Friday, September 15, 2017

"What's that?"

In reviews or analysis of...projects, new words certainly came up. The great thing was we were naming things they had already mastered or begun to understand, in discussing why something worked well, or didn't, or why a ball thrown fast against the wall could come back and hit you really hard. And so we came to words about physics, and force, and vectors, pulleys, gears, and materials. Anatomy lessons came free with sprains, scrapes and bruises. Biology just bubbled up when stickers or insects or rusty nails punctured skin. In the course of answering questions and trying to explain what went wrong or what might work better, we used new words. Science lessons for their own sake, or vocabulary lists, would have done little good (and some harm) but naming what they had already done, felt, tried and accomplished was just a bigger-kid's "What's that?"

SandraDodd.com/words/words
photo by Sandra Dodd

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