Inspiring Scientific Thinkers

Stepping into an Exploring Sciences I (ES I) classroom early in the second semester, there is a vibrant energy and laughter that fills the room as 7th Grade students work in groups on lab experiments. As one group drops a marble from a few feet above a beaker, another meticulously measures dish soap and vegetable oil, while a third wraps several rubber bands around the edge of a beaker, pulling layer upon layer of toilet paper taut. That’s right—toilet paper. 

Students in ES I were tasked with creating their own “toilet paper experiment,” a deceptively simple assignment that represents a crucial step in the Marlborough Science Department’s carefully scaffolded curriculum. This is the first time students design experiments from start to finish, working with clearly defined independent, dependent, and control variables. Though they create their own hypotheses and choose their own materials, one guideline applies to all groups: the experiment must involve toilet paper, which lends itself to testing various measures—wet or dry textile strength, absorbency, or anything else students can think of. 

The assignment exemplifies Marlborough’s intentional approach to science education. Each course builds deliberately upon the last, introducing new levels of complexity and independence at precisely the right developmental moment. For 7th graders in ES I, that means moving from conducting structured experiments to designing and carrying out their own for the first time. 

This lesson proved both fun and informative for the Middle Schoolers, which was exactly the goal. “The priorities with ES I and ES II are for students to develop an understanding of science as a process, to see science as something they can engage in, and to develop their scientific skills,” Science Department Head Lisa Ellis shared. “We also want them to have fun, and to learn content—biology and Earth science in ES I, basic chemistry and physics in ES II.”  

The engagement of the students was undeniable as they worked in their groups to design their experiments and set the parameters. ES I teacher Jerry Favorito described the thoughtful timing of this level of freedom with their experiments, “It is the first time in the year where they are not just conducting an experiment, they have ownership over the whole process including writing a research question, deciding what materials to use, writing a procedure, conducting the experiment independently as a group, and analyzing the data.” This represents a significant leap for 7th graders, who began the year following structured procedures written by their teachers.

This coursework is designed to prepare students for ES II in 8th Grade and the more complex science courses that follow. “The toilet paper lab gives students a chance to engage in true inquiry,” Ms. Ellis explained. “They will do that in a more complex and complete way with the ES II research project, which has more freedom in terms of topic choice and involves making a formal poster presenting their work and their findings.” By the time students reach Upper School science courses, they are ready for even greater independence and deeper engagement because their Middle School science curriculum sets them up for success.

This curricular scaffolding extends beyond scientific method to metacognition. “One of my favorite parts of the project is the Academic Grit reflection worksheet that they complete after they conduct their experiment,” Mx. Favorito said. “The questions invite students to reflect on whether they tend to withdraw when faced with challenges or if they allow themselves to be flexible and adapt. Encouraging this kind of self-awareness can help them respond more effectively in the future.” This combination of building scientific skills while also developing self-awareness about how they learn creates a learning environment where students feel seen, challenged, and prepared for the coursework ahead. 

Though the experiment certainly proved fun and, at times, silly for the energetic 7th graders, the joyful noise filling the ES I classroom represented something deeper: students discovering that they can be scientists, that inquiry is a skill they can develop, and that each experiment builds toward the next challenge.