• 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. On a hot day, why do people sit under a tree? (The tree blocks sunlight, so the shade is cooler. / It is darker, so it is warmer. / Trees make it rain. / Trees make cold air like a fridge.) → The tree blocks sunlight, so the shade is cooler.Prompt: What does the tree stop from reaching you?
2. Children measured the temperature of a dark path in two places: 28 °C and 17 °C. Where was the 28 °C reading most likely taken? (in the sun / in the shade) → in the sunPrompt: Which reading is warmer?
3. Sunlight and warming: which statement is true? (A dark T-shirt left in the sun gets warmer than a white one. / Shade is warmer because it is darker. / Sunlight only warms people, not things. / A puddle in the sun dries more slowly than one in the shade.) → A dark T-shirt left in the sun gets warmer than a white one.Prompt: Think about how the ground feels in the sun and in the shade.

• 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.

• 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.

• 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 beach ball? (makes shade / does not make shade) → does not make shadePrompt: Does it block sunlight?
2. Why do cities plant more trees along streets as summers get hotter? (Tree shade keeps streets and people cooler. / Trees make the days shorter. / Trees make the Sun smaller. / Trees make the streets brighter.) → Tree shade keeps streets and people cooler.Prompt: What do leaves do to sunlight?

• 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.

• Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.

1. Which one would NOT help keep you cool by making shade? (a glass window pane / a cardboard roof / a sun hat / a tent) → a glass window panePrompt: Three of these block sunlight.
2. How could you check which shade keeps a spot coolest? (Guess by looking at the colours. / Measure how tall each shade is. / Ask which shade is prettiest. / Put a thermometer under each shade and compare the readings.) → Put a thermometer under each shade and compare the readings.Prompt: Which tool measures how hot or cold something is?

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