The Magic Potion

As I observed the classroom, a child came over and asked me to help with a project. The child was holding a piece of paper. Written on the paper were green numbers and words that, at first glance, were challenging to read.

When school-age children ask for help with a project, they often need materials or someone to lend support as they embark on a creative experiment. The child is not seeking specific advice because they already have a plan of action in mind. In these moments, I watch, wait, and see what unfolds.

The child said they were making a list of ingredients for a magic potion to make at home. At that moment, a second child joined us and asked, “What are you doing?” The first child explained the project to the second child. Then the first child said, “I need nine ingredients for my magic potion, and I need some help.” 

As the child started to investigate potion-making, other children became interested. Children find learning partners by moving around the classroom and asking questions. When children see a project that piques their interest, they ask to join in. The curiosity of the second child created an opportunity for other children to collaborate.

The children collected the initial list of ingredients, including water, a small piece of chocolate, Sprite, food coloring, pompom hair, and bubble solution. The second child suggested adding tempera paint to the list. The first child said, “No, it needs to be something that causes a reaction.” The two children kept brainstorming. 

The brainstorming process between the two children moved fast. The discussion around ingredients had many twists and turns. The children attempted to agree on what would make a good potion. The children were only making a list of ingredients and not experimenting with materials in the classroom, which made the investigation more challenging.

Another suggestion came forward, baking soda. The first child said, “Oh, I don’t know what that stuff is.” I shared, “It is for baking and to make your refrigerator smell good.” The first child said, “I am not sure what it will do, so I am not going to use it.”

It was the first time during the investigation that I offered an idea. I decided to participate because the original list had not changed since the children brainstormed. I felt the children might be stuck, so I offered an idea to help them think deeper about the possibilities of potion-making.

As the discussion moved forward, the child who initiated the work shared an idea. “I know; I am going to add marker ink to my list.” The brainstorming session continued for a while longer. The children ended up listing nine items to create a magic potion. The children decided to add watercolor paint and Dr. Pepper to the original list and marker ink. The children’s parents arrived for pickup, so work ended for the day.

Potion-making was not something the other children showed interest in pursuing at the time. We moved toward other work, and I forgot about the potion list for a few days. Later in the week, I was looking over the notes from the observation. It reminded me to ask the child about the experience of making potions at home. The child said they collected some of the ingredients and made a potion, but it did not work. I asked the child if potion-making had the expected outcome? The child shared they wanted to mix stuff and see what would happen. 

The children often begin an investigation, and the initial spark does not grow into a flame. So, they move on to something else. I want the children to explore and find topics of interest to pursue. It is better to keep searching for ideas than not to search at all. I could offer an invitation about potion making to all the children. I decided not to because the children moved on to other work.

Looking back, what happened is that a child had an idea and shared it with a friend. They explored the possibilities of an experience that will lead to more inquiry and discoveries in the future. Investigations of potions may return. If not, then a new search will begin about something completely different. Inquiry is the journey of the school-age learning community.