The first week of school sets the tone for everything that follows. While it’s tempting to jump right into your curriculum, I’ve found that spending a few days establishing routines, building curiosity, and creating a positive classroom culture makes the rest of the year run much more smoothly. Students quickly learn what to expect, become comfortable with classroom procedures, and begin to see science as something they actively investigate rather than simply memorize.

Start with an Engaging Phenomenon

One of my favorite ways to begin the year is with an engaging phenomenon. Instead of opening the first class with a long list of rules, I like to show students something that immediately sparks curiosity—a strange photograph, a short video, or a simple demonstration. Rather than explaining what’s happening, I simply ask, “What do you notice?” and “What do you wonder?” Those two questions immediately get students thinking like scientists and encourage everyone to participate, regardless of their prior knowledge. It sets the tone that science is about curiosity and investigation, not simply finding the right answer.

Teach Procedures Through Activities

As we move through the first week, I focus on teaching classroom procedures through activities instead of lectures. Students don’t remember a slideshow about expectations nearly as well as they remember actually practicing them. Every activity becomes an opportunity to reinforce routines like entering the classroom, collecting materials, working with partners, cleaning up supplies, and turning in assignments. By the end of the week, many of these procedures have already become habits, which saves valuable instructional time throughout the rest of the year.

Introduce Bell Ringers Immediately

I also introduce bell ringers on the very first day. Establishing this routine immediately creates a calm, productive start to every class period. Students quickly learn that there is always something waiting for them when they walk through the door, which reduces downtime and helps eliminate many common classroom management issues before they begin. During the first week, my bell ringers focus on observation skills, critical thinking, or interesting science facts rather than content students haven’t learned yet. The goal is simply to establish a routine that students will follow every day.

Set Up Interactive Science Notebooks

Another activity I never skip is setting up our interactive science notebooks. Taking one class period to organize notebooks saves countless headaches later in the year. We create a table of contents, number pages, add dividers if we’re using them, and discuss how the notebook will serve as our learning tool throughout the year. Investing a little time in organization early makes it much easier for students to stay organized as new units begin.

Introduce Student Data Tracking

I also introduce student data tracking during the first week. Rather than waiting until students receive their first assessment, I explain that we’ll be tracking growth all year long. Students learn that their goal isn’t perfection but improvement. As they complete quizzes and tests throughout the year, they’ll use their data trackers to reflect on their progress, identify areas for growth, and set meaningful goals. It encourages students to take ownership of their learning from the very beginning while helping them develop a growth mindset.

Include a Simple Hands-On Investigation

Of course, students are excited to actually do science, so I always include at least one simple investigation during the first week. It doesn’t need to require expensive materials or complicated procedures. In fact, I prefer investigations that are easy to set up but generate lots of discussion. The emphasis isn’t on getting the “right” answer. Instead, students practice making observations, collecting evidence, communicating with teammates, and thinking like scientists. At the same time, I get a chance to observe how they collaborate, communicate, and solve problems.

Build Classroom Community

Building classroom community is another important part of my first week. Rather than using traditional icebreakers, I prefer science-based collaborative activities that naturally encourage students to interact. A simple STEM challenge, a mystery object investigation, or a team observation activity allows students to begin building relationships while keeping the focus on science. These experiences help students become comfortable working together before we begin more complex labs later in the year.

Introduce Lab Safety Naturally

In addition to spending time reading through lab safety rules, I also weave safety expectations into our activities as they naturally arise. When students begin using materials, we pause to discuss why certain procedures matter and how they help keep everyone safe. By connecting safety to real situations instead of a long list of rules, students are much more likely to remember and apply those expectations during future labs.

End the Week with Reflection

At the end of the week, I always ask students to reflect on their first few days in science class. I might ask what surprised them, what they’re excited to learn this year, or what goals they have for themselves. Their responses help me get to know my students while also encouraging them to take ownership of their learning from the very beginning. It also gives me valuable insight into what students are feeling as we start the school year together.

Final Thoughts

The first week of school isn’t about covering the most content—it’s about building a strong foundation for everything that comes next. By focusing on curiosity, routines, collaboration, and student ownership, you’ll spend less time managing behavior and more time teaching science. A thoughtful first week creates momentum that carries students through the rest of the school year.