Unit Plan 31 (Grade K Science): Engineering a Motion Obstacle Course
Kindergarten science unit where students design and test motion courses to explore pushes, pulls, speed, direction, and use data to improve engineering designs.
Focus: Design, build, and test a simple motion course (ramps, tunnels, push/pull launchers) to change an object’s speed or direction, then use test data to compare and improve designs.
Grade Level: K
Subject Area: Science (Physical Science • Engineering Design)
Total Unit Duration: 5 sessions (one week), 40–55 minutes per session
I. Introduction
In this unit, students become playground engineers who design a tabletop motion obstacle course for a toy car, ball, or marble (teacher-approved). They explore how pushes and pulls start motion, how ramps and surfaces can change speed, and how barriers or curves can change direction. Students run simple tests, record results using pictures/tallies, and improve their designs based on what worked best.
Essential Questions
- How do pushes and pulls change how objects move?
- How can a ramp or surface change an object’s speed?
- How can we change an object’s direction in a course?
- How do engineers use tests and data to improve designs?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Describe how a push or pull can start motion and change an object’s speed or direction.
- Build a simple motion obstacle course using a sketch/plan and classroom materials.
- Test the course multiple times and collect simple data (tallies, pictures, or counts).
- Compare two course designs (or two features) and decide which works better for a goal.
- Improve the course by changing one feature and retesting.
Standards Alignment — Kindergarten (NGSS-Aligned)
- K-PS2-2 — Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.
- Example: Compare two launchers or ramp setups and use results to pick the best one.
- K-2-ETS1-2 — Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.
- Example: Draw a plan for a ramp, tunnel, or barrier that guides motion.
- K-2-ETS1-3 — Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
- Example: Test two course versions and decide which meets the goal better.
Success Criteria — Student Language
- I can show how a push or pull makes something move.
- I can build a course that changes speed or direction.
- I can test my course more than once and record data.
- I can compare two ideas and say which works better.
- I can make an improvement and explain why.