Kindergarten Kindergarten

Science Notebooks

I wanted to do something a little different for my science notebook labels this year...

So I gathered up a bunch of science props--plastic containers in bright colors, measuring cups filled with colored water, funnels, hand lenses, etc.

I dressed my kids up in a jacket from a Mad Scientist Halloween costume (from Target) and let them wear fake glasses from the dollar store. Then I told them to "Look Smart!"

The labels turned out so cute, and the kids LOVED it. I think I'll try to find a fake brain for this years pics! (I'm weird that way).

Rock and Roll: A Kindergarten Science Unit on Rocks and Soil

My students' fascination with rocks is evident from the first day of school, when they start presenting me with the pebbles they collect out on the playground. These are no ordinary pebbles--they are treasures! Soon, their cubbies are full of these "treasures" and I find little rocks stowed away all over the room. 

You can download all of the free printables for my Kindergarten Rocks and Soil Unit here:

Download Kindergarten Rock Unit

I introduce this unit by reading a simple and sweet book about rocks:

If You Find a Rock by Peggy Christian

Then I present the kids with my own rock collection. Some of these rocks are just everyday, ordinary rocks that I've picked up in my yard or alongside the road. Some are special rocks I've either purchased or inherited--pieces of crystals, fools gold, pumice, volcanic glass, etc. I am also a sucker for those tourist traps alongside the highway that let you purchase polished rocks by the scoopful. 

I let the kids explore--touch, feel, use hand lenses, sort, and just play with the rocks. Then I send a letter home to families asking the kids to bring in one or two (which usually ends up being 20) rocks from home. Some kids bring in very fancy crystals or brightly colored minerals. Others bring in dirty chunks of limestone. Either way, they think their rock is the most priceless treasure in the world!

After the kids have explored for a while, they fill out rock reports on their rocks and glue them into their science journals. (They also like to do reports on their friends' rocks, as well--so they usually end up with several reports in their journals).

We put all of the rocks together on a shelf and create a Rock Museum. The museum stays up throughout the unit. I leave some hand lenses out and the kids will go explore in the museum whenever they have some free time.

By this time, I have already read several books on rocks. One of my favorites is Let's Go Rock Collecting by Roma Gans. It's simple enough for the kids to understand, but has a lot of good science, as well.

 

Our kindergartners are not required to know the different kinds of rocks--as in igneous, sedimentary or metamorphic. If it's in a book and simple enough for the kids to understand, I'll present the information--but I do not dwell on it.

Here is a page we complete for our science journals--

Here is a picture of our Kindergarten Rock museum.

The kids colored the paper rocks and wrote rock facts (from books) on them.

In this picture, you can see my fancy geode, which I stole from my brother. I hope he doesn't read this blog!

Another fun activity we do is to see if rocks float or sink. I choose 6 rocks and label them with numbers. I make sure the rocks are different sizes, shapes and colors. Most importantly, I make sure I have a piece of pumice. The kids predict whether or not the rocks will float or sink (and they usually have enough of an understanding of the concept to correctly predict that they will sink). 

I save the pumice for last. Because the other five rocks have sunk, most kids predict that this one will, as well. They are very surprised when it floats!

You can see in this picture that the other 2 rocks have sunk, but the pumice is floating on top. 

Give the kids a piece of pumice to explore and see what they notice about it. How is it different from the other rocks? Hopefully, they will notice that it has lots of holes. Pumice is formed by volcanoes and the holes are little gas bubbles. You can decide at this point how much of a discussion you want to have about buoyancy and density and why things float (the mass of the water displaced is greater than the mass of the object). It's hard for even me to wrap my mind around! But they can understand that rocks are different!

Warning--if pumice gets soaked with water enough, it will sink. Which will spoil the point you are trying to make. Spoken from experience! Make sure your pumice is very dry when you begin.

Our kindergartners are required to know how we use rocks and soil in everyday life. So we take a walk around the school and campus to look for things made of rock. The kids are very literal and usually only point out things that are very obviously made from rock (like--say--rocks). 

We go back to the room and make a list (usually very short at this point). Then I show a PowerPoint that shows the different ways rocks can be used. 

  Download What Do We Use Rocks For

We add to the list we have started and the kids record the ways we can use rocks in their science journals.

 

After we have explored rocks for a while, we head outside to explore dirt. Do not attempt this activity with a new French manicure. Again--spoken from experience.

We take scoops and shovels and buckets outside and head for a nice, dirty spot. And we dig! We have these nifty sifters that came in one of our science kits--they are different sizes and will sift the dirt into smaller and smaller pieces. 

We scoop and we shake...

We shake and we scoop...

We look with our hand lenses...

We find fossils...

and seeds...

and bugs (but thankfully, no snakes!)

The kids record their findings in their science journals.

And then we bring some dirt in for a more formal investigation the next day. We methodically use the sifters and divide the particles into different bowls according to their sizes. When we're done, the kids can clearly see that soil is made up of tiny, little rocks. The kids record their findings in their science journals. 

There are a couple of great books I like to read about dirt and soil...

Jump Into Science: Dirt by Steve "The Dirtmeister" Tomecek

Dirt: The Scoop on Soil by Natalie M. Rosinski

We make a big poster listing the different things in soil--the kids LOVE that there's worm poop and animal poop in soil. Poop...Poop...Poop. Why do they love bathroom humor so much?

They record what they've learned in their science journals. Mostly, they've learned that soil contains worm poop.

But we also talk about how soil is essential to life. Without soil, we'd have no plants. Without plants, we'd have no fruits or vegetables. Animals would have no food to eat. So people would have no food to eat. Which brings us to their second favorite subject (after bathroom humor)...death. Ahhh....kindergarten.

The next day, we explore sand. I give the kids a tray full of sand and a hand lens and let them explore.

They record what they see in their science journals (tiny little rocks). I got the awesome poem off of Chalk Talk. We actually glue sand in our journal by spreading a little white glue on, dumping on some sand, shaking off the excess and letting it dry overnight.

Finally, I do a fun fossil activity. Fossils are not actually in our standards, but we live in Texas, and we have fossils everywhere. As a matter of fact, we have them all over our playground (especially these little shell fossils--my kids can find 15 or 20 of them a day!)

I read the book

Fossils Tell of Long Ago by Aliki.

I gather up objects like small shells, plastic bugs, plastic dinosaurs (this one has toes which make a great fossil) and sturdy, waxy leaves. I like to use Model Magic (which is pricey--but use a 50% off coupon at Michael's and it's not so bad). This year, I found this tan/peachy color, which was perfect (I guess it's actually called "Bisque." Fancy.)

I give each kid a small ball of clay and they gently press the object of their choice down to make an instant fossil! 

I make them wait a full day before they take them home--otherwise, their fossil gets smashed. They don't like to wait, but I remind them that real fossils takes thousands and thousands of years to form. They can wait a day!

Long after we have moved on from rocks and soil, my kids are still bringing in rocks that they find! 

I hope you have as much fun teaching this unit as I do!

Kindergarten Teachers ROCK!

A Science Mini-Unit: Living and Non-Living

This is a quick little unit that teaches children about living and non-living things. I find that most kindergartners can almost always tell you what things are living and what things are non-living, but they cannot tell you why. And there are definitely some tricky ones--for example, most of my kids think that a tree is non-living.

And then there is always the discussion of non-living versus dead. They will sometimes say things like, "The rock is dead." So I explain that in order to be "dead," something had to be alive first. And then, most likely, one of you little angels will shout out, "My grandpa is dead." Don't you just love kindergarten!

Even after we have completed this unit, we continue to discuss living and non-living things and the differences between them. Every time we start a new unit on animals, plants, insects or even rocks--we ask: Are they living or non-living? How do you know?

Day 1

I start this mini-unit by showing the Is it Living? powerpoint.

Download Is it living

It's just a bunch of pictures--of both living and non-living things. I simply show the pictures and ask the kids if each object is living or non-living. I do not correct them right away. I just let them discuss their answers. The kids can pretty easily tell you which ones are living and which are not, but there are a few tricky ones (i.e. the rock and the tree). It's fun to listen to the reasoning behind their answers--the debate can become quite heated at times!

Stop at the slide with the stop sign! Lead your students in a discussion with the following questions:

How can you tell if something is living or non-living?

What are some things that all living things have in common?

Resist the urge to correct any misconceptions they have. I know it's hard, but you can do it! Write down all of their ideas on a big chart. This is the list my class made this year. Yours may be different.

Now, choose an object that all of the kids can agree is absolutely, without a doubt, living--like a puppy! Go through each of the ideas on the chart. If it is true for the puppy, put a check. If it is not true, cross it out:

It has a face. Check! It grows. Check! It can move. Check! It talks. No! Cross it out. Now we know this is not true for all living things. It has a heart. Check! They have ears. Check! They have hands. Debatable...depends on whether or not your definition of hands includes paws!

Now choose another living thing, but this time, choose an object you know will get a few more misconceptions crossed off that list. Butterfly got They have ears crossed off. A sunflower got It has a face and It has a heart crossed off. Keep going until you have all of the misconceptions crossed off and you will have the beginnings of a list of what all living things have in common.

Note: Your kids will most likely want to cross off It can move or It can breathe (or a few others) for a plant or a tree. After all, they do not obviously move or breathe. So you will probably have to have a quick discussion about how plants move and breathe at this point.

Your class will probably not think of all the things living things have in common. You can see we only had It grows and It can move. Finish the rest of the Is it Living PowerPoint. Now you can add the other criteria to your list.

Day 2

Time for some reading. My favorite books about living/non-living things are:

Are You Living? A Song About Living and Non-Living Things by Laura Purdie Salas

What’s Alive? By Kathleen Weidner Zoehfeld

As you read the books, make an anchor chart listing all of the things living things have in common.

You can also go back and discuss the Challenge questions in the Is it Living PowerPoint. Are the the seeds, egg and an apple living or non-living? Get the students to justify their answers based on the things they learned. Here are my imperfect, but kindergarten appropriate answers:

Seeds are living if they are still viable--or if they can still grow into living things. If they are roasted or in your tummy, they are probably no longer living. The egg is living if it has a baby bird inside. Mommy birds have to take care off eggs that have baby birds inside. The eggs that are in your grocery store do not have baby birds inside and are no longer living. The apple is living if it is still attached to the tree and can still grow and change.

You can also have the kids do a living/non-living sort in their science journals.

Download Living_Non-Living Sort

Day 3

Make a chart like the one pictured below with all of the characteristics of living things across the top. Choose different objects and go through each of the characteristics for each one. Then have the kids determine whether that object is living or not.

We keep this chart up throughout the week and add to it whenever we have a few extra minutes.

Finally, have the students pick one (or more) objects and answer the questions on a recording sheet in their science journals. You can print pictures for them, have them cut pictures from a magazine or draw pictures.

Download Is it Living Recording Sheet

Bonus

 

Here are some cards you can have the kids sort into living and non-living groups (whole-group or as a center activity).

Download Living-NonLiving Flashcards

Have Fun!

Science Notebooks: Painting a Rainbow

I created this mini-unit as a way to get my kindergartners really excited about science and to give them more practice participating in inquiry-based science investigations. Having kids record in their own notebooks is optional at this point. I think modeling how to record on chart paper and leaving the journals tucked away is a very good idea. I think the value of this unit is in practicing those key skills: asking questions, developing a plan, making predictions and analyzing evidence/making claims.

One more thing--although it has a "rainbow" theme, it is not actually about rainbows. (We learn about rainbows later in the year during our weather unit).

Day 1: Mixing Colors

This is a very simple activity that involves mixing colored water to create new colors.

I start by posing a problem: Yesterday, I painted a rainbow. I really like my rainbow, but it's not very colorful because I only have 3 colors of paint--red, yellow and blue. I wish I had more colors so that I could make a really pretty rainbow.

That should activate the children's prior knowledge (schema) on colors. I bet many of them already have experience mixing colors. I write what they already know on chart paper and then we work together to generate a list of questions about colors. Then we choose a focus question. I already know that I want the focus question to be something like "How can we mix red, yellow and blue to make new colors?" So I manipulate guide them to that question.

Now, we make a plan to investigate this question. Again--I know that I want the kids to mix colored water together to make new colors. I tell the kids that I don't have very much paint and want to save it to make a new rainbow. But I have plenty of water and food coloring. I "guide" them into coming up with the "correct" plan!

Because I want the kids to be independent, I put them in charge of most of the prep work. But they are, after all, still 5 years old--so I use the Super Scientist Procedure to guide them. For example: Scientist #1, please fill up 3 cups with water. Scientist #2, please squeeze 5 drops of red food coloring into one cup of water. And so on. You will find the procedure that works best in your class. Yes, there will be spills! But it's only water! (Wait 'til we get the really messy stuff out!)

Basically, for each table, you want a cup of red water, a cup of blue water, a cup of yellow water and at least 3 empty cups.

At this point, stop and have the kids make predictions about what will happen when the colors are mixed, and record them on the chart paper. You can also have them record their predictions in their own science journals.

Now direct the students to mix the colors and observe the results. For example--Scientist #3, please pour some yellow water in an empty cup. Then pour a little blue water in the same cup. Stop and talk about the results and whether or not their predictions were correct. Record the results on chart paper and/or in the science notebooks. Repeat for all 3 secondary colors.

When all the data, or evidence, has been collected, work with the kids to make "claims"--i.e. "We claim that red and yellow make orange because when we mixed the red and yellow water, it turned orange."

Now the kids are probably full of new questions--the most obvious being "What will happen when we mix all the colors together?" (You know you have to let them try it, right?) Record their new questions on the chart paper and either give them some time to investigate now or save for later investigation/research.

Day 2: Now Try Paint!

We start by reflecting on yesterday's investigation. Then I pose a new problem:

So, we know that mixing red, yellow and blue water will make green, orange and purple water. But I  tried painting a rainbow with the water, and it did NOT work!

So now, guide the kids to come up with the question:

What will happen if you mix yellow, red and blue paint?

Time for the plan. I already know I want them to mix the colors in a zippered bag, but I want them to think it was all their idea (is that cheating?) So, I guide them by showing them the paint and baggies and tell them that I don't have a lot of paper (I am such a liar!) and so on until we have resolved to put a little squirt each of red, yellow and blue paint in a bag and zip it up.

Note: I am all for independence, but I'm also not stupid! I squirt the paint in and double check that the bag is sealed before I let them smush!

We talk about the best plan for mixing the paint--should they squish it all together at once, or should they mix little areas one at at time so that they can clearly see the results? 

Before I let them squish, we make predictions about what will happen and record them on chart paper and/or in our science notebooks.

Then squish, observe, record data on chart paper and/or in science notebooks, make claims ("We claim that blue and yellow make green paint because when we mixed them, they made green paint"), reflect, ask new questions...you get the drill!

Day 3: Painting a Rainbow

Today I give each kid a plate with a squirt of red, yellow and blue paint and let them mix colors and paint their own "colorful" rainbows. I even give them a squirt of white and black paint and let them experiment.

Rather than doing a whole formal lesson, I just walk around the room and talk to the kids as they work--having them tell me their "plans" and make predictions and claims. I use that language, because I want them to become competent at using it. After they have dried, we glue the rainbows in their science notebooks. (By the way--because this activity is not actually about the science of "rainbows," I do not worry about ROY G. BIV. I just want them to experiment mixing the colors).

Day 4: What About Markers?

Today, I have the kids do a chromatography experiment. If you've never done this, it's a lot of fun! Here is a website that has a simple procedure for completing this activity. I have the kids work in table groups and use the Super Scientist routine to manage them.

Pen Colors: A Homemade Chromatography Experiment

Basically--you color some marker on the end of a paper towel about 1 inch up (I cut my paper towels in half and do 3 colors on each). Then you stick it in a glass with about an inch of salt water. The water will travel up the paper towel, and as it does, it will carry the ink with it. But some colors in the ink travel further up the paper towel than others, thus "separating." You have to look closely, but you can see the red and yellow in the orange, etc.

Problem: I start by having the kids reflect on what they've already learned about mixing colors. Then I show them a green marker, and ask how they think it is made. I let them tell me what they know, and then ask their questions, recording it all on chart paper.

Question: I guide the kids into developing the following focus question: Is a (green; orange; purple) marker made from (blue, yellow; red, yellow; blue, red)?

Plan:Obviously, most 5 year-olds will not have a lot of experience with chromatography and will not know how to separate out ink colors. So I show them by separating out the colors in a black marker (It separates into several colors!). Then I have them develop a plan for separating out the colors in the green, orange and purple markers. (You might want to experiment on your own before this lesson. Some markers work better than others. I used plain Crayola (not washable) but have had success with others, also)

Prediction: Have the kids predict what will happen when you do the experiment with the orange, green and purple markers.

After you have finished with the experiment, record the results on chart paper and/or in the science notebooks. Reflect on the results and ask new questions for further investigation/research.

A fun extension is to have the kids predict what, if anything, will happen to the red, yellow and blue ink.

Day 5: Open

I'm going to leave this last day open so that we can possibly explore other questions the kids come up with. If they don't have any other questions, we'll mix colored play-doh or something! I might also read some books about colors (which I don't want to do before the kids have had a chance to explore).

Mouse Paint by Ellen Stoll Walsh

White Rabbit's Color Book by Alan Baker

I realize that these activities are planned out almost entirely by me--which defeats the whole purpose of "inquiry-based" science. But it's only the beginning--as the year goes on and the kids have had more practice with these skills, I will give up more and more "control"--I will, really! Have fun!

A New Approach to Science Notebooks... (for me at least!)

I have been using science notebooks in my kindergarten classroom for about 5 years now, and like everything else with my teaching, they get a little better every year. I had embraced the 5-E model for teaching science and was feeling pretty good about it until somebody, somewhere decided we needed a change. This year, my district is encouraging us to use the model outlined in Michael P. Klentschy's book: Using Science Notebooks in Elementary Classrooms.

Mr. Klentschy advocates a much more student-centered approach to science investigations...

as opposed to the teacher-directed investigations I've always done. In a nutshell, he suggests posing a problem; activating the students' prior knowledge and developing a list of questions; choosing or developing a class focus question; working together to come up with a plan for the investigation; recording the data with drawings, charts, graphs and of course, writing; making a claim supported by the evidence (i.e. I claim that yellow and green make blue because when I mixed the yellow and green paint, it made blue paint); drawing conclusions; and then reflecting and posing new questions.

Ideologically, this philosophy fits with everything I believe about teaching.

I can envision my perfect little class of bright 5 year-olds posing relevant questions about the topic we're studying. I can see them developing a thoughtful plan for an investigation with all the right controls and variables. I can see myself heading to my fully-stocked, wonderfully organized science closet and pulling all the materials we need. I can see the kids conducting the investigation, recording data in a beautiful, organized masterpiece-like notebook, and then drawing brilliant conclusions.

If only the world were that perfect!

A more likely scenario would result in a complete derailment of this process when my kindergartners pose questions like Why is the sun yellow? or Why did my ladybug die? You know--questions that are completely irrelevant to the objectives you're trying to teach and nearly impossible to investigate in a kindergarten classroom! How about the fact that I don't even have a fully stocked and wonderfully organized science closet! Or that most kindergartners "record data" with scribbles and random letters--not charts and graphs! And most importantly, we have specific standards to teach and objectives to meet.

So--I have to step back, take a big deep breath, and remember it's all about scaffolding!

• I will scaffold the kids throughout the year.Klentschy says that, although the ultimate goal is to move away from teacher-generated notebook entries (fill-in-the-blanks) to student-created responses, it would be appropriate to start the year off with them and pull away as the kids gain more knowledge and skills. (You know--that whole gradual release of responsibility thing).
• I will also remember that this scaffolding is actually a years-long process. My kindergartners are in YEAR 1 of a 6-year elementary school experience. I am creating a foundation that will continue to be built upon as they move from grade to grade.
• I will scaffold myself! I am also in a learning process. As I gain confidence in myself and the kids, I will pull away more and more. (This is the same process I had to go through with math problem-solving).

I made this lesson plan format to help me in my planning. Feel free to use it if you think this method is something you would like to try. I'll be posting my first "mini-unit" developed this way later today (although, like everything else in my world, it is far from perfect!)

Download Klentschy Science Notebook Lesson Plan

 

Edited to Add: Those of you that have read Michael Klentschy's book may have noticed I left out the Draw Conclusion step that falls between making claims and asking new questions. My district does not require kindergartners to be able to independently draw conclusions. But we still do it together as a class, when appropriate.  

Have a great day!

We are ALL Scientists!

So, I've been busy getting my beginning of the year science units together. I start the year off in science the same way I start everything else off--by teaching routines and expectations!

We start science on the very first day of school!

Day 1: What is Science?

I ask the kids what they think "science" is and I record their answers on a chart paper. Be prepared for some pretty funny answers!

Then I read What is Science by Rebecca Kai Dotlich. I love this book--it is colorful and fun and really gets kids thinking about science and the world in general!

Then, with their minds buzzing with possiblities, we add more ideas to our list.

Then I introduce our science notebooks. I tell the kids that these are very special notebooks that will help us ask questions about science; make predictions; record observations and data about investigations; and explain their thinking about what they have learned.

I hand out the Science Notebook Expectations and we go over them one by one. Then I show the kids how to glue the expectations in their notebooks--focusing on how to turn one page at a time and how to use glue appropriately and neatly!

Day 2: What is a Scientist?

We start out reviewing what we learned about science from yesterday. Then I ask the kids What is a scientist? What does a scientist look like? What does a scientist do? What kinds of tools does a scientist use? Again--I record their ideas on a chart. Then I show a PowerPoint I made, What is a Scientist?

Download What is a Scientist

Then I ask the kids to think about what kind of scientist they would like to be. I have them draw a picture in their science journals. I encourage them to add details to their pictures, including the things scientists study and the tools they use.

This little boy is very ambitious--he wants to be an archeologist and an astronomer! Notice he included tools (a telescope) and things scientists study (a pyramid, stars and planets). There are no "wrong" answers with this activity. One of my little boys last year wanted to be a "rescue paleontologist" (he wanted to bring dinosaurs back from extinction!)

Day 3: Tools Tools, Tools...

We start the day by reviewing what we learned about scientists yesterday and talk about what kinds of scientists they want to be. Then I tell them a big secret--that they already ARE scientists!

I read another book called What is a Scientist? by Barbara Lehn.

This books uses very simple language to tell what scientist do, for example:

"A scientist is a person who asks questions and tries different ways to answer them."

Kids can quickly see that they do those very same things!

I then tell the kids that as scientists, they are going to need some tools to help them investigate things. I ask if anyone already knows some tools that scientists use. Then I get out some very simple tools that we will be using throughout the year: hand lens, magnets, various measuring cups and bowls (and something to put in them, like beans or rice), tweezers and tongs, droppers, and a balance. I ask if the kids have ever seen any of these tools before and what they are used for. I record their answers on a chart paper. I set these tools out at various centers throughout the room, and let the kids free-explore with them for a little bit. Of course, we go over all of the expectations for using them!

My favorite place to buy science stuff = Steve Spangler Science!

After they have had a chance to explore all of the tools, the students write in their science notebooks with pictures and words about the tools they used. I also take this opportunity to stress that our science notebooks are very important tools that we will use--to ask questions, make predictions, record our observations and data and explain our thinking!

Because I want them to really know their science vobulary, I also have them glue these picture/word cards in their science notebooks.

Download Vocabulary Science Tools

Day 4: Scientists Stay Safe

Today we take some time to go over all of the safety expectations in the Science Safety Contract. I start by asking the kids "Why is it important for scientists stay safe? What kinds of things do scientists do to stay safe?"

We watch the PowerPoint What is a Scientist? again. I ask the kids to look for things that these scientists are doing to stay safe. (The chemist is wearing gloves and goggles; The geologist is wearing a hard hat; etc.)

Then I ask the kids about specific slides, for example-- "Do you think the volcanologist plays around with the hot lava? Do you think the chemist tastes the chemicals? Why not?"

We take a few minutes to discuss all the horrible catastrophes that could befall these scientists if they are not safe (the kids are very imaginative that way!) Then I tell the kids that, although we will not be near any volanoes or tornados, it is still very important that we stay safe while doing science!

I hand out the Science Safety contracts. We go over each expectation--one by one. We talk about why that expectation is important and what could happen if we didn't follow them. When we are done, we sign them and glue them in our notebooks!

Day 5: Practice Makes Perfect

Today we are making Milk Rainbows! It's a fun activity that serves 3 purposes:

1. It gives kids a chance to practice safety expectations.

2. It gives them a chance to practice the Super Scientist procedure explained here.

2. It gives kids a chance to practice recording what they see in their science notebooks.

Making the rainbows is super easy--here's a video to show you what I'm talking about (that's not my class).

You will need:

1. a pie plate or other deep plate
2. whole milk (I put a cup on each table)
3. food coloring
4. dish-washing soap (I put a small cup with a little in the bottom on each table)
5. q-tips (one for each student)
6. Super Scientist Badges

First, we review the safety expectations in our science notebooks. I tell the kids that it is very important that they listen and follow directions so that the experiment will work and so that they can stay safe! I set all the materials out on the tables.

I am going to be very specific in these instructions, so that you can get a good idea of how the Super Scientist System works. Here are the instructions I give (I also model each step before I let them try):

• Scientist #1, carefully pour the milk in the plate.
• Scientist #2, squeeze 3 drops of red food coloring in the center of the milk.
• Scientist #3, squeeze 3 drops of yellow food coloring next to the red.
• Scientist #4, squeeze 3 drops of blue food coloring next to the yellow.
• Scientist #5, squeeze 3 drops of green food coloring next to the blue.

I stop here and ask the kids to make predictions about what is going to happen when we put the soap in the milk. They usually tell me that the food coloring will disappear (because the soap cleans it) or that it will make bubbles. Then...

• Scientist #1, dip your q-tip in the dishwashing soap and then carefully press it into the food coloring and hold it down.

Pause for oohs, ahhs, and a few screams...the kids LOVE this part

• Repeat last step until all scientists have had the chance to press a q-tip in the milk.

When the kids have observed the rainbow for a while, I instruct them to draw what happened in their science notebooks. We talk about what a good recording would include...the plate, the milk, the colors. I talk about how, in science, it is very important to record your observations accurately as you can. And I make sure to give them lots of positive feedback!

Super Scientist Badges

We do a lot of hands-on science in my classroom (the goal is 80%!) The potential for messy, sticky, dirty, uncontrollable mayhem is high. So I came up with a system to help manage 20+ little mad scientists while still letting them interact with science materials in a meaningful way--Super Scientist Badges.

I have 5 tables--yellow, red, blue, green and purple. I make badges numbering 1-6 for each table in the corresponding colors (I only have 4 or 5 kids at each table, so a few of those are extras). I got my badges at Office Depot. You can print the blackline master here. Print one for each table you have.

Download Science Badge Labels

When we start a science activity, each child at a table wears one of the badges. Then, when I am giving directions, I call a number out--and all the kids wearing that number perform the specified task.

For example, if we were making a PB&J, it might go like this:

• Scientist #1, please put 2 pieces of bread on the plate. (So all the scientists #1--at the yellow, red, blue, green and purple tables--put 2 pieces of bread on the plate).
• Scientist #2, please spread some peanut butter on one piece of bread. (So all the scientists #2--at the yellow, red, blue, green and purple tables--put 2 pieces of bread on the plate).
• Scientist #3, please put some jelly on the other piece of bread. (I think you get it know!)

A problem does arise if you have an uneven number of students at each table. In that case, I just have a student wear 2 badges and perform the duties of 2 scientists (I chose responsible students for this honor--so it solves a problem and encourages responsible behavior--BONUS!)

I don't want my kids to have to sit and watch me or other kids perform experiments. I want them to have as much hands-on experience as possible. But I also want to keep my sanity and not have to deal with the constant "But he already got to (whatever)" whines! This has been a good solution. I hope it can work for you!