I’m nervous about teaching science. It was not my favorite subject in high school and I took only the required courses in college (mostly lecture). My elementary math-science methods course included science inquiry, but I had very few opportunities to do science activities during student teaching. Now that I’m on my own in a first grade classroom, I’m not sure where to start. I feel like I don’t have the knowledge or experience to do a good job. —C., Washington

Many elementary teachers share your apprehension. Sometimes, as in your case, it may be due to a lack of background in science content or processes. A school’s focus on reading and math may limit science (and social studies) to only a few minutes per week. I’m glad to see that you are thinking about providing time and opportunities for science investigations.

For starters, look at the science curriculum. What are the goals for first grade? Focus on content and activities related to those goals. Ask other teachers in your school what they do and if they’re willing to share. Collaborating with your peers on science lessons can be a powerful form of professional development. Could your school provide time or resources for these collaborations?

If you have to design or choose your own science activities, take a deep breath and jump in with a simple activity…and another…and another. After each, reflect on what went well and what could be improved. Even something as simple as growing seeds or examining rocks can be interesting for students.

NSTA’s Science and Children journal is a good source of lesson ideas each month (and you can search the back issues by topic):

• Teaching with Trade Books explores a concept with recommended books and detailed lessons. For example, the December 2015 topic is “Sunrise, Sunset, and Shadows.” The article lists two books (K–2 and 3–5) and two lessons related to the books. You could substitute other books, too.
• The Early Years features easy-to-use ideas for developing student interests and curiosity. The December 2015 topic is “The Earth-Sun System.”
• Each issue features articles related to a monthly theme and include lesson plans with connections to the Next Generation Science Standards. The illustrated lesson plans are easy to follow and include links to any required documents or resources and examples of student work.

You could also provide opportunities for informal activities:

• A collection of science-related books available for instruction, independent reading, or picture-looking.
• Learning centers with a science theme and objects for students to explore (such as bones, butterfly larvae, shells, or rocks), materials they can manipulate and build with, or a classroom garden or aquarium.
• Incorporating science practices into math activities, including measuring and graphing.
• Read-alouds or book talks using science-related nonfiction books. NSTA has reviews of recommended trade books.

The internet has resources to fill the holes in your own content knowledge. Find out what kind of science or nature seminars or programs are offered at local museums, parks, science centers, or libraries. These are usually informative, enjoyable, and may provide continuing education hours and opportunities to network.

Participating a professional learning community through social media offers a just-in-time way to get ideas and information. NSTA has e-mail lists and discussion forums related to elementary, new teachers, and general science.  Science teachers use many hashtags on Twitter, including #nsta and #scichat. In all of these resources, you’ll find that our colleagues are eager to offer information, suggestions, and resources.

You might think “What if I try an activity or investigation that goes wrong? What do I do?” You certainly need to be prepared and organized, but if you don’t try an activity or investigation until or unless you’re sure it will be perfect, you’re missing opportunities for you and your students to explore, learn, and reflect. Give yourself permission to make mistakes (and learn from them). See the November 2012 blog “Learning from Mistakes”  for an example of how a teacher and her students turned a “failed” activity into a powerful learning experience.

Young students are by nature inquisitive, curious, and eager to learn about the world around them. So relax a bit and enjoy learning with your students. They won’t care if you say “I don’t know—let’s figure it out” in response to a question! They don’t need a sage on the stage as much as they need a guide on the side—or a partner in the process.