Unit Plan 6 (Grade K Science): Testing a Motion Design

Focus: Test and analyze whether a designed tool changes an object’s speed or direction as intended, using simple data to decide if the solution works and how to improve it.

Grade Level: K

Subject Area: Science (Physical Science • Engineering Design)

Total Unit Duration: 5 sessions (one week), 35–45 minutes per session (use two short blocks if needed)

I. Introduction

In this unit, kindergarteners act as scientists and engineers by testing a motion design—a tool or structure that changes how an object moves when pushed or pulled. Students explore examples like a bumper that stops a rolling car, a ramp guide that turns it, or a launcher that helps it go farther. They learn that a design “works” only if it meets the goal and can be shown with data (simple counts, checkmarks, and picture graphs). By the end of the week, students present their design, show test results, and explain one improvement they would make.

Essential Questions

• How can a tool or design change an object’s speed or direction?
• How do we know if a design works as intended?
• How can we use test results to improve a design?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Describe a simple problem about motion (e.g., “The car goes too far,” “The car won’t turn,” “The ball rolls off the path”).
2. Use a consistent push/pull and test setup to try a motion design more than once.
3. Collect simple data (checkmarks, tallies, “yes/no,” or picture counts) about speed/direction outcomes.
4. Decide if the design works as intended using test results and observations.
5. Suggest one improvement based on what happened during testing.

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: Test a “turning wall” or “stop bumper” and use results to decide if it helped the object change direction or stop sooner.

Success Criteria — Student Language

• I can tell what my design is supposed to do (make it stop, turn, or go farther).
• I can test my design the same way each time.
• I can record what happened using tallies or checkmarks.
• I can say if my design worked and explain why using my test results.
• I can name one change that could make my design better.