Science · Kindergarten

Active learning ideas

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.

• Common Core State Standards
• K-ETS1-1

• 15–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• 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.

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.

What to look for

Give each student a card with a simple question, like 'Does a ball roll faster down a steep hill or a gentle hill?'. Ask them to draw two pictures: one showing how they would test the question, and one showing what they think the result will be.

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

Activity 02

• 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.

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.

What to look for

After students conduct a simple ramp investigation, ask: 'What was one thing you planned to do? What did you observe when you did it? Was your observation what you expected?'

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

Activity 03

• 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.

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.

What to look for

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.

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

Activity 04

• 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.

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.

What to look for

Give each student a card with a simple question, like 'Does a ball roll faster down a steep hill or a gentle hill?'. Ask them to draw two pictures: one showing how they would test the question, and one showing what they think the result will be.

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

A few notes on teaching this unit

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.

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.

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Watch Out for These Misconceptions

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

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

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

  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.

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Methods used in this brief

• Think-Pair-Share
• Inquiry Circle
• Stations Rotation
• Gallery Walk