Curious Scientists Today

Overview

Students are introduced to science as asking questions and exploring the world using many different areas of study. Students will look at a short slideshow and participate in guided, partner talk to generate “science questions” they can investigate.

Learning intentions

• Students will be able to explain what a scientist does using simple words and examples.
• Students will be able to ask a question about something in their world.
• Students will be able to sort science areas (life science, earth science, physical science) by matching pictures to what they study.
• Students will be able to write an informative sentence about a scientist or a science area using facts from the lesson.

Success criteria

• I can say what a scientist is and what they do.
• I can ask a question that starts with who, what, where, when, why, or how.
• I can match pictures to the correct science area and explain my choice.
• I can write one informative sentence with a named topic and a fact from the slideshow.

Curriculum links

• Writing: CCSS.ELA-LITERACY.W.1.2 — students name a topic, supply facts, and include some closure.
• Writing: CCSS.ELA-LITERACY.CCRA.W.2 — students write informative/explanatory text with clear selection and organization of content.
• Speaking and Listening: CCSS.ELA-LITERACY.SL.1.1 — students participate in collaborative conversations about grade 1 topics.
• Writing/Research: CCSS.ELA-LITERACY.CCRA.W.7 — students conduct a short, focused investigation using the question they create today.
• (Science focus) Students use question-asking and evidence from classroom images to guide exploration.

Lesson structure (15 minutes)

1. 0–2 min · Hook (Watch and Think). Teacher shows the first slideshow slide: “What is a scientist?” with 2–3 kid-friendly images (doctor-looking lab coat, person observing plants, person using a magnifier). Students turn and talk: “What do you notice? What do you think scientists do?”

2. 2–5 min · Mini teach (Scientist roles). Teacher pauses on key images and says brief captions (example: “Scientists observe things carefully.” “Scientists ask questions.” “Scientists use tools to look closely.”). Students use choral response: repeat one scientist action from the slide (“observe,” “ask,” “try,” “record”).

3. 5–8 min · Sort science areas (Pictures). Teacher shows three slides, each with simple, labeled pictures:

• Life science (plants, animals)
• Earth science (rocks, water, weather)
• Physical science (magnets, motion, light/heat pictures) Students hold up a card (Life/Earth/Physical) or point to the correct label while teacher asks, “What kind of science is this?”

4. 8–12 min · Question creation (Ask like a scientist). Teacher models a question stem on the board: “I wonder ____.” and shows a slide of an everyday scene (a butterfly, puddles after rain, ice melting in a cup). Students work with a partner to create one “science question” about the image and share with the class. Teacher records 2–3 student questions on a class chart.

5. 12–15 min · Write an informative sentence (Closure). Teacher hands out a half-sheet writing prompt: “A scientist is a person who _____. One science area is ____ because ____.” Students write one complete informative sentence (with beginning capital, end punctuation). Teacher circulates and provides quick support for sentence starters.

Resources

• Slideshow with image-first slides and brief teacher captions (about 6–8 slides total)
• “Science Area” cards for students: Life / Earth / Physical
• Class chart paper or whiteboard for recording student questions
• Writing prompt half-sheet with lined space (one sentence)
• Pencils and optional crayons for labeling
• Timer visible to teacher
• Optional magnifying glass or tool image (no need for real items)

Assessment

• Teacher listens during turn-and-talk: Did students use an action word (observe/ask/try/record) correctly?
• Teacher checks sorting: Can students match pictures to the correct science area with a reason?
• Quick exit check during writing: Collect the half-sheets to verify students named a topic and included at least one fact from the lesson.
• If time allows, ask 1–2 students to read their sentence aloud.

Differentiation

• Support: Provide sentence starters on the writing sheet (“A scientist is a person who observes…,” “Life science is about…”) and allow students to point to pictures while writing.
• Support for EAL/SEN: Offer a word bank with simple verbs (observe, ask, explore, record) and science area labels (life, earth, physical).
• Extension: Challenge students who finish early to add a second fact clause (“I can see…,” “It helps us learn…”).
• Participation scaffolds: For students who need more confidence, allow them to choose from three prepared question stems instead of inventing their own question.