Unit Plan 10 (PreK Science): Sunlight Warms Things
PreK science unit where children explore how sunlight warms surfaces by comparing sun and shade to observe warm and cool temperatures through safe investigations.
Focus: Observe how sunlight changes temperature by comparing warm and cool surfaces in sun and shade.
Grade Level: PreK
Subject Area: Science (Physical Science • Inquiry/Skills)
Total Unit Duration: 5 sessions (one week), 30–45 minutes per session
I. Introduction
Children investigate a big everyday idea: sunlight warms surfaces. Through safe, hands-on exploration (touch checks, simple tools, and picture evidence), students compare how objects feel in sun versus shade and learn to describe patterns using science words like warm, cool, and surface. They practice making simple predictions (“I think the sidewalk will be warmer in the sun”), then check their ideas with observations and class data. The week ends with a cheerful “Sun & Shade Gallery Walk” where children share drawings, photos, and a simple class chart about what they discovered.
Essential Questions
- How does sunlight change how things feel (warm or cool)?
- What is the difference between sun and shade?
- How can we use our senses and simple tools to observe and compare?
- How can we share what we noticed using pictures, words, and a class chart?
II. Objectives and Standards
Learning Objectives — Students will be able to:
- Use safe observations to compare warm and cool surfaces in sun and shade.
- Describe a simple pattern: objects in sunlight often feel warmer than the same objects in shade.
- Use a simple class chart (pictures/tallies) to record observations and talk about results.
- Make a prediction about which spot will be warmer and explain using simple words (“because it’s in the sun”).
- Share findings through drawings, labeled pictures, or oral explanations using key terms (sunlight, shade, warm, cool).
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.
Success Criteria — Student Language
- I can tell if something feels warm or cool.
- I can find a place in the sun and a place in the shade.
- I can say what I noticed: “The ____ felt warmer in the sun.”
- I can help make a class chart using pictures or tallies.
- I can share my science thinking with a drawing or by telling the class what happened.