trevordayschool

Children start to ramp up their abstract thinking in Middle School. ey reason, debate, test theories, collect and analyze data, and cognitively interpret what they are experiencing. is type of thinking helps students to thrive in Trevor's inquiry-based science curriculum. Students are provided with information and vocabulary, as well as expert guidance, but often the key to true understanding is exploration and interaction. encouraging Trevor students to pose questions within their curricular study motivates them to search for their own answers throughout an activity. e curriculum also utilizes kinesthetic learning, wherein children are physically involved in an activity in order to obtain deeper understanding and strengthen their ability to apply information. ese dynamic teaching methods are showcased in a lesson on the solar system. Sixth-grade Dean and Science Teacher, erin McNally, moves light-years beyond showing pictures in a book, or even videos on a SMART Board. She makes the lesson come alive for the students, and in doing so, demystifies an abstract concept. First, the students apply what they have learned in math class: ratios. If the sun's size is X, how big is Mercury? earth? Saturn? Working in pairs, the students then choose their planet models proportionately and as close to scale as possible, discussing the size and mass of each planet along the way. Planets and measuring wheels in hand, the students transport their lesson into Central Park. With the sun as their focal point, pairs of students plot out the location of their planet. ey move their planets to different spots in the park, and then as a group discuss whether they are right or wrong, and why. Based on the solar system pictures embedded in our collective consciousness, students often start out standing way too close to the sun. Imagine their surprise when they learn that, according to their scale, Neptune would actually be located beyond Westchester county! rough debate and collaboration, they determine accurate distances from the sun and develop a scale that doesn't require a Metrocard! Students also tackle orbits and speed. e caretakers of Mercury, which has the fastest orbital speed, quickly run a lap around the sun. In comparison, those holding Mars walk slowly in their orbit. A planetary race ensues! e lesson winds down, and Trevor's 6th-grade science class has created a living model of the solar system. Each student has a fleshed-out understanding of what previously might have been a one-dimensional concept. eir involvement in the initial questioning, rationalizations, and final conclusions leaves students feeling empowered and much more knowledgeable. And the teachers take real pride in this methodology. As Ms. McNally states, "Trevor faculty are deeply committed to the inquiry-based approach. We wouldn't want it any other way!" Inquiry-based learning is effective not just for young people but for adults as well. During the New Faculty & Staff orientation, the adults completed a project regarding the periodic table in order to gain a true understanding of the power of inquiry-based learning at Trevor. as with the 6th graders and their lesson on the solar system, new faculty and staff were given information and vocabulary to prepare, and were guided T r e v o r T r a N S l aT e S : middle school science 1 2 T r e v o r D ay S c h o o l n W I N T e r 2 0 1 4 – 2 0 1 5

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