When I first started teaching science, I had no idea how to introduce physical science.
Like a lot of new teachers, I could plan engaging back to school activities, but I struggled with what came next. How was I going to transition from icebreakers and classroom expectations into actual science content without losing students’ interest? How could I introduce concepts that feel meaningful without overwhelming them during the first few weeks of school?
One of the goals I set for myself during that first year probably seems overly simplistic and shallow, but it was simple and worked well as a guiding light all school year. My goal was to minimize the deer-in-the-headlights look whenever I started teaching. I wanted genuine interest and a desire to learn. If I were lucky, I wanted to see some excitement too!
Over time, I developed a flow that helped students ease into physical science while still making space for curiosity and building respect for the subject. Here’s exactly how I introduce physical science to my high school students.
Day 1: “What Is Science?” and Why It Matters
On the first day of the unit, I challenge students to think about a simple question: What is science?
When I introduce physical science to my students, I want them to be able to define science, but more importantly, I want them to understand why science matters in their lives. We discuss why people study science and how scientific discoveries impact the world around us.
The three major reasons we learn science are that humans are naturally curious, we want to understand the world around us, and we can use scientific knowledge to help people and solve problems.
Many students enter physical science convinced it isn’t their favorite subject. Before we dive into content, I want them to see the value of what they’re about to learn.
I’ve found that by the end of the year, my students are often saying things like “I’ve never been good at science, but I liked this class,” or “This is the best I’ve ever done in science,” and “I was talking to my dad about what we learned this weekend.”
Those comments light me up inside because they remind me why I love what I do! To be honest, though, these kinds of comments didn’t just happen by accident. I believe they came about because we established the importance of science from the very beginning.
If you’d like a ready-to-use PowerPoint that covers these concepts and includes an activity about science careers, you can find that resource on TPT.
Day 1 Assignment: Introduce Scientific Fields with a Choice Board Activity
To end Day 1, I have my students complete a career exploration choice board.
Students select a scientific field from a provided list and then choose one task from a menu of options. Their response should be 10–15 well-written sentences that demonstrate understanding of the field they selected.
I also encourage students to include at least two sources they used during their research. This is optional, but it holds them accountable and decreases the amount of cheating.
They tend to truly enjoy this activity because they’re learning about real-world careers and discovering how science connects to potential future jobs. Because the assignment is personalized, they tend to be more engaged than they would be with a traditional worksheet.
I typically assign any unfinished work as homework, and students rarely complain because the activity feels relevant and interesting.
Day 2: Models, Laws, and Theories Before the Scientific Method
On Day 2, we begin discussing how scientists explain and understand the world. I use my PowerPoint to teach students about the three types of models we use in science: physical models, conceptual models, and mathematical models.
We also discuss the difference between scientific laws and scientific theories, which is a distinction many students have never considered before.
To check understanding, students complete a Scientific Theories, Laws, and Models Check Your Understanding activity before we move on.
You can download this matching activity here.
Understandably, students often have misconceptions about theories and laws. Addressing those misconceptions early helps build confidence before introducing more complex scientific concepts later in the year. I try to use examples they’ll see throughout the year to make it relevant for them.
Day 2 Assignment: Concept Review Activity
After the lesson and the check for understanding, students complete a concept review activity that reviews what we’ve learned these last few days. If you don’t want to download my concept review activity, you can also have the students simply answer the questions in the review section of the chapter. The idea here is both practice and an informal assessment of what they’ve learned so far.
The concept review allows students to revisit key concepts independently before we move into the scientific method. As with most of my assignments, anything not completed in class becomes homework. In addition, it helps the students start developing the habit of using their notes to study and find answers. When I’m checking answers to these worksheets, I’m looking for the exact answers from my slides and their notes. This helps me know the students are actually doing the work and not just coping and pasting answers from the internet.
I’ve found that easing into physical science and focusing on the “why” before the content makes a huge difference throughout the rest of the school year.
Instead of immediately jumping into vocabulary, formulas, or the scientific method, students first develop an appreciation for what science is and why it matters. Once that foundation is established, the transition into more challenging content becomes much smoother.
If you’re a new physical science teacher or looking for some fresh ideas to start the new year, I hope this sequence gives you some ideas for introducing physical science without overwhelming your students.
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These are the exact resources I mentioned in this blog post about how I introduce Physical Science to my students.