Unit Plan 3 (PreK Science): Pulls Make Things Move
PreK science unit exploring pulls as children use strings and tools to move objects, compare surfaces and weights, practice safe motion, and describe observations through play.
Focus: Explore how pulls can start, stop, and change how objects move by using ropes, strings, and classroom tools to pull different items across different surfaces.
Grade Level: PreK
Subject Area: Science (Physical Science • Engineering Habits)
Total Unit Duration: 5 sessions (one week), 30–45 minutes per session
I. Introduction
This week, children become motion scientists by investigating pulling. They test how pulling a toy, basket, or block changes its movement and explore how different surfaces (carpet, tile, tray) and different loads (light vs. heavy) affect what happens. Children also practice simple science routines: making careful observations, using prediction language (“I think…”), and describing results with basic comparison words like more, less, faster, and slower.
Essential Questions
- What happens when we pull an object?
- How does the surface (smooth/rough) change how an object moves when we pull it?
- How does the weight (light/heavy) change how hard we need to pull?
- How can we pull objects safely and work together during investigations?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Explore how a pull can start motion, stop motion, or change direction using safe classroom materials.
- Compare how objects move when pulled on different surfaces (e.g., carpet vs. tile) using simple observation language.
- Notice that some objects are easier/harder to pull based on weight, shape, or what the object is made of.
- Use simple “I noticed…” statements to describe what happened during a pulling test.
- Create a simple model or setup (string + object) that shows how pulling makes things move, then explain it with words and gestures.
Standards Alignment — PreK (NGSS-based custom)
- PK-PS2-1 — Explore how pushes and pulls make things move.
- Example: Children pull wagons, baskets, or toys with a string and notice, “It moves more on the smooth floor.”
Success Criteria — Student Language
- I can show a pull (with a string or my hands) that makes something move.
- I can tell what happens when I pull on carpet and when I pull on tile.
- I can explain if something is easy or hard to pull and why (heavy, bumpy, stuck).
- I can say what I noticed using words like more, less, fast, or slow.
- I can follow safety rules while pulling and testing objects.