You will learn
- Find science in things people do every day.
- Name three everyday things that use science.
- Ask a why or how question about an everyday job.
- Say one way science helps people.
Version 0.2 · expanded edition · built from cited public sources Content is based on the official frameworks and sources listed under Sources and standards. No official endorsement is claimed. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Science is all around us every day.
- Washing, cooking, playing and growing food all use science.
- Asking “why?” and “how?” helps us find the science.
- Science helps people stay healthy and safe.
Words to know
happening on most days
a living thing that grows in soil, such as a bean or a tree
what the air outside is like: sunny, rainy, windy or cloudy
making life easier or safer
1. Discover: A morning of science
Kofi wakes up. He washes his hands with soap and water. He eats rice and a banana. He puts on a hat because the sun is hot. At school he waters the bean plant. Every one of these jobs has science in it.
Think: Which job could you ask a “why” question about?
2. Understand: Science is everywhere
Idea 1: At home
We use science at home when we cook food, wash our hands, keep food cool or switch on a light. Soap and water help wash dirt from our hands.
Idea 2: Outside
We use science outside when we watch the weather, grow food in a garden, ride a bicycle or watch animals. Farmers use science to help food grow.
Idea 3: Asking why and how
Every job can start a science question. Why do we wear a hat in the sun? How does a plant grow? When we ask “why?” and “how?” and look for evidence, we are doing science.
3. Worked examples
Example 1 (I show you): Where is the science?
Kofi washes his hands with soap and water.
- What is he using? Soap and water.
- What does it do? It washes dirt away.
- What could we ask? Why does soap help?
Answer: Washing hands uses science. We can ask why soap and water help.
Example 2 (We do it together): Another everyday job
Ama hangs a wet cloth in the sun. Later it is dry.
- What did you see? The cloth was wet, then dry.
- What could we ask? Why did the cloth get dry?
- What could we look at? The Sun, the air and the cloth.
Answer: We can ask why the cloth got dry. Looking at the Sun, the air and the cloth can help.
Example 3 (You try): Your turn: find the science
A farmer plants seeds and waters them.
Show the steps and answer
- What is the farmer doing? Planting and watering.
- What do the seeds need? Water, among other things.
- What can we ask? What do seeds need to grow?
Answer: We can ask what seeds need to grow.
Did you know?
Many jobs use science ideas: farmers, nurses, cooks, builders, drivers and teachers all do.
Why this matters
When you see science in daily life, learning feels useful and interesting.
4. Explore: Science hunt
Walk around your classroom, home or a safe yard with a partner and an adult. Look for things that use science.
- Find three things: one that grows, one that moves and one that gives light or sound.
- Say the name of each thing.
- Ask one “why” or “how” question about each.
- Draw your favourite and share it.
Think about it: what did you notice?
Did you find science near you? Science is in everyday things.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- I use science when I ___.
- At home, science helps me ___.
- I wonder why ___.
- A farmer uses science to ___.
Guided practice
Question 1. Name one place where we use science.
Home, school, outside or on a farm.
Question 2. Do we use science when we wash our hands?
Yes.
Question 3. Name a word that starts a science question.
Why, how, what or where.
Independent practice
Level 1: Start
- Name one place where we use science.
- Do we use science when we wash our hands?
- Name a word that starts a science question.
- Who uses science to help food grow?
- Name something at home that gives light.
Level 2: Grow
- Ama hangs wet washing in the sun. What science question can she ask?
- Name two jobs that use science.
- Why do we wear a hat in the sun?
Level 3: Stretch
- Pick one thing you did today. Write a science question about it.
- Explain how science helps a farmer.
- A friend says science is only in school. Why is that not true?
Answers are in the answer key below. Try first, then check.
6. Apply: Science in everyday life
Think about a fruit tree near you. Where is the science?
Show a sample answer
Fruit grows on a tree. We can ask what the tree needs to grow.
Another one. Tell a family member one thing from this lesson. Use the words you learned.
Show a sample answer
A clear sentence that uses at least one word from Words to know.
7. Common mistakes
Fix: Science happens everywhere: at home, on farms, in markets and outside.
Fix: Cooks, farmers, nurses and children use science too.
8. Lesson summary and revision card
- I can find science in things people do every day.
- I can name three everyday things that use science.
- I can ask a why or how question about an everyday job.
- I can say one way science helps people.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Science is all around us every day.
- Washing, cooking, playing and growing food all use science.
- Asking “why?” and “how?” helps us find the science.
- Science helps people stay healthy and safe.
11. Next lesson
Next lesson: Using our senses to observe. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- Name two places where we use science every day. [2 marks]
- Write one “why” question about something you do every day. [2 marks]
- How does science help a farmer? [2 marks]
- Ama’s wet washing dries in the sun. What can she ask? What can she look at? [3 marks]
- Who can use science? Give examples. [1 mark]
Total: 10 marks.
Marking guide and model answers
- Any two: home; school; farm; market; outside [1 each]
- A sensible why question [1]; a question mark [1]
- Helps food grow [1]; the farmer finds out what plants need [1]
- A question about drying [1]; the Sun [1]; the air, wind or cloth [1]
- Anyone, such as farmers, nurses or children [1]
Score guide: 9 to 10 = secure. 6 to 8 = nearly there, revise the parts you missed. Under 6 = work through the lesson again with a grown-up.
Printable worksheet
- Name one place where we use science.
- Do we use science when we wash our hands?
- Name a word that starts a science question.
- Who uses science to help food grow?
- Name something at home that gives light.
- Ama hangs wet washing in the sun. What science question can she ask?
- Name two jobs that use science.
- Why do we wear a hat in the sun?
- Pick one thing you did today. Write a science question about it.
- Explain how science helps a farmer.
Homework
With a family member, find three things at home that use science. Tell them one question you could ask about each.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| 1. Name one place where we use science. | Home, school, outside or on a farm. | 1 |
| 2. Do we use science when we wash our hands? | Yes. | 1 |
| 3. Name a word that starts a science question. | Why, how, what or where. | 1 |
| 4. Who uses science to help food grow? | A farmer. | 1 |
| 5. Name something at home that gives light. | A lamp or a torch. | 1 |
| 6. Ama hangs wet washing in the sun. What science question can she ask? | Why does the washing dry? | 1 |
| 7. Name two jobs that use science. | Any two: farmer, nurse, cook, builder, driver, teacher. | 1 |
| 8. Why do we wear a hat in the sun? | To protect our head from the hot sun. | 1 |
| 9. Pick one thing you did today. Write a science question about it. | Any sensible why or how question. | 1 |
| 10. Explain how science helps a farmer. | It helps the farmer find out what plants need, so food can grow. | 1 |
| Total | 10 |
Independent practice answers. Level 1: 1 Home, school, outside or on a farm.; 2 Yes.; 3 Why, how, what or where.; 4 A farmer.; 5 A lamp or a torch.. Level 2: 1 Why does the washing dry?; 2 Any two: farmer, nurse, cook, builder, driver, teacher.; 3 To protect our head from the hot sun.. Level 3: 1 Any sensible why or how question.; 2 It helps the farmer find out what plants need, so food can grow.; 3 Science is in homes, markets and farms as well as school..
Quiz answers: 1 B, 2 C, 3 A, 4 B, 5 C, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 B, Challenge 2 C.
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Find science in things people do every day | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Name three everyday things that use science | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Ask a why or how question about an everyday job | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Say one way science helps people | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Courseversity badge thresholds (overall quiz score): Gold = 90–100%; Silver = 80–89.9%; Bronze = 70–79.9%. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: “Science only happens in a school or a lab.” Science happens everywhere: at home, on farms, in markets and outside.
- Explain another way: use real objects, pictures or actions first, then words.
- Show a simpler example: Pick one real daily job, such as washing hands, and ask what we see, what we use and what we could ask.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child learns that science is part of everyday life, from washing hands to growing food. You do not need to be an expert to help.
- At meals, point out one thing and ask, “Why do you think that happens?”
- Let your child explain a job at home.
- Say “That is a great science question!” when your child asks why.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: find science in things people do every day; name three everyday things that use science; ask a why or how question about an everyday job; say one way science helps people.
Prerequisite knowledge. None. Learners should be able to look, listen and talk about what they notice.
Materials. Chart paper or board, pencils, crayons and a few everyday items (a bar of soap, a bean seed, a wet cloth). Low-resource options: use chalk or charcoal on a board or wall, drawings in the sand, and objects from the classroom instead of printed materials.
Preparation. Set out the items. Write three places on the board: home, outside, school. Check that the walking route is safe.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Read the “morning of science” story and ask where the science is.
Explanation (10 min). Teach: science is in everyday things. Ask for “why” and “how” questions.
Guided activity (10 min). In pairs, learners hunt for science in the room or yard and ask questions.
Independent activity (10 min). Learners draw their favourite science find and say one question about it.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Where do we see science? What “why” or “how” question can we ask?
Teacher explanation notes. Start with real objects and safe, hands-on observation. Then talk about what was seen, then draw and write. Always say “how do you know?”. Keep to the safety notes, and use local, safe materials.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and pictures, short sentences and a partner. Let learners point, show or draw instead of writing. Extension. Ask learners to find a new example at home and explain how they know.
Formative assessment. Listen to learners read and explain, ask “how do you know?”, and check the independent work.
Misconceptions. “Science only happens in a school or a lab.” Science happens everywhere: at home, on farms, in markets and outside.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz, the 10-mark exam practice and the worksheet on this page. All answers and marking guides are in the answer sections above. Re-check every answer before use.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Pick one real daily job, such as washing hands, and ask what we see, what we use and what we could ask. Enrichment. Look for one new example near your home or school, draw it and explain it to someone. Homework. See above.
Teacher reflection. After teaching, record: which ideas learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
This lesson is based on the sources below, and no official endorsement is claimed. Reference starting points: Next Generation Science Standards, Cambridge Primary Science and the IB Primary Years Programme. Where a standard code is named, it points to the official framework.
Research used to shape this lesson. Courseversity Science curriculum, Grade 1 Unit 1, topic 2; Next Generation Science Standards, practice of asking questions; Cambridge Primary Science Stage 1, scientific enquiry; IB Primary Years Programme, inquiry-based learning. These sources informed the lesson.