StM News

In Lower School STeaM with Ms. Natalie Ott, first through fourth graders are discovering that science is everywhere, even in the Winter Olympics.

By connecting classroom learning to current events, Ms. Ott has invited students to explore the physics behind some of the most iconic winter Olympic events. From curling and bobsled to ski jump and beyond, students are investigating what makes these sports work and then putting their knowledge into action by designing and building tabletop models.

Turning Olympic Events into Engineering Challenges

Each project begins with a question:
What forces are at play? How do friction, gravity, momentum, and motion affect the outcome?

Students learn that a bobsled is more than just a fast ride down a track. It is a study in acceleration and reduced friction. A curling stone is not just sliding across ice. It is an exploration of surface resistance and force. A ski jump is not simply about height. It is about gravity, velocity, and angle.

Armed with this understanding, students move into the engineering phase. Using classroom materials, they design small-scale models of Olympic events and test whether their creations actually function as intended.

Learning Through Trial and Error

The most powerful learning often happens when something does not work the first time.

Students quickly discover that a ramp that is too steep, a surface with too much friction, or a structure without enough support will not produce the results they expected. Through thoughtful adjustments and repeated testing, they refine their models, strengthening both their scientific understanding and their perseverance.

This process of trial and error mirrors real-world scientific inquiry. Students are not simply memorizing definitions. They are applying concepts, analyzing results, and improving their designs.

Building Excitement Around Physics

By tying lessons to current events and globally recognized competitions, Ms. Ott is seeing something special in her classroom: genuine excitement about physics.

Students are eager to test their models, compare results, and discuss why one design may outperform another. They are asking deeper questions and making meaningful connections between what they see on television and what they experience in the lab.

In Lower School STeaM, physics is not abstract. It is hands-on, collaborative, and joyful.

Through experiences like these, students are developing more than an understanding of force and motion. They are building confidence as problem-solvers, critical thinkers, and creative innovators, skills that will serve them far beyond the classroom.