The Concept Behind the SPARK! Lab   

Adjacent to the Media Center, the room is inspired by local children's museums and offers a variety of active  learning choices to encourage curiosity and problem solving.  Rotating interest centers include opportunities to explore topics such as electrical and mechanical engineering, chemistry, earth and life science, math, and independent research. 

The SPARK Lab is rooted in the following principles:

• • Children develop independence through the freedom to choose their own learning. 

  • Joy and Wonder are the cornerstones of childhood and should be cultivated. 

  • Collaboration and persistence are imperative to problem solving . 

  • Original thought is recognized and celebrated.

  • Young children benefit from exploring nature and must be provided opportunities to explore the out-of-doors.

Learning the Language of the SPARK Lab:

"You choose HOW to make your brain say WOW!  By far the most popular words in the SPARK Lab, we want students to recognize moments they feel overcome by the joy of learning.  Exclamations of "I just made my brain say WOW!"  are typically followed by the children's overwhelming urge to share their discovery.  "Look.  Look.  Come and SEE.  We have to show you!"

"Learn or do something NEW!"  Work in the STEAM Lab upholds the educational principle that students should finish each day having learned or done something new.  During each visit, children are encouraged to share new found knowledge or accomplishments. 

"We play to learn."  Play is imperative to learning in early childhood.  Students are invited to self-reflect on their play.  Are they using materials as toys or tools in learning? 

"Scientists say what they see. (hear, feel, smell) Scientists sketch what they see. Scientists write what they see."  At the beginning of the learning year, students were quick to use adjectives such as "Yuk!" or "Gross".  Using our I CAN statements, the young scientists learn to stretch their vocabulary into scientific language.  "I see a brown, slimy compost worm."  Drawings of imagined colorful caterpillars evolve into scientific sketches of segmented earthworms.  Evolving still, the sketch may eventually include labels, observational words, or even a full account of observations. 

"Color.  Count.  Compare!"  These three words guide students through the process of beginning observations.  Students learn to slow their minds and dig more deeply into observations.  "I see a yellow and red flower with black specks on the petals and green leaves.  There are five petals shaped like triangles.  It reminds me of a stoplight because it has red, yellow, and green."

"Scientists record their research."   Each student is given a "research journal" to document their work and to encourage the continuation of work from week to week.

"The more good choices you make, the more GREAT choices you get."  Painters tape, marbles, long cardboard tubes and drain pipe, kid size electrical circuits, MICE!  Students in the STEAM Lab are given many hands on opportunities and have developed excellent self-control.  Trust is earned and extended through good judgement. 

Example Learning Centers:

Bionic Arm:  Students watch a New York Times documentary about the development of bionic arms.  In turn, the young engineers experiment with simple extension arms and are given the opportunity to develop an adaptive writing tool by modifying Tinker Toys with crayons.

National Geographic Research Lab:  A full size portable fish house serves a unique "research lab" environment for students to perform research on the National Geographic Kids website.

Electrical Engineering:  Versatile and well constructed SnapCircuits allow early learners the opportunity to create circuits that turn on a light, spin a saucer, or sound an alarm. 

Giant Marble Works:  Students learn that the best toys are not always from the store.  Using a variety of found items, such as cardboard tubes, boxes, and foam blocks, young problem solvers work collaboratively to construct marble, truck and golf ball runs in the hallway outside the gym.  Preventing balls and vehicles from rolling down the hallway offers a "real-world" problem solving opportunity.