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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 it is dark outside? (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 touch (skin)? (the shape of a cloud / thunder in a storm / how soft a feather is / bread baking in the oven) → how soft a feather isPrompt: Imagine doing each one. Which body part would you use?
  3. Which tool helps you look at a tiny bug more closely? (a ruler / a thermometer / a clock / a magnifying glass) → a magnifying glassPrompt: Which tool makes things look bigger?

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 smoke from a bonfire? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → smell (nose)Prompt: Which part of your body would notice it?
  2. Which of these would you notice using touch (skin)? (bread baking in the oven / whether water is warm or cold / a dog barking / rain tapping on the window) → whether water is warm or coldPrompt: 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 smell (nose)? (the shape of a cloud / thunder in a storm / smoke from a bonfire / the size of a puddle) → smoke from a bonfirePrompt: Imagine doing each one. Which body part would you use?
  2. Which sense tells you that a bell is ringing? (sight / hearing / smell / taste) → hearingPrompt: A bell makes a sound.

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 hearing (ears)?

    • A. a rotten egg
    • B. a dog barking
    • C. bread baking in the oven
    • D. how rough tree bark is

  2. Question 2

    Which sense tells you that a bell is ringing?

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

  3. Question 3

    Which sense would you use to notice whether water is warm or cold?

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

  4. Question 4

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

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

  5. Question 5

    Which of these would you notice using smell (nose)?

    • A. whether it is dark outside
    • B. thunder in a storm
    • C. how soft a feather is
    • D. smoke from a bonfire

  6. Question 6

    Which tool helps you look at a tiny bug more closely?

    • A. a thermometer
    • B. a clock
    • C. a magnifying glass
    • D. a ruler

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Answer key: Observing with our senses

  1. 1. B. a dog barking

  2. 2. C. hearing

  3. 3. D. touch (skin)

  4. 4. D. observing and recording

  5. 5. D. smoke from a bonfire

  6. 6. C. a magnifying glass