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    No Child Left Inside

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    No Child Left Inside

    Uploaded by

    api-269295912
    83 views3 pages

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    no child left inside

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    83 views3 pages

    No Child Left Inside

    Uploaded by

    api-269295912

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 3

    No Child Left Inside (NCLI)

    Science Lesson Plan


    Date: 10-25-14
    Lesson Title: How the Sun Warms the Earth
    Grade Level: Kindergarten
    Next Generation Science Standard (NGSS):
    K-PS3-1: Make observations to determine the effect of sunlight on Earths surface. [Clarification
    Statement: Examples of Earths surface could include sand, soil, rocks, and water] [Assessment
    Boundary: Assessment of temperature is limited to relative measures such as warmer/cooler.]
    ISTE-T Standards:
    3D. manage student learning activities in a technology-enhanced environment.
    4B. use technology resources to collect and analyze data, interpret results, and communicate findings to improve
    instructional practice and maximize student learning.
    Driving Question for Lesson: How does the sun affect the surface of the Earth?
    Content:
    The sun warms the Earths surface; it also warms the air and the water.
    The sun provides the heat for the world.
    You can notice how the sun affects the surface of the Earth through different experiences.
    Practices:
    Students will begin the day by taking two buckets/shallow pans of water outside, placing
    one in an open sunny area and the other in a shaded, darker area. Note the time and
    placement of the water buckets; this will be done together in the classroom science
    journal. (Students will explain what has happened and the teacher will write it down in
    the classroom science journal. At the end of the lesson the notes/observations from the
    journal will be used to create a Word Document as a whole class detailing their
    experience).
    Students will make predictions about what will happen to the different buckets of water
    through the day. Some possible suggestions include: Do they think they will warm up at
    the same rate? Will one warm slower than the other? Will one not warm up at all?
    Students will make observations of the weather and take the outside temperature
    throughout the day and the teacher will record the data in the classroom science
    journal. (This can happen every thirty minutes or hour, whatever your schedule can
    accommodate).
    Students will spend time outside doing various activities, jump rope, tag, jumping jacks,
    etc. They will begin these activities in the shade and describe how they feel. Students
    will then do the activities in the sun and describe how it was the same or different,
    teacher will record this in the journal.
    At the end of the lesson the observations and recording will be put into a Word
    Document. You can create a chart or graph for plotting the temperature data so that
    students have a visual.
    Example 1:

    Example 2:
    Activity In the Sun In the Shade
    Jump Rope I was hot
    I was sweating
    I needed more water
    I needed a break
    I wasnt very hot
    I could jump faster
    I didnt need a lot of water
    Took a short break
    Tag Didnt want to run as fast
    Needed a lot of water
    Really sweaty
    Really tired
    Could run really fast
    Didnt get very hot
    Not very sweaty

    Assessment:
    Assessing student learning should be limited to measures such as warmer/cooler. Possible
    assessment:


    Warmer

    Cooler
    0
    10
    20
    30
    40
    50
    60
    70
    80
    90
    9am 10am 11am 12pm 1pm 2pm
    Sun
    Shade


    Warmer

    Cooler


    Warmer

    Cooler


    Warmer

    Cooler

    Ensure that students know the difference between the two words (warmer/cooler) and
    understand the images so they can accurately complete the assessment.

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