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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes

Design shade to keep cool in the sun

Energy

CCSS NGSS.K-PS3-2CCSS NGSS.K-2-ETS1-1England: EYFS Understanding the World: The natural worldEngland: KS1 Y1 Seasonal changes

Objective and success criteria

Students will: Design shade to keep cool in the sun.

  • I can answer questions on today's skill on my own, without help.
  • I can explain each step and say why it works.
  • I can check my answer and spot a mistake.

Before and after

Needs first: Sun or shade: which spot gets warmer?

Leads to: the next skill in this area.

Materials: Wind-up toys or a pendulum, Energy transfer diagrams, Mini whiteboards, A diagram or short video clip of the idea, Printed student sheet (below).

Warm-up · 4 min

  • Quick retrieval from earlier learning (Sun or shade: which spot gets warmer?). Students answer on mini whiteboards.
  • Show answers together and note who needs support in the main task.
  1. You put one cup of water in the sun and one in the shade for an hour. What do you find? (Both cups turn to ice. / The cup in the sun turns to juice. / The cup in the shade is warmer. / The cup in the sun is warmer.) → The cup in the sun is warmer.Prompt: Which cup was getting sunlight?
  2. Sunlight and warming: which statement is true? (The Moon warms the Earth at night. / Sunlight only warms people, not things. / A puddle in the sun dries more slowly than one in the shade. / Shade is usually cooler than a sunny spot.) → Shade is usually cooler than a sunny spot.Prompt: Think about how the ground feels in the sun and in the shade.
  3. A snowman is built next to a wall. Which part melts first on a sunny day? (the side in the sunshine / both sides at exactly the same time / the side in the shade / neither side ever melts) → the side in the sunshinePrompt: Which side is being warmed by sunlight?

Hook · 3 min

  • Wind up a toy or stretch an elastic band and ask where the energy goes.
  • Share the objective: Design shade to keep cool in the sun. Read the success criteria together.

I do: model it · 7 min

  • Work through the example out loud, saying why you do each step, not just what you do.
  • Example: Would this make shade to keep someone cool: a drink of water?
  • Step 1: Things that let sunlight through, or do not cover you, do not make shade.
  • Step 2: So the answer is: does not make shade
  • Answer: does not make shade
  • Pause after each step and ask a student to say what comes next.

We do: guided practice · 6 min

  • Do these together. Students try each step on whiteboards before you reveal it.
  • Use the hints as prompts rather than giving the answer.
  1. Would this make shade to keep someone cool: a glass window pane? (makes shade / does not make shade) → does not make shadePrompt: Does it block sunlight?
  2. Amir tests two shades over ice cubes: paper and clear plastic. Which ice cube melts more slowly? (neither will melt / the one under the paper / the one under the clear plastic / they melt at the same speed) → the one under the paperPrompt: Which material blocks more sunlight?

You do: independent practice · 7 min

  • Students work on the student sheet. Circulate and check the first two answers of every student early.
  • Students who finish: write a question of their own for a partner, with the answer.

The 6 questions are on the student sheet below, with answers in the key.

Exit ticket · 3 min

  • Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
  1. A class wants to keep the sandpit from getting too hot. Which plan works best? (Put a shade cover over it. / Paint the sand black. / Take away the trees nearby. / Put a mirror next to it to shine more light on it.) → Put a shade cover over it.Prompt: What stops sunlight reaching the sand?
  2. Which one would NOT help keep you cool by making shade? (a shade sail over a playground / a drink of water / a sun hat / a cardboard roof) → a drink of waterPrompt: Three of these block sunlight.

Watch out for

  • Everyday meanings of words getting in the way of the science meaning: define key words explicitly.
  • Remembering facts without the reason: ask "why?" and "what is the evidence?"

Support and stretch

Support

  • Review first: Sun or shade: which spot gets warmer?.
  • Use concrete materials: wind-up toys or a pendulum.
  • Give the first step of each question, or a partly worked example to finish.
  • Pair with a confident partner for the guided practice.

Stretch

  • Explain a common mistake in writing and how to fix it.
  • Write a word problem that uses today's skill, then solve a partner's.

Homework and more practice

Free online practice with hints and printable worksheets for this skill: eurekami.com/science/kindergarten.

Free lesson plan from eurekami.com/lesson-plan-builder

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Design shade to keep cool in the sun

Name

Date

Score/ 6

  1. Question 1

    Why do cities plant more trees along streets as summers get hotter?

    • A. Trees make the days shorter.
    • B. Tree shade keeps streets and people cooler.
    • C. Trees make the streets brighter.
    • D. Trees make the Sun smaller.

  2. Question 2

    Would this make shade to keep someone cool: a shade sail over a playground?

    • A. makes shade
    • B. does not make shade

  3. Question 3

    Which one would NOT help keep you cool by making shade?

    • A. a leafy tree
    • B. a shade sail over a playground
    • C. a tent
    • D. a pair of sandals

  4. Question 4

    How could you check which shade keeps a spot coolest?

    • A. Put a thermometer under each shade and compare the readings.
    • B. Measure how tall each shade is.
    • C. Ask which shade is prettiest.
    • D. Guess by looking at the colours.

  5. Question 5

    A class wants to keep the sandpit from getting too hot. Which plan works best?

    • A. Take away the trees nearby.
    • B. Paint the sand black.
    • C. Put a shade cover over it.
    • D. Put a mirror next to it to shine more light on it.

  6. Question 6

    Would this make shade to keep someone cool: a glass window pane?

    • A. makes shade
    • B. does not make shade

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Answer key: Design shade to keep cool in the sun

  1. 1. B. Tree shade keeps streets and people cooler.

  2. 2. A. makes shade

  3. 3. D. a pair of sandals

  4. 4. A. Put a thermometer under each shade and compare the readings.

  5. 5. C. Put a shade cover over it.

  6. 6. B. does not make shade