With all the talk about how damage does or doesn't occur during the SLEW of sharing out about collisions, we turned to writing our questions down publicly and sharing them with the class. And BOY did we get questions! I am so proud of the growth that 6th graders have made over the course of our year together!
With so many interesting questions, we agreed we needed to come up with investigations to figure out answers to our questions, and these 6th graders certainly got creative!
We're taking a break for spring break, but we're leaning towards actually colliding us things to give us more insight into what happens in collisions with any and all types of damage!
With our Initial Models in hand, we convened in a scientist circle to come to an initial agreement about what's happening in a collision, regardless of damage. We didn't agree on much, but generated a lot of ideas we are needing to consider as we try to explain these phenomena!
After sharing statistics on cell phone damage with 6th graders, the stories about their own phones or others phones getting damaged were flying around the room! We agreed we wanted to recreate some of these scenarios, and instead of using real phones, some CD cases would suffice!
So a lucky two students from each class got to recreate their "cell phone breaking" story!
From these experiences, we all agreed we had related experiences. Everyone had a chance to think about a time when two things collided and either produced damage, or didn't produce damage (surprisingly)! We categorized our related phenomena into three categories:
As always, we try to explain what's going on, so students were asked to make initial models for a collision of their choice, regardless of damage:
After sharing with a partner, students are seeing that there are lots of similarities, differences, and questions that are coming out! Next steps: Our Initial Consensus Model and DQB!