In this article five trainee teachers specialising in science at the University of Winchester describe their experience teaching science for three consecutive Fridays within a 2 year class (ages 6-7). They were given the task of teaching food and nutrition through the class topic of "turrets and tiaras," a medieval history focus. Their goal was to compare "tight" and "flexible" learning outcomes and reflect on how primary science should be taught, what supports successful learning, and finally how best to promote child engagement and creativity. The premise behind this placement was the transformation that has occurred in teaching primary science, from a focus on ensuring correct conceptual understanding, with little effort made to find out children's existing ideas or challenge preconceptions, to a more constructivist approach using the children's perceptions of scientific concepts to plan appropriate lessons, rather than planning highly structured objectives and activities. The teachers wanted to explore this further in order to develop their own understanding of good science teaching. Herein, they describe their experience using general learning objectives only in their first two lessons, the benefits of flexible learning outcomes, tightening the outcomes in the final lesson, and how their thinking changed as a result of this teaching experience.