1. Elementary Science Leaders Sept
Elementary Science Leaders Sept. 24 – 27, Dialogue # 1 Resource: What Do Scientists Do?
The 5 E’s Lesson, What Do Scientists Do? was adapted from the Science for Children Summer 2012 issue: Teaching Through Trade Books, Setting the Stage for Science article by Emily Morgan and Karen Ansberry.

2. What Do Scientists Do? (Engage)
Draw a picture of a scientist doing his or her job.
Include details such as
- What kinds of tools the scientist is using
- What kind of environment he/she is working in
(lab, outdoors, planetarium, museum, space, etc.)
- What he/she is learning about
Include a short sentence that describes the drawing in the form of “Scientists _______”
(for example, “Scientists ask questions”
or “Scientists study fossils”)
The 5 E’s Lesson, What Do Scientists Do? was adapted from the Science for Children Summer 2012 article: Teaching Through Trade Books, Setting the Stage for Science by Emily Morgan and Karen Ansberry.
Engage: To find out your students’ preconceptions and prior experiences with the work that scientists do, have each student:
Draw a picture of a scientist doing his or her job.
Include details such as
- What kinds of tools the scientist is using
- What kind of environment he/she is working in
(lab, outdoors, planetarium, museum, space, etc.)
- What he/she is learning about
Include a short sentence that describes the drawing in the form of “Scientists _______”
(for example, “Scientists ask questions”
or “Scientists study fossils”)
Evaluation: Students can post their pictures and do a gallery walk so that all pictures are shared. Then ask students to share some observations about the drawings.

3. What Do Scientists Do? (Explore)
Look over the set of 26 verbs word cards.
Discuss each word in the set with your group to determine what it might have to do with the work that scientists do.
Questions to Think About:
Were some easy to figure out?
Were others harder to figure out?
Are there any you are still not sure about?
Were any of the verbs the same as the ones you
used in your ‘Scientists _______’ sentences?
Explore: Give each group of four students a set of 26 Word
Cards with the verbs from S Is for Scientists. Show
them the cover of S Is for Scientists and tell them that
all of the words on the cards are used in this book. Have
groups discuss each word in the set and determine
what it might have to do with the work that scientists
do. Then ask questions like “Were some easy to figure
out?” “Were others harder to figure out?” “Are there
any you are still not sure about?” and “Were any of the
verbs the same as the ones used in your ‘Scientists
_______’ sentences?”

4. What Do Scientists Do? (Explain)
As the book, S Is for Scientists: A Discovery Alphabet is being read aloud, listen for the words on the cards in order to find out how each applies to the work that scientists do.
Explain:
Introduce the author and illustrator of S Is for Scientists.
Read the introductory poem on page 3. Tell students
that they will be listening for the words on the
cards in order to find out how each applies to the work
that scientists do. Read each four-line poem aloud and
stop periodically to discuss the meanings of any verbs
that might not be as straightforward as the others,
for example, you may want to stop and explain that
“adapt” is another word for “change.” You may also
choose to read some of the sidebar text that gives more
information about each scientist. Point out that many
of the words and descriptions from the book have to do
with the way scientists think (e.g., comparing, hypothesizing,
observing, questioning, visualizing). Explain
that even though the scientists featured in this book look very different
and are working in different areas of study, they share a common way of thinking,
questioning, and searching for answers.

5. S is for Scientists: (Elaborate) A Discovery Alphabet
During science time this school year we will be doing
many of the things that scientists did in the book. We will create a class version of a scientists’ alphabet book.
Each of you will be assigned one of the words from
the book and your challenge is to take a photograph
or make a drawing of yourself or your classmate(s)
that clearly illustrates that verb.
You will also write a few sentences explaining how
the verb is being shown in the photo or drawing
and how it applies to science.
Evaluate
Assess student understanding by evaluating whether or not their photographs and explanations accurately
depict the word as it applies to science. Also, revisit the students’ scientist drawings from the engage phase of
the lesson and discuss how their ideas about the work that scientists do may have broadened or changed.
Elaborate: Tell students that during science time this school year they will be doing
many of the things that scientists did in the book. Explain that you want
them to create a class version of a scientists’ alphabet book. Pass out copies of the Scientist Alphabet Template.
Assign each student one of the words from the book and explain that their challenge is to take a photograph or make a drawing of themselves or their classmates that clearly illustrates that verb. They will also write a few sentences
explaining how the verb is being shown in the photo and how it applies to science. If you have fewer than 26
students, you can illustrate a few examples of your own
to complete the alphabet. Although each student will be assigned their own word, it is a good idea to put students
in groups for this activity so they can brainstorm how to illustrate each word with a photograph as well
as to take each other’s pictures. Display the students’
photographs in alphabetical order in the classroom or
hallway and refer to them throughout the year as the
students are doing some of these activities.