Science Starts Here

Overview

Across six 60-minute days, students explore what science is, how scientists investigate questions, how to work safely, and how to use common science tools. Activities use flexible rotations so kindergarten through fifth-grade students can participate at an appropriate level while practicing observation, measurement, procedure-following, and evidence-based communication.

Learning intentions

Students will be able to:

• Describe science as the study of the natural world through questions, observations, investigations, and evidence.
• Follow classroom and laboratory safety expectations.
• Identify common science tools and explain their basic uses.
• Follow a multistep procedure and record observations using words, drawings, numbers, or tables.
• Organize information in a chart, diagram, or simple flowchart.

Success criteria

• I can ask a testable science question and make a careful observation.
• I can show safe behavior and explain what to do when I see a hazard.
• I can match science tools with their purposes.
• I can follow the steps in order and record what happened.
• I can use evidence from an investigation to explain my thinking.

Curriculum links

• Following precisely a multistep procedure during experiments, measurements, and technical tasks.
• Integrating technical information from text with a diagram, flowchart, model, graph, or table.
• Writing an organized explanation with a clear topic, headings, graphics, and relevant information.
• Citing specific evidence from a science or technical text to support an explanation.
• Georgia science practices: asking questions, planning investigations, using tools, analyzing observations, communicating information, and practicing safe conduct.

Lesson structure (360 minutes)

1. Day 1, 0–10 min · Hook: What is science? Teacher displays a covered object and invites students to observe without touching it; open the mystery-object opening slide. Students draw or describe what they notice and distinguish an observation from a guess.

10–25 min · Mini-lesson. Teacher introduces science as asking questions, observing, investigating, using evidence, and communicating findings with the science-process slides. Students help sequence picture or word cards from question to conclusion.

25–50 min · Observation rotations. Teacher places safe objects at four stations: a natural object, a constructed object, a mystery container, and a visual image. Students rotate in small groups, recording one observation and one question at each station on the science observation and safety packet.

50–60 min · Share and assess. Students share one observation using “I noticed…” and one question using “I wonder….” Teacher checks whether students separate evidence from inference.

2. Day 2, 0–10 min · Safety scenario hook. Teacher shows safe and unsafe lab behaviors on the safety comparison slides. Students use thumbs up/down and explain their reasoning.

10–25 min · Safety instruction. Teacher models walking, handling materials, wearing eye protection, reporting spills or breakage, keeping hands away from faces, and cleaning up. Students practice the correct response to “Stop, move back, tell an adult.”

25–50 min · Safety rotations. At stations, students sort safe/unsafe behavior descriptions, practice carrying a tray, identify an exit route, and rehearse cleanup routines. Display the lab safety poster at the safety station and use it as a reference.

50–60 min · Safety pledge and check. Students complete the safety section of the science observation and safety packet by drawing or writing three rules and explaining one reason for a rule.

3. Day 3, 0–10 min · Tool mystery. Teacher reveals a tool one part at a time using the science-tools mystery slides. Students predict its name and purpose from its shape.

10–25 min · Tool demonstration. Teacher models safe use of a hand lens, ruler, balance, thermometer, beaker, measuring cup or cylinder, and dropper, emphasizing that tools help scientists observe or measure accurately. Students echo tool names and motions without handling equipment yet.

25–50 min · Equipment rotations. Students rotate through tool stations: observe with a hand lens, measure length, compare mass, read temperature, move water with a dropper, and identify containers. Use the lab equipment label cards for a matching station. Younger students may draw the tool; older students record its purpose and a safety reminder on the science observation and safety packet.

50–60 min · Review. Teacher holds up tools for a rapid “What is it? What does it do?” check and corrects unsafe handling immediately.

4. Day 4, 0–10 min · Procedure challenge. Teacher intentionally completes a simple three-step task out of order while showing the procedure challenge slide. Students identify what went wrong and explain why order matters.

10–20 min · Direct teach. Teacher models reading all directions first, gathering materials, completing each step, recording observations, and cleaning up. Students use finger tracking or a pointer to follow the model procedure.

20–50 min · Guided investigation rotations. Groups complete teacher-prepared investigations such as measuring and comparing classroom objects, testing which materials absorb water, or observing how shadows change when a light moves. Each station includes a short, numbered procedure. Students follow the steps and record results in words, pictures, tally marks, or numbers on the science observation and safety packet.

50–60 min · Procedure reflection. Students identify the step that was easiest and the step that required the most care. Teacher checks whether students completed steps in sequence.

5. Day 5, 0–10 min · From words to pictures. Teacher demonstrates turning a written procedure into a flowchart using the flowchart and data-display slides. Students suggest a symbol or drawing for each step.

10–25 min · Organizing information. Teacher models a simple results table with headings such as “Object,” “Tool,” and “Measurement.” Students help decide what information belongs in each column.

25–50 min · Team synthesis rotations. Groups revisit selected station results and create a poster, table, labeled diagram, or step-by-step flowchart. Younger students may use drawings and dictated labels; older students include units, headings, and a short evidence-based statement. Teacher conferences with groups and asks, “What evidence supports that?”

50–60 min · Gallery walk. Students visit two displays and identify one clear heading, graphic, or piece of evidence in each. They leave verbal feedback using “I learned…” or “Your evidence shows….”

6. Day 6, 0–10 min · Retrieval review. Teacher uses the six-day review slides for quick questions about science, safety, tools, procedures, and evidence. Students respond with gestures, drawings, or words.

10–40 min · Culminating investigation rotations. Groups choose a safe classroom question from a teacher-approved list, select an appropriate tool, follow a numbered procedure, and record observations or measurements. Teacher circulates, checking safety and procedure-following while students complete the investigation section of the science observation and safety packet.

40–52 min · Presentations. Each group gives a brief explanation using its table, diagram, or flowchart. Students state the question, describe what they did, and share one result supported by evidence.

52–60 min · Exit assessment. Students complete the final reflection on the science observation and safety packet: draw or write one safety rule, name one tool and its use, sequence three investigation steps, and provide one observation from the week.

Resources

• six-day science foundations slide deck
• the science observation and safety packet
• the lab equipment label cards
• the lab safety poster
• Safety goggles
• Hand lenses, rulers, balances, thermometers, beakers, droppers, and measuring containers
• Water, absorbent materials, classroom objects, trays, and towels
• Chart paper, markers, pencils, crayons, and sticky notes
• Prepared station direction cards

Assessment

• Observe students during rotations using a checklist for safe behavior, correct tool selection, accurate measurement, and following steps in order.
• Review drawings, tables, labels, and written explanations for observations, questions, and evidence.
• Use the Day 6 exit assessment to identify students needing reteaching in safety, tool use, procedure-following, or evidence-based communication.

Differentiation

• Provide picture directions, modeled examples, repeated vocabulary, oral response options, sentence frames, and partner support for kindergarten through second grade, multilingual learners, and students needing additional processing time.
• Offer large-print directions, high-contrast materials, adapted grips, visual timers, and a reduced number of station steps for students with sensory, motor, attention, or reading needs.
• Allow students to record by drawing, dictating, using tally marks, or writing complete sentences according to readiness.
• Challenge older or advanced students to include units, identify variables, explain why a tool was appropriate, compare evidence, and suggest one improvement to the procedure.