Give the science week a clear sequence of questions, approved activities, observations and reflection. Check each activity separately for the actual group and site. Use the sample structure to organize learning, not as a set of experiment instructions.
Here is a sample planning structure, not a set of experiment instructions. Each activity must be approved for the actual materials, ages, site, and staff.
Day
Question type
Example low-complexity theme
Main skill
Monday
What do we notice?
Sort and compare approved objects
Careful observation
Tuesday
What changes the result?
Compare paper structures
Planning a fair test
Wednesday
How can we measure?
Measure safe classroom motions or lengths
Recording and comparing
Thursday
Can we improve a design?
Revise a tested construction
Using evidence to change a plan
Friday
What can we explain?
Show a chosen test and its limits
Clear communication
Give learners a notebook or accessible recording method. They can use words, drawings, photos under the approved policy, or verbal explanation with support.
Keep the measurement task suitable. False precision is not better science. If the method is rough, say so and discuss what could improve it.
Use a repeated structure so learners know what to do: question, prediction, plan, observation, result, next question. The topic can change while the thinking routine stays clear.
Your task: Write the question and evidence for each day before choosing a dramatic demonstration.
