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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 how many legs a beetle has? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → sight (eyes)Prompt: Which part of your body would notice it?
  2. Which of these would you notice using sight (eyes)? (how rough tree bark is / whether it is dark outside / bread baking in the oven / rain tapping on the window) → whether it is dark outsidePrompt: 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. / They could be harmful. / Tasting is not a sense. / 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 the size of a puddle? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → sight (eyes)Prompt: Which part of your body would notice it?
  2. Which of these would you notice using smell (nose)? (a rotten egg / whether water is warm or cold / thunder in a storm / how many legs a beetle has) → 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 of these would you notice using sight (eyes)? (a bird singing / whether a stone is smooth / how many legs a beetle has / a rotten egg) → how many legs a beetle hasPrompt: Imagine doing each one. Which body part would you use?
  2. Why should you never taste things in a science lesson unless an adult says it is safe? (Your tongue cannot tell anything. / Food always tastes the same. / Tasting is not a sense. / They could be harmful.) → They could be harmful.Prompt: Think about keeping yourself safe.

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

    Which of these would you notice using sight (eyes)?

    • A. whether water is warm or cold
    • B. whether it is dark outside
    • C. how soft a feather is
    • D. rain tapping on the window

  2. Question 2

    Which sense tells you that a bell is ringing?

    • A. taste
    • B. sight
    • C. hearing
    • D. smell

  3. Question 3

    Which sense would you use to notice the size of a puddle?

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

  4. Question 4

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

    • A. the shape of a cloud
    • B. smoke from a bonfire
    • C. how rough tree bark is
    • D. the colour of a leaf

  5. Question 5

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

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

  6. Question 6

    Which sense would you use to notice a rotten egg?

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

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Answer key: Observing with our senses

  1. 1. B. whether it is dark outside

  2. 2. C. hearing

  3. 3. A. sight (eyes)

  4. 4. C. how rough tree bark is

  5. 5. B. observing and recording

  6. 6. C. smell (nose)