Make Science Class Rules Stick With First-Week Labs

Every science teacher knows the tension between establishing expectations and diving into experiments the first week of school. What if you didn’t have to choose? Since I became a teacher, I’ve always been told that the first few days should be all about rules and expectations. Safety is the highest priority in the science lab, and our campus has many important procedures that students need to learn to keep everything running smoothly.

But with only about an hour each day with each class, I often spent so much time going over expectations that there wasn’t much time left for actual science, especially during those crucial first days of school. On top of that, my students were always disappointed that we couldn’t jump straight into the fun stuff.

Last year, I finally sat back and asked myself how I could cover procedures while still getting students excited, curious, and ready to learn. Then it hit me: What if each rule came with a mini-lab that made the purpose of the rule unforgettable?

So I did it. Their eyes lit up and their ears perked up as soon as I said “experiment.” They were engaged, they were excited, and yes, they were learning about our expectations through science. Here’s how I reviewed each of our key rules with a five-minute lab to match.

Rule 1: Listen to Others

It’s crucial that students learn to effectively listen to one another, especially in a science classroom. To help them understand this rule, I created a simple demonstration that shows sound energy in action and illustrates how listening and paying attention works.

I start by playing bass-heavy music through a speaker. Then, I place a clear container of water on or next to the speaker and ask students to observe closely. As the music plays, they can see the water ripple and move because of the vibrations from the sound.

I explain that just as your eyes have to be open to see those ripples in the water, your ears have to be ready and focused to catch those vibrations and truly listen. If you’re not paying attention, it’s like your ears are closed. You’d miss those vibrations and you’d miss what’s happening. In our classroom, listening means more than just hearing words; it means being ready to understand and to support each other. When we tune in carefully, we learn better and help everyone succeed.

Rule 2: Follow Directions

This science experiment pulls in investigating physical and chemical changes of matter and allows students to observe a fun reaction with familiar materials they might even have at home.

To begin, place a small cup on a tray, or use a volcano model if you have one. Give students three cups labeled 1, 2, and 3, without telling them what’s in each. Cup 1 contains vinegar, cup 2 has baking soda, and cup 3 is filled with water. In Round 1, let students mix the contents however they want. Most of the combinations won’t react. In Round 2, provide them with clear, step-by-step directions: Put the baking soda from cup 2 into the volcano model. Then pour the vinegar from cup 1 on top. Be sure not to use the water from cup 3. Have students observe the bubbling chemical reaction. For an extra visual effect, you can add food coloring or use a dropper.

Now is when the real magic happens. “OK, class, I have something I want you to discuss with your partner. What happened in the second round, when you followed directions?” Unanimously, students get it. When we follow directions, reactions happen the way they’re supposed to. If we skip steps, things might go wrong or not happen at all. In our classroom, following instructions isn’t just about safety—it’s also about building success together.

Rule 3: Work Together

Some things are better and faster when we work as a team. But sometimes, students come in thinking that working together won’t be fun, and simply telling them otherwise doesn’t change their minds. That’s why this next experiment uses a simple, hands-on activity to show them that teamwork isn’t just something the teacher wants—it can actually be enjoyable and make things easier.

In teams, give each group one ice cube with a paper clip frozen inside. The challenge is simple: Using only your hands, melt the ice cube to get the object inside as fast as possible. Students quickly discover that teamwork and strategy beat trying to do it alone. They notice that warm hands melt the ice the fastest. By the end of the experiment, everyone is smiling. Our hands hold a lot of thermal energy, but when we touch ice, they feel cold. When we combine everyone’s thermal energy, the ice melts faster and the process works better.

Rule 4: Take Your Time and Do Your Best

Sometimes, the only way to reach a goal is to slow down, focus, and aim carefully. That’s exactly what we explore in this science experiment, where we learn how light moves in straight lines and can be reflected or bent.

For this demonstration, I shine a laser pointer or flashlight at a small mirror to reflect the beam onto a target. Sometimes, we take it a step further by using prisms or multiple mirrors to redirect the light. Students observe how staying steady and keeping a focused aim helps the light reach exactly where it needs to go.

As they watch and try it themselves, I bring it back to something bigger. It takes focus and patience to hit the mark, just like with the laser. When we slow down and do our best, we can hit the target faster and more accurately. In this class, we take our time, aim with care, and celebrate every bit of progress we make.

These labs aren’t just fun. They’re meaningful. Research shows that embodied learning, or pairing physical movement with verbal instruction, significantly improves learning performance and reduces cognitive load. These labs excite students, capture their attention, and make our expectations unforgettable.

Last year, whenever a student resisted working with their team, I’d simply say, “Remember our ice cube experiment?” Instantly, they’d jump back in, recalling how teamwork made the challenge easier. The first time that happened, I knew that bringing real, hands-on science into our opening routines made a lasting difference.

Starting the year this way flips the switch on scientific thinking from day one and builds a classroom culture rooted in curiosity, collaboration, and purpose. It’s a simple shift, but it has the power to transform both classroom management and student engagement from the very first week.