Unit Plan 32 (PreK Science): Sunlight, Shade & Plants Review

Focus: Revisit earlier explorations of sunlight, shade, and how plants respond to light using simple outdoor/indoor investigations and playful centers.

Grade Level: PreK

Subject Area: Science (Physical Science • Life Science • Observation/Inquiry)

Total Unit Duration: 5 sessions (one week), 20–30 minutes per session

I. Introduction

In this review unit, children reconnect with ideas about how sunlight warms surfaces, how shade can help keep things cooler, and how plants need light and water to grow. Through playground walks, simple touch-and-compare activities, plant-watching, and pretend play, children build language like “sun,” “shade,” “warm,” “cool,” “plant,” and “grow.” The week ends with a simple Sunlight & Plants Learning Mat where children show what they know with drawings, stickers, or pictures.

Essential Questions

• What happens to things that sit in the sun?
• How can we make a shady, cooler spot for our toys or ourselves?
• What do plants need to grow and stay healthy?

II. Objectives and Standards

Learning Objectives — Children will be able to:

1. Notice and describe that sunny places feel warmer than shaded places using words like warm and cool.
2. Explore and explain simple ways to make shade (using cloth, boxes, or umbrellas) to help keep spaces and objects cooler.
3. Observe classroom or playground plants and talk about what they need (water, light, air/space) to grow.
4. Represent their ideas about sunlight, shade, and plant needs with drawings, stickers, or simple sentences.

Standards Alignment — PreK (NGSS-based custom)

• PK-PS3-1 — Observe that sunlight warms surfaces.
  • Children feel warm objects in sunshine compared to shaded ones.
  • Example: Touching warm playground surfaces and cool shaded grass.
• PK-PS3-2 — Explore ways to block sunlight and make cooler spaces.
  • Children use fabric, paper, or objects to create shade for toys or outdoor areas.
  • Example: Using umbrellas or cardboard to keep ice cubes from melting quickly.
• PK-LS1-1 — Observe basic needs of living things (food, water, air, light).
  • Children notice what plants and animals need to stay alive.
  • Example: Watering a classroom plant and noticing wilting when it’s dry.

Success Criteria — Child-Friendly Language

• I can tell if something was in the sun or shade by how it feels.
• I can help make a shady spot for a toy or friend.
• I can say that plants need water and light to grow.
• I can draw or show what happens in the sun and what plants need.