Over the course of three months in the spring , fifth graders must make use of their independent questioning , observation , and data collection skills as they venture on multiple visits into ‘ the field ’ that is Central Park .
( and to write their name in squid ink ); or they could look carefully at the feathery gills , and pierce the squid ’ s stomach to determine its last meal . While each student ’ s investigation of a squid may take them on a slightly different journey , each is flexing his growing scientific muscle by following his own curiosity through keen observation , just as Charles Darwin did nearly 200 years ago .
“ By allowing each student to chart their own course toward applying their understanding in a shared experience , learning is deeper and more meaningful .”
By allowing each student to chart their own course toward applying their understanding in a shared experience , learning is deeper and more meaningful . Boys make permanent connections between their independent conclusions , the big concepts introduced in class , and the science skills practiced throughout the year . Over the course of three months in the spring , fifth graders must make use of their independent questioning , observation , and data collection skills as we venture on multiple visits into ‘ the field ’ that is Central Park .
Each boy takes on the study of a microcosm , a one square meter plot in the park , to answer how every component is connected . Decaying leaves , writhing earthworms , limegreen clovers , scurrying robins , patient hawks — these are the dots that boys connect to conceptualize the interdependent webs of this ecosystem . They form theories , gather evidence in journals , and record observations with all of their senses as they return to the same spot in the park time after time over the course of the spring . Each visit bears more fruit in their understanding of the Central Park ecosystem and provides time for each boy to develop a personal responsibility for and confidence in his scientific ability .
It may be on these visits to Central Park that our students most resemble Alan Beck ’ s Boy , with a smudge of dirt on the face , or a worm in hand . However , it is also this experience that creates a foundation upon which our boys can become critical thinkers to investigate the world around them . Their questions , sure-footed experimentation , patient observation , and evidence-based inferencing will serve Saint David ’ s boys beyond the science classroom . This way of thinking is another tool to ensure that they be good men . •
Sam Woolford and Bradford Hardie teach Upper School science at Saint David ’ s School .
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