Unit Plan 1 (Grade K Science): Science Routines & Exploration

Focus: Build strong science routines through lab safety, careful observations, simple tool use, and asking questions that help define a problem people want to solve.

Grade Level: K

Subject Area: Science (Inquiry/Skills • Engineering Design)

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

I. Introduction

In this opening unit, students learn what it means to be a scientist: we look closely, ask questions, and record what we notice. Students practice classroom safety norms, explore simple science tools (hand lens, ruler, balance, cups), and build predictable routines for observing, drawing, and sharing ideas. The week ends with a kid-friendly “Science Routine Showcase” where students demonstrate safe tool use and explain an observation using evidence.

Essential Questions

• What do scientists do when they want to learn about the world?
• How can we make careful observations and record them so others understand?
• Why do we follow safety rules and use tools the right way?
• How can our questions help us find a problem we might solve with a new or improved object or tool?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Follow basic lab safety routines (safe walking, using materials correctly, clean-up procedures).
2. Make careful observations using senses and simple tools (hand lens, ruler, cups).
3. Record observations using drawings, labels, and simple “I notice…” statements.
4. Ask questions about a situation people want to change and identify a simple problem to solve.
5. Share an observation and explain it with evidence (what they saw/heard/felt/Measured).

Standards Alignment — Grade K (NGSS-Aligned)

• K-2-ETS1-1 (prep) — Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved with a new or improved object or tool.
  • Example: Notice classroom “mess” problems (spilled crayons, lost pencils) and define a simple tool or routine that could help.

Success Criteria — Student Language

• I can use science tools safely and take care of materials.
• I can look closely and tell what I notice using words and pictures.
• I can draw what I see and add labels to show details.
• I can ask a question about something people want to fix or improve.
• I can explain my idea using evidence from my observation.

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Safety visuals: safety rule posters (hands to self, walk, listen, clean up, use tools correctly).
• Tool tubs: hand lenses, rulers, nonstandard units (cubes), small balances (or comparing by feel), measuring cups/spoons, trays, clipboards.
• Observation stations: shells/rocks/leaves/feathers, classroom objects, simple sensory items (no food allergens).
• “Science notebook” pages: observation box for drawing, label lines, sentence frames (“I notice…”, “I wonder…”, “My evidence is…”).
• Picture cards: “problem situations” (spills, broken items, windy playground, rain puddles, messy supplies) for ETS1-1 practice.

Preparation

• Create anchor charts:
  • “Scientists Observe” (look, listen, feel safely, smell from a distance—no tasting).
  • “Tool Rules” (carry with two hands, use gently, return to bin).
  • “I Notice / I Wonder” question stems.
• Set up 3–4 simple observation stations with clear labels and a timer plan.
• Prep a modeled notebook page to show “good science drawing” (big, detailed, labeled).

Common Misconceptions to Surface

• “Science is only mixing things.” → Science is also observing, recording, and explaining.
• “A fast look is enough.” → Careful scientists look closely and notice details.
• “Tools are toys.” → Tools help us gather information safely and correctly.
• “Any question is a science question.” → We aim for questions we can explore with observations or simple tests.

Key Terms (highlight in lessons) scientist, observe/observation, tool, evidence, data, safety, question, problem, solution, design

IV. Lesson Procedure

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

Session 1 — What Is a Scientist? Safety & Routines

• Launch (8–10 min)
  • Introduce: “Scientists are careful observers.”
  • Co-create 4–5 classroom safety rules with pictures/gestures.
• Explore (20–25 min)
  • “Safety practice tour”: students rotate through quick practice spots (carry tray, return tool, wipe spill, push in chair).
  • Teacher models how to move and speak during stations (“quiet scientist voice”).
• Discuss (10–12 min)
  • Build the anchor chart: “We stay safe so we can keep learning.”
  • Students name one rule and why it matters.
• Reflect (5 min)
  • Exit slip: “One safety rule I will follow is ___ because ___.”

Session 2 — Observing with Our Senses (and Rules)

• Launch (6–8 min)
  • Teach “I notice” language with a quick class object (e.g., leaf/rock).
  • Model: “I notice color, shape, texture—no guessing names.”
• Explore (22–25 min)
  • Station observations (3–4 objects). Students draw one object big, add 2–3 labels, and complete: “I notice ___.”
• Discuss (10–12 min)
  • Share-out: students show drawings and point to a detail they added.
  • Reinforce: observations are what we can see/hear/feel safely.
• Reflect (5 min)
  • Quick write: “My best observation today was ___.”

Session 3 — Using Tools to Observe and Measure

• Launch (6–8 min)
  • Introduce 2–3 tools (hand lens, ruler/cubes, cup). Model correct use and storage.
• Explore (25–30 min)
  • Tool practice stations:
    • Hand lens: find tiny details and draw one close-up.
    • Measure length with cubes or ruler (teacher choice) and record a number or “about ___ cubes long.”
    • Compare “heavier/lighter” using hands or a simple balance.
• Discuss (8–10 min)
  • Ask: “How did a tool help you notice more?”
  • Add to chart: tools help us collect data.
• Reflect (5 min)
  • Exit ticket: “A tool helped me because ___.”

Session 4 — Asking Questions and Defining a Problem (ETS1-1 Prep)

• Launch (6–8 min)
  • Use picture cards of everyday situations people want to change (messy supplies, spilled water, windy papers).
  • Teach: “A problem is something we want to improve.”
• Explore (22–25 min)
  • In pairs, students choose a card and complete a simple organizer:
    • “I notice…” (what is happening)
    • “I wonder…” (a question)
    • “The problem is…” (one clear sentence)
  • Optional: sketch a “new or improved tool” idea (no building yet).
• Discuss (10–12 min)
  • Groups share problem statements; class practices giving a thumbs-up if it is clear and specific.
• Reflect (5 min)
  • Quick write: “The problem we want to solve is ___.”

Session 5 — Science Routine Showcase: Observation + Evidence

• Launch (5–7 min)
  • Review: safety, tool use, observation drawing, and problem language.
• Explore (25–30 min)
  • Students complete a “Showcase Page” that includes:
    • One careful observation drawing with 3 labels
    • One tool used (named and shown)
    • One sentence: “My evidence is ___.”
    • One simple problem statement from Session 4
• Discuss (10–12 min)
  • Partner share + TAG feedback (teacher models sentence starters).
• Reflect (5 min)
  • Final reflection: “I am a scientist when I ___.”

V. Differentiation and Accommodations

Advanced Learners

• Add a second drawing: “Before tool / After tool” detail comparison.
• Encourage “because” explanations using evidence (e.g., “I think it is rough because…”).
• Create two different problem statements for two different scenarios and compare which is clearer.

Targeted Support

• Provide pre-labeled notebook frames (box for drawing + label arrows already printed).
• Offer sentence frames: “I notice…”, “I used…”, “The problem is…”
• Reduce station choices (two stations) and rotate with adult support.

Multilingual Learners

• Use a picture glossary for: observe, tool, safe, question, problem, solution.
• Allow oral rehearsal with a partner before writing; accept labeled drawings with short phrases.
• Encourage home-language talk during planning, with final labels in classroom language.

IEP/504 & Accessibility

• Chunk tasks with a visual checklist (draw → label → sentence).
• Provide adaptive tools (thicker pencils, slant board, larger paper, digital photo + label).
• Offer alternative output: audio explanation paired with the drawing.

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Students follow safety routines and station expectations with reminders as needed.
• Session 2 — Observation drawings include at least two details and an “I notice” statement.
• Session 3 — Students use tools safely and record one simple measurement/observation.
• Session 4 — Students write or state a clear problem statement connected to a real situation.
• Session 5 — Showcase page includes drawing + labels + evidence sentence + problem statement.

Summative — Science Routines Showcase Page (0–2 per criterion, total 10)

1. Safety & Tool Use (K-2-ETS1-1 prep)

• 2: Uses tools safely and follows routines independently; returns materials correctly.
• 1: Uses tools safely with reminders; routines are mostly followed.
• 0: Unsafe use or routines not followed even with support.

2. Observation Quality

• 2: Drawing is detailed, appropriately sized, and includes 3+ accurate labels.
• 1: Drawing shows the object with 1–2 labels or limited detail.
• 0: Drawing is unclear or missing.

3. Evidence Statement

• 2: Clearly states evidence from observation/tool use (e.g., “I saw…”, “I measured…”).
• 1: Evidence is present but vague (e.g., “It is cool” without observable detail).
• 0: No evidence statement.

4. Problem Definition (K-2-ETS1-1 prep)

• 2: States a clear, specific problem people want to solve or improve.
• 1: Problem is present but too broad or unclear.
• 0: No problem statement.

5. Communication & Vocabulary

• 2: Uses key terms appropriately (observe, tool, safe, problem) and shares ideas clearly.
• 1: Shares ideas but uses limited vocabulary or needs prompting.
• 0: Communication is unclear or off-task.

Feedback Protocol (TAG)

• Tell one strength (e.g., “Your labels helped me see the details.”).
• Ask one question (e.g., “What tool helped you the most?”).
• Give one suggestion (e.g., “Add one more label to show a tiny detail.”).

VII. Reflection and Extension

Reflection Prompts

• What is one tool you learned to use safely, and how did it help you?
• How did your observation drawing get better from the start of the week to the end?
• What is a problem you notice at school that you want to improve?

Extensions

• Tool Expert Day: Students teach a partner how to use one tool safely and correctly.
• Observation Walk: Short outdoor walk to collect “I notice / I wonder” notes about plants, rocks, clouds, or shadows.
• Problem-to-Idea Board: Class chart of problems + “maybe a tool could…” ideas for later engineering units.

Standards Trace — When Each Standard Is Addressed

• K-2-ETS1-1 (prep) — Sessions 4–5 (asking questions, making observations, gathering information, and defining a simple problem that could be solved with a new or improved object/tool).