“We are trying to get to that depth of knowledge, that third level of application of scientific ideas. We cover the standards, but we do so much more.”

-Scott Bloom, Curriculum Director, Piqua City Schools

How do scientists map the ocean floor? Can you prove photosynthesis is happening? How do automatic doors at grocery stores know when to open?

In Piqua City Schools, teachers in grades 4- 8 are using data collection devices to examine questions like these and deepen student learning. They have been trained in the use of Vernier sensor technology and have access to dozens of labs that focus on concepts such as heat, motion, light and color, gas pressure, and pH. 

Vernier sensor learning is rooted in active learning, explains Scott Bloom, the district’s curriculum director, who has extensive experience using this technology from his years as a science teacher. Already integrated widely in high school classes, these tools, he believes, help students in earlier grades gain a deeper understanding of the importance of science and STEM in many career fields.

“The technology allows students to do science as active learners rather than review science as passive learners,” says Mr. Bloom. “Students analyze data in real-time so they better understand what they are doing and apply what they are learning.”   

With a grant from the Jennings Foundation, Mr. Bloom purchased equipment for grades 4-6 and added to the districts’ repertoire for grades 7-8. He introduced teachers to the tools, and the accompanying labs, during two professional development sessions held last summer. Whether temperature probes; motion detectors; magnetic field sensors; voltage, force and acceleration probes; heart rate or pH monitors, each sensor can be used for a variety of labs designed to integrate data collection and analysis in the same lesson. Working in teams, students plug the data-collection devices into their Chromebooks, complete each step of a given procedure, and begin to record information. Data is graphed in real time allowing students to access the information immediately. Mr. Bloom stresses that the data collected is unique to each team of students and to each specific lab.

“What used to take days to accomplish can now be done in minutes,” Mr. Bloom explains.  “[With this technology], the graphs are done within seconds. They are highly accurate, and they are specific to the experiments the students are working on.” This allows students to think critically about what is happening in front of them and then find answers and conclusions that support their work.

“Students now focus on understanding the data,” Mr. Bloom adds. “While it is important that students know how to graph, we are trying to emulate what would happen in real life. If I were a scientist, a machinist, a physician, or a nurse, I would not graph by hand. I would have the information given to me, and I would [analyze that data.] We are doing the same thing with our students here. Students quickly move on to the process of understanding what has happened.”

Mr. Bloom works with both math and science teachers to identify which sensors and labs best meet or enhance the Ohio Content Standards at each grade level. “We are trying to cross the two content areas,” he explains, “so students understand that there is continuity between subjects.” He is also available to co-teach lessons, further embedding professional development into classroom instruction.

Mr. Bloom’s ultimate plan is to incorporate sensor technology at every grade level, beginning in kindergarten. “There’s really no reason we couldn’t use temperature sensors with our youngest learners,” he says. “While it will be brand new territory for a lot of those teachers, I can roll it out slowly. I want to show teachers there is a way to do what they are already doing in a different way.

“It’s technology,” he continues, “so the kids will pick up on it easily. By the time they get to high school, they will have done this for years with increasing levels of complexity.”

Mr. Bloom says integrating Vernier sensor technology is not as difficult as it may seem and he encourages teachers to simply “try it.” As they develop familiarity with the tools and see how they can be used in an inter-disciplinary fashion, they will find more and more ways to use them to enhance the curriculum. “These labs are designed for kids,” he remarks. “It’s not that difficult. It’s just a different way of teaching the same thing. We really can support the standards using this kind of learning.”