Sharon picked up on Gustavo's idea from the previous day that lighter people can run faster than heavier people, but don't have enough energy to go long distances, and suggested that the two of them have a race. However, before doing the race she wanted to make sure students understood the underlying idea that was being tested in the competition. Then, the kids went outside, and Sharon and Gustavo raced around the playground. The next day they discussed the results of the race, and that led to a long discussion about energy. The students suggested many different kinds of energy.

Day 9

Sharon starts off day 9 with Gustavo's idea that kids can go faster than adults, but adults can run longer than kids. She wants them to go test this idea out, but first they have to discuss the idea. Maybe this is due to two different kinds of energy—a short term and a long-term energy? Does this theory extend to all small and large things or just to children and adults? After the discussion, the class decides that Sharon and Gustavo will go outside and race one lap around the playground.

The students then go outside and watch, excitedly, as Gustavo and Sharon race around the playground.

After the race, the class reassembles inside. They talk about who won the race (Gustavo) and why in terms of energy. They distinguish between energy to go fast and energy to go a long distance.

Day 10

SF begins by summarizing ideas from students from Day 9 races and cars. There are many ideas:

Ray likens bad energy to lava in a volcano eruption. The bad energy (junk food) overwhelms the good, similar to the way hot lava devours everything it comes in contact with. You have good food that gives you energy. Then the junk food comes and burns over the good food to make room for itself (just like lava). He talks about good energy and bad energy.

Near the end of the period, the students talk about cars. Sharon asks, how does the toy car get its energy? Pricilla says putting oil on the wheels causes a car to go faster; therefore, it gives more energy to car. There is a discussion/disagreement about whether faster means more energy, and about whether oil will make car go faster. As a next move, Sharon decides to continue the discussion about ‘surface effects’ the next day.

Some things to notice: (click to hide)

After Gustavo says that how the car moves depends on whether it is lighter or heavier, Sharon points out that he had previously said that with people racing, it didn't matter who was heavier or lighter. She wants to know why there was a difference between people and cars. Gustavo answers by pointing out that, on a street, a small car would tend to get stuck in the bumps, but a large car, because it has large wheels, would make it over the bumps without slowing down. Osmary then mentions that in a race, although size does not matter, how much energy you have does matter.
When Sharon asks how a toy car gets its energy to move, Priscila mentions that putting oil on the wheels makes it move more easily and therefore move faster. She draws an analogy with water. When you put water on the floor, the floor becomes slippery and you slide easily on it. In a similar manner, putting oil on the wheels will make the toy car move more easily along the surface. Sharon then asks if the car going faster means that it has more energy, and the class seems to agree.

Summary for Days 9 & 10

Day 9

Day 10