For the past few years, I’ve had a self-contained fifth-grade class, and my students and I enjoyed doing many hands-on science activities and investigations. Next year, I’ll be teaching science to all of the sixth-graders. The science classroom is well equipped, but I’m looking for suggestions on managing five sections of science every day, especially labs.
—Elizabeth, Bowling Green, KY
In a self-contained classroom, you could be flexible with the schedule. If a science activity took a little longer than expected, you could adapt. But your new situation will be sensitive to the bell schedule. Your classes will be back-to-back, allowing little time between dismissing one class and welcoming the next. Preparation and organization will be important.
Plan your activity for the amount of time you have. If you have a single period (e.g., 45 minutes), you are limited to investigations that can be completed (including the introduction and cleanup) within that time or those that can be paused and continued at another time.
Prepare materials and equipment in advance. Have a surplus of materials so you won’t have to leave the room to get something. Assemble trays or boxes with materials for each lab group. A card in the box (or notes on the board) with an “inventory” helps students know what to return at the end.

If students get to class after the activity has started, allow them to work on the activity if and only if you first brief them on the safety issues (as you did with the rest of the class at the beginning of the activity). Prepare seatwork for those waiting for a turn or are not doing the activity. Students doing seatwork should remain at their desks.
Even the best class or most advanced students can run into difficulties. Resist the temptation to stay at your desk and grade papers or plan the next activity. Monitor your students as they work. In addition to looking for safety issues, you can do some formative assessment as you walk around. You can ask and answer questions, guide their thinking, and eavesdrop on their conversations. You can have a list of lab skills and check off students as they demonstrate them. Also note anything that you would change for the next class or the next time you do this activity.
Time flies during an activity, and if the bell rings while students are still working, they’ll want to rush on to their next class. Students must assume responsibility for cleaning up at the end of the period so that everything is in place for the next class. Set an alarm or timer to provide enough time to clean up the lab stations and debrief on the activity.
Have a sign at each lab station with a list of cleanup tasks. Check each group’s lab station and their box or tray to inventory the equipment and materials before they sit down. Do not dismiss the class until the cleanup is complete and all equipment and materials are accounted for.
Just as in a self-contained classroom, you’ll need organizational strategies, such as labeling or color-coding the paperwork for each section of students, designated routines to hand in assignments, and a place to store 100+ science notebooks.
Another challenge in teaching several sections of the same subject is maintaining your energy level. Even though you’re doing the same activity all day and hearing the same questions, it’s a new experience for each section of students. Your enthusiasm in the last period class has to be at the same level as first period.
And wear comfortable shoes on lab days—you won’t have a chance to sit down!