Knowledge/Skill Building
☀️ Checking Sunlight Evidence
K-PS3-1
K-ESS3-1
Reflection
Essential Question
As a whole class, students revisit their sunlight observations from the two-week investigation. They compare soil or plant placement in sunny vs. shaded spots using touch and picture cards (warmer/cooler, taller/shorter). Students decide if their models clearly show the effect of sunlight and add a sun or shade card if needed.
Plan day
Day 9
Duration
—
Grouping
Whole Class
Steps
4 steps
Lesson plan
4 steps| # | What teachers do |
|---|---|
| 1 | [5 min] Begin with a brief introduction where you review the 'Plant Adventure Walk' observations, focusing on sunny vs. shaded spots. |
| 2 | [10 min] Divide students into small groups and provide each group with a model of a sunny and a shaded spot. Students will touch the soil in each model to observe temperature differences. |
| 3 | [10 min] Using picture cards, groups will compare plant height and health in sunny vs. shaded models and discuss their findings as a class. |
| 4 | [5 min] Reflect as a whole class at the 'plant journal' wall, discussing and writing down any changes noticed in the plant models and why sunlight matters. |
Preparation (3 items)
- Create small models with soil patches representing sunny and shaded spots.
- Prepare picture cards showing warmer/cooler and taller/shorter plants to facilitate comparisons.
- Set up a 'plant journal' wall in the classroom for collective reflection notes.
Student-facing instructions
Your task is to use the plant models to see the effects of sunlight. Feel the soil in each spot to notice temperature differences and use picture cards to compare plant growth. Discuss with your group and class what differences you observe and why sunlight is important for plants. Finish by sharing your observations on the 'plant journal' wall.