An atmosphere of anticipation filled the combined Science and Project Lead The Way (PLTW) classroom at Discovery Intermediate School as students gathered around their lab stations, ready to tackle a thrilling challenge. Under the guidance of Karen Hayden (5th Grade Science Teacher) and Melissa Short (PLTW Science Teacher), fifth graders were divided into teams and prepared to investigate a series of mystery substances. After weeks of exploring the properties of matter in both classes, and the difference between physical and chemical properties, this was the students’ moment to apply their knowledge in a hands-on experiment by observing reactions that “mystery” substances had with water, vinegar, iodine, and heat.
Short encouraged incorporating recent lessons on teamwork, assisting a group in organizing their materials. At each station, three unmarked containers held white powders, awaiting identification through careful observation and experimentation. Both teachers emphasized that successful scientists must not only grasp their subject matter, but also excel in collaboration and problem-solving. “We try to promote positive interactions between students and their peers, as well as between students and their instructors,” shared Short. “We encourage students to be problem solvers and work together to become independent thinkers.”
As the students began to analyze at their respective stations, the classroom buzzed with energy. One team meticulously examined their substances under magnifying glasses, documenting crystal structures and textures. Another group measured their mystery powders for reactions with water, while a third prepared to mix their samples with vinegar. This spirit of curiosity and discovery highlights the partnership between Hayden and Short, demonstrating their commitment to creating an engaging learning environment where subjects seamlessly intersect. “This coursework relies on students working together to solve problems and discover new concepts,” Hayden explained. “Students are encouraged to collaborate, compromise, and take turns throughout the process. These are lifelong skills that will make them more successful both in the workforce and in their daily lives.”
Observing a particularly engaged group, Hayden congratulated the group on their collaborative approach. Students took turns leading different parts of the experiment, reinforcing the teamwork skills cultivated throughout the year. When one student's hypothesis proved incorrect, their peers rallied to offer encouragement and brainstorm alternative explanations, exemplifying the supportive atmosphere both teachers had nurtured.
As the groups progressed in their investigations, students conducted further tests with iodine, keenly observing the resulting changes. Short noted how naturally the students assumed various roles - recorders, experimental leaders, and quality control checkers - ensuring accurate observations. These real-world skills are invaluable, and prepare them for future challenges.
As the class period concluded, students eagerly gathered to share their findings. The pride in their accomplishments was apparent, as groups successfully identified their mystery substances through observation and reasoning. Through Hayden and Short’s integrated approach to science education, students are not only imparted with a better understanding of scientific concepts, but also get the opportunity to foster essential life skills like collaboration, critical thinking, and problem-solving. By blending PLTW principles with the science curriculum, they cultivated a culture of collaboration, creativity, and critical thinking. As students left the classroom that day, they carried with them not just knowledge, but also the confidence and enthusiasm to tackle future challenges. Activities like this help develop the next generation of curious, capable, and confident lifelong learners and align with Discovery’s school motto, that we’re truly, “Better Together.”
