Science lesson plan · Kindergarten (Reception and Year 1 in England) · 60 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 · 6 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.
- 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?
- Which of these would you notice using sight (eyes)? (how many legs a beetle has / whether a stone is smooth / a rotten egg / bread baking in the oven) → how many legs a beetle hasPrompt: Imagine doing each one. Which body part would you use?
- Sam looks at the sky each morning and writes down if it is sunny, cloudy or rainy. What is Sam doing? (observing and recording / measuring mass / guessing / building a model) → observing and recordingPrompt: Sam is looking and then writing down what he sees.
Hook · 6 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 · 12 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 · 12 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Which sense would you use to notice how rough tree bark is? (sight (eyes) / hearing (ears) / smell (nose) / touch (skin)) → touch (skin)Prompt: Which part of your body would notice it?
- Which of these would you notice using hearing (ears)? (a dog barking / the colour of a leaf / a flower's scent / whether water is warm or cold) → a dog barkingPrompt: Imagine doing each one. Which body part would you use?
You do: independent practice · 17 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 7 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- Which of these is an observation (something you noticed), not a guess? (The ice cube got smaller in the sun. / Maybe the cat is hungry. / The snail might like lettuce best. / I think it will rain tomorrow.) → The ice cube got smaller in the sun.Prompt: An observation is something you saw, heard, smelled or felt happen.
- Which sense would you use to notice the shape of a cloud? (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