A Day in the David Minus Science Center
By Doug Garfinkel, 7th/8th Grade Math/Science Teacher

Imagine observing from the back of the room - watching students at work under the natural light brought in by the Center's innovative lighting system. Here are some typical daily activities you might see.

First, the seventh grade class arrives. The room is suddenly filled with the intense, boisterous energy of middle schoolers. After a brief morning meeting and homeroom check in, the students at each table send representatives to pick up microscopes, slides and stored vials of water samples taken as part of their water quality projects. Some students are making observations of life in the water. One table has checked out a probe to use with their graphing calculator to check water acidity/alkalinity. One table is ready to upload data from a calculator and checks out a laptop. Partners at the table collaborate to produce a first draft of a report and print it via the room's wireless network.

While we are working, one of the preschool teachers stops by to check out two of the balance scales - the preschoolers are going to compare the weights of the eggs they gathered in the farm this morning.

The middle school double period goes by fast. Students are largely self-directed. I wander the room, assisting with technology here, making an observation there, listening to a debate at one table, an excited discovery at another. Shortly before the period ends, I signal clean-up. Work in process is stored in the large student project storage area or on the computer network.

The seventh grade students head out for recess. While they are out, a group of fourth graders stop by. They are doing a controlled experiment with our environmental education resource teacher to examine how differences in moisture and light affect composting, and need to check on their project and add some water to their delightfully maturing rot.

While they are working in the back of the room, the sixth grade arrives for math. They are doing a unit on ratios and measures. Today, they are checking out balance scales and picking up materials from the prep area - they will be measuring the weight of three soil components and then using their knowledge of ratios to determine how much of each is mixed into a mystery mixture. The fourth graders return to their classroom. I circulate among work partners helping them decide how to use the ratios for different weights and mixtures. As we work, a group of prospective parents comes through to observe the class and tour the room to see some of the science projects from different grades that are on display.

Later, I enjoy a quiet prep period. The sixth graders will begin a geology project next week. You can't do geology without a good volcano, so I'm starting to put one together in my prep area. The good news is whatever mess I make can easily be cleaned up from the stain-proof, non-reactive work surfaces in the room.

As I'm completing my day, children in the after school program start coming in. They are building a Rube Goldberg apparatus inspired by a visit to the Exploratorium and are coming in to do some careful weighing and measuring.

It's been a very full day in the David Minus Science Center - doing so many things we couldn't have done without this great facility. We love this place and are so thankful to everyone who helped make it possible.