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.
- On a hot day, why do people sit under a tree? (The tree blocks sunlight, so the shade is cooler. / Trees make it rain. / Trees make cold air like a fridge. / It is darker, so it is warmer.) → The tree blocks sunlight, so the shade is cooler.Prompt: What does the tree stop from reaching you?
- Children measured the temperature of a dark path 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?
- Sunlight and warming: which statement is true? (A puddle in the sun dries more slowly than one in the shade. / Sunlight warms the ground, water and air. / Shade is warmer because it is darker. / Sunlight only warms people, not things.) → Sunlight warms the ground, water and air.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.
- Would this make shade to keep someone cool: a beach ball? (makes shade / does not make shade) → does not make shadePrompt: Does it block sunlight?
- A class wants to keep the sandpit from getting too hot. Which plan works best? (Put a shade cover over it. / Put a mirror next to it to shine more light on it. / Take away the trees nearby. / Paint the sand black.) → Put a shade cover over it.Prompt: What stops sunlight reaching the sand?
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.
- Amir tests two shades over ice cubes: paper and clear plastic. Which ice cube melts more slowly? (the one under the paper / the one under the clear plastic / neither will melt / they melt at the same speed) → the one under the paperPrompt: Which material blocks more sunlight?
- Which one would NOT help keep you cool by making shade? (a shade sail over a playground / a clear plastic sheet / a sun hat / a leafy tree) → 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