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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

Observing with our senses

Working scientifically

CCSS NGSS.SEP 3England: KS1 Working scientifically

Objective and success criteria

Students will: Observing with our senses.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: no earlier skill in the map; start from what students know.

Leads to: Choosing a measuring tool

Materials: Simple equipment for a fair test, Results table template, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. Which sense would you use to notice whether a stone is smooth? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → touch (skin)Prompt: Which part of your body would notice it?
  2. Which of these would you notice using touch (skin)? (whether a stone is smooth / a bird singing / the size of a puddle / a dog barking) → whether a stone is smoothPrompt: Imagine doing each one. Which body part would you use?
  3. Why should you never taste things in a science lesson unless an adult says it is safe? (Your tongue cannot tell anything. / Tasting is not a sense. / They could be harmful. / Food always tastes the same.) → They could be harmful.Prompt: Think about keeping yourself safe.

Hook · 3 min

  • Show a simple experiment with one thing changed and ask what makes it a fair test.
  • Share the objective: Observing with our senses. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Which sense would you use to notice whether water is warm or cold?
  • Step 1: We use our skin, especially our fingers, to feel.
  • Step 2: So the answer is: touch (skin)
  • Answer: touch (skin)
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Which sense would you use to notice a bird singing? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → hearing (ears)Prompt: Which part of your body would notice it?
  2. Which of these would you notice using smell (nose)? (a bird singing / how soft a feather is / a rotten egg / the shape of a cloud) → a rotten eggPrompt: Imagine doing each one. Which body part would you use?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. Which sense tells you that a bell is ringing? (sight / hearing / smell / taste) → hearingPrompt: A bell makes a sound.
  2. Which sense would you use to notice the colour of a leaf? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → sight (eyes)Prompt: Which part of your body would notice it?

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Use concrete materials: simple equipment for a fair test.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Move on to: Choosing a measuring tool.
  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

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Observing with our senses

Name

Date

Score/ 6

  1. Question 1

    Sam looks at the sky each morning and writes down if it is sunny, cloudy or rainy. What is Sam doing?

    • A. observing and recording
    • B. measuring mass
    • C. guessing
    • D. building a model

  2. Question 2

    Which sense would you use to notice thunder in a storm?

    • A. sight (eyes)
    • B. hearing (ears)
    • C. smell (nose)
    • D. touch (skin)

  3. Question 3

    Which of these would you notice using hearing (ears)?

    • A. thunder in a storm
    • B. how many legs a beetle has
    • C. a flower's scent
    • D. smoke from a bonfire

  4. Question 4

    Which sense would you use to notice bread baking in the oven?

    • A. sight (eyes)
    • B. hearing (ears)
    • C. smell (nose)
    • D. touch (skin)

  5. Question 5

    Which of these would you notice using touch (skin)?

    • A. how many legs a beetle has
    • B. a bird singing
    • C. how rough tree bark is
    • D. a flower's scent

  6. Question 6

    Why should you never taste things in a science lesson unless an adult says it is safe?

    • A. Tasting is not a sense.
    • B. Food always tastes the same.
    • C. They could be harmful.
    • D. Your tongue cannot tell anything.

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Answer key: Observing with our senses

  1. 1. A. observing and recording

  2. 2. B. hearing (ears)

  3. 3. A. thunder in a storm

  4. 4. C. smell (nose)

  5. 5. C. how rough tree bark is

  6. 6. C. They could be harmful.