Fine Motor Ice Experiment at Sheri Lynn’s Dayhome in Fort McMurray, with this story created by Janet Huffman, Pedagogy and Curriculum Consultant.
The scientists at Sheri’s dayhome were experimenting with ice and snow and Sheri set up a provocation/experiment for the children. On this day the children were able to provide a hypothesis as to what would melt the ice?
Salt or Sugar?
The children recorded their hypothesis and got to work adding the salt and sugar to the ice in the bins. This simple activity required team work, communication, fine motor and some hand-eye coordination to ensure that the ice was adequately covered.
Looks like the Salt was better at melting the ice than the sugar was….. onto the next experiment –
Salt Vs Sand
In the photos that Sheri provided, I see the dispositions of Seeking: questioning, wondering and curious and the children are also using their senses as they work through this provocation.
Using the disposition of Participating, I see the following: The children are engaged with each other, they had to negotiate, take turns, and observe what others were doing and where they fit it.
Fine Motor Ice Experiment Holistic Goals
Using the lens of Flight: Alberta’s Early Learning Curriculum I can see the following Holistic Goals that the children are engaged it:
Well-being: Children gain a sense of others as they listen, support, encourage and care. Children build respectful and responsive relationships with others.
Play and Playfulness: Imagination and Creativity supports children to develop flexible thinking and explore opportunities for creating new possibilities. Playful Exploration and Problem Solving supports children as they learn about the properties of objects, test limits and negotiate to work out practical problems.
Providing children opportunities to explore and discuss different thoughts, ideas and processes allows them to understand the world around them. Do the trucks put sand on the road? or is it a mixture… salt to melt and sand for traction? I am curious what the children thought about this… how could we find out?
When we look at planning for children we can use a simple format: What, So What, Now What…
What happened, what did the educator notice the children say and do?
So What- How do we make meaning of what is happening… what significant learning did you see or hear? Was it something about a child’s fine motor development? Was it language enhancement?
Now What- How will I, as the educator plan to support the extension of this provocation/experiment? Are there new materials that I want to add? What do I think the children would like to add?
