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OK...here's another question that I'm wondering about.

I love the set-up of the science experiments in Bigger and how they encourage scientific thinking. Twice now though, my son has come up with some very valid guesses to answer the "question" that have nothing to do with what we're going to do in the experiment. For example...the question "What causes changes in the seashore?" His guess was worms or other sea animals that dig and burrow in it, people walking or digging in it. We could replicate the digging - not walking (our 9x13 pan wasn't quite big enough for that ). I told him that he was right that the animals would change the shore, but we weren't going to experiment with that and asked him if he had any other guesses. I don't want him to think his guesses are bad if I always have to ask for something else, especially when they do affect the question, but aren't what we're going to focus on for the experiment. I guess another example was the 1st experiment we did. His guess about why things sink or float was "how they were made". He was thinking of big, heavy things that float like boats, so didn't want to guess "how heavy they were". (He told me this before we talked about the key idea, so we experimented accordingly.) The little beach ball we had and the coin were the same weight. So we talked about how there was more of the ball touching the water, so it had more to push up on.

Anyway, I was just wondering if any of you had good ideas of how to respond to guesses like this? Or if you rephrased the question to "lead" to the answers you're going to experiment with? Or if it doesn't matter whether the guess has anything to do with what you're going to experiment with?

In Christ,
Kathleen

I think it's just that...a guess. I've told my kids to guess whatever they think...then we talk about it after the experiment. They both got the first one correct (ballon and coin) but my dd only got the 2nd one (waves) partially correct. I just told them that's what Science is all about...trial and error...that scientists are often wrong too and have to go back and do it again to find out what went 'wrong' with their guess. I hope that helps somewhat.

I agree with the pp. I would give praise at how creative he was with his guess. Occassionally, delve for a little more from him. You can usually "guide" their thinking a bit. Other times, I'd just let it go. You will probably find that as the experiment goes along, he is excited about what he sees and not disappointed that his guess was "wrong."
hth,
Laura

I totally agree with him not having to get his guess "right" before we do the experiment. I don't think I asked my question correctly...

I guess the problem I'm having is when I pose a question, he makes a guess, and then we would move to experiment in a totally different direction. It seems to me that "scientifically" it should progress to experimenting to see if his guess is correct. Now, what he guesses isn't always easy to experiment with. So would just asking another question to head towards the experiment we're going to do be best? Like...for the seashore...do you think it would change if there were no people or animals around?...to lead into the more weather-related area.

I was just curious to see if anyone had a good idea for getting guesses that will go with the experiments. (I don't really think changing the experiments is a good idea. )
Kathleen

I'm hoping that Carrie or some other 'science' person will step in here, because that is not my strongest subject. However, I'll explain a bit more about what we did with the sinks/floats experiment.

My son's guess: Different material does different stuff.

I personally counted his answer as correct because the key idea in that box' is: When an item is placed in the water it pushes down on the water, but the water pushes the item back up. Heavier items sink, and lighter items float. I read this to them so they would hear the first part too, but I thought his answer was a pretty good guess, though it could have been a bit more specific.

Here is my daughter's guess:Some things are heavy, and some things are not heavy enough to sink.

Her answer is a bit more specific, and closer to what is written in the 'box' for the key idea. She is our resident 'scientist' (well, besides Daddy) and seems to 'get it' more easily.

I do understand what you mean about what ds said about the boat not sinking...it's obviously heavy and large, but is built in a way so that it won't sink. We actually just did (ds 5 and I) an exploration activity today having to do with the Ark. We put several things, some light and some heavy, in water to se if they would float or sink. We had fun wih it, and it was interesting to see, and watch him realize, that just because something is light it still may not float. Our paper clip sank and so did the cotton ball...which has to do with the material those things are made from. Larger items, like the lid we used, floated. He even had the idea to put everything in the lid at the end to see what would happen...it did float until he placed the last item...then it was too heavy. We also experimented to see what would happen if water got into something (like the lid, the measuring spoon, the marker lid), and then related that to what could have happened if water had gotten into the Ark...and of course how God told Noah just how to build it, which was the key idea for that 'box'. So, I believe it's okay to deviate from the experiments too, and add something of your own...it's about those teachable moments and answering the questions they have the best way you can.

Anyway, this is a much longer answer to your question that may not be helpful, but that's how we did it. I hope it has helped at least a little bit. Maybe others can clarify better.

Just as an aside; I am really enjoying these experiments! As I said, Science has never been my strong suit, and I am learning along with the kids. It's helping me to really think about things, and get into the subject. I love it!

Ladies,

You are doing such a great job of talking through this! I'll agree that my kiddos often come up with an idea that doesn't always match the experiment we do. But, that's alright. I just go ahead and do the experiment as written, and my kiddos always make the connection that this is one other possible answer to the question. Sometimes, they'll test their own hypothesis too, if they can think of a way to do it. But, mainly the point of the scientific process is to just get them thinking about possible answers to the question. The asking of the question sets up the reason for the experiment at this stage of learning too.

By the way, if my kiddos guess something that has nothing to do with the question, I do redirect them to try again. However, if it is a plausible answer, no matter how off-base (as far as the experiment goes), I just allow it. Then, with the performing of the experiment they usually have their own "AHA moment" as to how it answers the question.

Blessings,
Carrie

Kathleen,

I agree with what's been said, and I can also see what you're saying here. I think you and your ds probably enjoy that questioning phase of the experiment, and if you're anything like me, you probably love to talk more about it. If my son's guess is quite off-base, I may give him a little "carrot" to munch on... like, "Hmmmm, the Titanic and other ships that were very large have sunk. I wonder why that would be?" And then, you could move into a question more based on the experiment coming, like you suggested in your last post. I enjoy the talking part of any type of lesson, so I expand it this way for fun sometimes. I do try to make sure he doesn't feel like his guess is wrong, and I have him write it down as he says it before we get into too much of a discussion. One other thing I've done just for fun before he answers the "guess" question, is I say something funny like, "Ka-POM - you are now an incredible scientist, and I have a question for you because I need your help guessing what might happen here. Give me your best "scientific" answer Mr. Einstein!" Then I give him the question in my most confused and I-respect-your-scientific-opinion-so-much and need your advice" kind of voice. He usually tries to use "big" important "science-type" words after that, and his answer is usually more well-thought-out then. However, there are many days, when I'm not so up for all the talking that we just take a wild guess and move on. Depending on the day, "Madam Curie" , you could do whatever tickles your fancy! HTH!

In Christ,
Julie

Ladies,

Thanks so much for helping me think through this. I know it's not a "big" problem, I just needed a few ideas on the angle to take with the guesses that don't lead to the experiment. You've really given me great ideas, and I feel like I better understand when to build on the guesses and when to experiment (maybe trying out his hypothesis) or let it go. I'm sure it'll be obvious as we move through.

Julie, I loved your idea...I'll definitely have to try that occasionally!! What fun!!

my3sons wrote:One other thing I've done just for fun before he answers the "guess" question, is I say something funny like, "Ka-POM - you are now an incredible scientist, and I have a question for you because I need your help guessing what might happen here. Give me your best "scientific" answer Mr. Einstein!" Then I give him the question in my most confused and I-respect-your-scientific-opinion-so-much and need your advice" kind of voice. He usually tries to use "big" important "science-type" words after that, and his answer is usually more well-thought-out then.

We do love discussing! (I guess we don't have much choice... Grant was talking and questioning so early...and hasn't stopped! Most of the time his inquisitiveness is good, and occasionally my ears get really tired. But this "being a thinker" is definitely what leads to these ideas that he has for guesses, and I know that's a good thing.)

Thanks!
Kathleen

Thanks Kathleen - and our world NEEDS more "Grants" that question things! Thinking outside of the box is what causes great inventions to be made, and innovative ideas to be thought. Great job encouraging Grant's natural abilities and talents to blossom!

In Christ,
Julie