Each August when students at Rowland Hall enter fifth grade, they receive a special assignment: write a letter to your teacher introducing yourself and expressing your hopes and fears for the year ahead. According to Sarah Button and Chad Obermark, two Lower School faculty members with a collective 23 years of experience teaching Rowland Hall fifth graders, 75 percent of incoming students are worried about one thing in particular—the science share.
"We talk about the science share from day one," Mr. Obermark said.
The annual spring project, which has been part of the Lower School curriculum for over 20 years, requires students to develop a research question and then execute the scientific method, culminating in a public presentation of their findings. It takes approximately eight weeks for students to complete the entire process: choosing a question, forming a hypothesis, collecting and analyzing data, writing up their results using the claim-evidence-reasoning framework, and creating the presentation board and accompanying Keynote—digital documentation—for the science share.
The annual spring project, which has been part of the Lower School curriculum for over 20 years, requires students to develop a research question and then execute the scientific method, culminating in a public presentation of their findings.
The sustained timeline, coupled with the independent nature of the research, is what contributes to student anxiety about the science share, Mr. Obermark explained. "They've really got to own it," he said, "and for some kids it's daunting."
For some fifth-grade students, identifying their research question is the toughest part of the process. Mackenzie White, whose project explored whether the duration of egg-whipping affected the height of a pound cake, said that finding a genuine question was her biggest challenge.
Ms. Button said that students' initial questions frequently fall into that category: those they already know the answer to. When she pushes them to establish genuine questions, they grow concerned. "They'll worry that their hypothesis might turn out wrong," she said. "So I have to reassure them it's okay if their experiment goes south and they find out something different than what they expected. That's what real scientists do."
At this year's science share on April 26, projects explored a range of questions, such as whether the type of string on a lacrosse stick impacts shot accuracy, or whether listening to music during a math test affects student performance. Faculty, parents, and other Lower School students made their way around the room, examining display boards, listening to presentations about the scientific method, and asking the fifth graders questions about their findings.
Some students were nervous about presenting their work to the community, though many spoke with pride about what they had learned. Will Chin, whose question was "does the temperature of a tennis ball affect how high it bounces?" described the painstaking process of data collection. After filming bouncing tennis balls—some of which had been cooled or heated—he pored over hours of video to extract precise height measurements, often slowing down and rewinding footage multiple times. However, his advice to future students was reassuring. "Once you get past the procedure," he said, "it's really fun."
They'll worry that their hypothesis might turn out wrong. So I have to reassure them it's okay if their experiment goes south and they find out something different than what they expected. That's what real scientists do. —Sarah Button, fifth-grade teacher
Gigi Brown, Jojo Park, and Bea Martin also had good suggestions for next year's fifth-grade class: Make sure you pick a question that really interests you. Choose a project that doesn't involve living subjects. Start early, and don't be afraid to ask your teacher for help.
Even though some students may struggle with the science share, Ms. Button emphasized that the process of engaging with a meaningful question—not the end product on display— is what creates a positive learning outcome. Additionally, the experience can impact the way students approach future projects in the Middle School and beyond. For one of Ms. Button's former students whose science share wasn't particularly successful, that meant helping his brother out when he got to fifth grade. "He didn't want his brother to make the same mistakes he had," Ms. Button said, "and his brother's project ended up being one of the best in his class."
The celebration of scientific inquiry and process, including the occasional failure, presents an opportunity for the community too, according to Mr. Obermark. While many other Lower School performances or events focus on the arts or literacy, the science share offers a critical window into STEM learning. "It's a big deal," he said, "and it's a big deal about science."