• 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. Why does a metal slide in the playground feel hot on a sunny afternoon? (The slide makes its own heat. / Metal is always hot. / Sunlight has been shining on it and warming it. / Children made it hot by sliding.) → Sunlight has been shining on it and warming it.Prompt: What has been shining on the slide all day?
2. Children measured the temperature of a rock in two places: 23 °C and 14 °C. Where was the 23 °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? (Shade is usually cooler than a sunny spot. / Shade is warmer because it is darker. / Sunlight only warms people, not things. / The Moon warms the Earth at night.) → Shade is usually cooler than a sunny spot.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 shade sail over a playground? (makes shade / does not make shade) → makes shadePrompt: Does it block sunlight?
2. Why do cities plant more trees along streets as summers get hotter? (Trees make the streets brighter. / Trees make the Sun smaller. / Tree shade keeps streets and people cooler. / Trees make the days shorter.) → 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. How could you check which shade keeps a spot coolest? (Put a thermometer under each shade and compare the readings. / Ask which shade is prettiest. / 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?
2. Would this make shade to keep someone cool: a sun hat? (makes shade / does not make shade) → makes shadePrompt: Does it block sunlight?

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