When people think of science lessons, they often picture bubbling test tubes, dramatic explosions, or baking-soda volcanoes. Waldorf science looks a little different. At first glance, it might not seem as “exciting” as those flashy experiments, but if it isn’t about spectacle, how do we truly capture the imagination of children?
Like so much in Waldorf education, the answer lies in wonder.
Science Rooted in Awe
The goal of the Waldorf middle school science curriculum is not to overwhelm children with abstract formulas or long lists of facts to memorise. Instead, it’s to awaken a deep sense of awe for the world around them.
This approach is called phenomenological science – a way of teaching that begins with direct observation and lived experience. Students are guided to notice, to feel, and to truly experience a phenomenon before they are ever asked to intellectualise it.
In Class Six, when children are beginning to step more firmly into the world of thinking and reasoning, we open this door through the study of sound.
And what may look like the simplest experiments often turn out to be the most powerful. Here are a few of my favourites:
Singing Glasses and Blowing Bottles
When I first prepared the classic “bottle and glass” demonstration, I’ll admit I had my doubts. Could something so simple really hold the attention of my students?
As soon as I blew across the top of a bottle and that low, resonant note filled the classroom, I had my answer. The children were transfixed. When we added water to the glasses and made them “sing” by running a wet finger around the rim, they were absolutely enraptured. I was very pleasantly surprised by how a seemingly simple experiment could pull them in so well. For weeks afterwards, we had blowing bottles and singing glasses turning up in class at every opportunity!
Sound Across a Field
Another day, we took our science lesson outdoors. Armed with nothing more than two wooden ‘clappers’ (raided from the cross-country running kit to start a race), we spread ourselves across a long field, with students spaced far apart in a straight line. When I struck the sticks together, the first student raised their hand when they heard the sound, then turned to watch the next, and so on, creating a visible wave of hands as the sound travelled down the line.
It was a living picture of the speed of sound. The children were delighted to discover they could see sound move. When we repeated the experiment in a circle, all students heard the sound at the same time – a perfect way to notice how sound spreads outward in waves.
Spoon Chimes
Another favourite was the “spoon chime.” With nothing more than a spoon, a string, and fingers in ears, the children discovered a world of hidden resonance. When they knocked the spoon against a hard surface, the vibrations travelled up the string and into their ears, creating a sound far louder and richer than they expected.
The next day, we talked about why this happened: sound travels at different speeds through solids, liquids, and gases. In solids, the particles are close together, so vibrations move quickly and efficiently. This is why a spoon pressed to your ears can sound like a whole bell tower ringing!
Other Simple Wonders
We also explored sound through simple tools like the tin can telephone, where string carried voices across the room, and even through playful exercises like sky walking, where a mirror under the nose makes the whole world appear upside down – a reminder that our senses, too, are part of the scientific picture.
Each activity may seem unassuming, but when presented with care, they ignite joy and curiosity.
Why It Works
For me, these experiments have been some of the most rewarding moments in the middle years classroom. Waldorf science doesn’t need fireworks or explosions to capture children’s attention. The look of astonishment when they hear a glass sing, or the thrill of watching sound ripple down a line of friends across a field – those are the moments that matter.
And the best part? You don’t need to be “sciency” to bring this to your students. With a little preparation and a willingness to wonder alongside them, these lessons almost teach themselves.
Because in the end, Waldorf science isn’t about memorising facts or ticking boxes. It’s about falling in love with the world, one phenomenon at a time.
Resources
There are plenty of ideas out there if you Google ‘Grade 6 Waldorf Science’, but a physical book you cannot go past is Physics is Fun: A Sourcebook for Teachers by Roberto Trostli. This book has an excellent instructional overview of the Physics Main Lesson blocks in the Middle School, and briefly outlines each experiment within these blocks.
The Rhythm of a Waldorf Science Lesson
In true Waldorf fashion, science isn’t taught as a one-off activity. Instead, we work with a rhythm that allows children to experience, reflect, and then articulate what they have learned. This three-day pattern worked well for my students and helps the learning sink in more deeply.
Day One – Experience
The first day is for the experiment itself. I demonstrate the activity, and then the students are invited to try it for themselves (where appropriate). The emphasis here is on direct experience – what they see, hear, and feel in the moment – without rushing to explain it away.
Day Two – Discussion and Recording
The next day, we revisit the experiment through conversation. Students share what they noticed, and together we begin to tease out the learning. From there, we move into writing. Using a simple structure: materials, setup (with a diagram), procedure (in numbered steps), observations, and conclusion, the students begin to record the experiment in their books.
Day Three – Completion and Extension
On the third day, we complete the write-up. For students who are ready for more, I often extend the work into descriptive writing. This allows them to turn the experiment into a short paragraph written in rich, imaginative language, weaving together observation and expression.
This rhythm gives space for both scientific precision and creative reflection, allowing the head, heart, and hands to work together.