Unit Plan 10 (Grade K Science): Sunlight Warms the Earth
Kindergarten science unit where students observe sunlight warming surfaces, collect simple data, compare materials, and explain patterns using evidence.
Focus: Make observations and collect simple data to show how sunlight warms Earth’s surface (sand, soil, water, and classroom materials), then explain patterns using evidence.
Grade Level: K
Subject Area: Science (Physical Science • Earth & Space Science)
Total Unit Duration: 5 sessions (one week), 45–60 minutes per session
I. Introduction
In this unit, students become careful observers of how sunlight changes the temperature of different surfaces. Through short outdoor and indoor investigations, they compare sun vs. shade, test materials like sand, soil, water, rock, metal, and paper, and record what they notice using pictures, tally marks, and simple “warmer/cooler” comparisons. By the end of the week, students use their data to explain that sunlight warms Earth’s surface, and that some surfaces warm faster than others.
Essential Questions
- How does sunlight change the temperature of Earth’s surface?
- Which surfaces get warmer in the sun, and which stay cooler?
- How can we use observations and data to show the effect of sunlight?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Make observations to determine that sunlight warms surfaces (sun vs. shade) (K-PS3-1).
- Compare how different materials (sand/soil/water/other surfaces) warm in sunlight using simple tools and recording methods (K-PS3-1).
- Use a class chart or simple graph to show patterns in warming (which surfaces warmed more/less).
- Explain their results using an evidence sentence frame: “I know ___ because ___.”
- Create a “Sunlight Warming” model page (drawing + labels + data note) that shows what they tested and what happened.
Standards Alignment — Kindergarten (NGSS-Aligned)
- K-PS3-1 — Make observations to determine the effect of sunlight on Earth’s surface.
- Example: Compare temperatures of sand and water in sun vs. shade and describe which warms faster.
Success Criteria — Student Language
- I can tell if something feels warmer or cooler in the sun or in the shade.
- I can help collect simple data (pictures, tallies, or “warmer/cooler” marks).
- I can explain what happened using evidence: “I know ___ because I observed ___.”
- I can show what I tested with a drawing and labels for sunlight and surface.