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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. A snowman is built next to a wall. Which part melts first on a sunny day? (the side in the shade / neither side ever melts / both sides at exactly the same time / the side in the sunshine) → the side in the sunshinePrompt: Which side is being warmed by sunlight?
  2. Sunlight and warming: which statement is true? (A puddle in the sun dries more slowly than one in the shade. / Sunlight only warms people, not things. / The Moon warms the Earth at night. / Sunlight warms the ground, water and air.) → Sunlight warms the ground, water and air.Prompt: Think about how the ground feels in the sun and in the shade.
  3. Why does a metal slide in the playground feel hot on a sunny afternoon? (Children made it hot by sliding. / Metal is always hot. / The slide makes its own heat. / Sunlight has been shining on it and warming it.) → Sunlight has been shining on it and warming it.Prompt: What has been shining on the slide all day?

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. How could you check which shade keeps a spot coolest? (Ask which shade is prettiest. / Put a thermometer under each shade and compare the readings. / Guess by looking at the colours. / Measure how tall each shade is.) → Put a thermometer under each shade and compare the readings.Prompt: Which tool measures how hot or cold something is?

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. Would this make shade to keep someone cool: a shade sail over a playground? (makes shade / does not make shade) → makes shadePrompt: Does it block sunlight?
  2. How could you check which shade keeps a spot coolest? (Guess by looking at the colours. / Put a thermometer under each shade and compare the readings. / Measure how tall each shade is. / Ask which shade is prettiest.) → Put a thermometer under each shade and compare the readings.Prompt: Which tool measures how hot or cold something is?

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

    How could you check which shade keeps a spot coolest?

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

  2. Question 2

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

    • A. a beach ball
    • B. a leafy tree
    • C. a tent
    • D. a cardboard roof

  3. Question 3

    Would this make shade to keep someone cool: a sun hat?

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

  4. Question 4

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

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

  5. Question 5

    Would this make shade to keep someone cool: a leafy tree?

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

  6. Question 6

    Amir tests two shades over ice cubes: paper and clear plastic. Which ice cube melts more slowly?

    • A. they melt at the same speed
    • B. the one under the clear plastic
    • C. the one under the paper
    • D. neither will melt

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Answer key: Design shade to keep cool in the sun

  1. 1. C. Put a thermometer under each shade and compare the readings.

  2. 2. A. a beach ball

  3. 3. A. makes shade

  4. 4. B. Put a shade cover over it.

  5. 5. A. makes shade

  6. 6. C. the one under the paper