Summer 2003

What a Difference Hands-On Science Makes
Pat Rossman was ready for a change. A few years ago she was assigned to teach a life science unit. Normally when she taught life science, she used a good number of transparencies with occasional live animal visits from pet shops and zoos. This time, Rossman wanted her 4th-grade students to really learn to observe animals over time, posing their own questions and drawing conclusions from their own observations. That's where STC® came in.

Animal Studies and Microworlds became part of the life science curriculum at Waubesa Intermediate School in McFarland, Wisconsin, 6 years ago. “It [Animal Studies] fit my needs as well as the needs of children perfectly,” said Rossman. Having a number of different types of animals in the room, with lots of resource help from the Teacher’s Guide, enabled Rossman to transfer the responsibility of learning and discovery to the students. One aspect of the STC® curriculum that stands out for Rossman is the Teacher's Guide. Rossman concluded, “It is incredible how easily things go when the suggestions and background information are followed. The teacher background material in the guide is very helpful and scientifically accurate.”

Besides Rossman, 6 other Waubesa teachers are using STC® this year in their classrooms. According to Alison Hisgen, who is using the Microworlds study, “It is wonderful when a ‘hands-on’ program is also ‘minds-on.’ The children have really learned in-depth and the test results show they have a deeper understanding of the material.” Teacher Brenda Eckel has also expressed a new enthusiasm for a program through which children care for and observe animals in a habitat carefully constructed by the students themselves. “A special excitement is in the air as children enter the classroom and immediately check on the progress and activity of their animals,” said Eckel.

According to Rossman, “I am so pleased to be able to use such a visionary and sophisticated hands-on curriculum for kids. Kids love to work with the animals and are so interested and raise such good questions.” Students ask questions about animal growth, appearance, and behavior. Other questions spark a hypothesis, and a new student-inspired study is underway, she said. It's easy for Rossman to continue using and spreading the word about the STC® mission. The reason, according to Rossman? “It’s the look on the children's faces as they learn.”