Sacred Heart Schools
FROM THE HEAD &
INSIDE:
the Heart
Nat Wilburn, Head of Schools
New LS lab a boon to scientific study at SHS
pg. 4-5
Nat Wilburn
Head of Schools
FROM THE HEAD
and the Heart
FALL 2010
I Scientific study The Schools are committed to scientific study as a cornerstone of the curriculum. “Our graduates remark how their study of science at Sacred Heart provided an outstanding foundation.”
n 1996, the National Research Council developed the National Education Science Standards with the hope of leading our nation toward a scientificallyliterate society. In its opening it states: Why is science literacy important? First, an understanding of science offers personal fulfillment and excitement—benefits that should be shared by everyone. Second, Americans are confronted increasingly with questions in their lives that require scientific information and scientific ways of thinking for informed decision making.
The opening of the new lower school science lab offers students in grades 3-5 an enhanced opportunity to “learn science by doing science.” Daily, one sees eager minds with microscopes, owl pellets, models of the solar system and a variety of other scientific tools learning about our world. Students are indeed benefitting from the excitement of learning science. The new lab has not only created opportunities for students but also for faculty, as this year we specifically focus additional funds on professional development for science. For teachers at all grade levels, learning to use new tools of technology within the curriculum enriches the teaching of science. Science is an integral part of our core curriculum from Kindergarten through grade 8. Our graduates consistently place in advanced science courses in high school and often remark how their study of science at Sacred Heart provided an outstanding foundation for further study. Goal II, criterion 2 reminds us; “The school provides education that incorporates all forms of critical thinking and inspires a life-long love of learning.” Thanks to the generosity of all who contributed to our new lab, students of Hardey Prep and the Academy are furthering the pursuit of excellence in science. Their learning will not only offer deeper personal fulfillment, but also new hope for our future.
Nat Wilburn, Head of Schools
Mrs. Julie Perona shows Claire Behringer A2 how to view discarded chrysalises using the hand lens.
Deven Danak H2(l), Gabriel Amacher H2 and Sam Satalic H2 examine various insect parts.
Primary School:
Science class ‘bugged’ Insect study uses hands-on approach
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reepy, crawly fauna hold no fear for the Primary School! From beetles to butterflies, the mysteries of the arthropod are unfolding for Grades K-2. In fact, the second grade recently had the chance to combine its study of butterflies and insects with the new scientific equipment of the Lower School. Students worked for two days in four science centers using microscopes, hand lenses, magnifying glasses and prepared slides to study the different parts of an insect. They enjoyed using scientific tools ‘My favorite to observe, compare and draw various inpart was sect body parts and cells. “I liked when we watching used the microscopes to observe the parts the of an insect,” said Gracie Simoncic A2. caterpillars Caterpillars were kept in the room so students could watch their progresgrow into sion from larvae into butterflies. After the butterflies adult butterflies appeared, students took and then letting them them across the street to Berger Park and watched them land on their hands and go.’ clothing before heading off to freedom. “My favorite part of science,” said Peyton Hopp A2 “was watching the caterpillars grow into butterflies and then letting them go at Berger Park.” The hard work of scientific study paid off. Students came away as successful scientists. “The strength of their questions and the force of their classroom discussions were impressive,” noted Ms. Sheryl Henderson A2 teacher. The unit has been well received by the students. “I love science! We get to explore, investigate, estimate and have fun!” said Pamela Cameron A2.
Michael Leone H2 (l) and Daniel Marquardt H2 watch, fascinated, as the caterpillars molt into butterflies.
Students love new lab The new Lower School science lab opened in September. While predominantly used by the LS, other students have enjoyed its benefits. The student reviews are most favorable!
It makes me feel like I’m a scientist, and this is my lab. Katie Dean A5 I think it’s great! It’s so much fun to have science now. I also think it’ll get students excited to learn about science. Maya Moravec A5 I like to use the microscopes in the lab because you can look at really small things like germs and bug parts. Paolo Bernardo H5 It’s so colorful! Anjali Katyal A3 I enjoy the new Promethean Board the most. David Kraemer H5 I love it because it’s peaceful and I can concentrate. Beth Waller A4 There is so much room. I can walk around the lab and do even a cartwheel, there’s THAT much room. Carlie Wagner Sherer A5 I love the new microscopes because you don’t have to adjust the mirror, and they are so lightweight. Lily Hanson A5 The cool displays are the best.
Scarlet Zell A3
We can get water without having to go to the water fountain. Aisling Sullivan A5 The new science lab is fun and feels official. Adam Clark H5 The science lab is the best move this school has made. Alastair Scully H5 I enjoy the private computers just for the lab. Andrew Finocchiaro H5 I can’t wait to get in there and have fun. Robert Bistry H4 I think that it’s the best room in the school.
Ali Fedorak A5
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Lower School lab a
‘Fund a Need’ brings in $100K to help fund new sci Mary Ann Ligon joins A5 in examining cheek cells in the new lab.
Q&A
with Mary Ann Ligon Lower School Head
Q
As a member of the planning committee, what were your priorities for the new LS lab? We wanted to have a bright, open, inviting space that would engage students in scientific inquiry. We also felt that technology and science curriculum should be integrated and so we included an interactive whiteboard and a laptop cart. The new microscopes on our list proved to be a big hit with the students.
Q
What were the biggest challenges in planning the lab? Finding the right space. It was a huge help to have some of the office spaces open up with the move to the Driehaus Center. Another challenge was the short time frame for construction. The workers, architects and our facilities staff worked quickly and efficiently to complete the work before the beginning of the school year.
Q
What are you most pleased with in the finished space? The space is so colorful, open and creatively designed, and the children love coming to the lab. The open classroom concept was difficult to picture at first, but the final results are spectacular. There were so many people involved in the process. It was a community effort with a wonderful student learning space as the result.
is it like to have your office Q What right outside the lab?
I find myself drawn to the lab whenever the students are there. I feel like I’m learning along with them. It’s great to see first-hand their curiosity and excitement!
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hen the auctioneer at L’Esprit last Fifth grader Agnes Asare concurs. “I February opened the bidding for think the science lab is awesome! We finally “Fund a Need,” no one dreamed don’t have to do science in our classroom.” of the response. The “Need” was a new Colorful, utilitarian design Lower School science lab. LS students at Lower School students (grades 3-5) are the time did science in their classrooms, scheduled for science in the lab from two to ran down the hall for water and borrowed three days a week. “vintage” microscopes from the Middle School. As students enter the wing, a colorful Bidding on the new lab was astounding. abstract design in blue and orange swings When “Fund a Need” parent chairs Lisa through the hall and flows into the lab. Tiemann and Christy Kyhl took the final Created by the architectural firm of Wight bidder’s name and the gavel dropped, nearly & Company, curved cutouts in the ceiling $100,000 had been pledged! The Schools echo the arc in were able expand their plans and spend the floor tile, the summer creating an appealing, colorful ‘The kids feel like sci while bright space out of three offices and a hallway. orange chairs are so excited to be A total of more than $300,000 was enliven the invested in this new facility. Additional space. A wall of funds from the Schools and a Glunz/ windows gives Regis Foundation grant provided for new needed light, while open glass oak storage microscopes, an interactive Promethean cabinets fill the east wall. Board (a next generation Smart Board), lab Opposite, the entire west wall is filled tables conducive to small group work, chairs with the Promethean Board, a gismo and storage. It was a dream come true for that puts blackboards into the stone age. the LS teachers. “The Promethean Board allows us to The Schools continue to accept donations do many new interactive activities and for additional equipment and supplies. displays,”explained Jessica Hotz, H3 teacher. Rave reviews for new lab “It’s such a beautiful, spacious room! I love the bright lighting and colors. It’s great to have a lot of space for science activities and all of the supplies and equipment in one place,” said Kathleen Roderer A3 teacher. The ambiance is not lost on the students. “The absolute greatest thing about the lab is the fact that the kids feel like science ‘professionals’ and they are so excited to be working in a ‘real’ lab,” noted Lynn Patterson, A5 teacher. “They take their work seriously while at the same time enjoying the opportunity to get their hands dirty Up close: Ryan Lanser H5 is observing paper with real science.” towel crevices to make a hypothesis on absorbency.
boon to scientific study
ience lab
Clickers issued to each student allow them to take quizzes in real time, with results appearing on the interactive white board, or type experiment findings, which are then instantly compiled. “The Promethean Board can be used for almost anything,” explains an impressed Olivia Simons A4. The general contractor, T Andrews Construction Inc., was able to complete all the construction of the lab in three months, finishing in time for the opening
ience professionals and they working in a ‘real’ lab.’ Lynn Patterson, A5 teacher
of school in September. “It was challenging to have such a short window of time to demo and create a new space within a building which was occupied all during the construction phase,” noted John Ptak, Building Facilities Manager. The assistance of Board of Trustee members Jeff Jozwiak and Carson Kyhl
Academy 3 proudly display the planets they created as part of their unit on the solar system.
was instrumental in facilitating the permit process and getting the lab done on time. Lab used for ‘cool’ experiments As a teacher of boys, Hotz appreciates the open space. “It gives the boys room for movement and new space to keep them engaged,” she said. One of her boys, Charley Rubey, agrees “I like that there is a lot of room for us to do the ‘Skeleton Dance’!” She also is thankful that “we have a place to set up the experiments without worrying about damaging the students desks, books and supplies.” Having scientific supplies right at hand has been a boon for the hands-on teaching of science. “Easy access to all materials and
East wall: Andrea Jones conducts a lab on observation and hypothesis with Hardey 5.
the ability to pull what is needed for an experiment expediently and with little fuss is the best thing,” said Patterson. The new microscopes have already been used to examine insects, plants, tiny creatures, textiles, onion and cheek cells. “They are great because they have their own light source and focus much better then the older ones,” noted Andrea Jones A5 teacher. And, as Roderer points out, “It will be great to do our unit on water with sinks available and running water!” The lab has been a huge hit with the students. Genevieve Hesse A3 sums up their view, “The best thing about the science lab is you can do lots of cool things!”
West wall: Navy Rear Admiral Mike McLaughlin uses the
Promethean Board to demonstrate explosives at sea to Hardey 5.
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Charlotte Braman A6 gauges air temperature at Indian Boundary Park.
Sarah Rooney A7 and Fiona Chilla A7 gather data Mike Willis (from l), Ose Enaholo and Kevin to determine the speed of the car at different points as Dingens H8 build a glucose molecule. it rolls down the ramp.
‘Hands-on’ learning hallmark of Middle School science
M
iddle School science takes the hands-on model to a whole new level. From the 6th grade study of plants, ecosystems and the earth, to the 7th grade focus on the physical sciences of energy, motion and matter, and finally the 8th grade concentration on the life sciences, studying the cell, chemicals, evolution, ecology and the human body, experimentation is the word.
Pond life examined This fall, the 6th graders visited Indian Boundary Park to set up their studies and test pond water. Science teacher Maya Lampic explains, “We tested the water quality and did a quick inventory of the plants and animals of the area.” They used the probe equipment “Spark” from Pasco to take air temperature readings during this environmental study. Then they tested their samples at school for microscopic pond organisms.
Nascar it’s not The 7th grade is using their new specialized CPO science
equipment to further their investigations into energy and motion. The 20 wooden car and ramp devices allow the students to create scientific models to predict speed. “They can actually gather data to determine the speed of the car at different points as it rolls down the ramp,” explained their science teacher Liz Galligan. This enables them to graph speed vs. position and construct a graphical model to predict speed at any point on the ramp.
Crystals to cell structure The 8th grade has been learning techniques of microscopy – Reingold, darkfield and polarization. They have used these techniques to better see the basic crystals they are studying. Some of the 8th graders have been documenting what they have seen on their digital microscope with hand drawn pictures. From this, it is just a step down the ladder to cell structure. Using small wooden balls and rods, the classes construct models of various cell structures.
Science Olympiads This after-class activity has attracted 50+ middle schoolers, who are preparing for local and regional competitions. Last year, the SHS Science Olympiad team placed 5th out of 21 middle schools in Subdivision A of the state competition in Champaign-Urbana. At left: Ryan Shaaban H8 and Ricardo Rodriguez H7 test weights on their balsa wood tower.
A Science Olympiad team functions much like a sports team, requiring preparation, commitment, coaching and practice. It is conducted after school. The 50-plus Science Olympiad students on the SHS team faced the first of many local competitions on October 28. They built and competed in one of three different categories: Balsa Tower – the balsa wood towers must hold as much weight as possible Bottle rockets – 2-liter bottles are designed to blast off using air pressure; Storm the Castle – trebuchets are constructed that must be able to launch (a project in itself ) a projectile of unknown size and hit the designated target. Students will also learn about the planet’s fresh waters. Science Olympiad’s head coach is science teacher Lexi Pond, assisted by science faculty Maya Lampic and Liz Galligan.
FROM THE HEAD &
the Heart
Nat Wilburn, Head of Schools
This publication is emailed and posted online, saving trees and following Goal 3, Criteria 5: The school teaches respect for creation and prepares students to be stewards of the earth’s resources. Editor: Asst. Editor:
Diane Fallon Kathleen Morton
6250 N. Sheridan Rd, Chicago, IL www.shschicago.org
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