Posted June 9, 2006

Recently, Benjamin Franklin students in Wayne Wittenberg’s second grade class studied the properties of heat and learned the scientific distinction between heat energy and mere temperature. At Hadley Junior High, seventh grade teacher Dina Sbarra’s class experimented with plant life cycles starting with germination. Throughout Glen Ellyn School District 41, Science students gather and analyze data to answer the questions inherent in any scientific discussion…what happened, why and how do we know?

The second graders compared the heat conduction properties of wood, brass, steel and, learned that air-trapping layers are the key to insulation, that dark colors absorb more heat than light colors and tackled the concept of heat versus heat energy by measuring heat loss from two containers of hot water-one large, one small. As they drew conclusions, Mr. Wittenberg reminded them, 'As scientists, we have to prove.' The large container held its temperature longer and students concluded that it had more heat energy. Throughout the experiments, Mr. Wittenberg probed for understanding while the students looked to their data for answers or hypotheses.

'My students have two projects they’ve been measuring,' explained Ms. Sbarra, 'radish germination and the life cycle of their Wisconsin Fast Plants.' Students had put radish seeds in soaked paper bags, then put the bags in various spots in the classroom-taped on windows, in the first aid cabinet, in drawers, hanging from the ceiling-to test the effect of these conditions on germination, and to demonstrate that plants don’t necessarily need soil. They also measured and documented the growth of plants that go through their entire life cycle in 30 days, making them ideal for the classroom.

Both the second grade and seventh grade units were part of the inquiry-based science curriculum that is aligned to state standards and consistent across the district. Rather than simply rely on textbooks, teachers use a variety of materials, experiments and activities to foster a multi-faceted, hands-on approach to learning. Research shows that the inquiry method promotes measurable learning gains not only in science, but in other subjects as well.