For middle level students, the essence of learning science lies not in memorizing facts, but in carrying out the processes of inquiry by asking questions, making observations, and gathering, organizing and analyzing data.
Science teaching has changed significantly in the past five years or so. Once the teacher lectured to students; now the teacher is a facilitator who suggests problems to students and encourages them in ways to use the scientific method to solve these problems. A significant portion of the middle school science curriculum, therefore, should be inquiry based, and the facilities provided to serve this curriculum must support this approach.
The two essential commodities needed in a middle school science classroom are space and flexibility. Avoid fixed casework and inflexible space. National Science Teachers Association (NSTA) standards recommend a minimum of 45 sq. ft. per stuent (wall-to-wall) or 1,080 sq. ft. for a 24-student science classroom. Add 10 sq. ft. per student for preparation and storage space connected to the classroom. The ceiling should be not less than 10 feet above the floor.
A good middle school science room should be rectangular, but closer to
square in shape. Long, skinny rooms do not provide the flexibility and clearances necessary for safe, inquiry-based science instruction. Two entrances are recommended. The preparation/storage room should be adjacent and connected to the classroom (with its own entrance from the corridor, if possible).
Middle school science curricula involve some physical science, life science, earth and space science, and science and technology. Consider locating the science classroom immediately adjacent to the technology lab to permit joint usage of both spaces by the two curricula.
The broad range of subject matter involves an equally broad range of materials, equipment and activities. Storage cabinets and storage space for a variety of items are essential. Counters should have a variety of base cabinets with drawer units (including shallow drawers for posters and other flat items); open space beneath counters for storage of large, heavy objects; and cabinets with adjustable shelving. Walls should also be used for shelving and for storage cabinets with hinged, solid front doors.
Lighting should be three-tube fluorescent fixtures with parabolic grid
lenses. Pendant, indirect fixtures, popular in current classroom design, tend to bounce light around the space and wash out images on projection screens and are not recommended. Switching the three tubes in the fixtures so that one, two or three tubes can be on at one time gives a good measure of room light control.
Casework and Sinks
Fixed perimeter casework allows the interior space to be as flexible as possible. Four large, deep perimeter sinks, with hot and cold water, for a classroom serving 24, are probably adequate (at least one sink should satisfy the requirements of the Americans with Disabilities Act “ADA›). One “RinseAway” model sink, with a 72 inch-long, recessed, molded fiberglass top sloping to a drain, allows the cleanup of large items. This sink should be equipped with a plaster trap.
A school I’m working with in Denver carried out an experiment teaching their entire middle and high school curriculum for one year without gas; they found that they did not miss it. New hotplate designs are small, draw relatively little electrical current, and are quick to heat and then cool off after use.
Rectangular, movable student tables provide the most flexibility for a wide variety of inquiry-based programs; they can be arranged for lecture mode, or for small group or individual projects. Table construction should be sturdy; pay particular attention to the joint between the leg and frame. Some very sturdy, metal-framed tables have recently come on the market.