Our Kinder

Garden

Kindergarten Science Unit Plan

1.

Topic

Topic: Our Kinder Garden- A Unit Plan that focuses

on the needs of living things.
(The Earth and UsKindergarten)

Activities
A.)
Soil: planting a seed and learning how to collect
data on plant
B.)
Air: Franklin Institute Air activities and
experiments prior to the FI !
C.)
Water: creating water cycle in a jar with shaving
cream
D.)Sun: creating a homemade sundial; measuring our
shadows
E.) Space: measuring space with our bodies, baby chicks,
and our homemade plants that grew
2.

Assessments

a.)
Soil: Creating science journal with seed
sequencing cover/collecting daily data on plant for
completion grade
b.)
Air: Informal assessment at Franklin Institute (in
groups) to individually assess knowledge of air
experiments based on previous air lesson
c.)
Sun: Informal assessment on telling time based on
sundial
d.)
Water: Water centersassessing individual
knowledge on water cycle
e.)
Space: creating space with ourselves, chicks, and
plants to study the importance of space through living
things

Unit Title: Our Kinder Garden

Subject: Science: The Earth and Us
Grade: Kindergarten

Teacher: Ms. Miller

Duration: OneTwo Weeks

Summary of Unit:
In order for my kindergarteners to get the best, well-rounded science education on The
Earth and Us, I decided to come up with a unit dedicated to how living things survive.
Creating a unit on our Kinder Garden, will give my students a broad understanding
about the five needs of living things through specific lessons based on: Soil, Air, Water,
Sunlight and Space. We will use our senses, our observation skills, data collecting and
various kinesthetic and tactile experiments to discover the importance of these five
things and how they help us grow.
Stage 1 Desired Results
Objectives/Standards:
Essential Questions:
Students will understand that
Why do plants need soil, air, water,
Plants and living things need
sunlight and space to survive? Will
Soil, air, water, sunlight, and
seeds still grow without one of these
space to grow
needs?
A seed grows in stages and
How can we discover if air exists if we
slowly becomes a plant; a plant
has parts: roots, stem, flower,
cannot always see it?
leaves
Air surrounds us and keeps living
What time does the sun change
things alive; we can discover
that it exists through our five
positions in the sky? Where can we

senses
The sun provides light
throughout the day at different
times.
Our shadows can help us
discover the best time of day the
sun can give light for living
things to grow
Water goes through a cycle to
help living things grow and stay
hydrated
Space is an essential part of
survival for all living things
Factual Knowledge

Students will know:

-new scientific vocabulary to
add to our word wall
-times that the sun comes
out
-how the water cycle works
-how to make a plant grow/
create a living thing
-collect tangible evidence
about air and how it
surrounds us
-use five senses to help carry
out experiments
-why living things need space
in order to grow

discover the movement of the sun

through our shadows?

Why do living things need space? How

can we create space in our everyday
lives so we can grow?

What is the water cycle? How does it

work?

Procedural
Knowledge
Students will be able
to:
-the steps it takes to
correctly plant a seed
-our daily data
collection on the
growth of our living
plant
- measure data
through the timing of
the sun with our dials
- classify living things
- generate questions
that are suitable for
an observation
- make oral
predictions about
direction of
movement
-carry out a
procedure by
following a sequence
of simple steps
-properly measure
the space of living
things

Conceptual Knowledge
Students will understand:
-how to expand their knowledge
of soil, water, air, sunlight, and
space through a multitude of
experiments
-how to recognize the needs of
living things through the
connection to the lessons
-how to define the scientific
vocabulary and use it in oral
context throughout the unit
-and recall the ways in which
each of the five needs plays a
significant role in the lives of
plants and people through
direct instruction, literacy,
song, and discovery
experiments

Stage 2 Assessment Evidence

Performance Tasks:
Unit Pre-Assessment:
- SWBAT plant a seed through
-create anchor charts about basic concept:
their deeper understanding of
living and nonliving things
how a seed grows and what 5
- have students get into groups to discover
things plants and living things
what are living and what are nonliving things
need to survive
based on pictures
- SWBAT conduct a series of
-teaching students about how to create and
experiments on air and connect
taking care of living things (a plant) and
it to our world around us through ourselves, then, assess students on mini
our five senses; then, apply what dramatic play on the five needs of survival
they have explored in a variety
(through song)
of air activities at the Franklin.
- SWBAT create their homemade
Other Evidence/Assessments:
sundial to explore the times that
- oral responses (with clip board) to
the sun comes out strong during
essential questions at the end of the
a school day. They will be able to
lesson
see tangible evidence from the
- lateral learning through teaching friends
dial and their own chalk
how to plant a seed if student is absent
drawings of themselves to figure
- deeper understanding of experiments
out the best times to set our
through data journals (drawings)
plants on the window sill for
- identifying the parts of a plant; relating
sunlight
it to unit
- SWBAT demonstrate how the
- informally assess students measuring
water cycle works through
space between objects and of living
conducted experiments using
things in classroom
tactile materials to understand
- centers work/ matching game (water
the importance of water
cycle)
- SWBAT understand what it
- formative assessment at the end of unit
means to give living things
(play about the 5 needs of living things)
space through tangible
for parents
measuring activities involving
ourselves, plants, and future
baby chicks

Extensions:
- collecting data and measuring
the growth of our plants over the
course of our unit
- continuing to work with our
sundials to help us learn to tell
time
- post Air is All Around Us
lesson/ experiments, we will
participate in Air activities at the
Franklin Institute to extend and
further understand how air
keeps living things alive
- Close the Unit with a studentmade play about the 5 needs of
living things: soil, air, water,
sunlight and space
- Perform play for parents and
teachers!

Differentiation Considerations:
To best meet ALL of my students needs,
I will
- create visual aids, both in worksheet
form and during direct instruction that
will have a visual that matches the
activity or direct instruction ex:
notecards with a picture and word;
worksheet with words and the picture
that matches it
- use sentence strips to introduce new
vocabulary words
- allow art and drawing during the data
collection in their homemade science
journals for extra expression
- create Spanish versions of worksheets
on the back of the English ones, so that
a student may refer to the words in
native language for further
understanding
- Constantly staying aware of need for
movement. Creating lessons that are
kinesthetically sound so that my
students who need that extra energy
release, there are multiple opportunities
to do so; i.e. Dance, song, jumping,
exploring and tactile experiments
- Create a classroom environment of
living things (chicks, plants, growing
things) to cultivate a responsibility
aspect that will hopefully help engage
and calm the students
Stage 3 Learning Plan

Learning Activities:
A.) Soil: planting a seed and learning how to collect data on plant
-planting a seed; -music lesson about needs of a plant; creating our own science
journals
B.) Air: Franklin Institute Air activities!
-air stairs, air vacuum, wind chime, and experiments about air (air in a bag,
parachute, fan, popcorn bag, water tub, hair dryer
C.) Water: creating water cycle in a jar with shaving cream
-shaving cream and food coloring activity
-matching game of cycle
D. )Sun: creating a homemade sundial; measuring our shadows
- learning to tell time using our earths sun! Measuring our shadows through

chalk
E.) Space: having students measure three living things categories: space between
ourselves, plants, and animals (baby chicks and their habitat incubator) to explore
how important it is to allow living things to grow by giving them the proper amount
of space
Lesson Descriptions
Lesson 1: Planting a Seed; How do plants growwe will dive into the five things that
plants and living things need to survive and learn to collect data on our own living
thing: our seed/plant!
Lesson 2: All about Air: learning about air through our five senses
Lesson 3: Mr. Sun, Please Shine Down on MEobserving the sun and how to tell time
with our homemade sundials
Lesson 4: Let It Rain and Clear It OutLearning about the water cycle through visual
and kinesthetic activities
Lesson 5: Watch Me Grow but Give Me Space: discovering spatial needs of living
things and exploring how they grow through their life cycles
Kindergarten Lesson Plan
From Seed and Soil to Plant: A Kinder GARDEN
Teacher: Ms. Miller
Date: April 26th, 2016
Subject / grade level: Science/ Kindergarten
Materials:
Egg carton

Soil

Seeds

Water

Anchor chart

Worksheets and Plant Book

Common Core Standards

3.1.K.A1; 3.1.K.A3; 3.1.K.A9
Lesson objective(s):
SWBAT discover how plants grow from a tiny seed

SWBAT identify the parts of a plant

SWBAT plant a seed in soil and observe how it grows with sunlight, water and
soil within the duration of a week

Differentiation strategies to meet diverse learner needs:

I will provide students vocabulary words to help them understand the meaning of
the scientific words used in our lesson. In order to meet the needs of any diverse
learners, I will pair the vocabulary words with a tangible, edible visual for
students to put together ie: a worksheet with the words stem, petal, flower, roots,
and seed, on it. I will pass out a carrot, a seed, spinach, celery, and broccoli to
have students match the words to the look-alike food. I will also put the vocab
words on sentence strips and place them on the board. In order to teach the
students about the seeds, I will have a mini seed book with pictures they can
color, as well as a childrens book with illustrations, and a worksheet with the
growth of seeds on it to provide a visual for the future observations (for the
week).

WORDS:
-roots
-flower
-stem
-leaves
-seed
-soil, water, air, space, sunlight

ENGAGEMENT
Since this is the FIRST lesson in our unit of Our Kinder Garden, it will also
introduce the next four lessons through the understanding of plants and living
things needs. Therefore, I will capture my students interest by showing photos
of trees, plants, bushes and flowers and ask questions about if they have ever
seen these living things before and where. I will then explain that all living
things grow and begin as something small and grow into big, beautiful parts of
nature. I will then show them a picture I took of a plant that I grew from a tiny
seed.
I will explain what I did to allow the plant to grow and we will act it out with our
bodies (movement).
Prior to the exploration section of the plant experiment, I will read a poem that
they can repeat and show them the vocabulary words on sentence strips to
match up with the anchor chart of the process of how a seed grows into a plant

EXPLORATION
The students and I will explore how a seed turns into a plan by learning about
the growing process and parts of a plant. I will pass out papers with the
vocabulary words they see on the sentence strips.
I will then begin to draw on the anchor chart what a grown flower looks like:
starts as a seed, the roots begin to grow beneath the soil, from water and
sunlight, the stems begin to grow, then the petals, then the flower. I will label
each part and talk about each part so the students visually understand. I will
then pass out the carrots, celery, spinach, seed, and broccoli to represent the
parts of the plant as we go over it together, exploring each part as we nibble on
the parts of a plant. I will call on students to ask them what they think
represents which part.
After we indulge in the eating activity, I will have the students come back to the
carpet for the story that will further explain how plants grow, called, How a Seed
Grows, by Helene J. Jordan

EXPLANATION
While reading the story, ask questions about the process of how a seed grows by
engaging with the students while peaking their curiosity. Help encourage their
interests and help create their own explanations about how they believe plants
grow best (with water, sunlight and soil). Show a picture of the seed growing
process (that teacher will give out for explanation throughout the week of
observing each students planted seed.
Questions to ask during explanation portion (as well as during the observation
process):
1.) We will be making our own plants from seeds, just like the little girl in our story!
How do you think our seeds can become successful, healthy plants?
2.) What do you notice about the seeds after a day?
3.) Why do you think this is happening?
4.) How do you think the window sill plants will look, compared to Ms. Millers desk

plant?
5.) What do you think will happen to the seeds after a week of observing?
6.) What can you predict will happen after giving the seeds sunlight, water and soil?
7.) Who do we think will have the fastest growing plant?

After the discussion, reiterate with class the ways that a seed grows and how it
becomes a plant that has roots, stem, petals, and a flower.

As a student to demonstrate how to be a the soil, the seed, then the roots that
grow into the stemthe water travels up from the stem and creates life that
turns into the petals, then, with enough sunlight, water and care the flower is
born! (Act out, kinesthetically to help the students remember.

Refer to the anchor chart to reiterate the vocabulary words before breaking out
into independent activity and calling on quiet students to participate in the
beginning stage of the experiment: planting the seed with soil in an egg carton.

ELABORATION
During this portion of the lesson, I will allow the opportunity for my students to
elaborate on what they have learned so far through a labeling activity of the
parts of a plantwhile pulling students from the independent practice, to work
with me in small group to plant their seed in the egg carton and teach them how
to add water each day.

I will also teach them about the process of how to observe their seed each
morning and add water to where we place them. I will ask the students where
they think they should place their plant in the room, in order to get the most
sunlight (the answer, the window sill).

They will have the chance to use their hands and touch the soil and dampen it, so
that the seed is properly placed within the soil to sprout. I will show them the
picture of what the seed will look like over a weeks time, prior to it germinating
and sprouting the stem and leaves (petals).

They will be able to ask questions and learn about the week long experiment to
watch themselves how well their plant does, based on the preciseness and
consistency of the water and sunlight. During the experiment, they will have the
chance to come in each day, water their individually labeled plant in the egg
carton, and care to it. They will also take their seed paper, check to see if the
seed has made any changes, and then draw what they see in the box that marks
each day.

After each child plants their seed, I will collect their labeling projects, and bring
the students back to whole group circle. I will then place the egg carton of seeds
on the window sill to get proper sunlight. I will also show the students that if a
growing plant is placed in a dark place without the right about of sunlight and
water, the seed will not grow. I will place my own, Ms. Miller plant version on
my desk to observe each dayand at the end of the week, the students will see
that their plants did much better because of the proper care of living things!

EVALUATION
During the closing circle, have students show their plant label projects. Talk
about how our baby seeds we just planted will grow into something very similar
with care: sunlight, water and soil.
Pass out to each student their own observation seed papers (with seed growth
pictures on the front-- and on the back, room for students to draw what their
plant/ seed looks like each day.

This particular evaluation process will last a week (or more) as the students will
observe their own personal plants, draw what they see and come up with their
own conclusions and questions as to how their plants are doing.
During this week long process, the students will be introduced to new vocabulary
such as: photosynthesis and other names of plants that grow in nature. They will
also learn to measure their plant growth and compare their plant to other
friends.
Evaluate (both formally and informally) the students on the entire experiment:
their observation, their consistency with watering their plant, their questions,
and their overall ability to tend to a living thing.
After the experiment is done, each child will have a plant to continue to take care
of at home!
**Additionally, in closing, I will relate our seeds back to social justice by giving a
closing
mini lesson about
how everyone grows at different rates just like plants (doesn't matter how fast or slow-but we, as people all grow together)!
Homework:
Give out mini books about seed that students can read (on their kindergarten
level) and color to add their own spin on plant and seed growth!

Let It Rain, and Clear It Out!

Teacher: Ms. Miller
Date: April 26th, 2016
Subject / grade level: Science--Kindergarten
Materials:
Poster

Water

Playdoh

Work sheets

Shaving cream

Food coloring

Boards, trash bags

Index cards

Ice, glass box, plate

Common Core Standards

3.3.K.A4; 3.3.K.A5
Lesson objective(s):
SWBAT understand a basic, kindergarten version of the water cycle based on
visual representation, song, and experiment exploration

SWBAT distinguish the water cycle process by way of vocabulary and kinesthetic
activity

Differentiation strategies to meet diverse learner needs:

This specific lesson is filled with visual effect for students who need that extra
benefit. I also created a way for students to explore independently during the
post demonstration so that some students can come up and look at the demo
and record their predictions, while others will work on kinesthetic and tactile
activities

The work sheet examples are provided below, to emphasize the visual
component

I also included a way to implement playdoh and shaving cream for a tactile
component of the lesson for the students that need to be touching and playing

as opposed to focusing on the task at hand. This idea allowed me to expand on

my lesson and my activities so that I could make learning as fun and engaging
as possible for all learners

Post-demonstration, before I split up the groups for mini centers while I do a

prediction experiment of the glass and ice, I will drive home the water cycle
process by showing a short, 3 minute, age appropriate YouTube video about the
water cycle process, incase my students need that extra explanation

In addition, I made up a mini song about the big terms of the water cycle so that
it is easy to remember by way of the Macarena especially for my auditory
learners
Evaporation, Condensation, Precipitation
Evaporation, Condensation, Precipitation
Evaporation, Condensation, Precipitation
HEYYYY Water Cycle!
(with the movements of the Macarena)

ENGAGEMENT
Honduras Connection
I will start off my lesson by bringing my students to the carpet to get them in
criss cross applesauce position. I will ask them when was the last time they felt
thirsty and needed a sip of water. I will ask them when do you humans need
water? (Exercise, before bed, to brush our teeth etc.) Refer to our plants and ask
why they think plants need water to grow! (Similar response to humanswe
need water in order to survive). Then, show them pictures of when Ms. Miller
traveled all the way to Central America (show map) in a town called Santa Anita
in Honduras where they speak Spanish. They called water, AGUA (have students
repeat).
I will explain that in some areas, drinkable water is not as available for people
like you and me. Some people in our world do not have access to water that is
healthy which is why I went on a mission trip with other teachers to go to
Honduras and help build a community bathroom/ shower system so that filtered
and healthy water can be available for all people in the community!
I will show pictures of us building the water system and some of the young
children that are similar in age so that my students can see similarities! I will
explain that it is so important to have healthy water to drink and how we are so
lucky in America to have access to that. BUT, drinkable water would not be at all
possible if we did not have water on earth. Water is produces by something
called the WATER CYCLE that happens every day on earth which is what we are
going to learn about today!

Plants
Show students our plants and how they are growing because of our watering
can and how we come in and water our plants everyday
Identify the seed and if it is growing; notice the soil if it is wet from the
water, and look at the cup to examine if the seed sprouted roots. Some of our

friends plants are growing! We will see even more growth if we continue to
water our plants and set them by the window sill for natural sunlight each
day!
EXPLORATION
During the exploration portion, I will be teaching the I DO to students about
the water cycle. I will ask our weekly Meteorologist (student in class who has
the job: Meteorologist) to identify when was the last time it rained! We will
recall what it felt like outside, and how our bodies feel when rain drops on us
outside. I will then explain that it is through a scientific process called: The
Water Cycle! Which I will then refer to my poster.
On the poster will be a picture of what the water cycle looks like. I will have
sentence strips to help with the three big, scientific words: Evaporation,
Condensation, and Precipitation with pictures on the back to add for visual
learners. I will explain the process of the water cycle briefly, then go over the
words to remember with a song I made up for memory. I will then refer back to
the poster so that we can act out with motions what each of the words do so that
it is easy to remember the process
Do the song, refer to the poster, act out the movements
In order to drive home the meanings of the words, I will pass out a work sheet
with a bag full of pipe cleaners, round yellow paper, and cotton balls. The
students will have to identify what objects go with what big, water cycle word on
the work sheet and glue it on!

EXPLANATION
During the explanation portion, I will do a demonstration about the water cycle
using a jar, a glass box, shaving cream, water, and food coloring.

I will first explain water vapor when the sun heats up the rivers and oceans. I
will show this by a glass jar filled with water, placed on a portable griddle. The

jar will get hot, and the water will steam, and create a vapor above. The water
will then travel up in the air and evaporatecreating evaporation! Have
students repeat the word, and show the word and visual on note card.

While I demonstrate, I will have each student use a worksheet that is slipped
into a sheet cover. Every student will also be able to use a dry erase marker. On
the worksheet, the student can follow along with the demo and after every term,
the student will say the word aloud, spell the word, and draw what they see
from the demo.

The next portion of the demo, I will show condensation and precipitation by
explaining that the evaporation in the sky turn into tiny water droplets that form
a fluffy cloud. I will do this by foaming the glass box filled with water with
shaving cream. I will put more and more on inside the box to show that when it
is about to rain, the clouds get filled with more droplets and become bigger and
bigger until

I will then drop food coloring on top of the clouds to show that the clouds burst
and out comes rain! The rain will look colorful and vibrant, so that the students
can identify what precipitation looks like.

I will then have then say it, spell it, and draw it on their worksheet

I will follow up the demonstration with a mini 3 minute video to drive home the
process of the water cycle and how important water is to help our earth (and our
plants) grow.

After the video, I will split students into center groups and explain each center
while I prep for the final activity.

ELABORATION
Centers (You Do)
During this time, I will have two tactile and kinesthetic centers, one literacy
center, and one center will the teacher and the jar experiment

I will pass out our water cycle journals and assign the groups after explaining
each of the centers

-1.) the playdoh center: each of the students will get a sheet of paper with the water
cycle drawn on it inside a sheet protector. The students at the center will need to use
playdoh to make the water cycle come to life (and match the drawing with playdoh).
They will then cut out the words: evaporation, condensation, precipitation, and match
them to the correct visual of the playdoh masterpiece
-2.) the shaving cream vocab center: each student will receive a mini white board

with a trash bag covering the board. I will give out the proper amount of shaving
cream as well as the vocabulary words of the water cycle. They will say it out loud,
spell it with shaving cream, and draw the word on their board with the cream
-3.) Literacy: I will have books about water, and growing animals and plants as well.
This center will be for students who are higher level readers and want to refresh their
memory of the books we have used thus far throughout our Kinder Garden Unit.
-4.) Experiment: Those who are with me will observe the Jar filled with tea water
(heated) and above it, will be a plate filled with ice cubes. The students will draw the
jar in their water cycle book and talk about me what they see. I will observe their
recordings and oral thoughts about condensation, evaporation and precipitation in our
small groups as a check for understanding
EVALUATION
After the centers rotations, I will call the students back to the carpet for a final
game (and informal assessment)
I will teach the students how to play Drip, Drip, DROP (which is a version of
duck, duck, goose only with water)
We will go outside to play so that there is no mess. I will go first to model how
students should jog, not sprint, and carefully drip with mini splashed. When I
pick the student who I want to drop water on, I will not dunk them, but gently
pour it on their hair. When they get chosen, they will chase after me (safely)
around the circle. If I sit down in my persons spot before they tag me, the
person standing will have to answer a SCAFFOLDED question about the water
cycle
-for example: What is another word for rain?!
-answer: precipitation
We will play until everyone gets to answer one question.
I will close by wrapping up what we learned and how important water is for our earth,
especially our plants and ourselves! After all of that running, I will have us line up and
go get a drink of water from the fountain and remind students how lucky we are that
we have water from our earth that we can drink.

Kindergarten Lesson Plan: All about Air

Unit Plan: Our Kinder Garden
Teacher: Ms. Miller
Date: April 26, 2016
Subject / grade level: Science/ Kindergarten
Materials:
Bucket of water

Cups

Hair drier

Plastic bag

Tissue paper

Construction paper/ string

Newspaper

Balloon

streamers

Common Core Standards

K.L.1.2; 3.1.K.A9; 3.2.K.A1; 3.2.K.A5
Lesson objective(s):
SWBAT connect air it to our plants basic needs through our unit of Our Kinder
Garden

SWBAT Discover that air is everywhere through the science experiments we

conduct

SWBAT Use our five senses through each experiment to conclude if we can:
-see air, -hear air, -taste air, -touch air, -smell air

Differentiation strategies to meet diverse learner needs:

In order to best meet All my students needs, both special and ELL, I will be
cognizant of vocabulary and worksheets, by making them visually clear and
comprehensible.

In the start of my lesson, I will relate the five senses to air with movements. I will
do a kinesthetic activity by having the students circle up and go through each of

the five senses to see how much we know about air by showing students the
motion of seeing air, smelling air, touching air, tasting air, and hearing air.
Through this activity, it will allow students to get up and stretch, while using the
movements I model for them to explore their schema about air, visually.

I will provide students with scientific vocabulary on sentence strips and go over
the words prior to the experiments

During the air experiments, I will label the materials I use with vocab note cards
so that it is clear for all students, what is used for what

For the Franklin Institute Post Activity, I will provide students with a variety of
different versions of the worksheet, based on the needs of my students. For
example, I will visually include words with pictures to match the word so that it is
clear what each question is asking. For my ELL students, I will provide the
worksheet for them in Spanish (with pictures) and the back with be the English
version, so that they can use it as a language resource while completing the
activity.

Another differentiation strategy for my diverse learners would be to pair them up

at the museum with students who on the higher side, so that they can benefit from
lateral learning as well as explore a bit out of their comfort zone
Example of Worksheet (visually stimulating)
Lets Use Our Senses!

I think

Can you see air?

Can you hear air?

Je Pense

Se puede ver el aire

Se puede or el aire

Can you taste air?

Can you touch air?

Can you smell air?

Se puede degustar el aire

puede usted tocar el aire

Se puede oler el aire

Introduction/ Connection to Unit

When introducing AIR and how it surrounds us, I want my students to make the
connection to our unit, Our Kinder Garden by relating it back to our plants. I chose to
add AIR as one of the 5 lessons in our science circus because in order for our Garden
to grow, it needs five things to survive: soil, water, AIR, sunlight, and space. These five
needs will be represented as themes of the five lessons in our unit.
To peek their interest, I will bring over our plants that we planted in our soil lesson to
the circle. We will go over the five basic needs of survival for our plant while also
examining our seeds growth (roots, etc). I will discuss the plants need for AIR, because
without air, the plant would not grow/die, just like we would if we did not have air.
While in the circle, we will gently pass around our plants so that everyone gets a chance
to look and examine while singing our Kinder Garden song, inch by inch, and row by
row, gonna make this garden grow; gonna mulch it deep and low, gonna make it fertile
ground; inch by inch and row by row, please bless these seeds I sow, please keep them
safe below til the rain comes tumbling down. When the song is finished, I will place the
plants back on the window sill and sit back down to begin my hook.
ENGAGEMENT Prior to the first lesson (soil) in the unit, I explained the importance of
giving living things love and care; just like the song we sing to our plants in addition to
the 5 needs of survival. However, even though all of the 5 needs are essential, one of
them is a part of both plants and humans everyday lives: air.
In the circle, I will pass around one piece of paper per child. When everyone has their
paper, I will ask my students to write on the five creases, the five needs (air, sun, water,
space and air) that living things need to survive (refer to word wall for students who
need that extra spelling help). When finished writing, I will model how to fold the paper
like an accordion. I will show my students how to hold it like a fan and begin to wave the
fan by their face. Explain to students that we are creating the air to move based on the
cool breeze from the fan that hits our face. Explain how the fan represents ways in

which the student can see air if they look hard enough.
I will then ask the students to stand up in the circle. I will explain how air surrounds our
bodies and helps us live each and every dayeven though we cannot always see it, does
not mean it is not there. I will ask for five silent hands to tell me what our five senses
are: (see, hear, smell, touch, taste). We will, together with movements, find out if we can
see air, see air, hear air, smell air, touch air, and taste air). Ex. We will explore with our
senses, such as cupping air with our hands, to find out if air can be touched.
This introduction to the experiments about air will help put in perspective how air is
there and can be proven through using our 5 senses.
For a kinesthetic addition, I will put on the song, Dynamite to have my students show
expression and dance to I throw my hands up in the air, sometimes and have them
jump whenever they hear the word AIR (connection to five senses).
EXPLORATION
For the exploration portion, I will capture my students interest by direct instruction and
a scientific childrens literacy book. I will write the scientific vocab words on sentence
strips and put them on the board. I will go over the vocab: air, oxygen, breath, wind,
particles. I would explain that humans have ways of identifying air by our senses.
Explain through anchor chart (five senses) that breathing is something we need to do to
survive. Oxygen is a colorless, odorless reactive gas which allows US to breathe. Go
through each sense with explaining in scientific terms how air surrounds us.
I will then read a book called, The Air is All Around You. Every time the book mentions
seeing, hearing, touching, tasting or smelling air, I will have my students tap their head.

In order to model the experiments about air, I will begin by showing my students how to
notice the movement of air: with a sheet that will act like a parachute.
As we stand in the circle, we will hold the sheet with two hands and make waves in the
sheets that will create wind in the air for us to feel. I will add tiny plush balls on top of
the sheets to make the balls bounce in the air because of the waves. This will show my
students an example of how air can move objects.
EXPLANATION
During this portion of the lesson, the experiments we conduct will help explain about air
even further and help drive home the way that air is all around us (and can prove this
through our five senses).
Experiments:
1.)

Bag of air (hear) air/ shake bag of air

2.)

Hair drier (moving air with hair drier onto streamers) to (see) air moving

3.) Tub of water/ cup/ newspaper (touch) to see if newspaper gets wet when
pushed into cup in tub
4.) Popcorn bag of air (smell) and experience air inside object before and after
popcorn bag is open
5.)

observe air in plant cup; suggest tasting air

Questions to ask during observation of experiment process:

8.) How do you think air helps us survive?

9.) What do you notice about the balloon when Ms. Miller blows air into it?
10.)

Why do you think it gets bigger when we blow into it?

11.)
Why do you think this is happening to the streamers when we hold the hair
dryer toward that direction? Can we see air now?
12.)

Can we see air in the bag? How do we know that it is in the bag?

13.)
Can air take up space? Lets see what happens if we try to trap air in an
open cup in water!
14.)
What can you predict will happen after putting the newspaper in the cup and
dunking it in water! Will the newspaper get wet?
15.)
Knowing what just happened, how do we know our plants are receiving air
as they grow in our cups?!
16.)
What does the air smell like when we opened the bag of popcorn? How does
our smelling sense know air is all around us?

After the discussion, reiterate with class the ways that air surrounds us and what
our senses notice.

Refer to the anchor chart to reiterate the vocabulary words about air and what we
just experienced through using our 5 senses to discover all about air

ELABORATION
During this portion of the lesson, I will allow the opportunity for my students to
elaborate on what they have learned so far through the experiments

We will refer to the anchor chart about air and I will ask students to recall ways

that we used our five senses to figure out how air is all around us

I will then have my students reiterate what they have learned by making a wind
chime to use outside so that we can prove that air creates wind so that we can see
it

Provide students with materials to make wind chime (streamers, construction

paper, glue, and string).

After modeling the steps on how to make wind chime, take class outside and have
them hold up their wind chime to observe if the wind allows the streamers to move
with the wind. When the wind pushes the streamers, we are able to see air.
Elaborate on project with students by engaging with them about what their
streamers do!

Bring students back inside and discuss Franklin Institute Trip to experience Up in
the Air.