Science Starts With Questions

Overview

Students explore science as a way of learning about the natural world. Through a safe mystery-object investigation, they practice asking questions, making observations, using evidence, developing explanations, and communicating ideas while recognizing that explanations may change when new evidence is found.

Learning intentions

Students will be able to:

• Describe science as a process for learning about the natural world.
• Distinguish observations from guesses or explanations.
• Record evidence from a short investigation.
• Use evidence to create and revise an explanation.
• Communicate what they learned clearly.

Success criteria

• I can explain what science helps us learn.
• I can record observations without pretending I know more than I observed.
• I can support an explanation with evidence.
• I can revise my explanation when new evidence suggests a better idea.

Curriculum links

• Science inquiry practices: asking questions, observing, investigating, using evidence, explaining, and communicating.
• Mississippi College- and Career-Readiness Standards, Common Core-aligned writing: informative writing that clearly introduces and organizes ideas.
• Writing routinely in response to a short investigation and recording what was learned, aligned with CCSS.ELA-LITERACY.W.4.7.
• Gathering, categorizing, and recording relevant information from an investigation, aligned with CCSS.ELA-LITERACY.W.4.8.

Lesson structure (45 minutes)

1. 0–5 min · Hook: What could it be? Teacher places a sealed paper bag or covered object where students can see it, opens the introduction and mystery-object hook to show a striking image of an unseen object, and asks, “How could we learn about something we cannot see?” Students silently write or sketch one question, then share with a partner. Do not allow shaking, opening, smelling, or touching the bag.

2. 5–12 min · Build the meaning of science. Teacher uses the science process slides to introduce science as a way of learning about the natural world through questions, observations, evidence, investigations, explanations, and communication. Define the vocabulary: science, observation, question, evidence, investigation, and explanation. Emphasize that scientists do not always prove ideas absolutely; they develop explanations supported by current evidence and revise them when new evidence appears. Students repeat the terms, add a brief definition or drawing to the science inquiry recording sheet, and identify which terms connect to the hook.

3. 12–17 min · Observation or inference? Teacher models two statements about the bag, such as “The bag is about the size of a book” and “There is a book inside,” and asks which is an observation and which is an inference or explanation. Students signal their choices and justify them using the words “I observed…” or “I think….” Teacher records accurate examples on the board.

4. 17–31 min · Mystery-object investigation. Teacher places students in groups of four and distributes the group role cards if role support is needed. Assign roles such as facilitator, recorder, evidence checker, and reporter. Provide each group with a sealed bag or covered object, or have groups investigate the teacher’s single object from their seats. Students complete the investigation section of the science inquiry recording sheet by recording at least five observations, two questions, and a possible explanation supported by two pieces of evidence. Teacher circulates and asks: “What did you directly observe?” “What evidence supports that idea?” “What else could explain the evidence?” “What observation would help you decide?” “How might your explanation change with new evidence?”

5. 31–38 min · Compare and revise explanations. Teacher invites groups to share one observation, one question, and one evidence-based explanation using the investigation discussion prompts. If appropriate, reveal the object or provide one additional safe piece of evidence, such as its sound when gently placed on a desk by the teacher. Students compare explanations, revise their own if needed, and underline the evidence that supports their revised thinking. Remind students that changing an explanation is a strength in science, not a mistake.

6. 38–45 min · Communicate and exit ticket. Teacher displays the review and exit-ticket prompt and asks students to complete the final section of the science inquiry recording sheet independently: “Science is a way of learning about the natural world by ______.” “One observation I made was ______.” “My explanation was ______ because my evidence showed ______.” Students submit the sheet as an exit ticket and share one way their thinking changed or stayed the same.

Resources

• Sealed paper bag or covered, nonbreakable classroom object
• One bag or object for the teacher, with optional identical bags for groups
• the complete What Is Science? slide deck
• the science inquiry recording sheet
• the group role cards
• Pencils, clipboards, or hard writing surfaces
• Whiteboard and markers
• Timer
• Optional additional safe evidence chosen by the teacher

Assessment

• Listen during the observation/inference discussion for students distinguishing what they notice from what they assume.
• Check group recording sheets for five observations, two questions, and an explanation supported by evidence.
• Use the exit ticket to assess understanding of science as an evidence-based process and students’ ability to communicate learning in writing.

Differentiation

• Support students with sentence starters: “I observed…,” “I wonder…,” “My evidence is…,” and “I revised my explanation because….” Allow labeled sketches, oral rehearsal, or speech-to-text before writing.
• Provide a vocabulary word bank with simple definitions and icons. Pair multilingual learners with supportive peers and model each term with gestures and examples.
• For students needing additional structure, reduce the target to three observations and one evidence-based explanation, while an adult or peer scribes ideas as the student dictates.
• Challenge students to propose two possible explanations, identify evidence that would distinguish them, and explain why scientific explanations can be revised.

Safety and teacher guidance

• Use only a sealed, clean, nonbreakable object with no sharp edges, liquids, allergens, strong scents, batteries, or small loose parts. Do not use food, living animals, or anything that could frighten students.
• Students must not open, shake, smell, reach into, or throw the bag. The teacher controls any reveal or collection of additional evidence.
• Explain that scientists should report what they actually observe, not invent details. An explanation is a reasoned idea, not a guaranteed fact.
• Suggested teacher answer: “Science is a way of learning about the natural world by asking questions, making observations, gathering evidence, conducting investigations, developing explanations, and communicating results.”
• Accept varied mystery-object explanations when students support them with evidence. Praise careful observations and appropriate revisions rather than guessing the hidden object correctly.
• Look for responses such as “The bag is opaque” or “It makes a dull sound” as observations; “It is a ball” is an explanation that requires evidence.