Knowledge/Skill Building
☀️ Sunny Spot or Shady Spot?
K-PS3-1
K-ESS2-2
Reflection
Essential Question
Students compare two trays of soil (one placed in sunlight earlier, one in shade). They touch carefully and describe temperature differences and predict which spot helps plants grow better. Teacher charts their spoken evidence statements to model constructing a simple argument.
Plan day
Day 5
Duration
—
Grouping
Whole Class
Steps
5 steps
Lesson plan
5 steps| # | What teachers do |
|---|---|
| 1 | Gather students in the circle area and introduce today's activity about comparing sunny and shady soil spots. (5 min) |
| 2 | Have students observe and touch the two trays of soil: one from a sunny spot and one from a shady spot. Discuss their observations of temperature and other differences. (10 min) |
| 3 | Ask students to predict which spot will help plants grow better and record their predictions on the chart using words or drawings. (5 min) |
| 4 | Guide students to contribute their discoveries and predictions to the 'plant journal' wall. Each student can add a drawing or sentence describing what they found. (5 min) |
| 5 | Wrap up with a movement break before transitioning, where students can mimic the actions of growing plants reaching for sunlight or finding shade. (5 min) |
Preparation (3 items)
- Prepare two trays of soil: one to be placed in sunny spot, one in shady spot prior to activity.
- Set up a chart or drawing paper for students to express their predictions and observations.
- Ensure the plant journal wall has space and materials (markers, paper) ready for student contributions.
Student-facing instructions
You will observe two trays of soil and feel the difference between one placed in sunlight and one in shade. Discuss and share your thoughts about which spot may help plants grow better. Then, you'll add your discoveries to our 'plant journal' wall with a drawing or sentence.