Unit Plan 12 (PreK Science): Build a Shade Shelter

Focus: Design and build a shade shelter that blocks sunlight to help a toy or plant stay cooler, then test and improve the design.

Grade Level: PreK

Subject Area: Science (Physical Science • Engineering Design)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session

I. Introduction

This week, children become shade engineers! They explore how sunlight can warm surfaces and how shade can keep places cooler. Using simple materials (paper, fabric, blocks, cardboard), children plan and build a shelter for a toy animal or classroom plant. They test their shelters by comparing “sun” and “shade” spots and then make changes to improve how well their shelter works.

Essential Questions

• How does sunlight change how warm or cool something feels?
• What is shade, and how does it help keep things cooler?
• How can we build a shelter that blocks sunlight for a toy or plant?
• What happens when we test our design and try to improve it?

II. Objectives and Standards

Learning Objectives — Children will be able to:

1. Describe that shade can help keep an area cooler by blocking sunlight (PK-PS3-2).
2. Build a simple shade shelter using classroom materials and explain what it is for (PK-PS3-2).
3. Create a simple plan (draw, point, or tell) for what they will build and what materials they will use (PK-ETS1-2).
4. Test their shelter by comparing a “sun” spot and a “shade” spot using simple observations (touch, thermometer demo, or “warm/cool” cards) (PK-PS3-2).
5. Make at least one change to their shelter to help it block more sunlight (add a roof, widen shade, strengthen walls) (PK-ETS1-2).

Standards Alignment — PreK (NGSS-based custom)

• PK-PS3-2 — Explore ways to block sunlight and make cooler spaces.
  • Example: Use paper or fabric to create shade so an ice cube, toy, or “plant” area stays cooler longer.
• PK-ETS1-2 — Build and test simple structures using a variety of materials.
  • Example: Build a shade shelter with blocks/cardboard, then test and adjust it so the shaded area is bigger or stronger.

Success Criteria — Student Language

• I can tell when something feels warm or cool in the sun or shade.
• I can build a shade shelter for a toy or plant.
• I can show my plan (draw, point, or tell) and name my materials.
• I can test my shelter by checking what happens in the shade.
• I can improve my shelter by changing it to block more sunlight.