Doing a science lab with younger children can be stressful even to think about. I have made the choice to avoid labs before because I couldn’t figure out a way to do it without wanting to rip my hair out.
But as my own hair is starting to fall out of its own accord, I have learned how to make labs with primary students relatively painless and certainly useful.
As I see it, there are three key parts of a successful lab with any age of students, but these components are even more important for young learners: process knowledge, content knowledge, structure and routine.
The First Key: Process Knowledge
Students must understand the process of science before they can reasonably perform a lab. This will look a bit different depending on the level you teach. But the overall ideas remain the same. Our students should be familiar with an appropriate version of the scientific method.
By appropriate, I mean that we can adjust it to our students. A seven year old doesn’t necessarily need to memorize every step in the scientific method. But the seven year old should understand the scientific method to be something along the lines of, “I use what I know to make a hypothesis. Then I test it. I write what happens. I test it again and write it down again. Finally I say why my hypothesis was right or wrong.”
Content Light On Purpose
When I am introducing the scientific method, I want my students to focus on the scientific method, not the “science content”. I go about this by doing what I call a “content light” lab. This is on a topic I am certain my students have good knowledge on. This allows them to better focus on following the steps of the scientific method without being distracted by complex procedures the experiment’s outcomes.
For example, I would not teach the scientific method with a chemical reactions lab. Mixing acids and bases is great fun, but it would not lead to a focus on the scientific method. Students would likely be distracted by the complex procedures and or the novelty of the experience.
Content Light Labs
For a content light lab, we take notes on one step of the scientific method and then we immediately apply it in short steps. One of my go to’s for this is a lab on gravity. My students already have background knowledge (Second Key), the testing procedure is simple, and it is fast. All of this works together to allow students to focus on the scientific method.
1a. Define background knowledge: what you already know about a topic
1b. What do you know about gravity? Jot down this info as a class below the definition
2a. Define hypothesis: Using what you know to to explain what you think will happen in a testable and repeatable way
(This takes longer as you have to explain testable and repeatable)
2b. If I drop ‘Object A’ and ‘Object B’ at the same height, then “Object A/B’ will fall to the ground at a faster/slower/same rate.
(Feel free to adjust how you require students to form their hypotheses. But I do recommend always writing them in the same format. This makes it easier for students to focus on the science, not the writing.)
3a. Define procedure: steps to perform the experiment
3b. Grab two objects (not a single piece of paper) and drop them from the same height, then record the results.
4a. Define test: Doing the experiment
4b. Perform the procedure
5a. And so on…
The most challenging part here is step 4b. This is where the lesson is most likely to crash and burn. The way you can avoid this is with the third key, structure and routine. I will write about this more in a future post, but in brief here is my advice.
Have students perform step 4b in unison by following your direction.
Ex: “Ok, grab the two objects you decided to test. Everybody ready? Ok, good. Now hold them up, make sure they are the same height. Now, when I say go, drop them. Ready? 3, 2, 1 Go!”