Welcome to the St. Louis Science Lab!
Current Science Modules
Kindergarten: Ecosystems - Investigating Trees
First Grade: Characteristics of Living Things
Second Grade: Relationships in Ecosystems
Third Grade: Life Cycles and Traits
Fourth Grade: Earth Systems: Structure and Function of Living Things
Fifth Grade: Matter and Energy in Ecosystems
We are just getting started in lab. Students are exploring what it means to be a good scientist. They came up with some great ideas:
- work together cooperatively and respectfully
- brainstorm and explore new ideas
- have an open mind, ask questions
- keep trying, don't give up
- be helpful, use materials respectfully, clean up
- challenge each other
Please take the time to learn about our scientist of the month, George Eastman, on our "Scientist of the Month" page!
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).