Fourth graders recently visited the high school chemistry laboratory run by Mr. Mialky and spent some time exploring the differences between chemical and physical changes with eleventh and twelfth grade students.

In preparation for the visit, Mr. Mialky gave his chemistry students a fictitious problem to solve: Identify a mysterious substance that was being dumped in the creek at Babcock Park. After figuring out what the chemical was using a series of different reactions, Mr. Mialky then asked the high school students to create a similar activity for the fourth graders using common everyday chemicals, but figuring out what an unknown chemical is using chemical reactions. The high school students were also asked to design a series of short demonstrations that would help fourth graders understand the difference between a chemical and a physical change.

Paired up with their older counterparts, the fourth graders were able to test different materials to see what changes occurred through liquids and heat. They created very slimy substances with soap and glue and studied the concept of scientific inquiry by asking what would happen if the variables were changed. Students were able to have conversations about the outcomes in ways that were easy to comprehend.

The fourth graders were learning valuable science lessons from their older peers and seeing what fun learning experiences await them at the high school level. Likewise, the high school students were challenged to utilize their chemistry knowledge in a way other than simply answering questions and reciting responses. Many of the groups had very creative projects with their mystery scenarios: What was the missing ingredient in the holiday cookie recipe? Who stole Mr. Greenway’s cat? Who stole your candy cane?

“This was truly an authentic experience for my students,” said Mr. Mialky. “They had to understand the chemisty to use it to help younger students learn something about science. All the practical issues involved in designing an experiment for fourth graders pushed them to communicate what they knew in a more sophisticated way. Plus, the fourth graders did learn something about chemistry, but they also saw that science was cool and maybe that will help them look forward to high school and fuel their enthusiasm for learning.” Fourth grade teachers and Mr. Mialky all agree this is an experience worth repeating.