A First-Week Routine That Gets Middle School Students Thinking Like Scientists

I used to want the first week of school to be perfect. I’d go over the procedures of my science classroom, the syllabus, and the lay of the land. That way, in terms of classroom management, the rest of the year would be all set up.

Then the next Monday would roll around, and I would get right into science work: inquiry, investigations, observations… and my students would look at me like they had no idea what I was talking about. My frustration would start to build up. I’d think: By now, this should have been taught!

I realized I was spending so much of my time going over my classroom rules that I forgot that the students were there to learn how to learn.

Once I took the pressure off myself, everything changed. Instead of focusing on perfection, I started to focus on curiosity and fun. Instead of cramming information and reaping frustration, I slowed down.

Here’s what my first five days look like, and how they build a foundation for scientific thinking.

Day 1: Wonder, discovery, curiosity

Teachers sometimes like answering questions because (sorry to say) it’s easier than waiting for students to figure it out. But scientists thrive on the struggle, the figuring-it-out.

So on day one, I want to create obtainable curiosity. Something that is level-appropriate—challenging but not so much that they want to give up. The catalyst for thinking and being curious. It could be a strange object, an interesting picture, or a quick demonstration that makes students stop and say, “Wait… what just happened?”

Then I ask questions: What do you notice? What do you wonder? What do you think is happening? But absolutely no answering students’ questions.

Day 2: Observation is different than just looking

I give the students leaves, animal skulls, rocks, shells, things that have texture and patterns. I ask them not just to look, but to observe the different items, and ask them if they see any patterns.

I love stepping back and watching them talk to each other, building off each other’s curiosities and discoveries once they get past the obvious things they see. I think sometimes we assume observation is innate, but it’s not—it’s a skill that needs to be honed.

Day 3: It’s OK to not know

I don’t know about your students, but many of mine feel the need to know everything, and sometimes this is where they check out on me. So I let them know it’s OK to not know, and I can see the relief in their eyes. I also let them know that scientists use not knowing as a catalyst for research and learning.

I ask them: What don’t you know that you think you should know? I tell them things I wish I knew when I was in their seat. They really connect with me when I share things with them and make it appropriately personal.

So on day three, I give them a simple phenomenon, a short engineering challenge, or an image that will elicit more questions. Nothing too cognitively challenging—just enough to build the skill.

Day 4: Building the ability to explain

This is when I teach Claim-Evidence-Reasoning, but without saying, “OK, we’re going to do CER.” Most of my students will automatically recognize it when I start asking: What do you think is happening? How do you know it’s happening? What evidence supports that? What makes you say that?

Getting them to think along those lines without being so formal helps them apply these questions in their everyday life.

Day 5: Reflection

I’m huge on reflection—having students process what they’ve done and what they’ve learned, and not just rush to the next thing. I believe quizzes are important, but I don’t make them an end-of-the-week thing, which can cause students to be nervous and anxious.

However, I do have them write in their scientific journal. I have them go back and reread their original work from the previous four days, including the questions they originally asked and the observations they made, so that they can see their progress in real time. They then write a short reflection on what they observed. I grade these, but not on the writing—I’m looking for scientific thought. Otherwise, I’d be reading 150 essays each week, which is not happening. You can also try peer editing, with graphic organizers as a template to help them.

This routine is meant to keep things simple. The beauty of it is that it can be adapted to any curriculum. Make it your own.

No lengthy vocabulary lists. No ice-breakers that have nothing to do with what you are teaching (or want to teach). No random labs that have tons of prep and cleaning. No end-of-week quizzes that take up more of your time than anything else.

When you start your year with curiosity, observations, inquiry, and time for reflection, you are setting the precedent for your classroom. The goal is to teach students how to think. Teaching the science the first week will elicit the behaviors that will set them up for success.