Welcome to the St. Louis Science Lab!
Please take the time to learn about our new scientist of the month - Marie Curie on our "Scientist of the Month" page!
Current science modules being taught:
Preschool: Light, Shadows, and Reflections
Kindergarten: Force and Motion
First Grade: Space Systems: Pattern and Cycles
Second Grade: Properties of Matter
Third Grade: Weather and Climate
Fourth Grade: Earth Systems: Processes That Change the Earth
Fifth Grade: Properties of Matter
I am very excited about science this year. In addition to our regularly scheduled lab times, we will be offering special after-school times when parents can join their children in the science lab.
February 16th - 3rd grade parents are invited to come and participate in a hands-on engineering project with their student from 3:15-4:15pm.
In the beginning of the school year, each class that came to the lab added to a list of words about what makes a good scientist in our lab. They came up with some great ideas:
- work together, listen to each other
- explore, try new ideas, wonder
- ask questions, be adventuresome
- concentrate, think, experiment
- be helpful, use materials respectfully, clean up
- look at things in different ways, invent
Recommendations from the National Association for Science Teachers:
A hallmark of science is that it generates theories and laws that must be consistent with observations. Much of the evidence from these observations is collected during laboratory investigations. A school laboratory investigation (also referred to as a lab) is defined as an experience in the laboratory, classroom, or the field that provides students with opportunities to interact directly with natural phenomena or with data collected by others using tools, materials, data collection techniques, and models (NRC 2006, p. 3). Throughout the process, students should have opportunities to design investigations, engage in scientific reasoning, manipulate equipment, record data, analyze results, and discuss their findings. These skills and knowledge, fostered by laboratory investigations, are an important part of inquiry—the process of asking questions and conducting experiments as a way to understand the natural world (NSTA 2004). While reading about science, using computer simulations, and observing teacher demonstrations may be valuable, they are not a substitute for laboratory investigations by students (NRC 2006, p. 3).
For science to be taught properly and effectively, labs must be an integral part of the science curriculum. The National Science Teachers Association (NSTA) recommends that all preK–16 teachers of science provide instruction with a priority on making observations and gathering evidence, much of which students experience in the lab or the field, to help students develop a deep understanding of the science content, as well as an understanding of the nature of science, the attitudes of science, and the skills of scientific reasoning (NRC 2006, p. 127).