. The children had no difficulty locating the pictures of the objects that they found "stuck" to the magnet.
|
 Some members could not see the magnet testing clearly, but rearranging the group's seating easily solved this. As always in any school day, time was a limitation for those who need a longer period to process the activity. (Making magnet chains became a great challenge!)
|
Introducing a discrepant event, such as the "bouncing
magnet" (round ceramic magnets with a hole in the middle,
placed on a pencil), allowed Diane to facilitate some
further thinking about the science of repulsion and
attraction.
|
In order to catch-up those students who arrived late or
needed special help, Diane provided support by leading
students through the investigation. The children were
obviously fascinated with why the magnets would sometimes
stick together on the pencil and why they sometimes bounced
away from each other. Thoughtful questions soon brought
about some viable hypotheses. The larger group was once again brought together in their floor configuration. (This may have taken a few moments longer, since they had so much to report to each other!) As a group wrap-up tool, Kerry fashioned a poster of their worksheet by drawing the same version of the objects on a two-column table to record the test results.
|
In addition, Diane introduced their new science word,
"repulsion," and helped process some difficult concepts with
large visuals.
|
The perfect segue into the next session's reading program
was to deliver the big book about magnets. Kerry,
seated again in the corner, read the appealing book to the
transfixed group. As a point of processing, Kerry pointed
out connections to their investigations. Kerry and Diane created an excellent inquiry session that easily encouraged investigation among this large group of young students. The planning was evident, as was the full cooperation between the teachers. As our first "Inside the Classroom" visit, we thank Diane and Kerry for their willingness to share their expertise and methodology with the Keystone Science Network. |
