Unit Plan 36 (Grade K Science): Cumulative Synthesis & Exhibition

ocus: Present and explain learning across pushes/pulls, sunlight and heat, weather patterns, needs and habitats, Earth changes, and engineering design through models, demonstrations, and student-led explanations.

Grade Level: K

Subject Area: Science (Physical Science • Life Science • Earth & Space Science • Engineering Design)

Total Unit Duration: 5 sessions (one week), 45–60 minutes per session

I. Introduction

This final week is a joyful “show what you know” celebration. Students revisit big kindergarten science ideas—how pushes and pulls change motion, how sunlight warms surfaces, how living things have needs and live in habitats, and how weather changes in patterns we can observe over time. Students then create a simple exhibit piece (model, demonstration, poster, or diorama) and practice explaining it clearly using observations, evidence, and key science words. The week ends with a class Science Showcase where students present to classmates and invited visitors.

Essential Questions

• How do pushes and pulls change the speed or direction of objects?
• How does sunlight affect Earth’s surface, and how can shade reduce warming?
• What do living things need to survive, and how do habitats meet those needs?
• What weather patterns can we observe over time, and why do they matter for daily life?
• How do engineers use tests and data to improve a design?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe and demonstrate how different strengths or directions of pushes/pulls change motion (K-PS2-1).
2. Explain (with simple data) whether a design solution changes an object’s motion as intended (K-PS2-2).
3. Make observations showing the effect of sunlight on different surfaces and compare sun vs. shade (K-PS3-1).
4. Build and explain a shade structure that reduces warming and describe why it works (K-PS3-2, K-2-ETS1-2).
5. Use observations to describe patterns of what plants and animals need to survive (K-LS1-1).
6. Use a model to show how an organism’s needs connect to the place it lives (K-ESS3-1).
7. Share observed weather patterns over time (temperature/sky/precipitation/wind) using pictures, tallies, or simple charts (K-ESS2-1).
8. Use evidence to explain how plants/animals/humans can change environments to meet needs (K-ESS2-2).
9. Ask and answer questions about weather forecasts and how people prepare for severe weather (K-ESS3-2).
10. Communicate at least one solution that reduces harmful human impact on land, water, air, or living things (K-ESS3-3).
11. Define a simple problem, then sketch/build/test an improved object or tool within criteria and constraints (K-2-ETS1-1–3).

Standards Alignment — Grade K (NGSS-Aligned)

• K-PS2-1 — Compare effects of different strengths/directions of pushes and pulls on motion.
• K-PS2-2 — Analyze data to determine if a design solution works to change speed/direction.
• K-PS3-1 — Observe the effect of sunlight on Earth’s surface.
• K-PS3-2 — Design/build a structure that reduces the warming effect of sunlight on an area.
• K-LS1-1 — Use observations to describe patterns of what living things need to survive.
• K-ESS2-1 — Use/share observations of local weather conditions to describe patterns over time.
• K-ESS2-2 — Construct an argument supported by evidence for how organisms (including humans) can change the environment to meet needs.
• K-ESS3-1 — Use a model to represent the relationship between needs and places living things live.
• K-ESS3-2 — Ask questions about the purpose of weather forecasting to prepare/respond to severe weather.
• K-ESS3-3 — Communicate solutions that reduce human impact on the local environment.
• K-2-ETS1-1 — Define a simple problem people want to change.
• K-2-ETS1-2 — Develop a simple sketch/model showing how an object’s shape helps it function.
• K-2-ETS1-3 — Analyze data from tests of two solutions to compare strengths/weaknesses.

Success Criteria — Student Language

• I can show how a push or pull changes how something moves.
• I can tell if a tool/design worked by looking at what happened (my data).
• I can explain how sunlight warms things and how shade can help.
• I can tell what plants/animals/humans need to live and where they get those needs.
• I can share weather patterns we noticed and how people can stay safe.
• I can explain my project using science words like observe, test, and evidence.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Showcase choices menu (students pick one exhibit format):
  • Motion Demo (ramps, balls/cars, pushers, targets)
  • Shade Structure model (paper, foil, craft sticks, tape)
  • Needs & Habitat diorama (animals/plants cards, habitat backgrounds)
  • Weather Pattern poster (calendar, tally chart, picture symbols)
  • Human Impact Solution poster (reduce/reuse/recycle, litter cleanup, water saving)
• Station tubs and supplies:
  • Motion: ramps/boards, toy cars/balls, blocks, tape lines for distance, simple “goal” targets
  • Sunlight/Shade: flashlights or safe light source, thermometers (optional), construction paper, foil, cups, shade materials
  • Needs/Habitats: picture cards (food/water/shelter/space), habitat mats (forest/ocean/desert/yard), sorting trays
  • Weather: weather icon cards, simple class data sheet, calendar pages, crayons/markers
  • Engineering: craft sticks, tape, paper clips, rubber bands, cardboard, string, paper cups
• Student tools:
  • “My Science Exhibit Plan” page (choice, sketch, materials, what I will say)
  • “Test & Results” page (what I tested, what happened, which worked better)
  • “Practice My Explanation” sentence frames (I noticed…, I tested…, My evidence is…)
• Anchor charts:
  • “Pushes & Pulls Change Motion”
  • “Sunlight Warms • Shade Cools”
  • “Living Things Need: Food • Water • Shelter • Space”
  • “Weather Patterns Over Time”
  • “Engineer: Ask → Imagine → Plan → Create → Test → Improve”

Preparation

• Decide showcase format: classroom museum walk, stations with presenters, or whole-class rotation.
• Set a simple rule: every project must include (1) a model/drawing, (2) one observation or test result, and (3) a short explanation.
• Prepare name tags or table tents: “Scientist: ___ / Project: ___”
• Create a simple visitor feedback form using TAG (Tell • Ask • Give).

Common Misconceptions to Surface

• “A harder push always makes something go straight.” → Direction matters, not just strength.
• “Shade makes cold.” → Shade reduces warming; it doesn’t create cold by itself.
• “All living things need the same home.” → Different organisms need different habitats.
• “Weather is the same every day.” → Patterns happen over time, not in one moment.
• “Engineering is just building.” → Engineering includes testing and improving.

Key Terms (highlight in lessons) push, pull, motion, speed, direction, design, test, data, sunlight, shade, warm, cool, needs, habitat, weather, pattern, forecast, environment, solution, evidence

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 45–60 minute block.)

Session 1 — Showcase Kickoff: Review & Choose a Project (All Standards)

• Launch (8–10 min)
  • Show a “gallery” of example projects (teacher-made or photos): a ramp demo, a shade roof, a habitat diorama, a weather chart.
  • Ask: “What science ideas do you remember from this year?” Record student ideas under 5 headings (Motion, Sunlight, Needs, Weather, Engineering).
• Explore (25–30 min)
  • Students select one showcase option from the menu.
  • Complete “My Science Exhibit Plan”:
    • What is my topic?
    • What model/demo will I make?
    • What materials do I need?
    • What will I say in 2–3 sentences?
  • Teacher conference quick-check: project includes at least one test/observation and one key term.
• Discuss (8–10 min)
  • Turn-and-talk practice using a frame: “My project is about ___. I will show ___.”
  • Review “good presenter” norms: clear voice, point to model, listen to questions.
• Reflect (5 min)
  • Exit ticket: “I chose ___ because I want to show that ___.”

Session 2 — Build & Test: Motion or Shade (K-PS2-1–2 • K-PS3-1–2 • K-2-ETS1-2–3)

• Launch (5–7 min)
  • Quick demo: change only one thing (ramp height OR shade size) and notice the result.
  • Reinforce: “A fair comparison means we keep most things the same.”
• Explore (30–35 min)
  • Students build and test their project (motion or shade) OR begin building other project types.
  • Motion examples:
    • Compare gentle vs. strong pushes (same car, same ramp).
    • Compare two ramp heights (same car, same start point).
  • Shade examples:
    • Compare sunlight on paper vs. shade cover (same location/time).
    • Compare two shade designs and observe which reduces warming more (simple touch-safe observation or thermometer optional).
  • Students record results on “Test & Results” with drawings, tallies, or simple words.
• Discuss (8–10 min)
  • Partner share: “I changed ___, and I noticed ___.”
  • Teacher highlights connections to data and design improvement.
• Reflect (5 min)
  • Quick write/draw: “My evidence is ___ because ___.”

Session 3 — Needs & Habitats: Model and Explain (K-LS1-1 • K-ESS3-1 • K-ESS2-2)

• Launch (6–8 min)
  • Quick sort: show picture cards (food/water/shelter/space). Ask: “Which one is missing in this habitat picture?”
• Explore (25–30 min)
  • Students create or finish a habitat model (diorama, poster, or card model):
    • Choose an organism (rabbit, fish, bird, cactus plant, etc.).
    • Add labels: food, water, shelter, space.
    • Include one way the organism (or humans) can change the environment to meet needs (digging, building nests, planting, making a garden).
  • Add a short explanation strip: “This habitat works because ___.”
• Discuss (10–12 min)
  • Small-group share: classmates check for all four needs.
  • Optional “museum practice”: student stands and gives a 20–30 second explanation.
• Reflect (5 min)
  • Exit slip: “My organism needs ___ and gets it by ___.”

Session 4 — Weather Patterns, Forecasts, and Human Solutions (K-ESS2-1 • K-ESS3-2–3 • K-2-ETS1-1)

• Launch (6–8 min)
  • Show two “weeks” of simple weather icons (sun/cloud/rain/wind). Ask: “What pattern do you notice?”
  • Introduce: “Forecasts help us prepare.”
• Explore (25–30 min)
  • Students create a weather pattern display:
    • Tally how many sunny/rainy/windy days (sample class data if needed).
    • Circle the most common weather and write: “We had a pattern of ___.”
  • Students add a safety/solution component:
    • Severe weather prep (safe place, listen to adults, bring supplies).
    • Human impact solution (pick up litter, save water, recycle, plant trees).
  • Students complete one simple problem statement (ETS1-1 style): “A problem we want to change is ___.”
• Discuss (10–12 min)
  • Practice Q&A: partners ask, “What does your chart show?” and “How does your solution help?”
• Reflect (5 min)
  • Quick write: “A forecast helps because ___.”

Session 5 — Science Showcase: Present, TAG Feedback, Celebrate (All Standards)

• Launch (5–7 min)
  • Review showcase routine:
    • Presenter explains
    • Visitor asks one question
    • Visitor leaves TAG feedback
• Explore (25–30 min)
  • Showcase setup and presentations:
    • Students present at tables or stations.
    • Teacher circulates to support speaking and ensure everyone shares.
• Discuss (10–12 min)
  • Class debrief: “What science idea did you see a lot today?”
  • Highlight strong examples of evidence, clear models, and improvements.
• Reflect (5 min)
  • Final reflection (sentence frame): “I am proud of ___ because I showed ___ with evidence from ___.”

V. Differentiation and Accommodations

Advanced Learners

• Add a “compare two designs” element (two ramps, two shade roofs, two tools) and explain which worked better and why.
• Include a simple graph (bars or picture symbols) for motion distance or weather tallies.
• Add an “improvement step” and re-test, then report what changed.

Targeted Support

• Offer pre-drawn templates (diorama base, chart outlines, ramp test sheet).
• Use sentence frames:
  • “I changed ___.”
  • “I noticed ___.”
  • “My evidence is ___.”
• Allow short oral recordings instead of full writing.

Multilingual Learners

• Provide a picture word bank for key terms (push, pull, sunlight, shade, habitat, weather, pattern).
• Use partner rehearsal before presenting; encourage pointing/gestures to support meaning.
• Accept labeled drawings + short phrases as the primary explanation (with teacher prompting).

IEP/504 & Accessibility

• Break the project into mini-checkpoints (plan → build → test → label → practice talk).
• Provide role options (builder, recorder, labeler, presenter) to match student strengths.
• Offer alternative presentation formats (1:1 with teacher, small group, or video).

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Project plan includes a clear topic, model/demo choice, and one key term.
• Session 2 — Student records at least one test/observation result (drawing/tally/words).
• Session 3 — Habitat model includes the organism and at least 3–4 needs labeled.
• Session 4 — Weather display shows a pattern and includes one forecast/safety or human-solution idea.
• Session 5 — Student can explain the project using at least one key term and one piece of evidence.

Summative — Kindergarten Science Showcase Project (0–2 per criterion, total 10)

1. Science Idea Understanding

• 2: Clearly explains the chosen topic (motion, sunlight/shade, needs/habitat, weather, or human solutions) with accurate statements.
• 1: Topic is clear but explanation is partly accurate or missing details.
• 0: Topic is unclear or mostly inaccurate.

2. Model/Demonstration Quality

• 2: Model/demo is complete, labeled (as appropriate), and clearly matches the science idea.
• 1: Model/demo is present but missing labels or connections are unclear.
• 0: Model/demo is incomplete or not connected to the topic.

3. Evidence From Observation or Test

• 2: Includes at least one clear observation/test result (data, tally, drawing, or comparison) that supports the explanation.
• 1: Includes an observation but evidence is vague or not clearly connected.
• 0: No meaningful evidence included.

4. Engineering Thinking

• 2: Identifies a problem and describes a solution and/or improvement (what worked and what could be better).
• 1: Mentions a problem or solution but lacks clarity or detail.
• 0: No problem/solution connection shown.

5. Communication

• 2: Speaks clearly (or uses visuals effectively), answers a question, and uses key terms appropriately.
• 1: Communicates the main idea but is hard to follow or uses few key terms.
• 0: Communication is very limited or off-topic.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your labels helped me understand your habitat.”).
• Ask one question (e.g., “What would happen if the ramp were even higher?”).
• Give one suggestion (e.g., “Try adding a stronger support to your shade roof.”).

VII. Reflection and Extension

Reflection Prompts

• What was your favorite science topic this year, and why?
• How did your evidence help you explain your idea?
• What is one way you can use science at home or on the playground?

Extensions

• Family Science Talk: Take your project home and teach it to someone using your 3–4 key terms.
• Science Book Page: Create one “All About” page summarizing your topic with a picture, labels, and one fact.
• Design Challenge Remix: Combine two projects (example: a habitat model with a weather-safety solution) and explain both connections.

Standards Trace — When Each Standard Is Addressed

• K-PS2-1 — Sessions 1–2, 5 (motion demos; explaining pushes/pulls).
• K-PS2-2 — Sessions 2, 5 (testing/recording whether a design changes motion).
• K-PS3-1 — Sessions 1–2, 5 (sunlight observations; comparing sun vs. shade).
• K-PS3-2 — Sessions 2, 5 (building/testing shade structures).
• K-LS1-1 — Sessions 1, 3, 5 (needs of living things; patterns).
• K-ESS2-1 — Sessions 1, 4, 5 (weather observations and patterns over time).
• K-ESS2-2 — Sessions 3–4, 5 (how organisms/humans change environments; evidence-based explanations).
• K-ESS3-1 — Sessions 3, 5 (needs-to-habitat relationship models).
• K-ESS3-2 — Sessions 4–5 (forecast purpose; preparation and response).
• K-ESS3-3 — Sessions 4–5 (solutions to reduce human impact; communicating solutions).
• K-2-ETS1-1 — Sessions 1, 4 (defining simple problems to change).
• K-2-ETS1-2 — Sessions 1–2, 5 (sketch/model showing how shape helps function).
• K-2-ETS1-3 — Sessions 2, 5 (comparing solutions using test results).