Kindergarten: My Five Senses Museum Each week, students create one sensory "tool" or "artifact" to display at their final museum. Week 1: Super Sight (Art & Optics) Activity: DIY Binoculars. Tape two toilet paper rolls together and decorate them. STEAM: Go on a "Nature Scavenger Hunt" to find specific shapes or colors in the yard using their new binoculars. Week 2: Hidden Sounds (Sound Engineering) Activity: Sound Shakers. Fill plastic eggs or small containers with different items (rice, beans, pennies). Math: Shake them and try to guess which one is the loudest vs. quietest. Sort them in order of volume. Week 3: The Big Build (Touch & Engineering) Activity: Texture Rubbings & Collages. Use crayons to make rubbings of bark, leaves, and bricks. Then, build a "Texture Tower" using different materials like foil, sandpaper, and sponges. Art: Focus on how different surfaces feel (rough, smooth, bumpy). Week 4: Scented Science (Smell & Chemistry) Activity: Scented Painting. Add extracts (vanilla, peppermint) or spice powders (cinnamon) to washable paint. Science: Discuss how smells can remind us of places or memories. Paint a picture of a "Smelly Garden. Week 5: Growing Tastes (Biology & Botany) Activity: Ziploc Bag Gardens. Place a damp paper towel and a bean seed in a baggie. Science: Watch the roots grow over the week. Talk about how plants give us food (vegetables/fruits) that we taste. Week 6: The "Sense-Sational" Museum The Setup: Use a shoebox or a small tray for each student. They place their binoculars, shakers, texture art, scented painting, and bean plant inside. The Presentation: "The Mystery Box." Give each student 30 seconds to show one item and ask the audience, "Which sense do I use for this?" (e.g., "I use my ears for my shaker!"). Kindergarten STEAM Unit: “My Five Senses Museum” — Materials List Week Project Materials Needed Week 1 Super Sight (DIY Binoculars + Scavenger Hunt) Toilet paper rolls (2 per student), tape, markers/crayons, stickers, colored paper, glue, string/yarn (optional for neck strap), sketch pad (draw what you saw on scavenger hunt) Week 2 Hidden Sounds (Sound Shakers) Plastic eggs or small containers with snap on lids, rice, beans, pennies/coins, tape (to seal), labels/stickers (optional for sorting) Week 3 The Big Build (Texture Rubbings + Texture Tower) Crayons (unwrapped), paper, natural items (leaves, bark), cardboard scraps, aluminum foil, sandpaper, sponges, glue, tape Week 4 Scented Science (Scented Painting) Washable paint, vanilla extract, peppermint extract, cinnamon or other spice powders, paintbrushes, paper, cups/palettes Week 5 Growing Tastes (Ziploc Bag Gardens) Ziploc bags, paper towels, bean seeds (or similar), water (spray bottle or cups), tape (to hang on window) Week 6 Sense-Sational Museum (Final Showcase) Shoeboxes or trays (1 per student), all previous artifacts (binoculars, shaker, texture art, painting, plant), labels (optional), table space for display

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students are showing they understand pushes pulls and levers. It is meant for kindergarten K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object. [Clarification Statement: Examples of pushes or pulls could include a string attached to an object being pulled, a person pushing an object, a person stopping a rolling ball, and two objects colliding and pushing on each other.] [Assessment Boundary: Assessment is limited to different relative strengths or different directions, but not both at the same time. Assessment does not include non-contact pushes or pulls such as those produced by magnets.] K-PS2-2. Analyze data to determine if a design solution works as intended to change the speed or direction of an object with a push or a pull.* [Clarification Statement: Examples of problems requiring a solution could include having a marble or other object move a certain distance, follow a particular path, and knock down other objects. Examples of solutions could include tools such as a ramp to increase the speed of the object and a structure that would cause an object such as a marble or ball to turn.] [Assessment Boundary: Assessment does not include friction as a mechanism for change in speed.]