A Deeper Dive with Upper School Science Teacher Mrs. Champeau

Inquiry-based learning is a focus of excellence at RCDS, one that other schools can’t match. In a classroom guided by inquiry-based learning, students aren’t just listening — they’re investigating. This student-centered approach shifts the focus from lectures to exploration, where questions drive the lesson and discussions are often led by the students themselves. Instead of racing through topics, inquiry emphasizes depth over breadth, giving students the time and freedom to think critically, make connections, and discover answers through active learning.

Upper School Science Teacher Shanyn Champeau explains how inquiry-based learning is applied in her classroom and why the approach provides students with a deeper understanding of scientific topics in relation to their own lives.

What is inquiry-based learning?

With an inquiry-based learning approach, there’s more opportunity for students to think independently, grapple with questions, understand the material more deeply, and make connections with the content they’re learning in and outside of the classroom. We alter our instruction to make it more thought-provoking and relatable to students.

Why does an inquiry-based approach help students make better connections with their learning in the science classroom?

It definitely helps students learn better. It allows them the opportunity to play with the material. They can take what they know, test it out in different ways, and determine their conclusions. You don’t really get the chance to do all that if you only give notes and ask students to memorize information. It doesn’t have the same impact.

One of the great joys of teaching middle school science at an independent school is that you have the time to really explore the material in depth. You’re not restricted to teaching to a test. Middle schoolers love doing projects and having the independence to pursue answers to questions they’ve designed. This is especially true with my sixth graders. They get so excited to share their ideas, and this prompts others to ask questions and learn more about the topics. When they have more freedom to explore topics, it brings up so many concepts that we may not have gotten to in a more lecture-based class. Many times, I have to remind the students that it is time to go to their next class! They love to debate, discuss, and share what they have learned.

Can you share a specific example of how you use the inquiry-based approach to help students better understand content?

One of the eighth-grade science topics is macromolecules. Inquiry-based learning gives them the space to ask more meaningful questions and dive deeper into the material.

Instead of just administering a test on macromolecules, students do a project where they apply their knowledge to a real-life situation. They’re assigned a hypothetical client with certain conditions — like a man who had his gallbladder removed and can only have liquids, a 38-year-old diabetic, or an individual allergic to gluten — and then determine what an appropriate amount of protein would be for that client, how many carbs they should get, and the number of calories they can have. They also determine a meal plan based on the clients’ condition. It’s inquiry-based because I’m not telling students what they need to know. They use their knowledge of carbohydrates and lipid proteins to come up with a meal plan that fits their clients’ needs. I’m encouraging them to think critically about the different macromolecules that are essential for life. It’s one thing to understand the chemistry of each molecule, but thinking about how it helps your body and why it is so important, has a much greater impact on their understanding of biology. My ultimate goal is for them to understand biology in a way that helps them understand their body and how their body works.

After the project, one student said to me, ‘Now I understand why we have pasta dinners before a sports game.’ They’re making connections.

What other kinds of questions do students investigate?

Another project we’re currently working on involves bacteria and enzymes. Students craft a research question about where bacteria grow or whether certain conditions limit bacterial growth. They're still learning the foundational information, but they must apply it to a real-world situation. My role is to guide them in asking good questions. Students develop procedures to test their hypotheses, record data, and draw conclusions. A question for this project could be, ‘Does antibacterial soap or hand sanitizer work better to reduce bacterial growth?’ One year, I had a student who visited different cosmetic stores and sampled products for bacteria. Again, very relatable to real life.

One hypothesis the students often make is that bacteria will grow the most in the bathroom. I don’t say anything, but bathrooms typically have the smallest amounts of bacteria because they are cleaned with bleach. It’s amazing to watch them go through inquiry-based experiments and realize their initial assumptions were wrong.

What skills in relation to the RCDS Portrait of a Graduate are being reinforced through inquiry-based labs and projects?

Definitely communication skills, like writing and speaking, which are connected to the goal that our students grow and become adept communicators. Students learn how to follow the scientific method without me giving them each step. That certainly reinforces our goal of diligence and problem-solving, where students can embrace challenging material and persist through the challenges. There are also a lot of practical skills gained when students learn to write lab reports. Students make data tables, master graphs, and learn how to write scientific conclusions, which builds their analytical abilities.

Would you say this approach set students up for a better learning experience in high school?

Yes. I think RCDS graduates understand science on a different level. When you just memorize information for a test, it is many times forgotten after the test. When you have the opportunity to discuss scientific topics, apply them to laboratory experiments, ask your own questions, and debate topics, it just sticks better. It gives students the confidence and foundation to tackle high school level science classes.

You’ve taught science at independent schools for 30 years. As an educator, what do you appreciate most about independent schools?

I've always had the freedom to take the time to teach what I believe is important. In a public school, the curriculum is very programmed for every subject. I can create more impactful learning experiences based on students’ needs and interests. Going back to the example of macromolecules…RCDS students learn a lot more than what a carbohydrate is. They investigate how carbs affect their body, what they’re doing in their body as we go through the entire digestive tract, and how they eventually break down. Our students understand why your body feels different when you eat a carbohydrate versus something else. Having that freedom to spend time on a topic and really dive deep lends itself to more impactful learning.

Shanyn Campeau has taught Upper School science at The Rumson Country Day School since 2015. Prior to RCDS, Ms. Champeau taught high school and middle school science at Friends Seminary in New York City. She received a B.A. in Biology from Boston University and holds an M.A. in Science Education from New York University.