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Science lesson plan · Kindergarten (Reception and Year 1 in England) · 60 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 · 6 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. On a hot day, why do people sit under a tree? (Trees make cold air like a fridge. / It is darker, so it is warmer. / Trees make it rain. / The tree blocks sunlight, so the shade is cooler.) → The tree blocks sunlight, so the shade is cooler.Prompt: What does the tree stop from reaching you?
  2. Sunlight and warming: which statement is true? (Shade is usually cooler than a sunny spot. / The Moon warms the Earth at night. / Shade is warmer because it is darker. / Sunlight only warms people, not things.) → Shade is usually cooler than a sunny spot.Prompt: Think about how the ground feels in the sun and in the shade.
  3. 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 turns to juice. / The cup in the shade is warmer. / The cup in the sun is warmer. / Both cups turn to ice.) → The cup in the sun is warmer.Prompt: Which cup was getting sunlight?

Hook · 6 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 · 12 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 · 12 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 tent? (makes shade / does not make shade) → makes shadePrompt: Does it block sunlight?
  2. How could you check which shade keeps a spot coolest? (Measure how tall each shade is. / Ask which shade is prettiest. / Put a thermometer under each shade and compare the readings. / Guess by looking at the colours.) → Put a thermometer under each shade and compare the readings.Prompt: Which tool measures how hot or cold something is?

You do: independent practice · 17 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 · 7 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 drink of water / a sun hat / a cardboard roof / a beach umbrella (parasol)) → a drink of waterPrompt: Three of these block sunlight.
  2. Why do cities plant more trees along streets as summers get hotter? (Trees make the streets brighter. / Tree shade keeps streets and people cooler. / Trees make the Sun smaller. / Trees make the days shorter.) → Tree shade keeps streets and people cooler.Prompt: What do leaves do to 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

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

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

  2. Question 2

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

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

  3. Question 3

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

    • A. a tent
    • B. a cardboard roof
    • C. a drink of water
    • D. a sun hat

  4. Question 4

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

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

  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 beach ball?

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

  7. Question 7

    How could you check which shade keeps a spot coolest?

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

  8. Question 8

    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. Take away the trees nearby.
    • C. Put a shade cover over it.
    • D. Paint the sand black.

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Answer key: Design shade to keep cool in the sun

  1. 1. A. Tree shade keeps streets and people cooler.

  2. 2. B. does not make shade

  3. 3. C. a drink of water

  4. 4. C. the one under the paper

  5. 5. A. makes shade

  6. 6. B. does not make shade

  7. 7. B. Put a thermometer under each shade and compare the readings.

  8. 8. C. Put a shade cover over it.