Unit Plan 1 (PreK Science): Science Routines & Wondering

Focus: Build classroom safety routines, practice careful observation using the senses, explore simple science tools, and identify everyday problems in play that can be solved with a new or improved object.

Grade Level: PreK

Subject Area: Science (Inquiry • Early Engineering Design • Observation Skills)

Total Unit Duration: 5 sessions (one week), 25–35 minutes per session

I. Introduction

This first PreK science unit builds joyful routines for being a “class scientist.” Children learn simple safety expectations, practice using their senses to notice details, and explore basic tools (magnifiers, cups, ramps, balance scales) as “helpers for observing.” Throughout the week, students learn that science starts with wondering (“I notice… I wonder…”) and engineering starts with noticing a problem in play and trying a solution. The week ends with a simple “Wonder Walk Share,” where children show one observation and one problem they tried to solve.

Essential Questions

• What does a scientist do when they are observing and wondering?
• How can we use our senses (and tools) to notice details we might miss?
• What is a problem in play, and how can we try a solution to help?
• How can we be safe and respectful when using science tools and materials?

II. Objectives and Standards

Learning Objectives — Students will be able to:

1. Follow classroom science safety routines (listening, gentle hands, clean-up steps, tool care).
2. Use the senses to make and share simple observations using sentence frames (“I notice…,” “I wonder…”).
3. Use basic science tools (magnifier, cup/scoop, ramp, balance scale) appropriately to gather information.
4. Identify a simple problem in play or daily life and describe what is not working (“The car stops,” “The tower falls,” “The lid won’t close”).
5. Try one or more solutions (build, change, add, or move something) and share what worked better.

Standards Alignment — PreK (NGSS-based custom)

• PK-ETS1-1 — Identify simple problems in play or daily life.
  • Example: “My ramp is too short; the car won’t go far.”

Success Criteria — Student Language

• I can be safe and take care of our science tools.
• I can say what I notice using my eyes, ears, nose, hands (and safe tasting rules if used).
• I can say what I wonder as a question.
• I can tell a problem in play (“It’s not working”) and try a solution.
• I can share what I changed and what happened (“I tried… then…”).

III. Materials and Resources

Tasks & Tools (teacher acquires/curates)

• Simple science tool bins (rotate across the week):
  • Magnifiers + nature/texture items (leaves, fabric squares, shells, rocks).
  • Ramps + toy cars/balls + blocks/books to change ramp height/length.
  • Balance scale (or simple compare station) + classroom objects.
  • Water bin tools (cups, funnels, droppers) or dry substitute (rice bin) if preferred.
• Picture cards for safety rules (gentle hands, tools stay on table, walk, clean up).
• Observation supports:
  • “I notice / I wonder” chart paper and sticky notes (or picture drawing cards).
  • Simple recording sheets (draw-and-tell boxes) or science notebooks.
• “Problem in Play” supports:
  • Prompt cards: “It won’t roll,” “It keeps falling,” “It won’t fit,” “It spills.”
  • Building materials: blocks, tape, cardboard strips, craft sticks, cups, playdough/clay.

Preparation

• Create anchor charts:
  • “Science Safety” (pictures + 3–5 simple rules).
  • “I Notice / I Wonder” (with icons).
  • “Problem → Try → Change → Try Again” (engineering routine).
• Set up 3–4 station areas with clear labels and a simple clean-up picture cue.
• Choose 2–3 “teacher model moments” (very short) to demonstrate tool use and language.

Common Misconceptions to Surface

• “Observing is just looking quickly.” → Observing is noticing details carefully.
• “If it doesn’t work the first time, it’s wrong.” → We can try again and change one thing.
• “Tools are toys.” → Tools are helpers we use safely and gently.

Key Terms (highlight in lessons) safe, observe, notice, wonder, tool, problem, solution, try, change, improve

IV. Lesson Procedure

(Each day follows: Launch → Explore → Discuss → Reflect. Timing for a 25–35 minute block.)

Session 1 — Science Safety & “I Notice / I Wonder”

• Launch (6–8 min)
  • Introduce the “class scientist” idea: scientists use tools, ask questions, and stay safe.
  • Teach 3–5 picture safety rules (practice: point to the rule; act it out).
• Explore (12–15 min)
  • Do a short “mystery object” observe: children look closely at 1 object (leaf, shell, fabric).
  • Prompt: “Tell me one thing you notice.” Then: “Tell me one thing you wonder.”
• Discuss (5–7 min)
  • Build the anchor chart together with a few student statements.
  • Reinforce sentence frames: “I notice ___.” “I wonder ___?”
• Reflect (2–3 min)
  • Quick exit share (whole group or partners): “I notice…” (teacher records 2–3 on chart paper).

Session 2 — Tool Stations: Magnify, Compare, Test

• Launch (5–7 min)
  • Model one tool (magnifier or scale): how to hold it, where it stays, how to share.
• Explore (15–18 min)
  • Rotate through 2–3 short stations (or do one station deeply):
    • Magnifier station: find tiny details (lines, dots, texture).
    • Compare station: heavier/lighter, longer/shorter (with a simple balance or side-by-side).
    • Ramp station: roll and observe what happens.
• Discuss (5–7 min)
  • Ask: “What did the tool help you notice that you couldn’t easily notice before?”
• Reflect (2–3 min)
  • Children draw one thing they noticed (or choose a picture card) and label with teacher help.

Session 3 — Ramps & Rolling: Noticing a Problem

• Launch (5–7 min)
  • Teacher demo: a car stops halfway down a short ramp. Ask: “Is there a problem?”
  • Name the problem together: “It won’t go far.”
• Explore (15–18 min)
  • Children build ramps and test rolling objects.
  • Prompt children to identify one problem:
    • “It falls off,” “It stops,” “It goes too slow,” “It bumps.”
• Discuss (5–7 min)
  • Share a few problems out loud. Teacher charts: “Our problems today…”
• Reflect (2–3 min)
  • Partner talk: “My problem was ___.” (Students point or show with the ramp.)

Session 4 — Try a Solution: Change One Thing

• Launch (5–7 min)
  • Model: “If the car stops, what could we change?” (make ramp longer, higher, smoother, add side rails).
  • Emphasize: “We try, then we change, then we try again.”
• Explore (15–18 min)
  • Children choose one problem from Session 3 and try at least one solution.
  • Teacher prompts:
    • “What did you change?”
    • “What happened after you changed it?”
• Discuss (5–7 min)
  • Share quick “before/after” stories: “First ___, then we changed ___, and now ___.”
• Reflect (2–3 min)
  • Draw-and-tell: one box for “problem,” one box for “solution.”

Session 5 — Wonder Walk Share: Observations + Problems We Solved

• Launch (5–7 min)
  • Explain the sharing routine: show one observation and one solution you tried.
• Explore (15–18 min)
  • “Wonder Walk” gallery: children visit a few stations/displays (ramp builds, magnifier table, compare table).
  • Each child chooses:
    • 1 observation to share (“I notice…”)
    • 1 problem/solution story (“The problem was… I tried…”)
• Discuss (5–7 min)
  • Whole-group share-out with gentle applause and teacher paraphrasing using key terms (observe, problem, solution).
• Reflect (2–3 min)
  • Closing circle: “Next time I do science, I will…” (choose: notice, wonder, try, change, be safe).

V. Differentiation and Accommodations

Advanced Learners

• Invite children to try two different solutions and compare which worked better.
• Add “How do you know?” prompting to build early evidence talk (“Because it went farther…”).
• Encourage labeling with beginning sounds or invented spelling on drawings.

Targeted Support

• Use picture choices for “notice/wonder” and “problem/solution” (students point and say).
• Provide structured sentence frames:
  • “I notice ___.”
  • “The problem was ___.”
  • “I tried ___.”
• Offer fewer materials at a station to reduce overwhelm and improve focus.

Multilingual Learners

• Use gesture + picture anchors for notice, wonder, problem, solution, try.
• Provide repeated oral models and partner talk before whole-group sharing.
• Accept home-language responses with a quick teacher restate in English (“You noticed the lines—yes, lines!”).

IEP/504 & Accessibility

• Provide clear visual schedules and first/then supports for station routines.
• Offer roles (tool holder, tester, recorder, builder) to support participation.
• Allow alternative output (pointing, acting out the problem/solution, or short recorded responses).

VI. Assessment and Evaluation

Formative Checks (daily)

• Session 1 — Student can follow a safety routine and share at least one “I notice” statement.
• Session 2 — Student uses a tool safely and describes one detail the tool helped them see/compare.
• Session 3 — Student identifies a simple play-based problem (with words, pointing, or demonstration).
• Session 4 — Student attempts a solution by changing something and can describe what changed.
• Session 5 — Student shares one observation and one problem/solution story with teacher support.

Summative — “Wonder Walk Share” Performance Task (0–2 per criterion, total 10)

1. Science Routines & Safety

• 2: Follows safety routines and uses tools gently and appropriately with minimal reminders.
• 1: Usually safe but needs several reminders for tool care or routines.
• 0: Frequently unsafe or unable to follow routines even with support.

2. Observation Language

• 2: Shares at least one clear observation using “I notice…” (or equivalent) with a specific detail.
• 1: Shares an observation but it is very general (“It’s nice,” “It’s big”) or needs heavy prompting.
• 0: Does not share an observation even with support.

3. Wondering

• 2: Asks or shares one wonder/question (“I wonder why…” / “What if…”) related to the activity.
• 1: Attempts a wonder but it is unclear or unrelated; needs prompting.
• 0: Does not demonstrate wondering/questioning.

4. Problem Identification (PK-ETS1-1)

• 2: Identifies a simple play/daily-life problem and shows what is not working.
• 1: Mentions a problem but it is unclear; needs teacher interpretation/prompting.
• 0: Does not identify a problem.

5. Trying a Solution

• 2: Tries a solution by changing something and describes what happened after the change.
• 1: Tries a solution but cannot explain what changed or what happened without strong prompting.
• 0: Does not attempt a solution.

Feedback Protocol (TAG)

• Tell one strength (e.g., “You noticed tiny lines with the magnifier!”).
• Ask one question (e.g., “What do you wonder would happen if the ramp was higher?”).
• Give one suggestion (e.g., “Try making the ramp longer to see if it goes farther.”).

VII. Reflection and Extension

Reflection Prompts

• What was something you noticed today that you didn’t notice before?
• What was a problem you had in play, and what solution did you try?
• How did being safe help everyone do science together?

Extensions

• Home Wondering Bag: Send a “magnifier and wonder card” home to find one tiny detail and share one wonder.
• Classroom Problem Board: Add picture notes of problems children notice (“blocks fall,” “markers dry out”) and try solutions over time.
• Tool Helpers: Assign rotating student jobs (tool checker, clean-up captain, safety pointer) to reinforce routines.

Standards Trace — When Each Standard Is Addressed

• PK-ETS1-1 — Sessions 3–5 (identify a simple problem in play, try solutions, share what changed and what happened).