Matthew Shapiro, professor of political science at the Illinois Institute of Technology, presents before sixth graders at London about a water sample project the students were about to undertake.
Members of the IIT were on hand to run modules and help students collect and analyze data.
Members of the IIT were on hand to run modules and help students collect and analyze data.
Members of the IIT were on hand to run modules and help students collect and analyze data.
Members of the IIT were on hand to run modules and help students collect and analyze data.
Coliforms results from Crowley and Huff's first class.
Coliforms results from Crowley and Huff's second class.
Coliforms results from Crowley and Huff's third class.
Coliforms results from Crowley and Huff's fourth class.
A spark of curiosity turned into a full-on scientific exploration at London Middle School on May 21, thanks to an inspiring visit from a research team at the Illinois Institute of Technology.
The visit stemmed from an “unexpected and exciting connection” made during the Baxter Science Symposium, according to Tracy Crowley and Caitlin Huff, sixth grade science teachers at the middle school. During this event, science teachers from the middle school met a group of IIT researchers presenting their innovative “Flood Report” app, designed to document and address local flooding in Cook County.
“Their mission immediately resonated with our science teachers and science goals, and after a short conversation, they expressed a strong interest in collaborating,” the pair wrote. “They offered to visit London to work directly with students, teaching them how to test floodwater for quality and introducing them to the concept of citizen science.”
During the visit, students learned how to collect and analyze water samples from local sources like Lake Michigan and the Chicago River. They tested for bacteria, grew cultures in petri dishes, and explored the environmental impact of flooding, particularly in underserved communities. For many, it marked their first time working alongside actual scientists and contributing to data that could inform real-world scenarios.
“The visit…aligned perfectly with our sixth-grade science curriculum, particularly our units on ecosystems, weather patterns, and the Earth’s changing climate,” Crowley and Huff wrote. “For our students, the experience wasn’t just a supplement to what they were learning—it was a transformative extension of it.”
The excitement was immediate and infectious. Students were captivated by the interactive presentations and eager to jump into water testing. Many also expressed a newfound interest in science, asking questions long after the visit ended, and even downloading the Flood Report app to begin tracking stormwater issues in their own neighborhoods.
Quotes from students painted a clear picture of the day’s impact:
“Now I want to be a scientist when I grow up!”
“Science is cool and fun!”
Crowley and Huff also noticed a significant shift in classroom engagement following the visit, with students showing increased curiosity and confidence in their scientific thinking. The hands-on approach didn’t just bring science to life, it brought students into the world of science.
“These kinds of experiences also show students what STEM careers really look like,” the pair added. “They get to see scientists, researchers, and naturalists in action—people who are using science to solve real problems. For many students, especially those who may not have seen themselves in those roles before, it can spark a new sense of possibility. They begin to imagine a future where they, too, are asking big questions and making a difference.”
In addition to the scientific skills and knowledge gained, the visit also fostered important conversations around environmental equity. As part of the Flood Water Inequity Project, students learned how flooding impacts different communities in different ways, and how their data could help highlight those disparities.
As the memory of the IIT visit continues to ripple, even as classes have been dismissed for the summer break, it is the hope of Crowley and Huff that the spark lit in these young scientists continues to grow into a lifelong interest in STEM, and a belief that they can help shape a better, more informed future.
“Whether they pursue science as a career or as a lifelong curiosity, we want them to remember how exciting and relevant it felt to be part of something bigger than themselves,” Crowley and Huff wrote.
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