By Jeanine Wilson, M.Ed.

I have taught science at both the elementary and middle school levels, and I know firsthand that teaching elementary science can be hard. Teachers balance literacy, mathematics, interventions, assessments, behavior, social-emotional needs, and much more. Finding enough time for meaningful science instruction is a real challenge.

Instead of asking teachers to do more, here are two small strategies to try.

1. Try a Five-Minute Phenomenon.

Show students something interesting: an ice cube melting, condensation on a cold bottle, a changing shadow, or a short video of a natural event. Don’t explain it. Ask: What do you notice? What do you wonder? What do you think is happening?

Give students a few minutes to talk, draw, or write down their ideas.

2. Create a “We Wonder” Board.

Give students a place to post questions that naturally arise: Why can we see the Moon during the day? Why do leaves change colors? Why does a metal water bottle feel colder than a plastic one? You don’t have to answer every question. Occasionally, choose one and investigate it together.

Neither strategy requires expensive materials or an hour-long science block. They simply make space for curiosity.

Try one for a month, a semester, or the school year. Then, share your experience with us. What surprised you? What did your students begin noticing? How did their questions change?

Let’s learn from one another.

Sometimes strengthening elementary science isn’t about doing more. It’s about making the moments we already have count.

Author Bio

Jeanine Wilson, M.Ed. is a Detroit educator with more than two decades of classroom experience, including teaching science at the elementary and middle school levels. She is passionate about inquiry, student curiosity, and helping educators make meaningful science learning accessible to every student.