When children actively engage with classroom content, they are generally more interested and better invested in what they are learning, and better learning outcomes will likely ensue. However, it is challenging to design classroom activities that scaffold scientific reasoning while meaningfully and significantly involving students. In this article, motion, stability, and force concepts are explored with preschool and kindergarten students who learn and develop a deeper understanding by conducting semi-structured investigations with toy cars and ramps. The article's objective was to present students with a series of investigations that they can perform with minimal support, where they made their own choices about what specific items or conditions they want to study, and found new truths through their own memorable endeavors.