Kindergarten Science

Science in Kindergarten

General Info

Created ByRyan Doetch
SchoolWashoe Schools
LocationReno, NV
RoleInstructional Coach

About the Lesson

Subject Area

Using the QFT

Place in the Unit/LessonBeginning
Brief description of the unitStudents will be able to answer questions from books and pictures.
Final QFocusA photo of an Alligator

Student Work

Student Questions

Priority questions in bold

  1. Does alligators have brothers?
  2. Can crocodiles eat carrots?
  3. Does crocodiles eat fish?
  4. Do crocodiles eat lettuce?
  5. Does crocodiles eat snakes?
  6. Why do crocodiles put their mouths above the water?
  7. Do crocodiles fight?
  8. Do crocodiles drink?
  9. Do crocodiles eat eagles?
  10. Do crocodiles eat frogs?
  11. Do crocodiles eat baby crocodiles?
  12. Why do crocodiles stay in the dirt?
  13. Why do crocodiles stay in the water?
  14. Do crocodiles eat the leaves?
  15. Does crocodiles change colors?
  16. Does alligators try to eat monkeys?
  17. What do alligators eat?
  18. What is the stuff on the water?
  19. Do alligators have tails?
  20. Do alligators have friends?
  21. Does alligators eat leaves?
  22. Does alligators eat food?
  23. What’s under the water and ocean?
  24. How many baby alligators are there?
  25. Why does crocodiles bite?
  26. Why little crocodiles are on the big one?
  27. What does crocodiles eat?
  28. Why does the big one go into the water?
  29. Do the big alligator and little alligator go under the water?
How did Students Use their Questions

Questions were used as a tool to drive instruction. Students read books and studied alligators and were asked to answer the questions.

Teacher Reflections

This was the first time implemented with students in kindergarten and it took some work getting students to ask questions. Some students did not know how to ask, some students needed some guidance, and some students wanted to questions. This session took about 30 minutes, but was well worth the effort. All students were asking questions. We had to start the lesson with some guidance and scaffolding of asking questions. We had to show them question stems and question words. Once they got the hang of it, the students were able to generate their own questions. Next time will give more instructional time on what is a question.