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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 45 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 · 5 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. Why does a metal slide in the playground feel hot on a sunny afternoon? (Metal is always hot. / The slide makes its own heat. / Children made it hot by sliding. / Sunlight has been shining on it and warming it.) → 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: 34 °C and 20 °C. Where was the 34 °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. / The Moon warms the Earth at night. / Sunlight only warms people, not things. / Shade is warmer because it is darker.) → Shade is usually cooler than a sunny spot.Prompt: Think about how the ground feels in the sun and in the shade.

Hook · 5 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 · 10 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 · 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.
  1. Would this make shade to keep someone cool: a clear plastic sheet? (makes shade / does not make shade) → does not make shadePrompt: Does it block sunlight?
  2. Amir tests two shades over ice cubes: paper and clear plastic. Which ice cube melts more slowly? (the one under the clear plastic / neither will melt / the one under the paper / they melt at the same speed) → the one under the paperPrompt: Which material blocks more sunlight?

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.
  1. Amir tests two shades over ice cubes: paper and clear plastic. Which ice cube melts more slowly? (they melt at the same speed / the one under the clear plastic / neither will melt / the one under the paper) → the one under the paperPrompt: Which material blocks more sunlight?
  2. Which one would NOT help keep you cool by making shade? (a clear plastic sheet / a tent / a cardboard roof / a sun hat) → a clear plastic sheetPrompt: Three of these 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/ 8

  1. Question 1

    How could you check which shade keeps a spot coolest?

    • A. Put a thermometer under each shade and compare the readings.
    • B. Measure how tall each shade is.
    • C. Ask which shade is prettiest.
    • D. Guess by looking at the colours.

  2. Question 2

    Would this make shade to keep someone cool: a beach ball?

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

  3. Question 3

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

    • A. a beach ball
    • B. a beach umbrella (parasol)
    • C. a tent
    • D. a sun hat

  4. Question 4

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

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

  5. Question 5

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

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

  6. Question 6

    Would this make shade to keep someone cool: a pair of sandals?

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

  7. Question 7

    Why do cities plant more trees along streets as summers get hotter?

    • A. Trees make the days shorter.
    • B. Trees make the Sun smaller.
    • C. Trees make the streets brighter.
    • D. Tree shade keeps streets and people cooler.

  8. Question 8

    Would this make shade to keep someone cool: a clear plastic sheet?

    • 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. Put a thermometer under each shade and compare the readings.

  2. 2. B. does not make shade

  3. 3. A. a beach ball

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

  5. 5. A. makes shade

  6. 6. B. does not make shade

  7. 7. D. Tree shade keeps streets and people cooler.

  8. 8. B. does not make shade