Questions About Worms

Overview

Grade: Kindergarten
Subject: Science
Unit: Wiggly Worm Wonders (Lesson 2 of 10)
Duration: 45 minutes
Class Size: 30
Location: California
Standards:

• CA NGSS Kindergarten Standards:
  • K-LS1-1: Use observations to describe patterns of what plants and animals (including worms) need to survive.
  • K-ETS1-1: Ask questions about the natural world and gather information that will help answer them.

Framework Reference:

• CA Science Framework (Kindergarten, Life Sciences Unit) encourages inquiry, observation, and question formulation.
• CA ELD Standards (Part I, Collaborative) to support ELL students during discussions.

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Learning Goal

Students will reflect on prior worm learning, utilise a read-aloud to build curiosity, and formulate simple questions about worms to guide future inquiry.

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Materials Needed

• Book: How to Say Hello to a Worm by Julie Lake (one copy for teacher)
• Chart paper and large colourful markers
• Worm question anchor chart (pre-prepared)
• Sentence starters handout for ELL students (e.g., “I wonder…”, “Why do worms…?”, “How do worms…?”)
• Magnifying glasses (optional, for engagement)
• Worm posters or real worms in a clear container (optional for visual aid)
• Sticky notes or small question cards

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Lesson Breakdown

1. Welcome & Recap (5 minutes)

• Structure: Circle time
• Activity: Briefly review Lesson 1 (‘Wiggly Worm Wonders’ introduction)
• Teacher Script: “Last time, we learned some cool facts about worms. Can anyone remind me one thing we discovered?”
• Use think-pair-share to involve all students, pairing ELL students with native speakers for language support.

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2. Read-Aloud: How to Say Hello to a Worm (10 minutes)

• Strategy: Interactive read-aloud with questions
• Teacher reads the book slowly, showing pictures.
• Pause every 2 pages to ask: “What do you think worms do here?” or “Have you seen a worm do this?”
• Highlight new info explicitly (e.g., how worms move, why they are important)
• Encourage non-verbal responses (thumbs up, nodding) and simple verbal responses.

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3. Group Discussion & Information Reflection (8 minutes)

• Gather students back in a circle.
• Teacher facilitates a discussion: “What new things did you learn about worms from the book?”
• Record student responses on chart paper. Use pictures/words.
• Encourage ELL students to contribute using sentence starters.
• Reinforce language by repeating and expanding students’ answers.

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4. Question Formulation Activity (12 minutes)

• Goal: Students generate questions about worms
• Show the worm question anchor chart with example questions and question words: Who, What, Where, When, Why, How
• Distribute sentence starter cards to scaffold question creation, especially for ELL students.
• Model creating a question aloud using a sentence starter: “I wonder how worms breathe.”
• Students think of one question; raise hand or write/draw question on sticky notes or small cards (support at individual level).
• Teacher circulates to help scaffold questions, using visuals if needed.

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5. Sharing & Categorising Questions (7 minutes)

• Invite students to share their questions one by one.
• Write each question on chart paper under categories (e.g., What worms eat, Where worms live, How worms move)
• Use checkmarks or smiley faces to encourage participation.
• Highlight that all questions are important and a start for learning more.

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6. Wrap-Up & Look Ahead (3 minutes)

• Reinforce learning goal: “Today we became little worm detectives by asking questions. Next time we will try to find answers!”
• Tell students worm exploration will continue with hands-on observations in Lesson 3.
• Hand out simple question cards or drawings home to share with parents – family engagement with CA Home-School Connection in mind.

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Differentiation & Accommodations

• ELL Students:
  • Sentence starters and visual vocabulary supports to aid question generation.
  • Partner work with bilingual peers where possible.
  • Use gestures and picture cues during discussions.
• Students with Fine Motor Challenges:
  • Allow verbal questions instead of writing/drawing.
• All Students:
  • Use multisensory materials (magnifying glasses, visuals) to engage diverse learners.
  • Encourage peer support and cooperative learning.

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Assessment & Reflection

• Formative:
  • Observe students’ ability to articulate questions either verbally or written/drawn.
  • Use a checklist to note participation and question complexity.
• Teacher Reflection:
  • Were students able to use sentence starters effectively?
  • Which questions show curiosity and critical thinking?
  • Adapt future lessons to target any gaps in question formulation or vocabulary.

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Extensions & Home Connection

• Invite families to observe worms at home or in the garden and share one question their child asks next lesson.
• Provide a simple ‘Worm Watch’ activity sheet for optional at-home observation and note-taking.

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Notes for Teachers

Worms are a perfect natural phenomenon for K students, fostering wonder, inquiry, and empathy for living things. This lesson centres on nurturing curiosity, a key early scientific habit. Engaging children with language support and inclusive activities aligns with California’s goals for equitable science learning.

Encourage a sense of wonder with enthusiastic tone and playful curiosity to ‘wow’ students as they begin worm investigations across the unit!