SIOP Lesson Plan Template 2

Assignment 3-Day 1
Name: Trisha Antilla
Please highlight one:

Grade level: Kindergarten

Teach now

Teach in the future

Observation

Standards:
K-PS3-1. Make observations to determine the effect of sunlight on Earths surface. (next generation
science standards)
SL.K.1. Participate in collaborative conversations with diverse partners about kindergarten topics
and texts with peers and adults in small and large groups. a) Follow agreed-upon rules for
discussions (e.g., listening to others and taking turns speaking about the topics and texts under
discussion). b) Continue a conversation through multiple exchanges
SL.K.3 write a sentence as a group or individual

Theme: Sunlight/Weather

Lesson Topic:. The effect of sunlight on the earths surface

Objectives:
Language:
Students will be able to identify the pictures orally
Students will use scientific vocabulary to identify and describe different materials
Students will describe what happened to materials from the earths surface from the sun.
Content:
Students will understand and describe how the suns energy affects different surfaces on
Earth

Learning Strategies:

Visuals-pictures of materials and beach scene

Kinesthetic-Hands on experiment using sand, soil, water and gravel
Auditory-students will listen to the story, Go Away, Sun by Pam Bull
Logical-why did some materials absorb the sun more than others?
Verbal-class discussion of experiment and results
Social-students will turn and talk to a partner about where they can find earths materials at
school
Key Vocabulary: Thermometer, gravel, soil, timer, graph, room temperature, scientist,
absorbed, energy

Materials: Potting soil, Thermometer/temperature probe, Sand, Clock/timer, Data chart & graph
worksheets, Sun (light/heat source), Gravel, Newspaper (to cover work surfaces), Cups/containers,
Water, (room temperature) Marker/labels

Motivation:
Students will get the opportunity to be scientists. Remind students of what a scientist is and does.

Presentation:
Read, Go Away, Sun by Pam Bull. Discuss the different materials that became hot from the sun.
Introduce sand, soil, water, and rocks as four common materials on Earths surface. Elicit prior
knowledge through a Turn and Talk: Where do we have soil, water, rocks, and sand around the
school? Show pictures of where these materials can be found on earth.

Show students a picture of a beach landscape with land and water.

Have the students imagine being on the sand in the picture. Ask how they would feel.
(Student responses may include warm, hot.)
Ask students what would cause them to feel warm or hot in the place pictured. (Student
response the sun.)
Now ask students to imagine being in the water. How would they feel now? (Student
response may include warm, cool.)
Ask students to think about why the sand and the water feel different (temperature) when
the energy from the sun is the same for the sand and the water.
Ask students what other types of materials can be found on the Earths surface. (Students
responses may include soil, stone, grass.) Teacher shows pictures of materials.
Ask students to identify the science tool they could use to determine the temperature of the
sand and water. (thermometer)

Practice/Application:

Tell students they will conduct an investigation to help them understand the effects of
sunlight on sand, soil, gravel and water. Show students the labeled cups containing the sand,
water, gravel and soil. Have students think about the picture of the beach. Ask students how
they can carry out their investigation.
Have students make and write predictions about which substance will be warmer than the
other after being in the sun. Record the students predictions in a tally graph.
Data Collection - Before placing the cups in the sunlight, take the temperatures of their
contents, and record in a data chart.
Place cups in the sunlight so that all cups are equally exposed. Make sure that all cups are
on the same surface. Observe the starting time, and record it in the data chart.
After 5 minutes, use the thermometer to take the temperature of each substance; have
students record their readings in the data chart. Repeat after 10 minutes and again after 15
minutes.
Use the information in the data chart to create a bar graph. This can be done as a whole
class or as an individual activity.
Interpret and analyze the data compared to student predictions. Ask students which
substance absorbed the most energy from the sun, which absorbed the least.

Review/Assessment: Ask students what they have learned about the effect of sunlight on
Earths surface. (Student responses may include: The sun heats substances on the Earths surface
differently. Some surfaces heat more quickly than others.) Compare and contrast the materials and
discuss which materials became hotter from the sun.

Works Cited

https://www.boreal.com/www.boreal.com/images/kindergarten_temp_probe-_final.pdf