Inside Davis Magnet School’s STEM lab, eager fifth-graders in lab coats carefully carried trays to their tables. One student at each table used long-handled tweezers to gently lift a piece of liver and drop it into a small cup labeled A, then repeated the motion with cup B. A wave of surprise spread through the room as the young scientists observed rising bubbles in cups labeled B. 

After checking in with each table, STEM Specialist Mrs. Megan Manning returned to the front of the lab to explain the difference in liquids. Cup A contained water (H2O), while cup B held hydrogen peroxide (H2O2). She then asked, “Does adding just one atom matter?” The consensus in the room was that it did. 

The same could be said when looking at Davis students’ performance on the California Science Test. Scores increased nearly 20% last year, with 77% of fifth-graders landing in the proficient or advanced level. The school increased STEM opportunities for students of all ages, with the idea that hands-on learning leads to better understanding. The test results reflect that, which is in keeping with Newport-Mesa Unified School District’s Strategic Plan and its emphasis on high expectations, rigor, and relevance.

“Through hands-on STEM experiences, Davis students learn to collaborate, engage in scientific inquiry, solve complex problems, and adapt their thinking along the way, “ said Principal Dr. Nina Glassen. “When it comes time to take these tests, our students are armed with a wealth of experience that connects with classroom learning in a meaningful, measurable way.”

Mrs. Manning uses Project Lead the Way lessons as a foundation for the STEM lab, adding academic language and a consistent structure to each experience. Students begin by learning the science behind a lesson. Then they experiment, make observations, and analyze what happens. Finally, they discuss their findings using specific scientific terms to explain what they learned.

Even a simple activity can build several skills at once. Students may be asked to follow a procedure, safely use lab equipment, work with a partner, and practice the metric system while applying a science concept. Mrs. Manning sees those skills every time students work through an experiment that does not go as expected. They have to figure out what went wrong, make adjustments, and try again. Most importantly, the students develop confidence in their ability to solve problems.

Fifth-grader Jordyn Johnston said the hands-on experiences help her remember what she learns. “I remember fun things better than when it’s just teachers talking,” she said. “When we’re doing experiments or building models, I think it helps the information stay in my brain. Then when I take a test, I can remember what I was doing when I was having fun.”

Students in kindergarten through sixth grade visit the STEM lab each week, giving them repeated opportunities to build their science knowledge and practice working like scientists and engineers. 

Fifth-grader Winston Schussman explained he thinks differently about atoms now, something he once knew only as a concept. “I knew they were tiny, but now I know everything is made up of them, so I see them as more important now,” he said.

For Dr. Glassen, those experiences are about preparing students for more than the next test. “What excites me most is knowing that our students are entering middle school with a strong foundation in scientific thinking,” Dr. Glassen said. “They’ve had opportunities to ask questions, investigate problems, and use evidence to support their ideas. Those experiences give them a foundation they can continue to build on as their interests and opportunities grow.”

As the climbing fifth-grade science scores show, adding a layer of learning, such as allowing students to experience science in the STEM lab, matters.