We all know the first few weeks of school are critical for success. Many teachers front-load skills that students will need throughout the school year. However, setting aside these intro activities might actually benefit your class. Focusing on engaging students in discovery-based activities from the start can create a more productive and exciting environment. Discover how starting with dynamic, exploration-driven science experiences can set a strong foundation for a better school year. This approach not only sparks curiosity but also supports a smoother transition into the academic year.
What’s Wrong with Intro to Science Activities
A lot of the activities that take place at the beginning of the school year are low-level reviews. Often, teachers spend valuable class time on simple tasks that don’t challenge students or spark their interest. As a result, there is a tone of boredom and disengagement that potentially bleeds into the rest of the year.
Why do teachers do intro to science activities at the start of the school year?
I’ll address why these practices are problematic in a moment. First, let’s discuss why teachers do these activities in the first place.
One reason is to establish routines and procedures. Also, many students lack grade-level skills, so these activities aim to catch them up. Finally, another common reason is that teachers believe in front-loading these skills.
Teachers add these intro activities to lesson plans with the best of intentions. However, this is no longer considered best practice. Additionally, these introductory activities often last for weeks or even months into the school year. In fact, many teachers create whole units around these introductory skills.
Example Intro to Science Activities to Skip
Not all intro to science activities are problematic. But, there are some that I suggest that you avoid at the start of your school year – especially if you teach middle or high school grades.
- Labeling Lab Equipment & Identifying Uses
- Reviewing Safety Rules & Creating Lab Safety Posters
- Basic Measurement Exercises
- STEM Activities Unrelated to Grade Level Content
- Scientific Method Lessons
Again, I’d suggest avoiding these types of activities at the start of your school year in most, but not all cases. If you are doing these activities because your students are behind, I will provide suggestions later in this blog post that are generally more effective.
If you’d like to learn more about why I suggest you ditch the scientific method, check out this blog post.
4 Reasons These Intro to Science Activities Are a Problem
There are several reasons that I think you should avoid these activities. Here are the top three reasons that I suggest avoiding these activities.
1. They Don’t Engage Students.
Intro activities like labeling equipment or reviewing safety rules are usually low-level and low-interest activities. Unfortunately, many measurement activities address elementary math standards and are far below grade level. When students aren’t engaged, they lose interest quickly. Many teachers see a spike in negative behavior as a result.
2. They Waste Valuable Time.
Spending this time on low-level tasks means missing out on opportunities to dive into more meaningful and challenging content. Most teachers complain that they don’t have enough time to address all of their grade level content. Eliminating these activities provides you more time for grade-level topics.
3. They Don’t Foster Critical Thinking.
Simple review activities don’t encourage students to think deeply or creatively. Instead, starting with discovery-based activities promotes critical thinking and problem-solving skills, which are essential for success in science.
4. They lack context.
One of the major changes that came with the shift to the Next Generation Science Standards was the introduction of phenomenon-based units. These introduction activities lack that context which is so important for learning.
What to do instead – Skip the Intro to Science Lessons
I suggest that we avoid creating lengthy introductory units and limit introductory lessons and activities as much as possible. This approach will save valuable time for addressing grade-level content. Here are some suggestions for making this strategy as effective as possible.
Suggestion #1 – Teach Skills in Context
Rather than front-loading skills, teach them immediately before putting them to use. For example, if students are going to use a microscope, teach them how to use it during the lesson that precedes the activity. This way, students can put their new skills to immediate use.
Addressing Skills Below Grade Level
It’s inevitable. Not all of your students will be able to properly perform skills taught in earlier grades when they enter your classroom. It’s important to assess students to identify who needs support. Then, create a targeted game plan.
For example, if a few students struggle with measurement, you can provide them with a video to watch if they are unsure of what to do. Alternatively, if only a few students need support, you can pull a small group aside and review the skill with them.
Suggestion #2 – Provide Scaffolds to Support Grade-Level Work
Scaffolding is essential for supporting students as they learn new concepts and skills in a science course. Here are some valuable scaffolds to consider:
- Anchor Charts: Use anchor charts to visually display key concepts, vocabulary, and procedures. These charts serve as a reference for students throughout the unit, helping them recall and apply what they’ve learned.
- Sentence Starters and Frames: Provide sentence starters or frames to help students structure their responses during discussions and written activities. This boosts confidence and ensures they include key elements in their answers.
- Graphic Organizers: Use graphic organizers, such as Venn diagrams, flowcharts, and concept maps, to help students organize their thoughts and make connections between ideas. These tools can make complex information more manageable.
- Checklists: Use checklists to outline the steps for completing tasks or assignments. This helps students stay organized and ensures they don’t miss any important parts of the process.
- Collaborative Learning Strategies: Encourage group work and peer support through collaborative learning strategies. Students can learn from each other, share ideas, and develop a deeper understanding through discussion and teamwork.
By incorporating these scaffolds, you can support your students in mastering new skills and concepts, making your science course more effective and engaging.
Suggestion #3 – Using Phenomena and an Explore-Before-Explain Approach
My third suggestion is to use phenomena and an explore before explain approach. Both of these strategies help students build skills more quickly because they provide context and experiences to support their learning.
Why Phenomena is Important
Incorporating real-world phenomena into your lessons can engage students and make learning more relevant. By exploring natural events or everyday occurrences, students can connect abstract concepts to tangible experiences. This approach sparks curiosity and encourages students to ask questions, driving their desire to learn and understand.
Discovery-based Lesson Sequences
Allow students to investigate and explore concepts before providing formal explanations. This method encourages critical thinking and problem-solving as students try to make sense of what they observe. For example, if you’re teaching about ecosystems, let students first explore a local pond or park to observe interactions within the environment. Afterward, guide them in discussing and explaining the concepts they encountered.
By using these strategies, you create a learning environment where students actively engage with content, leading to deeper understanding and retention. Providing context through phenomena and fostering discovery through exploration helps students develop skills more quickly and effectively.
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