Science lesson plan · Kindergarten (Reception and Year 1 in England) · 30 minutes
Warmer or cooler? Compare two thermometer readings
Energy
CCSS NGSS.K-PS3-1CCSS NGSS.K-ESS2-1England: EYFS Understanding the World: The natural worldEngland: KS1 Y1 Seasonal changes
Objective and success criteria
Students will: Warmer or cooler? Compare two thermometer readings.
- 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: Hot or cold? Sort everyday things
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 (Hot or cold? Sort everyday things). Students answer on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Is this hot or cold: a snowball? (hot / cold) → coldPrompt: Would it warm your hands or make them chilly?
- Which of these is the COLDEST? (warm bath water / water from the cold tap / a cup of hot tea) → water from the cold tapPrompt: Imagine touching each one (carefully!).
- True or false? A snowman stays the same on a hot sunny day. (True / False) → FalsePrompt: Think about what heat does to ice, snow and food.
Hook · 3 min
- Wind up a toy or stretch an elastic band and ask where the energy goes.
- Share the objective: Warmer or cooler? Compare two thermometer readings. 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: The thermometer read 47 °F on Monday and 43 °F on Tuesday. Which day was cooler?
- Step 1: 47 is bigger than 43, so 47 °F is warmer.
- Step 2: So the answer is: Tuesday
- Answer: Tuesday
- 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.
- The thermometer read 46 °F on Monday and 72 °F on Tuesday. Which day was warmer? (Monday / Tuesday) → TuesdayPrompt: A bigger number on a thermometer means warmer.
- A puddle of water was 11 °C in the sunshine and 5 °C in the shade. How many degrees cooler was the shady water? → 6 °CPrompt: You want the difference between the two numbers.
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.
- The thermometer read 13 °C on Monday and 18 °C on Tuesday. Which day was warmer? (Monday / Tuesday) → TuesdayPrompt: A bigger number on a thermometer means warmer.
- A puddle of water was 6 °C in the sunshine and 4 °C in the shade. How many degrees cooler was the shady water? → 2 °CPrompt: You want the difference between the two numbers.
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: Hot or cold? Sort everyday things.
- 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