3 Practical Ways to Set Your Classroom Up for Wonder
On the third day of school, I heard the commotion before I saw it. Kids were squealing, pointing, and calling their friends over. A circle had formed around one spot on the sidewalk, and as a teacher, I knew I needed to go see what kind of “crazy” was going on.
When I got closer, I saw it: ants crawling in a line across the sidewalk, some heading toward a dead insect and others carrying pieces away.
The kids’ first instinct? Stomp on every ant in sight, of course!!!
I stopped them quickly (and quite dramatically). They looked at me like I was crazy when I told them not to kill the ants. I asked them to pause, breathe, and think like scientists. They doubted my sanity for a moment, but then they nodded, crouched down, and looked closer, more intently.
This is where I could have just explained: “Ants are decomposers. They clean up dead things in nature.” But if I had, the opportunity would have been over. They might have nodded, maybe asked a question, or stomped on the ants anyway. Worst of all? The wonder would’ve been lost.
Instead, I crouched down with them and started simply: “What do you notice?”
I validated their observations and gave them space to think before modeling my own curiosity: “I wonder why they are walking in a straight line?”
As they kept watching, I added a few more questions that pushed them to observe more closely: “What do you notice about how the ants are moving?”
Then, in response to what they noticed, I modeled more I wonder questions:
“I wonder what they are carrying?”
“I wonder what would happen to the dead insect if the ants weren’t here?”
They noticed. They questioned. They reasoned. Little by little, the students started to figure it out. Someone pointed out, “The bug is upside down. I think it's dead.” Another student asked, “Did the ants kill it?” Someone else said, “They’re breaking it into pieces.” Another added, “I wonder why they are all walking the same way?”
Their reasoning wasn’t always accurate, but it was authentic, and it revealed a bigger pattern: the ants had a job in nature.
By the time I introduced the word decomposer, it wasn’t just a term to memorize. It was an answer to their own questions. And that’s what makes learning stick.
So how can we set our classrooms up for moments like this? Here are three practical ways to train your students to wonder like scientists:
1. Begin with noticing
Instead of jumping in with explanations, begin with one simple question:
What do you notice?
Give students a quiet moment to observe and remind them that this is not a sharing time, but a time to simply look closely and do their own thinking.
Once they have observed on their own, have them share with a partner, then ask them to go back and look again for what their partner noticed. This step is often skipped, but it is incredibly powerful. It helps students realize there is always more to see. Sometimes a partner points out something obvious they overlooked, other times it sparks a brand-new wondering. Either way, their view of the world expands.
Next, invite students to share what they (or their partner) noticed with the class. Accept and honor all observations.
If a student says, “I notice the ant is tiny,” you might respond, “Yes, it is! Let’s see what else those tiny ants are doing.”
If students drift into a “one time” story about ants (you know, the really long ones that go on forever and are only partly on topic), listen first and then paraphrase what they noticed. For example: “Oh! You noticed that the fire ants run so fast, and these ants are moving slowly.”
After a few students have shared, begin modeling how to turn observations into wonder questions. If a student notices the ants walking in a straight line, you might respond: “I wonder what makes the ants stay in a straight line, even across the grass?”
One more important rule: do not answer any questions yet, no matter how much you want to.
2. Honor questions
This is where students practice their own “I wonder…” questions.
If someone asks, “Why are the ants in a line?” reframe it: “I wonder why the ants are in a line?” Accept all questions and guide gently back on track when needed. If a wonder is only slightly off topic, reframe it and connect it to what you’re studying.
For example, during our ant talk, if a student had said, “I wonder if ants eat people food like pizza,” I would have acknowledged it and reframed: “That’s an interesting thought! I wonder what kinds of food ants are attracted to in nature and how that connects to what they’re carrying right now?”
If a student had said something like, “I wonder if ants have pets,” or even more unrelated, “I wonder how airplanes fly?” we would jot it on a sticky note and add it to the Wonder Wall.
The Wonder Wall is simple but powerful. Not every question becomes a full investigation, and that’s okay. Some get revisited later, some connect to new lessons, and some just stay posted as visible proof that every question matters. Over time, this steady practice builds a culture of curiosity. When students see their wonders valued, they grow more confident in asking, and the more you model, the better their questions become.
3. Resist the rush to explain
This might be the hardest part. Kids (and teachers) want quick answers, but learning happens when you let students wrestle with ideas.
Scientists do not get answers whispered in their ears. They notice, wonder, test, and reason. That is exactly what your students are practicing when you resist explaining.
Instead of giving answers, try asking:
“What do you think is happening here?”
“How could we test that idea?”
“What would help us know for sure?”
You can also invite students to sketch a model or compare ideas. The key is to let them work through their own thinking first.
And of course, you are not withholding explanations forever. The vocabulary and scientific ideas come later, once students have invested in the reasoning. That is what makes the learning stick.
I follow this same format every time we begin an anchoring phenomenon, and I use the same modeling strategies with investigative phenomena. The key is always resisting the urge to give answers. (We will dive into the types of phenomena and when to use them in a future post.)
The best part of all of this?
You do not need elaborate setups. Ordinary moments, such ants on the sidewalk, shadows on the playground, and clouds drifting overhead, can spark extraordinary thinking when we give kids space to notice and wonder.
Here is the important truth: this is not just good teaching, it is exactly what the standards call for. NGSS makes it clear that students learn science best by doing science. When you hold back just long enough for them to notice, wonder, and reason, the vocabulary and explanations click into place, and the learning sticks.
A little postscript…
And now back to the ants: I’m happy to report this story has a happy ending. It is clear those students no longer see ants the same way. Since then, they have reminded each other not to step on the ants and have even taught their friends to show the same respect to ants, spiders, and crickets on the playground. I also overheard one of them talking to a friend as he pointed to a different dead insect in the grass, saying, “The ants will come soon. They’re decomposers. They clean up our world.”
Watching kids make and apply discoveries like that is why I love teaching science. One tiny moment can change how kids see the world and how they talk about it. (And yes, letting them explore is a big piece too…but we’ll explore that in another post.)
And when we create space for noticing, questioning, and resisting the urge to explain, we do more than protect wonder. We train our students to think like scientists. We give them tools they can use for the rest of their lives to stay curious, to keep asking, and to never lose their sense of wonder.
So now… I wonder how you might use these strategies in your classroom. 😉
Try This Tomorrow
Want to spark more wonder in your classroom? Try these three simple moves:
Begin with noticing
Start by asking: “What do you notice?” Accept all observations and invite students to share with a partner before sharing with the class.
Honor questions
Encourage “I wonder…” phrasing. Reframe off topic questions and post them on a Wonder Wall so every idea is valued.
Resist the rush to explain
Instead of answering, ask: “What do you think is happening?” or “How could we test that?” Let students wrestle with ideas before introducing vocabulary.
Comment below to share if you try this and how it worked, or if you have any questions!
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