The Advent School | Reggio Emilia school in Boston uses a splash in the Charles River as a jumping off point for an exploration about water.
Reggio Emilia school in Boston uses a splash in the Charles River as a jumping off point for an exploration about water.
elementary science, charles river, reggio, reggio emilia, reggio emilia schools, reggio emilia schools boston, science
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Splash! A Second Grade Project

02 Feb Splash! A Second Grade Project

Second Graders ventured to the Charles River to make observational drawings. While there, a chance encounter with a dog sparked an in-depth exploration of water.
ADVENT: Fact or fiction: the splash project began when 2B saw a man throw a stick into the Charles River.
SECOND GRADE: Fiction! It was a ball for his dog to fetch. The dog splashing into the water sparked their thinking about splashes. The dog’s owner threw the ball in several times, prompting students to discuss which splash they had drawn. This led to a discussion about the relative size of said splashes.
Splash DocumentationADVENT: Why does Second Grade study the Charles River? How does it tie into your theme?
SECOND GRADE: A part of our theme is perspective taking and the splash was an initial provocation.
“When we visited the Charles we asked the students to draw what they saw from different viewpoints,” said Second Grade teacher Kate Morton. “How does where you stand affect how you see the river? What is the perspective of a squirrel? A bird?”
This exploration was a project to answer the question “How can we measure a splash?” The students explored what viewpoint they needed to take an accurate measurement.

ADVENT: What projects did the students work on during their exploration?
SECOND GRADE:  They explored area, perimeter, length, width, height, and different ways of measuring each of those dimensions. The students wanted to measure all parts of the splash. At first, the faculty talked about measurements without naming them.

“Students were already thinking in scientific terms,” said Erina Spiegelman of 2B. “After awhile we gave them the vocabulary to name their findings.”

ADVENT: Will your classes continue to study the splash?
SECOND GRADE: We answered our initial question and evaluated which splash was the largest. We have moved on to graphing to compare the splashes and are using that data to teach comparative bar modeling. Splash Graph

ADVENT: What did the students think about this project?
SECOND GRADE: The students were really invested in accurately measuring the splashes. They used this exploration to consider how different camera angles could give us different perspectives and therefore be useful for collecting different types of data. In true Advent fashion, students also brought their interest in splashes to science class. They explored surface tension and adhesion, the water cycle, and how water behaves on different surfaces.

“The students were excited to learn that we drink the same water as the dinosaurs,” said ECC-Third Grade science teacher Judean Patten-Clark.