The parachute experiment at Haw River far exceeded the Bubble Activity from our previous visit. When performing the activity with the parachutes, out students were able to collect data that reinforced and helped to teach a concept. They were able to look at their parachutes as they fell to the ground, and gain a better understanding of how increased surface area slows an object as it falls.
The students we worked with this time were motivated and excited and that was great to see. They were definitely able to control this excitement though, as they were well behaved and more than willing to follow directions and instructions.
I found our students to be inquisitive and thoughtful. They readily offered hypotheses, possible cause and effect reactions, and activated their prior knowledge of observing parachutes. Though I find that this enthusiasm and excitement was the same in both the bubble and the parachute activities, during the latter, I observed a stronger, focused enthusiasm. These students seemed excited to be learning about parachutes, as opposed to being excited to play with bubbles.
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I think you made a good point about the learning vs. playing. My students were definitely more engaged in the learning aspect of it rather than just throwing their parachutes.
ReplyDeleteMy students also had good hypotheses about the experiment, and I wasn't expecting that. I enjoyed this experiment much better than the bubbles.
That is really interesting that you had such different experiences with both lessons. I definitely think the parachutes were better for the students because they could understand and participate without playing. You definitely want to make sure students see the academic purpose and don't think of science as playtime. That's awesome you had such success with this lesson!
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