Let me let you in on a little secret: middle schoolers don’t actually hate science. They just think they do.
Sure, they’ll groan at the mention of the periodic table and feign confusion over lab write-ups… but hand them a cup of baking soda and vinegar, and suddenly you’ve got Bill Nye energy bouncing off the walls.
That’s where the magic happens.
I’ve spent over 20 years teaching middle school science, and I’ve learned this: if you want students to learn real science, you have to make it feel like anything but a traditional lesson. So here’s how I trick my students into diving deep into scientific thinking (while genuinely loving it):
1. I Disguise Science as a Challenge
“Your mission, if you choose to accept it…” kicks off most of our experiments. Whether it’s solving a “crime” or making an “escape” my students are doing science before they even realize it’s happening. It’s problem-solving. It’s teamwork. And it’s 100% standards-aligned.
Want the secret sauce? Frame the activity like an escape room, challenge, or real-world scenario. Boom—suddenly, they care.
2. I Use Inquiry… Light
Let’s be real: full-on inquiry can feel chaotic, especially with 30 students and limited supplies. That’s why I use “inquiry light.” I give them the tools, a goal, and a loose structure… but leave just enough space for them to explore and stumble a bit.
They think they’re just “trying stuff out.” I know they’re forming hypotheses, testing variables, and analyzing data. (Insert science teacher evil laugh here.)
3. I Let Them Be the Teacher
One of my favorite tricks? Flip the script. Students work in teams to design and lead a mini-lesson or demo. Not only does this force them to deeply understand the material, but it also builds classroom confidence.
Plus, watching a group of 7th graders excitedly explain Newton’s Third Law using balloons and scooters? That’s my kind of science party.
4. I Sneak in the Science Standards
My lessons are always aligned to the standards… I just don’t announce it with a trumpet. I embed vocabulary and concepts into every hands-on activity and encourage students to use the right language when they share or reflect.
Suddenly, they’re tossing around words like kinetic energy and photosynthesis without even realizing they’re doing high-level science.
5. I Let Them Play (With Purpose)
Stations, simulations, role plays… if it feels like a game, it gets buy-in. But every “game” I run has a learning target behind it. I design lessons that feel like play but deliver serious science content.
It’s a win-win. They’re laughing, learning, and asking when we’ll do it again. And you? You’re hitting your standards, building relationships, and enjoying your job.
Try these Standards-Aligned Resources! They’ll forget they are science-ing!
ezpz-science.com 