Task 4

Materials and tools for a working group:

string, scissors, plasticine, tulle, chiffon, microtene (fabric dimensions 30 × 30 cm)

In the previous task, pupils found that the fall of an object can be slowed down with a simple canvas parachute. In addition, they have designed and tried a procedure to determine whether a parachute is actually slowing down an object. The next task is to explore how the parachute works. Pupils‘ attention will therefore be focused on determining when the parachute is working and when it is not, from which materials it is appropriate to make it.

The teacher asks whether other substances can be used instead of canvas. Leads students to a research question: What substance can we use to make a parachute? The teacher offers three types of material to the groups – tulle, chiffon and microtene. In order to verify the functionality of parachutes, it is advisable that the parachutes created are as large as they are. Therefore, the teacher prepares the same sized squares of these materials for each group. The size is 30 × 30 cm. Pupils look at the fabric and their task is to create the predictions about which of these materials will work if we make the parachute out of it. In order to really makepredictions, the teacher should also ask the reasons why pupils create preconditions as they create. They argue using their personal experience, and the subsequent investigation will give them verification. Asking for an explanation of the formulated predictions is very important and if the teacher uses it, the pupils gradually retreat from the guesswork (just guessing) towards more thoughtful predictions (attempt and mistake gradually becomes a real investigation).

Pupils stick samples of the materials to be examined in the indicated fields in task 4 and record their predictions predictions ( or û). They then construct the parachutes and use the same procedure as in Task 3 to see if the parachutes are working or not. The results of the observation are recorded in the worksheet in task 4, according to the same legend as in the creation of predictions. Upon completion of the verification, they shall evaluate the results of the investigation. It is important to use completed worksheets for appreciation - the teacher uses the worksheet of one pupil (or group) as an example and asks what they assumed about each material and what they found, i. whether the prediction was confirmed or not. If not confirmed, he emphasizes that they have found a new, interesting thing. It is very important to point to the record. By way of example, the teacher leads the students to endorse them by giving them what they have found and recorded. This develops the pupils‘ reasoning capability, which is an important element of the overall competence of scientific work in the development of elementary science literacy

The conclusion of this task will be that all materials work – a ball without a parachute has fallen faster than a ball with a parachute. I pupils find that parachutes made of different materials work, but when verifying they see that some material slows plasticine more and more less (especially when we run parachutes from a higher height). Therefore, the teacher leads the children to solve another research question (task 5).