Unit Plan

Over the course of this semester I have been working on a Kindergarten Science Unit that begs the question, " Why should we continue to keep wondering about the world we live in?"

Unit Plan: I am a Scientist!


Unit Author

First and Last Name

Jordan Davis

Author's E-mail Address


Course Name(s)

Educational Technology

Course Number(s)

ED 4372

Course Section(s)


School City, State, Zip

Richardson, TX, 75080-3021

Instructor Name(s):

Rhonda Christensen




Unit Overview

Unit Plan Title

I Am A Scientist!

Curriculum-Framing Questions


Essential Question

Why should we continue to keep wondering about the world we live in?





Unit Questions




  • What can observations tell me about the world we live in?
  • What tools can I use to make observations?
  • What is a scientist?

Unit Summary

Students will be taking on the role of a scientist to observe the world that they live in to answer the main question: Why should we continue to keep wondering about the world we live in? Students will be exploring different tools that they can utilize to assist them in making observations about the world. Students will be using their 5 senses and pre-existing knowledge of different parts of the world to build off of their understandings.



Subject Area(s): (List all subjects that apply)


  • Science
  • ELAR/ Writing
  • Technology




Grade Level (Click boxes of all grade levels that apply)

 X K-2



 Gifted and Talented










Student Objective/Learning Outcome

Targeted State Standard/Benchmark


The students will be able to properly utilize safe habits and safe tool use inside and outside of the classroom.

(K.1) Scientific investigation and reasoning. The student conducts classroom and outdoor investigations following home and school safety procedures and uses environmentally appropriate and responsible practices. The student is expected to:

(A) identify , discuss, and demonstrate safe and healthy practices as outlined in Texas Education Agency-approved safety standards during classroom and outdoor investigations, including wearing safety goggles or chemical splash goggles, as appropriate , washing hands, and using materials appropriately



  • Thinglink.com
    • Modification: This is to help students visualize as a whole group why and how it is necessary to look and dress a particular way during science lessons.
  • In class demonstrations of tools and their purpose.

The student will be able to question and observe the world in which they live in. They will also be able to design simple investigations that will enable them to carryout their own experiments about the world.

(K.2) Scientific investigation and reasoning. The student develops abilities to ask questions and seek answers in classroom and outdoor investigations. The student is expected to:

(A) ask questions about organisms, objects, and events observed in the natural world

(B) plan and conduct simple descriptive investigations  

(C) collect data and make observations using simple tools

(D) record and organize data and observations using pictures, numbers, and words



  • Discovery AR – Animal Exploration
    • Modification: Students have the opportunity to view animals from all over the world
  • Popcorn Experiment
  • Sid the Kid Games!
    • Substitution: Students can use this site as an additional source to understand the tools in the science classroom.

The students will be able to use their tools in order to collect the data that is completed during the lesson.

(K.4) Scientific investigation and reasoning. The student uses age-appropriate tools and models to investigate the natural world. The student is expected to:

(A) collect information using tools, including computing devices, hand lenses, primary balances, cups, bowls, magnets, collecting nets, and notebooks; timing devices; non-standard measuring items: weather instruments such as demonstration thermometers; and materials to support observations of habitats of organisms such as terrariums and aquariums



  • BrainPop Jr.
    • Augmentation: BrainPop Jr asks as a sort of 
  • Popcorn Experiment
  • Ice Cube Observation
  • Science Notebooks



Include the SAMR level for each of the technology-enhanced activities. Is it substitution, augmentation, modification or redefinition and why.


Approximate Time Needed (Example: 45 minutes, 4 hours, 1 year, etc.)

25 Days

Prerequisite Skills

No prerequisite skills are needed


Materials and Resources Required For Unit (Include technology tools including apps, hardware, software, etc. and printed materials.

  • Chromebooks
  • iPads
  • Headphones
  • Science Notebooks
  • Goggles
  • Magnifying Glasses/Hand Lenses
  • Ice Cubes
  • Popcorn
  • Scales
  • Pipettes
  • Timers











Internet Resources






Accommodations for Differentiated Instruction


Resource Student

Students may need oral instructions and color-coated pictorial instructions for accessing the websites  

Students will be able to use pbskids.org Sid the Scientist link to have a more hands on explanation as to various tools students use in the science classroom.


Gifted Student

Students will get to use the pbskids.org plum landing link and view various videos and games that are available that have students look at the world from a different perspective.

Student Assessment (rubrics, quizzes, products, etc.)

  • Easy Quiz from BrainPop Jr.
  • Hard Quiz from Brainpop Jr.
  • Science notebooks will be checked for accuracy with drawings and to make sure students followed along during experiments.
  • Common Assessment will be given at the end of the unit asking students to orally identify tools used by scientists



This Unit Plan is based off of a Unit Plan from Plano ISD and adjusted to meet the needs of my "students" and meet requirements for this class.