Science education isn’t just about memorizing facts and formulas. Its a journey of exploration and discovery. At the heart of every great scientific endeavor is curiosity. But how do educators cultivate this sense of wonder in the classroom? Enter the ‘notice and wonder’ strategy.
In this blog post, I’ll teach you about the notice and wonder strategy. And, I’ll give you concrete examples to use right away in your classroom.
What are Notice and Wonder activities?
‘Notice and Wonder’ is an incredibly easy to use strategy. Students look at some type of phenomenon. Examples include an image, a video and real life scenarios. They jot down what they see—that’s the ‘notice’ part. Then, they write down the questions popping into their heads—that’s the ‘wonder’ part. So, instead of diving right into the lesson, you give students the opportunity to engage with the material.
Notice and wonder activities are a great way to incorporate the Science and Engineering Practice of Asking Questions into your 3D Lesson Plans.
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Why It’s Effective
Kids are naturally curious. But sometimes, classrooms can feel like a one-way street—teachers talk, students listen. With “Notice and Wonder”, we flip that around. Students lead with their observations and questions. Therefore, they’re more engaged. They’re not just passive listeners; they’re active participants. Plus, when they ask their own questions, they’re more likely to want to find the answers. So, not only does it make learning fun, but it also makes it stick.
The Stigma Of Asking Questions
Unfortunately, students believe there is a negative connotation that comes with asking questions. In a traditional classroom setting, questions are associated with a lack of understanding instead of curiosity. Many middle and high school teachers complain that its difficult to get students to ask questions.
But, we know that children are natural curious. And, by changing the language and asking students what they ‘wonder’, its reduces the negative associations that come with asking questions.
How to Get the Most out of ‘Notice and Wonder’ Activities
I have recently spoken to several teachers who have expressed that their students do not produce meaningful responses to a Notice and Wonder activity. There are several strategies that can be used to improve student responses to Notice and Wonder activities.
Don’t Worry About Superficial Responses
When students start thinking about a phenomenon, their first observations are likely to be superficial. Don’t assume a lack of effort. In reality, most students need to make these initial simple responses before they can make more careful observations.
Use in Combination with Other Engagement Strategies
Don’t just use the ‘notice and wonder’ on its own. Instead, pair it with activities like a think-pair-share. Think-pair-share activities are vital for students for many reasons. For example, I need to discuss something so that I can process the information when working as a student. Speaking to my peers sparks new ideas for me. Other students need the think time to process their idea.
After students have the opportunity to share with the group, its a good idea to take a break and give them more quiet thinking time. Many students will come up with more thoughtful responses during the second thinking session.
Pushing Students Further
Your students will respond very differently to this activity. Some of my students will write down one or two things and be done. Other students will come up with a long list of things that they notice in a short period of time.
When I notice that students are not making careful and considerate observations, I give them a requirement. For example, if a student has 2 superficial responses, I write three more bullets on their paper and ask that they come up with three more. This number will vary based on the grade-level, ability, and curiosity of your students.
When students are asked to make more observations, they must look at the phenomenon again. Most students will produce more careful observations after they have come up with the more superficial ones.
Revisiting the Notice and Wonder
In many classrooms, a Notice and Wonder activity doesn’t feel meaningful. This is often because the activity is introduced at the beginning of the lesson sequence and then not revisited. Consequently, it can feel a bit disconnected from the rest of the lesson sequence.
Using Wonders in Your Storyline
It is important that the questions that are generated during this activity are revisited. I suggest incorporating these questions into your storyline. For more information about how to easily use student questions in your storyline, check out this episode of the Teaching Science in 3d podcast.
Three Ways to Use ‘Notice and Wonders’ in Your Classroom
The Notice and Wonder strategy is a simple but powerful way to get students thinking deeply about science. While it’s often used to introduce new concepts, it can also be a tool for data analysis, demonstrations, and even launching entire units. The key is to mix it up—using Notice and Wonder in different ways keeps students engaged and helps them develop stronger observation and questioning skills over time.
#1 Analyzing and Interpreting Data
Data can feel overwhelming to students, especially when presented in complex charts, graphs, or tables. But using Notice and Wonder makes data more accessible.
Then, shift to the wonder stage. Why does the spike happen? What could explain the odd number? By moving from observations to questions, students naturally analyze and interpret data. Instead of just seeing numbers, they connect patterns, develop conclusions, and deepen their understanding.
To learn more about data, click here.
#2: Demonstrations
Demonstrations are a classic aspect of teaching science. But, teachers often jump in quickly to explain what is happening.
Instead, hit pause and invite students to “Notice and Wonder”. By giving students a moment to observe and question before explaining, you’re tapping into their natural curiosity. This makes the demonstration not just a show, but an interactive and thought-provoking learning experience.
There are many ways to make your demonstrations more effective and engaging. To find out how to make the most out of your science demonstrations, click here.
#3 Introducing Anchoring Phenomena
Anchoring phenomena serve as the foundation for a whole unit of study, connecting the dots for various lessons and explorations. Introducing them using ‘Notice and Wonder’ can be incredibly effective.
Start by unveiling the anchoring phenomenon, be it an intriguing real-world event or a complex scientific concept. Then, give students some think time. Next, encourage them first to describe what stands out or what’s evident. Then, create space for them to voice their questions or areas of curiosity.
By this approach, you set the stage for deep and connected understanding. Students aren’t just passive receivers of the phenomenon. Instead, they actively engage, bridging their initial observations and wonders to the broader themes and lessons to come.
To learn more about phenomena, click here.
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