Science lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Hot or cold? Sort everyday things
Energy
CCSS NGSS.K-PS3-1England: EYFS Understanding the World: The natural world
Objective and success criteria
Students will: Hot or cold? Sort everyday things.
- 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: no earlier skill in the map; start from what students know.
Leads to: Warmer or cooler? Compare two thermometer readings
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 · 5 min
- Quick retrieval: three short questions students should already manage. Answers 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 HOTTEST? (milk from the fridge / a cup of hot tea / water boiling in a kettle) → water boiling in a kettlePrompt: Imagine touching each one (carefully!).
- True or false? It is safe to touch an oven door when the oven is on. (True / False) → FalsePrompt: Think about what heat does to ice, snow and food.
Hook · 5 min
- Wind up a toy or stretch an elastic band and ask where the energy goes.
- Share the objective: Hot or cold? Sort everyday things. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: Is this hot or cold: a radiator in winter?
- Step 1: Hot things can warm us up, and some can burn us.
- Step 2: So the answer is: hot
- Answer: hot
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Is this hot or cold: a toaster that is on? (hot / cold) → hotPrompt: Would it warm your hands or make them chilly?
- Which of these is the HOTTEST? (water boiling in a kettle / warm bath water / an ice cube) → water boiling in a kettlePrompt: Imagine touching each one (carefully!).
You do: independent practice · 10 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 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- 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? (water from the cold tap / an ice cube / milk from the fridge) → an ice cubePrompt: Imagine touching each one (carefully!).
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
- 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
- Move on to: Warmer or cooler? Compare two thermometer readings.
- 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