Transforming Science Learning with Building Thinking Classroom Strategies

When I first introduced Building Thinking Classroom strategies in math, I noticed a clear boost in student engagement and collaboration. What surprised me the most was when my students wanted to apply these same strategies in science. After completing our 5th-grade science lesson on gravity, we extended our learning with a challenge similar to an egg drop. We named it the Save the Duck Challenge while considering air resistance. This experience showed me how these strategies can also be used to enhance science learning.

Building Thinking Classroom Strategies in Science

During the start of the school year, we focused heavily on ensuring the routines and rules of the vertical whiteboards were followed. The students were placed in random groups of trios, and the students focused on thinking deeply, discussing ideas, and representing their understanding visually.

In science, we finished learning about gravity, so students had to create parachutes to safely land a small toy duck. When students asked to use our strategies in math with science, I was curious to see how it would work. Instead of just building parachutes, the students engaged in the planning phase at the boards. They collaborated at the boards to sketch their team ideas, discussed forces like gravity and air resistance, and adjusted their models based on what they learned. This process helped them connect abstract science concepts to real-world applications.

Benefits of Using Modeling in Science Lessons

Using modeling as part of the Building Thinking Classroom approach brought several benefits:

• Deeper understanding: Students visualized forces and motion, which made the concept of gravity more concrete.

• Collaboration: Working in groups, students shared ideas and debated the best designs.

• Problem-solving skills: They tested their models, identified flaws, and improved their parachutes at the boards.

• Ownership of learning: Students felt more invested because they could see their thinking evolve.

  
  

One student said, “It’s cool to see how what we learned about gravity actually works when we build and test our parachutes.” This kind of reflection shows how modeling helped bridge theory and practice.

Seeing Science Through a New Lens

Watching my students use Building Thinking Classroom strategies in science was inspiring. They moved beyond memorizing facts to actively constructing knowledge. Modeling gave them a tool to explore, explain, and experiment. This shift made science more accessible and exciting.

If you want your students to engage deeply and think critically in science, consider integrating these strategies. Start small with a challenge that invites modeling and watch how your students’ understanding grows. The transformation I saw in my classroom shows that when students take charge of their learning, science becomes a subject they want to explore.

Gravity Save the Duck: Instructions

After learning how gravity pulls objects toward Earth and how air resistance can slow them down, it’s time for students to put their understanding into action! In this STEM challenge, students become engineers tasked with designing a parachute that will help their rubber duck land safely. Their goal: create a design that maximizes air resistance and slows the fall as much as possible. This activity is quick to set up, fun to test, and perfect for exploring forces, motion, and teamwork. Below are some suggestions to implement the Save the Duck challenge:

1. Introduce the Scenario:

Tell students: “Your duck is about to take a big jump! Your job is to design a parachute that slows the duck down and helps it land safely on the bullseye

2. Review the Materials:

Show the short materials list and remind students they can only use what’s provided. I found that it helped when you encourage creative combinations and ideas. Prepare a bag of items that the students can use, such as:

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3. Plan design at boards (Modeling):

Students will go to the boards in random groups and come up with a design. I like to give them a list of criteria to include on their sketches:

1. What shape will the canopy be?

2. Where will the strings attach?

3. How will the duck connect securely?

4. Labels of materials

5. Forces of gravity and air resistance

4. Build/Test/Modify Design: Create a drop-zone in which students can test their parachute design. Encourage going back to the boards to modify designs and adjust design.

5. Final class test!