Snap Cube Workshop: The Spinner Project

014718905408525d7dab6df0439790e44a0c1d0f33

If you are a regular follower of the blog, you will know that the students in my class LOVE snap cubes. They love them so much, we dedicated an entire centre in my classroom to them (you can read about our journey to embrace the the snap cube craze here: https://thecuriouskindergarten.wordpress.com/2014/03/10/snap-cube-workshop/ and here: https://thecuriouskindergarten.wordpress.com/2014/03/10/snap-cube-workshop-inspiring-young-authors/).

The Spinner Project evolved out of a popular way the students used the snap cubes at the snap cube workshop: they spun them. Constantly. At least once a day someone took a cube and tried to spin it. With some investigation, we learned that the children were trying to recreate “Beyblades,” a popular toy many of them had at home. (This isn’t the first time I had heard about Beyblades. In fact, for the last 5 years or so, I have been wondering what to do with the children’s interest in these toys.) The trick to coming up with an engaging and meaningful inquiry I find is coming up with just the right problem/question. It was during one of our reflection discussions that the question jumped out at us. Two boys were talking about spinning the cubes and each had made a spinner that was slightly different. We were trying to figure out if one spinner worked better than the other, and why. And viola!

The next day, we posed the following question: Can you build the best spinner? The children were so excited about this question! Before discovery time, we spent some time talking about what the word “best” would mean. The children came up with three criteria which we posted at the snap cube centre:

DSC03180

In addition to creating our criteria, we talked about the tools the children could use to assess the success of their spinners. For “spinning super duper fast,” the children decided capturing the spinner on video would be a good way to measure this. For design, we would take pictures of our spinners and/or save them to show at reflection time. And for “spins a long time” we showed the children how to time their spinning spinners using the timer on the iPad.

DSC03003

There were so many interesting discoveries made during this project! Here are some images and ideas we captured of the children’s experimentation:

DSC03036

DSC09057

DSC03233

The spinners got more and more elaborate as design became the focus of the children’s attention. We learned that, generally, the more elaborate the design, the slower the spinner spun.

DSC03159

The students were fascinated to explore the paths and patterns of a spinner’s movement.

018a0ea4a4c94814f43bbdad99c1c66d4e8cb59cb8

Many children worked collaboratively: K: “We attached our spinners together and made it so BIG! It spins so much faster when they are together.”

01e35c32fa5c2511e43e920edbe3917f7d89b2f264

things_that_spin_SMART

In a large group discussion, we brainstormed a list of things that spin.

01c5dd63ea007b151cac02747b62ab28982b82704f

J.K.: “Mine is a square, but when it spins it looks like a blade, sharp. I was just experimenting to see if I can make the best one.”

 

017a8d0b4f9389954d799687ab9ea93570769ab389_00001

01e192e5abdb727fa16ca08e28fba8a50f4fd72f22_00001

01b180bbc7296f0a2b9ac47407f051e62af152e402

01b165b16ca23357a636ef445254fb0c4231b8c933

Problem solving and experimentation were evident: S: “Mine is flat and I can still spin it. What if I add another cube on top and then I can use that to spin it – like a handle? [He tries it.] Hmm…that slows it down. So that is a bad idea.”

J: “My spinner is the best because it spins the fastest and for 29 seconds. Also, if you put a red block beside a while block it turns pink when it spins because white and red make pink.”

M: “I discovered you can make a spinner with just one cube. It’s small and it’s good to just use one cube because it won’t break and you can fit it in your pocket!”

Have you explored a spinning inquiry with your students? What questions/ideas did you explore?

 

 

 

 

 

Enclosures Inquiry: A House for Snuffles

DSC00631

Our second major inquiry of the year in M.S.I. was an inquiry about enclosures (you can read about our first inquiry on towers by clicking here.)

To introduce the idea of enclosures, I read my class the story Snuffles House by Daphne Faunce-Brown, about a hedgehog who sets out to build himself a new house after his house burns down. In the story, Snuffles experiments with different shapes and designs for his house, each with their own flaws (e.g., the round house rolls down a hill, the triangle house has too small of an upstairs) until he decides on a rectangle shaped house. As you can tell from the description, this story provides a lot of opportunities to talk about shapes. Snuffles House is out of print (so if you find a copy, grab it!), but you can find a video of it being read on YouTube. You can also tell the story orally by making your own props (I made a set of different shaped houses using brown construction paper). Alternatively, a story like The Three Little Pigs also lends itself well to this topic.

After reading the story, we talked about the problems Snuffles encountered and what features were important in the construction of his house. I then gave the children the task of building a house for Snuffles with blocks. To help the children, I provided them with a basket of small stuffed hedgehog toys to use for checking the adequacy of their structures. The children loved having a tangible “Snuffles” to work with!

DSC00634

The instructions for our initial building time were sparse. I basically read the story and sent the children to “build a house for Snuffles.” The purpose of this initial building time was for me to gauge what ideas/skills/experiences the children had around houses and enclosures. As the children worked, many of them demonstrated some ideas about walls and doors. Still others worked on some kind of roof-like covering, though this proved to be a challenge for most children because of the size of their blocks. During reflection time, we pointed out these successes and challenges. Naturally, a brainstorming session began on how to solve our roofing problems. It was decided that a roof was an essential part of our enclosures in that it would protect Snuffles from weather and predators. But how could we make a roof when our blocks were so small? I challenged the children to look around and see if they could spot anything that might make a good roof material. Immediately, the children started shouting out ideas: “books!” “carpets!” “paper!” Suddenly, we had so many ideas for roof materials! We decided to make a basket of roof materials for the next M.S.I. lesson.

During our initial building, one student modifies her structure to add a roof. We talked about her decision during reflection time.

During our initial building, one student modifies her structure to add a roof. We talked about her decision during reflection time.

A photo showing a student who struggled with adding a roof to her structure.

A photo showing a student who struggled with adding a roof to her structure.

Throughout this inquiry, we explored so many important ideas around enclosures, almost always by examining more closely the children’s own structures. For example, many students built enclosures that the little stuffed hedgehog just barely fit inside. This got us thinking about space. We looked around our classroom and realized how high the ceiling was and how far apart the walls were. Why was space so important? What did having space in our enclosure allow us to do? How did space add to our comfort? These are some of the ideas we explored.

Snuffles seems like he needs a little more space!

Snuffles seems like he needs a little more space!

The idea of space really came to life when we added a Snuffles House provocation to the light table. With the window blocks and the light shining from underneath, the children were really able to get a sense of how much space Snuffles had inside his house – it was quite the breakthrough! The light table also gave the children an opportunity to collaborate and the enclosures that were created were amazingly elaborate!

A collaborative structure at the light table.

A collaborative structure at the light table.

Another idea that popped up during this inquiry was the idea of drawing up blueprints or making plans for building. In the computer lab, the children were given a chance to work with a partner to design a house for Snuffles using KidPix. After printing out their plans, many children continued to work on adding details to their drawings at our classroom writing centre.

Students continue adding to the plans they designed in the computer lab.

Students continue adding to the plans they designed in the computer lab.

DSC02856

Enclosures also began popping up at the classroom big blocks centre:

DSC09078 DSC03381

After several weeks of experimenting with different designs for our enclosures and talking about the important features for enclosures, the children were given one last opportunity to design a dream house for Snuffles (by this time, we had co-created success criteria for enclosures on the SMART Board which were reviewed and added to each week).

Our collaborative success criteria for Snuffles' house.

Our collaborative success criteria for Snuffles’ house.

Whereas in our Tower Inquiry the students sketched their towers after they were built, this time the children were encouraged to draw their plans first, label them, and then build. While building, the children were able to refer to their plans and make sure they had all their important elements covered.

This student focuses on using a variety of shapes in his design.

This student focuses on using a variety of shapes in his design.

This student adds labels to his design plan.

This student adds labels to his design plan.

"Inside Snuffles house are so many toys. I used the square blocks with the colours because you can see through them. They are windows."

“Inside Snuffles house are so many toys. I used the square blocks with the colours because you can see through them. They are windows.”

"First I made a square and I thought I could use blocks for the roof but it was too small for Snuffles so I made it so he can fit. It has 2 chimneys and a 2nd floor where he sleeps."

“First I made a square and I thought I could use blocks for the roof but it was too small for Snuffles so I made it so he can fit. It has 2 chimneys and a 2nd floor where he sleeps.”

"I put the bed upstairs and a kitchen downstairs. There’s rain outside but it won’t get in the house. I made 5 floors on mine!"

“I put the bed upstairs and a kitchen downstairs. There’s rain outside but it won’t get in the house. I made 5 floors on mine!”

DSC09104