Students cheering for their rubber band racecars in physics class during their motion unit. The “oohs” and “aahs” coming from students watching the exploding gummy bear combustion demonstration in chemistry class. The startled shriek heard in unison in the Grade 9 classroom as static shock is transferred through a chain of students during an electricity lesson. Feelings of uneasiness and enthrallment being expressed during the dissection of a fetal pig in biology class. These are typical sights and sounds of the science department at Trinity College School on any given day. Science is where students come to understand and appreciate the natural world, in its simplest and most complex ways. The goal of the TCS science department is to offer an experiential program that inspires curiosity, while developing the depth of understanding needed to be able to think critically and solve problems. This is what we call the “hands-on, minds-on” learning approach.

Accessing the immense and expanding knowledge base in science is as easy as a few finger swipes in our digital world, but today’s science student needs to learn more than “facts” in the classroom. Much like a plant needing to develop a strong root system in order to successfully grow, it is important that we help students develop a strong understanding of fundamental concepts in order to open their minds for deeper learning. At any stage of learning, it takes practice and patience, and it often takes the form of trial and error. Some science students find concepts easy to understand and are ready for the next challenge, while other students need more time to digest ideas and additional tools needed to aid them along. One only needs to visit academic assistance in the science department to see the hustle and bustle of students being supported along their journey to understanding. We take great pride in the support we offer students in order to help them succeed, but we also know when it is time to pull support away so students can develop the independence needed to think critically.

Our science team would agree that teaching critical thinking skills is challenging, especially when many students feel outside of their zone of comfort. As a department, we have worked on developing the skills needed to foster students’ confidence to think critically and problem-solve, mainly through a variety of lab inquiry approaches and creative assessments. We focus on skill development in various areas such as data analysis, experimental design, scientific writing and research skills so that each grade presents a new opportunity for growth. What we ask of students is to have open and curious minds, along with a willingness to work through these challenges.

The strength of the science program is largely due to an incredible team of educators who are passionate about teaching science. Faculty members Sarah Harvey, Suzy Hall, Keara Jakic and John Thomson are at the helm of Grade 9 Science. Richard Abbott, Sarah Harvey, Danny Hickie and Megan McNutt bring their spirited personalities to the Grade 10 classroom. John Anderson and Justin Murphy are our resident physicists, while Steph Feddery, Suzanne Hamilton, Sarah Harvey and Vincenza Pontieri make sense of the living world for their students. While an undisputedly challenging subject, our students are in good hands with our chemists Jodie Fisher, Danny Hickie and Keara Jakic. We are excited to welcome back Tim Clutton, who had worked one year in our department during a parental leave two years ago. He will join our science team in September and we look forward to having his added expertise and support in the chemistry program. Lastly, we would be at a loss without the hard work of our Faculty Associates, Jessica Daicos and John Thomson, who step into any science class for coverage, and support students needing extra help.

The course selection process is nearing completion and there have been many options to consider in science. After careful review by our department, we will see two changes to science programming for next year. In order for Grade 9 students not to rush a decision about pursuing enriched science, students in Grade 10 will have the option of learning at the enriched level mid-way through the year. Academic achievement and strong learning skills in the first part of the Grade 10 course will be the key criteria considered by teachers when students make a request for enriched study. This enriched pathway has been established to better prepare students for the transition to Advanced Placement science courses in Grade 11. The second change is to our summer course offerings. Starting in 2021, Grade 9 Science will be the only Summer Academy science option rather than Grade 10 Science (to bridge the gap, this summer both the Grade 9 and 10 Science courses will be available). This change is better for students given that the level of challenge is not as steep between Grades 9 and 10 compared to Grades 10 and Grade 11. And, it further allows students to map their courses in later grades, especially if they are planning on taking multiple math and science courses. Both changes can open conversations and students are encouraged to discuss their science course possibilities with their current science teachers and guidance counsellors.

We are especially grateful to all the parents, staff and alumni who supported fundraising efforts to enhance our science program. More than $125,000 was raised at the Science of Wine gala in November. These funds will be used in a major renovation project for room 705 in order to make it a more functional, safe and engaging learning space for students. We are excited to see the completion of this project by September 2020 and to share an update on the space by then.

- By Dr. Vincenza Pontieri, head of science