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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? (The cup in the sun is warmer. / Both cups turn to ice. / The cup in the shade is warmer. / The cup in the sun turns to juice.) → The cup in the sun is warmer.Prompt: Which cup was getting sunlight?
  2. Children measured the temperature of sand in two places: 27 °C and 19 °C. Where was the 27 °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. / The Moon warms the Earth at night. / A puddle in the sun dries more slowly than one in the shade. / Shade is warmer because it is darker.) → 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.

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 drink of water? (makes shade / does not make shade) → does not make shadePrompt: Does it block sunlight?
  2. A class wants to keep the sandpit from getting too hot. Which plan works best? (Take away the trees nearby. / Put a shade cover over it. / Put a mirror next to it to shine more light on it. / Paint the sand black.) → Put a shade cover over it.Prompt: What stops sunlight reaching the sand?

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. Which one would NOT help keep you cool by making shade? (a leafy tree / a beach umbrella (parasol) / a glass window pane / a cardboard roof) → a glass window panePrompt: Three of these block sunlight.
  2. Would this make shade to keep someone cool: a pair of sandals? (makes shade / does not make shade) → does not make shadePrompt: Does it 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

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

    • A. a glass window pane
    • B. a shade sail over a playground
    • C. a leafy tree
    • D. a tent

  2. Question 2

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

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

  3. Question 3

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

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

  4. Question 4

    Would this make shade to keep someone cool: a tent?

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

  5. Question 5

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

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

  6. Question 6

    Would this make shade to keep someone cool: a drink of water?

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

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Answer key: Design shade to keep cool in the sun

  1. 1. A. a glass window pane

  2. 2. A. makes shade

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

  4. 4. A. makes shade

  5. 5. B. the one under the paper

  6. 6. B. does not make shade