Little Scientists: The Scientific Method

Materials Needed

• 3–4 plastic cups or bowls
• Water
• Several objects to test, such as a toy block, spoon, leaf, small ball, and stone
• Towel or tray for spills
• Paper and crayons
• Optional: magnifying glass, timer, and stickers

Learning Objectives

By the end of the lesson, the child will be able to:

• Ask a simple question about something they notice.
• Make a guess, called a prediction.
• Test the prediction safely.
• Describe what happened using words, drawings, or gestures.
• Share a simple conclusion, such as “The block sank.”

Success Criteria

I can:

• Ask, “What will happen?”
• Make a guess.
• Try the test.
• Look closely at what happened.
• Tell or draw what I discovered.

Introduction: Meet the Scientist

Time: 5 minutes

Hook

Place a toy block and a small ball beside a bowl of water. Ask:

“What do you think will happen if we put these in the water? Will they float like a boat, or sink like a rock?”

Tell the child:

“Today, you are a scientist! Scientists ask questions, make guesses, test ideas, and learn what happens.”

Child-Friendly Objectives

Say:

“Today we will learn how to think like scientists. We will ask, guess, test, look, and tell.”

Body: The Scientific Method

Part 1: The Five Scientist Steps

Time: 5 minutes

Introduce the steps using simple words and hand motions:

1. Ask: “What do I want to know?” Put a hand above the eyes like binoculars.
2. Guess: “What do I think will happen?” Tap the head.
3. Test: “Let’s try it!” Pretend to stir or drop something in.
4. Look: “What happened?” Point to the object.
5. Tell: “What did I learn?” Open hands as if sharing an idea.

Repeat the steps together:

“Ask, guess, test, look, and tell!”

Part 2: I Do — Teacher Demonstration

Time: 5 minutes

Use one object, such as a toy block, and model the thinking aloud:

1. Ask: “Will the block float or sink?”
2. Guess: “I think the block will float.”
3. Test: Slowly place the block in the water.
4. Look: “The block is staying on top. It floats!”
5. Tell: “I learned that this block floats in water.”

Use simple questions:

• “What was my question?”
• “What was my guess?”
• “What happened?”

Part 3: We Do — Test Objects Together

Time: 10–15 minutes

Place the objects on a towel or tray. Invite the child to choose which object to test first.

For each object, use this routine:

1. Ask: “Will it float or sink?”
2. Invite the child to make a prediction: “I think it will _____.”
3. Place the object in the water together.
4. Observe carefully.
5. Say what happened: “It floated,” or “It sank.”

Make a simple chart with two areas labeled FLOAT and SINK. The child may:

• Place the object beside the correct word.
• Draw the object in the correct area.
• Use a sticker or check mark.
• Point while the adult records the answer.

Think-Pair-Share Adaptation

If another child or adult is available:

1. Think: Each person makes a quiet guess.
2. Pair: Tell a partner the guess.
3. Share: Say what happened after the test.

Formative Check

Pause after two objects and ask:

• “What do scientists do first?”
• “What is a prediction?”
• “Did our guess have to be right?”

Accept answers such as:

• “Ask a question.”
• “A guess.”
• “No. We can learn from any result.”

Part 4: You Do — Choose Your Own Test

Time: 10 minutes

Let the child choose one object or invent a new safe question. Possible questions include:

• “Which object will sink fastest?”
• “Will a leaf float?”
• “Will a spoon float or sink?”
• “Which object feels heavy or light?”

Prompt the child to complete the investigation:

1. “What is your question?”
2. “What is your guess?”
3. “How will we test it?”
4. “What did you see?”
5. “What did you learn?”

Allow the child to record the result by drawing, circling a picture, using stickers, or telling the adult what to write.

Creative Follow-Up: Scientist Drawing

Time: 5–10 minutes

Invite the child to draw:

• The object they tested
• Their prediction
• What really happened

Ask the child to complete the sentence:

“I thought _____, but I learned _____.”

Display the drawing as the child’s “Scientist Discovery.”

Assessment

Formative Assessment

• Listen for the child asking a question about the objects.
• Notice whether the child makes a prediction before testing.
• Ask the child to explain what happened after each test.
• Invite the child to put objects in the correct float or sink group.

Summative Assessment: Show What You Know

Ask the child to demonstrate the five steps with one final object. The child may speak, point, act, or draw.

Look for the child to:

• Ask or answer a simple question.
• Make a guess.
• Participate in the test.
• Observe the result.
• Share what was learned.

Simple Observation Checklist

Differentiation and Support

For a Child Who Needs More Support

• Use only two objects at first.
• Offer choices: “Do you think it will float or sink?”
• Use pictures, gestures, and repeated words.
• Let the child point, act, or draw instead of speaking.
• Repeat the same five-step routine several times.

For a Child Ready for More Challenge

• Test several objects and count how many float and sink.
• Ask the child to sort objects by another feature, such as heavy and light.
• Try a new question, such as “What happens if we add a small stone to a floating cup?”
• Ask, “Why do you think that happened?”
• Have the child help create a simple results chart.

Safety and Adaptations

• An adult should supervise all water play.
• Use large objects that are not choking hazards.
• Keep water away from electronics and clean spills promptly.
• For a no-water version, test whether objects roll down a book ramp.
• For an outdoor version, investigate which leaves or sticks are bigger, smaller, rough, or smooth.

Conclusion: Tell What We Learned

Time: 5 minutes

Review the lesson with motions:

“Scientists ask, guess, test, look, and tell.”

Ask:

• “What did we ask?”
• “What was your favorite guess?”
• “What did you test?”
• “What did you learn?”

End with:

“You used your eyes, your hands, and your thinking like a real scientist!”