---
title: See, Think, Wonder
description: Students will use the See/Think/Wonder strategy to help them understand scientific information or text. They’ll demonstrate their understanding in a comic.
image: https://ideas.pixton.com/hubfs/see_think_wonder-001.png
---

**Subject: ELA (English Language Arts)**

**Lesson Length: 30 - 45 mins**

**Topic: Informational Text, Determining Central Ideas in Science**

**Grade Level: 6, 7, 8**

**Standards / Framework: **

- [CCSS.ELA-LITERACY.RST.6-8.2](https://learning.ccsso.org/wp-content/uploads/2022/11/ELA_Standards1.pdf)

**Brief Description:**  Students will use the "See, Think, Wonder" strategy to help them better understand scientific information or text. They’ll demonstrate their understanding in a comic.

**Know Before You Start:** This lesson uses the thinking protocol "See, Think, Wonder." Students will read a text (or observe an image) and pose questions about the content. You’ll need to provide a selected scientific text, diagram, chart or image.

**Hook:**

- Introduce a selected text, diagram, chart or image.
- Display the sample comic. 
- Model how to analyze the material presented by using the "See, Think, Wonder" strategy.  
    - **See:** Discuss the key ideas students see within the text.
    - **Think:** Discuss the ideas and thoughts generated by the content.
    - **Wonder:** Ask students what questions they have or things they wonder about now that they have read the content.

**Activity:**

- Provide students with another science-related text, diagram, chart or image on the same topic.
- After independently reading and/or observing the provided content, have students create a three-panel comic to demonstrate their understanding using the "See, Think, Wonder" strategy.

**Closure:**

- Allow students an opportunity to share their comics with the class or in groups.
- Discuss how using the "See, Think, Wonder" strategy can be used with all types of materials to better understand the content.

**Differentiation:**

- Adjust selected text based on a student’s reading level.
- Provide sentence frames "I see____." "I think ____." "I wonder ____."
- Allow students to use the speech-to-text feature.
- Allow students to work in pairs or groups as needed.
- Allow students to use the voiceover feature to read their comics aloud.

**Resources:**

- [Comic](https://share.pixton.com/qkpcjof) to print or display
- Science article, diagram, chart, or image

**Suggested Content:**

- [![](https://img.pixton.com/content-pack/2078531323277959168/thumbnail.png) Laboratory ](https://content.pixton.com/laboratory)
- [![](https://img.pixton.com/content-pack/1838241380359630848/thumbnail.png) Energy ](https://content.pixton.com/energy)
- [![](https://img.pixton.com/content-pack/1629219714570035200/thumbnail.png) Cell Biology ](https://content.pixton.com/cell-biology)
- [![](https://img.pixton.com/content-pack/1863972626834292736/thumbnail.png) Rock Cycle ](https://content.pixton.com/rock-cycle)
- [![](https://ideas.pixton.com/hubfs/thumbnail-organ.png) Organ System ](https://content.pixton.com/organ-system)
- [![](https://ideas.pixton.com/hubfs/thumbnail-skeletal.png) Skeletal System ](https://content.pixton.com/skeletal-system)

Assign Activity

## Related Ideas

[![](https://ideas.pixton.com/hubfs/what_so_what_now_what_-001.png)](https://ideas.pixton.com/what-so-what-now-what)

### [What? So What? Now What?](https://ideas.pixton.com/what-so-what-now-what)

In this lesson students will learn to better comprehend and check their understanding of nonfiction text by asking reflective questions. 

[![](https://ideas.pixton.com/hubfs/water-001.png)](https://ideas.pixton.com/water-cycle)

### [Water Cycle](https://ideas.pixton.com/water-cycle)

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### [Transcontinental Railroad](https://ideas.pixton.com/transcontinental-railroad)

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