# Realizing Science

Motion: A change in the position of an object in relation to time.

Velocity: Speed in a given direction

Displacement: The shortest distance from the initial to the final position of a point. Or the volume or weight of fluid displaced by a floating body of equal weight.

Acceleration: The rate of change of velocity over time; or an increase in speed.

Time: A measuring system used to sequence events.

Consistency: A degree of density, firmness, viscosity.

Our life provides endless opportunities to learn about the way our world works. From the moment Ella/Agatha wakes up in the morning (time), until she goes to bed at night, she’s in constant motion. At times she merely wiggles while she sits and reads a book, or watches a show(velocity). At other times she jumps up and races around the house (acceleration), only to slow down (deceleration) long enough to grab a bite to eat. She might be sitting at the table and need a glass of water from the counter, but instead of taking the shortest possible route, she first runs to the living room, then passed the front door, throughout the pantry, and back in to the kitchen to get the water that had been only 3 feet away from her in the first place (displacement).

As she’s drinking her water, she drops an ice-cube into it. Then she might spy a strawberry and decide to drop that in as well. After each addition she tastes it and observes for changes in colour and consistency. With each addition she also makes note of the water level in the glass (Displacement).

Periodically she’ll make note of how dark it’s getting (Time) or reference some past or future event that has meaning to her.

Science is all a round us. We don’t need to force it on our children, but we can bring it to their attention. A few well asked questions can do more than hours of instruction in a school setting. Right now, I don’t usually mention definitions, unless it really does help the understanding or discussion, those can come with time. Once she’s explored a subject and understands it, then a definition would broaden her perspective without offering more confusion.

During the day, I may point out something to see if the girls noticed it – for instance  the water level rising with each addition to the glass. But other times I won’t bother. A lot has to do with how many times an experiment’s taken place. The first few times I won’t interfere – after all, they need to test, test, and re-test to see if they get the same result each time. However, there comes a point where I like to see if they’re actually getting anything from the mess they’re making.

“What do you think will happen when you drop the potatoes in to the glass?” Depending on the answer, I may encourage them to consider other alternatives. “Will there still be the same amount of water in the glass? Will it still be the same colour?”

“What happened when you dropped the potatoes into your milk?”

“Was that what you expected?”

“Wow, what caused your water to turn grey?”

“I filled your cup half full, that means there was as much water in the glass as empty space, so how did it get so full?”

“How did the carrots get on the ceiling?”

I don’t need to drill my children to make the lessons ‘stick’. But a few questions here and there can help broaden their world as well as lead me in new directions for fun activities for us to do together. For instance, hmm they really like mixing things together – and throwing what they mix. I can find all kinds of things to mix together cornstarch, food colouring and water – then bring them to the park and let them fling it all over – the snow will cover it up soon enough. And hopefully the carrots will remain on their plates next time.

Science is all around us. Sometimes we just need to realize it.