Unit Plan 22 (PreK Science): Land, Water & Sky

Focus: Identify and sort things we see in our environment—land (rocks, soil, grass), water (puddles, cups, sinks), and sky (clouds, sun, moon)—using careful observations, simple models, and picture-based explanations.

Grade Level: PreK

Subject Area: Science (Earth & Space • Inquiry/Observation)

Total Unit Duration: 5 sessions (one week), 30–45 minutes per session (use two short blocks if needed)

I. Introduction

This week, children become “outdoor scientists” who notice what’s around them and use simple labels to describe it. They explore what counts as land, what counts as water, and what we see in the sky, using picture sorts, sensory walk observations, and classroom collections. Children practice saying what they see (“I see rocks on land” / “I see a puddle of water”) and making a class model (a simple tray/scene) that shows land and water together. We end with a mini “Land–Water–Sky Museum” where children share a drawing or photo card and explain where it belongs.

Essential Questions

• What things do we find on land, in water, and in the sky?
• How can we use our eyes and other senses to make careful observations?
• How can we sort objects and pictures into land, water, and sky groups?
• How do living things use land and water as places to live?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Identify examples of land (e.g., rock, soil, grass) and water (e.g., puddles, sinks, cups) in pictures and real life.
2. Sort picture cards and classroom items into land, water, and sky categories with a simple reason (“It goes in water because…”).
3. Use a simple model (tray scene, collage, or classroom diorama) to show land and water in the same place.
4. Describe (with words, gestures, or sentence frames) where certain plants/animals belong (land or water) and why.
5. Share a drawing/photo card and explain one observation using key words (land, water, sky).

Standards Alignment — PreK (NGSS-based custom)

• PK-ESS3-1 — Identify where plants and animals live (land, water).
  • Example: Sort animals by habitat (fish → water, bird → land/sky, rabbit → land) and explain with a picture clue.

Success Criteria — Student Language

• I can point to land, water, and sky in pictures and outside.
• I can say, “This goes in land/water/sky because…”
• I can help build a model that shows land and water.
• I can tell where an animal lives: land or water.
• I can share one observation using words like rock, puddle, cloud, sun, or moon.