3.1: Overview

Children are by nature inquisitive and eager to learn about the world and their environment. They often ask such questions as: “How do living things grow?” “What makes things move or stand still?” “What is this particular thing made of?” They deal most effectively with concrete ideas — through things that are near in time and space. For the educator, these natural motivational influences are important factors for planning and implementing meaningful science programs. Such programs must offer information about relevant questions of particular interest. Science teaching should nurture excitement and enjoyment in problem-solving situations that foster continuing discovery and knowledge.

Appropriate science facilities cannot be designed without an understanding of the intended learning experiences. The experiences will dictate a wide variety of needs. Relationships are often complex and sometimes conflicting. This chapter looks at the overall framework of regional and local resources and programs and locates science programs within that framework. Most of these broad conceptual and organizational aspects of the science program must be factored into the design process early, during the planning and educational specifications writing phases.

Science education must reflect and incorporate the relevancy science has within our community. Effective science programs are not limited by the classroom or laboratory walls, but provide opportunities for children beyond the classroom, where the nature of science and its applications take on depth and meaning. When planning science facilities, it is important to start with a wide perspective, evaluating the assets available outside the boundaries of the school grounds.

3.2.1: Local College Programs and Facilities

Many jurisdictions have arrangements with colleges and universities allowing high school students to participate in college level courses. These programs may support advanced science course work.

In some jurisdictions, colleges have brought advanced science courses into the high school building; in many areas, students travel to the college facility. More common in the future may be the provision of opportunities for advanced placement via electronic communications. Distance learning involving local and national sources allows for exceptional programs without travel time and permission slips.

These partnerships should be considered when determining overall needs. They may alter requirements for advanced facilities, increase the need for seminar rooms, or make the provision of state of the art audio-visual systems imperative.

3.2.2: Career and Technology Education Facilities

Opportunities to apply science are available in career and technology educational programs. These programs provide vital applied science experiences. While most jurisdictions offer technology education on site, advanced or vocational courses may be located remote from the traditional high school. The isolation of these programs often inhibits linkages between theoretical and applied science. Students may attend the vocational school part or full time, depending on the program. This separation introduces travel time and leaves little opportunity for instructors to meet across disciplines.

While this separation provides benefits and efficiencies (unique and expensive vocational and technical facilities can be shared by many schools) it demands active effort to develop links with the traditional high school. Facility planners should work with educators to reevaluate the separation and to create and strengthen links: this will benefit traditional science education and career and technology education alike.

3.2.3: Commercial, Research, and Industrial Facilities

Many jurisdictions cultivate relationships with commercial, research, and industrial entities in their region. The benefits of such relationships can be great. Field trips, mentoring, and internships are some of the opportunities which might be available. Private facilities may offer opportunities for advanced study through internships or other mechanisms. While occasional ad hoc relationships would not have an impact on a jurisdiction’s facility needs, it is possible that a stable partnership can fill some of the need for advanced facilities.

In addition to opportunities outside the school facility, partnerships can affect requirements within the building. Electronic links between schools and private businesses or government agencies have been formed. Sometimes the implications for a facility amount to a computer bulletin board or other information stream, requiring only a modem at an existing computer workstation; in other cases, a dedicated lab may be needed. Obviously, the bigger the investment, the more carefully a partnership needs to be evaluated. The planning committee should review partnership opportunities thoroughly and make sure adequate information about physical requirements is available.

3.2.4: Natural and Institutional Resources

All students of science benefit from learning experiences beyond the school building. Both natural and institutional settings, such as museums, planetaria, nature centers, and zoos provide specialized learning experiences.

Outdoor settings are ideal for many aspects of science education such as observing the environment, making collections of natural objects, and manipulating certain types of scientific equipment. While the school grounds should be preserved or developed to support ongoing environmental education, nearby parks, waterfront, and other sites offer further opportunities. Many jurisdictions maintain outdoor nature centers which allow for frequent visits and residential outdoor experiences. In addition, national or regional zoos and marine study centers are available. The majority of Maryland’s jurisdictions are situated on significant waterways: the Potomac or Susquehanna Rivers, the Chesapeake Bay, or the Atlantic Ocean. The mountains in the western regions of the state provide for significant geological study. The state’s urban areas are rich in opportunities to observe the man-made environment. Forests, ponds and meadows are excellent environments for learning aspects of science. Museums, planetaria, and zoos provide intensive support for science curricula for students of all ages. Program coordination can maximize the benefits offered by these institutions.

Although the availability of regional natural and institutional resources may affect the planning of science facilities only indirectly, the planning committee should be aware of them. The availability of a regional resource may support the development of a specialized study area, requiring some specialized features on site. For example, a school near the Chesapeake Bay may develop its own wetlands program in order to fully maximize the opportunity for specialized study. This may require addition of specialized equipment or other customization. In another case, the provision of a regional center may allow for a reduction in specialized facilities because regional facilities can be shared. Travel, coordination, and the difficulty inherent in supporting programs off site must be weighed against the projected benefits.

3.2.5: Electronic Resources

Schools depend more and more on information which arrives electronically. In addition to local colleges and businesses, as discussed above, national and even global programs can supplement local school programs electronically. Educational materials and programs may arrive via satellite signals, cable television, or telephone lines. These sources must be planned for, taking into account current and future needs. The planning committee should consider the following aspects of overall school layout early in the project:

• current use of electronic resources
• projected use five and ten years ahead
• the role of the media center and the telecommunications studio in the creation, reception, and distribution of electronic media
• the location of head-end equipment and distribution nodes
• the sharing of expensive equipment such as projection systems, and
• the need for specialized spaces such as electronic seminar rooms

 

The school site holds great instructional potential for science and other subject areas, such as writing, geography, and math. When designing a school, opportunities for outdoor science education should be identified early, preferably during site selection.

3.3.1: Outdoor Facilities: Schoolyard Habitats

School sites should be designed with science and environmental education in mind. These educational program goals enhance the aesthetic value of the site as well as its community utilization. As a further benefit, grounds maintenance may be simplified through careful site design. Goals for outdoor study areas include preservation of natural features, diversity of plant and animal life, and optimization of regulated features for educational purposes. Increased awareness of environments as sources of inquiry and discovery mandates that school grounds be given as much attention as buildings.

Schoolyard habitats can vary in size and complexity depending on existing conditions, funding available, and scope of effort. The simplest efforts involve maintaining existing natural features such as wetlands, streams, forests or meadows. The most complex efforts may involve engineering storm water management systems to accommodate plant and animal life. Following are ideas taken from Projects for Schoolyard Habitat Areas, a workshop and handbook sponsored by MSDE, U.S. Fish and Wildlife Service, Maryland Department of Natural Resources, Environmental Concern, Inc., and the Chesapeake Bay Trust.

Trees:
A grove of trees provides a better wildlife habitat than a single tree or row of evenly-spaced but distantly separated trees. Small groves can be mulched to reduce maintenance. Where large groves or forested areas are planned, understory vegetation can be encouraged. This reduces the need for maintenance even further. Target existing forested areas, identify areas on site which are little used, or plant trees to shade buildings and outdoor activity areas. Native species should be emphasized.
Meadows:
Meadows can be developed by mowing a field less frequently. Reduced mowing should encourage local plant and animal species to establish themselves in the meadow. A mowing cycle of once every year or two will prevent the meadow from reverting to forest. A trail and a teaching area within the meadow can be created by maintaining a mowing path. The meadow can include only the naturally-occurring plants which volunteer, or can be enhanced with selected wildflowers.
Small habitats:
Small habitats may include hedges, bird feeders, hummingbird and butterfly gardens, or brush piles. Urban sites as well as suburban and rural sites can accommodate small wildlife habitats. Although it may be a greater challenge, the importance of a strengthened link to the natural environment may be magnified for urban students. Small habitats may be particularly appropriate for the enhancement of existing densely developed sites.
Ponds and wetlands:
Water supports a great variety of plant and animal life. A water feature may be as small as a half-barrel of water or as large as a storm-water management pond. While projects with engineered water systems necessarily require expertise to design, many resources are available to provide that expertise. In order to transform what is often viewed as an undesirable requirement into an educational amenity, early collaboration between consulting architects, civil engineers and educators is required. The MSDE school facility specialist and the MSDE environmental education specialist can provide support. There are several common problems which may be avoided if the educational import of the site work is understood from the outset of the site design process. For instance, engineered holding ponds are sometimes perceived to be safety hazards because the water is surrounded by steeply sloping land and the water itself may be relatively deep even near the edge. This kind of storm water management pond gets fenced in right away, precluding any educational program use. If, however, the storm water management system is planned as an environmental study area from its conception, it can be designed with gently sloping banks, and shallows at the accessible perimeter. A teaching area can be designated and suitably graded and treated. Teachers and students can be involved in the planning, planting, and maintaining of the area. Several such wetland mitigation projects have been established at school sites in Maryland.
Trails and outdoor classrooms:
The outdoor learning environment will benefit from careful analysis of access, circulation, and seating needs. Trails and walkways leading to a study area must provide access for all students, including those with disabilities. An outdoor classroom may be a platform, a group of benches, or picnic tables. Wetlands may require a gathering area with hard paving.
Regulatory agencies:
Reforestation and wetlands projects often involve regulatory requirements. In some cases, special permits are required. These regulatory processes are often required for the development of a new school site, regardless of whether specific areas are intended to be used for educational purposes. Therefore the regulatory requirements should not be viewed as a barrier to an enhanced site design. The Reference section lists several public agencies and private non-profit organizations which support outdoor projects with planting, training, or technical expertise. In some cases, grants may be available to support some of the costs associated with habitat projects.
Grounds Maintenance:
School yard habitats can reduce the grounds keeping burden at a school by reducing mowed areas, and by encouraging the use of native species, which may be more hardy than non-native plants. It is important, however, that maintenance personnel at the school site by involved in the site planning process so that their concerns can be addressed. In addition, maintenance practices for grounds areas with non-standard requirements such as biannual mowing cycles must be clearly communicated to the grounds crew. An area which becomes an integral part of the educational program might be maintained by students as part of their program of study.

Appropriate organization and design of science facilities within the school grows out of its educational program. The type of school (elementary, middle, or secondary) and its educational philosophy pose organizational requirements. The educational program defines and relates the major architectural program elements.

Acquisition of scientific concepts requires an educational process rich in activity, variety, and hands-on learning experiences. The school environment must support this process. Programs and materials in elementary science are focused upon practical activities. Children work on the activities individually, in pairs, and in small groups. The activities are designed to encourage interaction among the children.

3.5.1: Science Within the General Classroom

In most elementary schools, science is taught in the general classroom rather than in a separate lab. In addition to being cost efficient, this arrangement encourages cross-disciplinary educational programs. It is important to recognize, however, that science programs do place demands on the classroom, even though many requirements can overlap with other subject areas.

3.5.2: Dedicated Science Classrooms

Science laboratory rooms provide unique and important elementary science resources. Where these facilities are provided, teachers with special science training should be assigned to coordinate and implement the science activities in these spaces.

3.5.3: General Concerns at the Elementary Level

Whether science is taught in the general classroom or in a space dedicated to science instruction, the facility demands are similar. Flexibility within a suitable, pleasant, and comfortable environment, with ample space for hands-on activities, holding space, and storage are essential. Chapter 4 provides programming information for both organizational approaches. Additional factors to consider for science education at the elementary level include the following:

Interior court areas may be considered and developed as possible planting areas for schools. Greenhouse facilities may be considered for elementary school programs where budget and staffing support them.

School facilities must include adequate space for teacher planning. The planning space should be conducive to individual and team planning. Office space with work surfaces, chairs, and storage to accommodate books, files, and personal items should be provided for each teacher. Areas should be arranged to permit easy communication between team areas. Planning areas may be adjacent to teaching stations or located centrally within the school facilities.

A school system should provide residential outdoor science experiences, including overnight stays, for all fifth and/or sixth grade pupils. Environmental studies and science are accentuated by intensive encounters with the environment. Humans are making increased demands upon the environment. Literacy in science for children means that they should have real experiences with the implications of these increased demands.

Science instruction should incorporate laboratory, “hands-on” experiences, with text book and lecture methods subordinated to active scientific discovery methods, and should stress utilization of scientific knowledge in a personal and social context. -What Matters in the Middle Grades, MDSE

Children learn best through active, first-hand, multisensory experiences. Science conceptions are developed, corrected, and reinforced as children are provided with numerous opportunities to explore, to inquire, and to manipulate materials.

The science laboratory becomes a potent environment for the formation of precepts, concepts, and generalizations and a cogent force for skill development through learning by doing. Middle school students are enthusiastic and responsive to laboratory activity. This approach provides pupils with an early start in learning the processes of science and promotes science hobbies, early vocational selection, and election of science programs in future years.

Middle school programs emphasize interdisciplinary learning. Appropriate distribution of science facilities within the school building will support that emphasis.

3.6.1: Dedicated Spaces

At the middle school level, students are typically grouped in teams, pods, or houses by grade level. Each grade area houses all of the traditional academic subjects. Shared among all grades are specialized facilities such as the media center, athletic facilities, art, and music. Science laboratories take their place within each graded academic wing, often as a pair of classrooms (depending upon enrollment and other factors). Paired science classrooms benefit from shared office, preparation, and storage areas. Science classrooms should be adjacent to mathematics classrooms; proximity to technology education facilities is also desirable. Science classrooms should have views to the outdoors, and southern exposure when possible. Science classrooms may open directly to the school grounds in order to facilitate ongoing outdoor study. This pattern of organization responds to the middle school philosophy, but does result in the dispersion of science facilities, which has some disadvantages. Inventory control for materials and supplies can be difficult without a central location; in addition, utility runs may be longer unless carefully laid out.

3.6.2: Organizing Principles

There are benefits to designing uniform, generic labs for middle school grade levels. First, general purpose laboratories support science education across science disciplines. This is in keeping with the promotion of open-ended science inquiry. Ample space must be provided for specialized equipment which may rotate from one lab to another, or from one facility to another. Second, uniformity of labs supports flexibility of use over time, should grade configuration or other building use changes occur. This may be more cost efficient in the long run than designing customized specialty labs.

3.6.3: Unique Programs

In assessing the overall science program needs, the planning committee should consider whether any specialized or advanced programs are in place or proposed for the school. Consideration for a greenhouse or other facilities in response to specific program needs should be identified early. Special requirements are best dealt with in the educational specifications writing and schematic design process, rather than as an afterthought.

Students must have opportunities to understand both content and processes in order to become scientifically literate. Experimentation is a fundamental component for understanding science. This understanding can best be gained by doing - not by reading about experimentation or verifying predetermined results. Many students learn better when science education is a process of exploration, followed by a text or verbal explanation, rather than the reverse. Between 40% and 80% of any science course should be laboratory activities and investigations. Science courses must contain the kinds of activities rooted in the nature of science itself, demanding both exploration and analysis.

3.7.1: Departmentalization versus Interdisciplinary Organization

Science at the high school level typically remains departmentally organized, although attempts to blend science instruction with other disciplines are taking place. In years past, science was organized only departmentally, housed in a wing unto itself. This model grew out of practices originating at the college level. It is often the most economical to build, because special science utilities are confined to a relatively small area. Under such an organizational structure, only those directly involved in the science program walk through the science area.

This model is giving way to a multi-disciplinary model, where science labs are adjacent to mathematics and technology areas. Seminar rooms, project rooms, teacher planning areas and similar support spaces may serve more than one discipline. The school’s circulation system may bring many people through the areas where science is taught. Cost effectiveness still dictates proximity of science facilities, but thoughtful schematic design can result in multiple relationships. This model represents a hybrid of the departmental and blended models, and is still evolving.

Connections between career and technology education programs and academic subjects such as science are being made increasingly. Examples of possible connections are:

• culinary arts, nutrition, and chemistry
• computer-aided design and physics
• horticulture and biology

The organization of space within the facility can foster such links or make them unlikely to occur.

3.7.2: Relationship to Site

Some science classes at the high school level should have visual access to the outdoors. A greenhouse should be located on the south side; it should not be placed in the shadow of nearby structures.

3.7.3: Organizing Principles

Historically, high school science labs have been designed for specific disciplines within science education. The different physical requirements of each specialty demand some level of distinction as students become more advanced. For example, physics curriculum requires long surfaces to study the laws of motion; chemistry places more chemical safety demands on a facility than does physics; biology is the primary discipline making use of a greenhouse. But as science education strives to inculcate scientific thinking and open-ended problem solving strategies, students will begin to reach across science specialties and even into other academic disciplines for answers to multi-faceted problems. The organization of the science lab itself, the science area, and the high school as a whole should permit and foster such links.

Within this philosophy, the need for some specialization exists at the high school level. It provides facilities necessary for depth of study where features cannot be duplicated across the building. It is vital that those charged with designing advanced facilities have a complete understanding of the intended program. Some specialization may occur within the general lab, but other capabilities require dedicated spaces. Specialized facilities may include:

• environmental study centers
• advanced computer capabilities
• individual and/or small group project rooms
• greenhouses or other plant-growth capability
• a science studio

Many schools across the State have developed unique facilities in response to specific science program needs. More information is available about space programming in Chapter 4.