Today was an incredibly busy academic day. By the time 2:15 rolled around, my students were exhausted. However, as promised, we began our small Science Chapter dealing with Energy (Kinetic and Potential.) We began with a little game regarding the difference between Kinetic and Potential Energy and then worked together as a group on a skateboard simulation program on the smartboard. By designing the skateboard "track" so to speak, students were able to discuss where the kinetic energy was the greatest or lowest and why. They were incredibly excited. However, they were even more excited when I introduced the "roller coaster energy" STEM project where students would be creating their own rollercoaster track and running a marble through it. They would have to make adjustments based on whether or not the marble would run its course. 

As I looked around my classroom, all of my students were filled with awe and wonderment except for one. One student (who happens to be my new student) was filled with confusion. This student had never been on a roller coaster before because when he looked at me he put his hand out to the side and cocked his head like "I have no idea what you are talking about Mrs. Amoscato." 

And I began to think about how ignorant I sometimes am where I do not even think about the fact that some students may have never visited an amusement park or gone on a rollercoaster ride. And then I began to think, how much whimsy is based on experience? Think about how may students miss out on whimsical experiences simply because they are maybe not given that opportunity. So as I began to think about this in the middle of my lesson, one of my students interrupted my thoughts and asked, "Mrs. Amoscato. If he has never been on a rollercoaster before, let's take him on one!" Again, children are full of inherent kindness. Thanks to technology, I had a bit of an idea. I called everyone over to the carpet, turned on the smartboard, found a two minute rollercoaster clip on youtube, turned off the lights and from the perspective of the video, it actually felt like you were on a roller coaster. 

I have never in my life see a class so filled with wonder and excitement regarding a rollercoaster simulation. When we were going up the hill there was gasps. We discussed the kinetic and potential energy along the tracks, and the pause before the big drop was absolutely hysterical. It sounded just like we were on a rollercoaster in our classroom. And even better, my student who had no idea what a rollercoaster is, now felt like he had actually been to the amusement park. Actually, I would argue there was more excitement on our rollercoaster simulation than on an actual rollercoaster. 

As I really think back to this "carpet ride," I cannot help but smile at just the way the students even positioned themselves on the carpet. Without me giving an instructions, they assembled themselves in a tight group on the carpet side by side as if they were actually strapping on their seatbelts for the ride. Sometimes magic cannot be explained. Sometimes, instead of dwelling on the fact that not all children are given equal whimsical opportunities, we are reminded that it is possible to create these opportunities with a little help from our children, a little imagination, a lot of love, an idea and a "magic carpet ride." My students continue to fill me with awe each and every day. The future IS bright when we have a love and a creativity to change the world with our wild rollercoaster spirit.