Lessons 1 and 2 support students in developing an understanding of how the sun warms surfaces, including playground equipment. As you move from Lessons 3 through 6 in the unit, following the steps of the Engineering Design Process, facilitate a narrowing of ideas for design solutions. For example, in Lesson 3, as students brainstorm their initial ideas for the playground design, invite a wide range of ideas to be suggested, not yet worrying about design constraints. The main reference point for students by Lesson 3 will be their knowledge of the heating effects of the sun, and the difference between sun and shade. Encourage students’ ideas to align with this science knowledge. By Lesson 6, students will have designed and tested models of their ideas, learning along the way what seems to work and what does not seem to work. By Lesson 6, students should be ready to narrow in on a smaller set of ideas that may be able to actually work on the playground within design constraints.
We have included an optional Lesson 5a in the unit (see Unit Storyline). After students have tested their models outside, you may choose to teach Lesson 5a to give students an opportunity to improve their models and test them again. Some kindergarteners will fatigue quickly with this extra step, while others will benefit from a chance to build a successful model. You can use your knowledge of your students, how well their models work in Lessons 4-5, and how much instructional time you have to decide whether or not to teach Lesson 5a.
Additionally, you may decide as a unit extension to present the class consensus model created in Lesson 6 (the final lesson) to your school principal, your local hardware store, a crowd-sourced funding platform such as Donors Choose, your school’s Parent Teacher Association, etc., to see if you and your students may be able to actualize one or more of their ideas for the playground modifications.
Since several lessons in this unit rely on the sun’s warmth to heat up surfaces (in the schoolyard, playground, and students’ models), try to be flexible with your instruction so that you are able to bring students outside on sunny days during Lessons 1, 2, 5, and (optionally) 5a.
