Unit Plan 36 (Grade K Science): Cumulative Synthesis & Exhibition
Kindergarten science showcase unit where students present learning on motion, sunlight, weather, habitats, and engineering through models, demos, and explanations.
Focus: 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:
- Describe and demonstrate how different strengths or directions of pushes/pulls change motion (K-PS2-1).
- Explain (with simple data) whether a design solution changes an object’s motion as intended (K-PS2-2).
- Make observations showing the effect of sunlight on different surfaces and compare sun vs. shade (K-PS3-1).
- Build and explain a shade structure that reduces warming and describe why it works (K-PS3-2, K-2-ETS1-2).
- Use observations to describe patterns of what plants and animals need to survive (K-LS1-1).
- Use a model to show how an organism’s needs connect to the place it lives (K-ESS3-1).
- Share observed weather patterns over time (temperature/sky/precipitation/wind) using pictures, tallies, or simple charts (K-ESS2-1).
- Use evidence to explain how plants/animals/humans can change environments to meet needs (K-ESS2-2).
- Ask and answer questions about weather forecasts and how people prepare for severe weather (K-ESS3-2).
- Communicate at least one solution that reduces harmful human impact on land, water, air, or living things (K-ESS3-3).
- 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.