Conducting Simple Investigations

Active investigations put kindergarteners in the role of real scientists, building early inquiry skills through hands-on actions. When students touch, move, and observe materials themselves, abstract ideas about testing and evidence become concrete and meaningful.

• Kindergarten
• Science
• 4 activities
• 15 min–35 min

Learning Objectives

1. Design a simple experiment to test a question about the physical world.
2. Explain the steps taken to conduct a simple investigation.
3. Compare the results of a simple investigation to the initial question.
4. Identify observations made during a simple investigation.

Think-Pair-Share

⏱ 15 min·Pairs

Think-Pair-Share: My Best Question

Each student thinks of an 'I wonder...' question about a toy or classroom object. Partners share questions and together choose one they could actually test using only things in the room. Pairs then describe their plan in one sentence before the class votes on which question to investigate together.

Prepare & details

Design a simple investigation to test if a toy car rolls faster on a ramp or a flat surface.

Facilitation Tip: During Think-Pair-Share: My Best Question, give each pair a sticky note so students can jot their question before talking, supporting emergent writers and English learners.

Setup: Standard classroom seating; students turn to a neighbor

Materials: Discussion prompt (projected or printed), Optional: recording sheet for pairs

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Inquiry Circle

⏱ 30 min·Small Groups

Inquiry Circle: Ramp vs. Flat

Small groups test a toy car on a ramp and on the classroom floor to see which surface lets it travel farther. Students draw their setup before testing, mark a prediction with a sticky note, then place a sticker where the car actually stopped and compare the two results.

Prepare & details

Explain the steps you would take to find out if a plant needs sunlight to grow.

Facilitation Tip: During Collaborative Investigation: Ramp vs. Flat, place the ramp at child height so students can see the starting and ending points without straining.

Setup: Groups at tables with access to source materials

Materials: Source material collection, Inquiry cycle worksheet, Question generation protocol, Findings presentation template

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Stations Rotation

⏱ 35 min·Small Groups

Stations Rotation: Three Science Questions

Set up three stations, each with a different testable question and the materials to answer it: does a larger cotton ball sink faster, does a taller ramp push a marble farther, does a cup full of water feel heavier than a half-full one? Groups rotate and carry out each investigation, recording a drawing and one sentence at each station.

Prepare & details

Evaluate the results of a simple experiment you conducted.

Facilitation Tip: During Station Rotation: Three Science Questions, use picture-only task cards at each station so non-readers can follow along independently.

Setup: Tables/desks arranged in 4-6 distinct stations around room

Materials: Station instruction cards, Different materials per station, Rotation timer

• Remember
• Understand
• Apply
• Analyze
• Self-Management
• Relationship Skills

Gallery Walk

⏱ 20 min·Whole Class

Gallery Walk: What We Found Out

After an investigation, each group posts a before-and-after drawing showing their prediction and their result. The class walks the room and uses sticky dots to mark results that surprised them, then gathers to discuss why some groups may have gotten different outcomes.

Prepare & details

Design a simple investigation to test if a toy car rolls faster on a ramp or a flat surface.

Facilitation Tip: During Gallery Walk: What We Found Out, provide clipboards with blank paper so students can draw or write a finding as they move from poster to poster.

Setup: Wall space or tables arranged around room perimeter

Materials: Large paper/poster boards, Markers, Sticky notes for feedback

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

Teaching This Topic

Teach by doing, not by telling. Model how to set up one change at a time during the ramp investigation so fairness becomes visible, not just verbal. Avoid giving answers; instead, ask, 'What do you notice?' and 'Why do you think that happened?' This builds habits of careful observation and honest reporting. Research shows kindergartners grasp scientific concepts best when they can act and talk in the moment.

What to Expect

Successful learning looks like students asking their own questions, planning small tests with clear steps, and sharing honest observations with the class. You will see curiosity turn into focused action and thoughtful talk about what happened.

Watch Out for These Misconceptions

Common Misconception

During Think-Pair-Share: My Best Question, watch for students who only repeat the teacher’s example questions rather than formulating their own.

What to Teach Instead

Provide picture prompts of everyday objects (ball, block, ramp) and ask, 'What could you ask about this object?' to nudge original thinking before sharing.

Common Misconception

During Collaborative Investigation: Ramp vs. Flat, watch for students who believe the result they hoped for is the correct result.

What to Teach Instead

Encourage students to draw two pictures during the investigation: one showing what they expected to happen and one showing what actually happened, then compare the drawings in a quick group discussion.

Assessment Ideas

Exit Ticket

After Think-Pair-Share: My Best Question, give each student a card with a simple question like 'Does a car roll farther on carpet or tile?' Ask them to draw two pictures: one showing how they would test the question and one showing what they think will happen.

Discussion Prompt

After Collaborative Investigation: Ramp vs. Flat, ask: 'What was one thing you planned to do? What did you observe when you did it? Was your observation what you expected?'

Quick Check

During Station Rotation: Three Science Questions, observe students as they plan their investigation. Ask guiding questions like: 'What is your question? What materials will you use? What is the first step in your plan?' Note their ability to articulate a plan.

Extensions & Scaffolding

• Challenge early finishers to combine two variables at a station (e.g., add weight to the car and change the ramp angle) and predict the combined effect.
• Scaffolding for struggling students: provide sentence stems like 'I changed the ______ and saw the ______ move ______.' with picture cues.
• Deeper exploration: invite students to create a class chart titled 'What We Wonder Now' after the Gallery Walk and add new questions based on their findings.

Key Vocabulary

investigation	A careful study or examination to learn about something or to find answers to a question.
question	Something you want to know the answer to, which starts an investigation.
plan	A set of steps you decide to follow to carry out your investigation.
observe	To watch carefully and notice details about something.
results	What you find out or learn after you do your investigation.