Navigating the Math/Science Learning/Teaching Goal Path

What is the mass of a balloon filled with water?

This new science/math learning/teach path I'm on is positively challenging and invigorating. I worked diligently to prepare for yesterdays egg and balloon explorations to find that some of the preparation was just-right and some was lacking. Overall the lessons were both positive and messy.

What was positive?

Students loved investigating the differences between a typical egg and an egg that had been immersed in vinegar for a month. They collected data as they found the mass and length of both eggs and tested the eggs to find out their unique properties including color, solubility, brittleness, strength, density, and more. Next, we'll revisit the physical and chemical change video, share our results, and make a decision about whether the egg in vinegar went through a physical change or chemical change. Then we'll begin working with water in a balloon and a number of science tools to document and assess the states of matter and what kinds of changes happens when water is frozen to determine whether this is a physical change or chemical change. We'll further look at the kinds of changes that occur in matter as students learn about the conservation of matter,

How is an egg that's been immersed in vinegar different
than a typical egg? Did a chemical change occur? 

mixtures, and solutions. We've got a lot of great tools and a long list of engaging explorations ahead.

What was not so positive?

I didn't anticipate the problems that occurred. I have a great class so it surprised me when some deviated from the exploration and fooled around a bit which resulted in dropped and splattered eggs on the floor. Worse than the mess was the fact that those groups couldn't continue their exploration. I also didn't expect the amount of collaborative skill students need to forward these experiments. Partners are easier to work with than bigger teams, but sometimes it's difficult to have enough materials for partner experiments. I want to think about this more and try out new strategies for building better collaborative skill and effect. Also as always, I can continue to work at organization and accessibility of supplies as well as time for good data recording, reflections, and share. Time remains a challenge as the depth potential of these explorations is limitless, but time is limited. Student energy wanes after an hour or so too even though their engagement is strong for science.

Keepers:

What are the unique properties of the typical egg compared
to the egg that's been in vinegar? What is the same?
What is different?

I liked sharing the posters below with students, that helped. We started another poster of reminders such as stay with your group, follow the directions, work collaboratively, and do your part to focus on areas of the exploration that presented as challenges. When students work away from their group, they generally disrupt other groups--the room is small so too much deviation from your space generally affects the set up of other groups. Those who didn't contribute, obstructed. There were only a few who did this, and I'll have to think about what created their lack of positive engagement. The whole class needs to learn and work at better collaborative skill--I'll work with them on that, and I'll also work on ways that they can better attend to and follow directions. So many resist reading the directions. I'll make them simple, and then highlight the students who use the directions to effectively explore and investigate. I've told student that my goal is to better math and science teaching so they know we're all working together to make good improvements in this engaging learning.