Whiz bang experiments and the power o the science capabilities

I can sometimes seem a bit dismissive of the good ol' whiz bang experiments like gobstoppers or the paper flower petals experiments as on paper (or on the internet!), they are 'do this, do this, you'll see this and this is why' type experiments.

However tweaking them can turn them into great opportunities for science capabilities development, asking rich questions, and getting students really thinking! I use them a lot for modelling as they are good for a one-off activity as well as having the scope to turn into a three or four day experiment if the teacher is willing -which sometimes they are, yay!

For example I got this email from science sparks (https://www.science-sparks.com/candy-chromatography/), which is very much a 'do this and see this' experiment website, however they have some great ideas to extend student thinking and this one is similar. Anyway, I had left the experiment for a freer day but was keen to see if it worked as I do the gobstoppers/M&M experiments quite regularly.

I set up the experiment as is written... And then put a couple of drops of water on each M&M. Lots to observe -you could see the outer coating had disappeared ("I notice") and I assumed that those colours were now in the drop of water on the op of the lolly ("I think", the inference).

I already had some filter paper which I cut up but I did wonder about the size of the pieces to cut so guesstimated. For our students, these are valid questions to ask: if it's a science experiment, should it be precise? I then sucked up the drops and encountered two problems! One, there wasn't enough water to suck and then put on the filter paper and secondly, I hadn't read the experiment this far and just assumed a drop was sufficient, as well as guessing the filter paper size! This is all great critiquing for children. I had already decided there wasn't enough water so added more to the M&Ms, left it a while and sucked up that coloured water. Because I wanted to see if there was a difference, I put these drops on the other end of a couple of the filter papers.

You can see some colour separation on this one.

 One worked! The brown lolly shows 2 maybe three colours. However, the others didn't work... or didn't seem to...
And here's the chance for a bit more science. Often, if things don't work out, we might give up! I always encourage teachers to try the experiment at home first just to make sure something is going to happen and as I write this, I'm thinking, why not let it not work? Why not get the kids doing what I was thinking to do?
You see, science is about the processes, the questions, the wonderings and those 'aha' moments, much more than about 'answers'. Although actually reading the whole page would have let me realise I needed more water, it was one of my own wonderings. I thought about setting up each lolly in its own cup and then using more water, but then I worried about how much, which could be an experiment in itself -how much water will give us the most concentrated dye? I also realised (when I actually read the blimmin' experiment!) that they hung their filter papers up -I didn't! I am wondering whether this was my issue, so now I might try some lying down and some hanging on paperclips on a pencil or something. Finally I noticed they used peanut M&Ms (my favourite just in case you're thinking about my Christmas pressie!) whilst I used chocolate ones -does that make a difference? Oh, and if I didn't have filter paper, I might try tissue or thin paper.
Yes, if I gave out this experiment to a class, I'm certain there would be some groups who would do it correctly as well as others who may be just like me! But all of the results are data! What have we found out with all our different experiments? We've also learnt the need to carry out the experiment as is writ -a great literacy lesson! I must admit I quite like the idea of just handing out only a written version vaguely worded and then using the results to think about where to next, how well the experiment was written, and whether children can identify the features of what a good science experiment might look like. I know I talk a bit about literacy but giving children the opportunities to read well planned out experiments as well as poorly written ones is ideal, as is letting children read science articles, looking for how the experiment was carried out in a scientific way and applying this to their own experiments.
Critiquing evidence is a capability more suited towards our older students. It can focus on the evidence gathered and how the evidence was gathered. I've had lots of fun using this capability with Year 7-8 children and I always encourage students to critique one another only with questions rather than statements or accusations! The first few times, they may need scaffolding and I'm happy to ask questions:

• Did you measure carefully?
• You used the word 'about' and also said 'some'... what do you mean?
• How many times did you do the experiment?
• How did you make sure there was the right amount of liquid on each lolly?
• Are you sure that's why your data looks like that?

Usually students get this very quickly. I use it as an interuption very early on in the investigations. I get all the students back in and 'pick on' 1 or 2 groups that I've observed. Others get wriggly when they realise theirs is no different and when I ask, who needs to get back, they all rush off!

So how would I put this into Digital Technology? Obviously photos or videos could be used and shared but I like the idea of children asking questions of other groups' results. I might use google docs instead so there's space for others' comments. I also use docs when children plan their experiment. I'll ask them to have a look at what others are doing -although maybe one group doing the same would be good, think about a different question you could investigate ("I wonder"). We also put data and photos here. I like the idea of brainstorming so might use padlets for children to post why they think the experiment didn't work or pose questions to investigate (this last one is good because it can stimulate others with their questions). They could also write up their experiment on Book Creator with more expected from older students and this is a good point: do students know how to write up an experiment, or write a mini report? I love it when it's the children wanting to share their findings rather than me endorsing the fact that the number one reason students don't like science is because of the writing!

Might we still want the explanation bit? Yes! Sometimes I might leave it on the experiment and then ask children to prove the explanation is right (if we're able to). Other times we might discuss it as part of the wrap up. Unless the experiment's part of a series where we're developing our understanding of a particular context strand, I might get the discussing the 'why' aspect and then share. Personally, I hate doing this but I also understand children want to know, just like I do! Sometimes I'd like to give the children more of a chance for them to figure out why with more experiments but other times, I know this is it!
Anyway, give it a try with your class!
Keep sciencing on... almost the end of the year! Those of you who applied for DT or science PLD (thanky thank you thank you!), these details should be out soon -and I did hear that more hours were available for schools than what we were originally told -good news! If you do want PLD, apply in June as Term 2 applications have been cancelled.

thanks for reading, and your comments are always welcome!