One of the most common issues that we hear from teachers is that they have limited time in their schedule for science. Some have explained that they have as little as 20 minutes a day, or half an hour a few times a week. They seek guidance on how to teach their science standards effectively during that time. Long story short? You basically can’t! At least…not to mastery.
Hear us out: let’s look at the reasons why that can’t be fully accomplished, and then we will provide some ideas of what you can do if you are left in that position.
Effective Instruction !
What are the components of “effective” instruction? Well, it involves a balance of many things.
Direct instruction via resources like slideshows and note-taking, hands-on labs that are rooted in phenomena and inquiry, vocabulary practice with game-like activities, and exposure to questions that prepare them for testing expectations are just a few examples. There’s a wide range of things to do to develop a well-rounded understanding of any given science topic!
Considering the time it also takes for classroom routines like a spiral review or passing out supplies, it’s clear that not much can be done if you only have a sliver of time for science instruction.
Almost every state has policies about instructional time. However, these relate to hours or minutes required for the school year or day, not per subject. Some states have mandated daily time requirements for reading (usually 60 or 90 minutes), but not for science. These decisions are left to individual districts.
Historically, reading and math have always had priority here. Science and social studies are left to fill in the gaps, which have become slimmer and slimmer in recent years. Even in grade levels like 5th grade, where science is a tested subject, it is often not given adequate time to fully cover the content. 45-60 minutes (or more!) is what we consider ideal for an upper elementary science class period.
Let's Compare !
Let’s compare two examples and see the consequences. Suppose that Teacher A has a 20-minute science block, and Teacher B has a 60-minute science block.
We’ll use Landforms Formation from the 5th grade TEKS as an example and modify our Planning Guide suggestions for Teacher A to help them accomplish as much as possible.
What do you notice?
Teacher A is doing the bulk of the work here, and students are left mostly watching rather than doing science. There is simply not enough time to have them naturally move through all the necessary components of these activities in 20 minutes.
So, they might get exposed to the content, but they probably aren’t internalizing it. And they certainly aren’t getting an opportunity to explore deeper or reflect.
Teacher B, on the other hand, has more time to let students try things themselves. They can naturally inquire and experiment more. They become part of the science instead of an audience.
Which class do you think is retaining more information?
Feeling Stuck ?
So, what do you do if you are stuck in Teacher A’s situation? Our first response is to talk to your admin and advocate for more time! It’s worth explaining the difference that could occur in your classroom.
Many schools do make it work, with some scheduling 60-80 minutes a day for 5th-grade science!
We love to see 45-60 minutes every day for grades 4-6 and 30 minutes daily for grades 2 and 3.
But for those whose schedules are left with too little time, we can offer some solutions. Here are the top resource types that we recommend with a limited schedule, and why:
The takeaway here is simple: upper elementary teachers need more than 45 minutes a day for effective science instruction. If you aren’t getting that, have a conversation with the decision-makers on your campus to advocate for yourself and your students.
It’s unreasonable to expect major growth or high levels of mastery when adequate time isn’t provided to explore science content in depth. It’s kind of like expecting fast food to receive a Michelin star.
Here’s to hoping that science gets the time it deserves, for the sake of both teachers and students!
-Holly Hall, Curriculum Director
