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The Arizona STEM Acceleration Project

Shelter from the Sun

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Shelter from the Sun

A Kindergarten STEM lesson

Sheryl Wells

January 2024

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Notes for teachers

This lesson can take place in

a classroom or STEM Lab for at

least 4 sessions.

Each session is 40 minutes long.

Conversation regarding observations

should be encourage and modeled.

Creative designs should be

encouraged.

Make sure to allow time for students to test and improve their designs.

List of Materials:�

Small Containers of earth materials: sand, clay, sticks, rocks, water, soil, leaves or pine needles
Heat Lamps for testing materials inside quickly - you could also use the Sun as a source outside but it will take longer
Large aluminum trays, or cardboard squares, for students to build their shelters in or on
Ice Cubes for testing purposes
Data Collection Sheet
Engineering Design Sheet

Notes and Materials: This slide can be hidden or skipped when delivering the lesson.�

If using heat lamps, make sure to go over safety rules with the students. The Sun is hot and the lamps will get hot too. They should not touch the lights. I suggest having a least one extra adult to help out on days you use the heat lamps.

If you have large aluminum trays (roasting trays) to use for students to build in, it does help keep the projects safe and helps cut down on some of the mess that is made. Smaller pans (individual pot pie or tart) are good for placing the earth materials in for the day one activities. You may want to use these or large containers to pass out the materials to students when they start building.�

Prepare a place that materials and the students’ shelters can be kept in between lessons.

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Arizona Science Standards

Science (2018 Arizona Science Standards)

K.E1U1.3: Observe, record, and ask questions about how sunlight affects the earth’s surface.

Connection: Students place different earth materials (sand, clay, rocks) under a heat lamp or in the sun to observe and record how hot they get.

K.E1U1.4: Observe, describe, ask questions, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans).

Connection: Students design and build a shelter using earth materials to keep an ice cube from melting, directly applying this standard.

K.P2U1.1: Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.

Connection: While the primary focus is heat, students observe the source of the heat (lamp/sun) from a distance affecting the materials they touch.

Core Idea E1 (Earth’s Systems): The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

Connection: Students explore how different natural components of the Earth's surface (soil vs. rocks vs. water) interact with solar energy.

Mathematics (Arizona Mathematics Standards)

K.MD.A.2: Directly compare two objects with a measurable attribute in common, to see which object has "more of"/"less of" the attribute, and describe the difference.

Connection: Students compare the temperature of materials (e.g., "the rock is hotter than the water") or the size of their ice cubes after testing.

MP5: Use appropriate tools strategically.

Connection: Students use tools like heat lamps (or sunlight) and observation sheets to gather information about their designs.

English Language Arts (2016 Arizona ELA Standards)

K.W.8: With guidance and support from adults, recall information from experiences or gather information from provided sources to answer a question.

Connection: Students use their "Data Collection Sheet" to record observations and recall which materials stayed coolest when designing their shelter.

K.SL.1: Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups.

Connection: Students work in groups to decide on a design, discussing why they are choosing certain materials based on their previous observations.

K.SL.5: Add drawings or other visual displays to descriptions as desired to provide additional detail.

Connection: Students draw their planned shelter on the "Engineering Design Sheet" before building, adding visual details to explain their thinking.

The standards listed on the slide are Next Generation Science Standards (NGSS). ��This could be a follow-up activity or used as part of a unit to cover the following AZ Science Standards related to weather.

K.E1U1.3 Observe, record, and ask questions about temperature, precipitation, and other weather data to identify patterns or changes in local weather.
K.E1U1.4 Observe, describe, ask questions, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans).

The following Arizona Listening and Speaking Standards will also be addressed through the students’ participation in this lesson.

K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.
K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

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Next Generation Science Standards

K-PS3-1. Make observations to determine the effect of sunlight on Earth’s surface.

K-PS3-2. Use tools and materials to design and build a structure that will reduce the warming effect of sunlight on an area.

Engineering Practices

Planning and Carrying Out Investigations �
Make observations to collect data that can be used to make comparisons. �
Use tools and materials provided to design and build a device that solves a specific problem or a solution to a specific problem.

The standards listed on the slide are Next Generation Science Standards (NGSS). ��This could be a follow-up activity or used as part of a unit to cover the following AZ Science Standards related to weather.

K.E1U1.3 Observe, record, and ask questions about temperature, precipitation, and other weather data to identify patterns or changes in local weather.
K.E1U1.4 Observe, describe, ask questions, and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans).

The following Arizona Listening and Speaking Standards will also be addressed through the students’ participation in this lesson.

K.SL.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others, taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges.
K.SL.3 Ask and answer questions in order to seek help, get information, or clarify something that is not understood.

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Objectives:

Let’s explore different materials and how they feel before and after we put them under a warm light like the sun.�
Let’s discover which materials work best to keep an area cool when the sun is shining and explain why we think they are the best materials to use.�
Let’s have fun using our creativity and problem-solving skills to think, create, and test to make the best shelters out of our materials. We will try to keep an ice cube safe from melting in the sun.

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Agenda (40 minutes - 4 Days)

Students will be engaged in this lesson and engineering project for 4-5 days. �
Each class session will be 40 minutes long.�
Session length and number of days can be changed if students need more time to for the design process. �
On the last day, students will present their designs and results to the class.

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Driving Questions

Anticipatory Set

Why do some things feel hotter when the sun shines on them more than others? ��How can we keep from getting too hot?

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Hands-on Activity Instructions

Day 1: After the engaging video, and the driving questions, the students will be told about the project. On this first day, students will explore what earth materials are and how they feel when they have not been under a heat source and then how they feel when they have been under a heat source. Students will fill out an observation sheet with a partner.

Day 2: Students will be put into groups of 3 or 4 depending on the class size. Two sets of partners from day one could be put together for a group to start brainstorming which materials they think will keep an ice cube from getting too hot when exposed to heat. The teams will be given an Engineering Design Process planning sheet to write/draw their ideas on. (Continued on the next slide.)

Hands-On Activity:

Day 1:

After sharing the video and questions with the students, have the students circle up to feel the different earth materials and have them predict if some will get warmer than others when they are put under the heat lamp, and why?
Having the materials in small aluminum pans makes it easier to pass then around the circle. The students should focus on what the items feel like and if they are hot, warm, or cool. As the students feel the materials, talk about where the materials came from (outside - earth). Have the students ever touched these materials when it is hot outside?
If you have a safe place for the heat lamp to be on while you have the students circled up, you could put a set of materials under the lamp to be warming up while the students explore the materials that have not been under the lamp. If you don’t have an extra lamp, then use the time that the materials need to warm up for students to share their predictions and to get the data collection sheet passed out and ready for the next part of the lesson. If at all possible, have another teacher or volunteer join you for this day so that they groups of students can be smaller and monitored more easily with the heat lamps on.
Once everyone has had a chance to touch the unheated earth materials, make sure there are earth materials under the lamp to warm up.
Go over the data collection sheet with the students and let them know that they will be feeling the earth materials again, but this time it will be after they have been under a heat source like the sun. The will be seeing what effects the sun (heat lamp) has on the earth materials.
Pass out the data collection sheets (one for every two students - partnering them up) and pencils for the students to use as they examine the materials again now that they have been under a heat source.
Pass around one material at a time, having students feel it and put an x on the data sheet to record whether the material got hot, warm, or stayed cool.
Once all materials have been tested and the data recorded, have students share out their findings with the class.

Were all the materials the same temperature?
If not, why do you think some got warmer than others?
If you were to create a shelter to stay cool in the hot sun, which materials would you use? (If there is not time for this question and discussion, save it for day 2.�

Note: Before the next session, look at grouping students for the engineering challenge by placing their data collection sheets together to form groups of 4.

Have earth materials available for day 2 for students to look at and use to start creating their structures if their teams work quickly.

Day 2:

Start the lesson off today by having students share what they learned about the earth materials in the last session.
Ask the questions, “If you were to create a shelter to stay cool in the hot sun, which materials would you use? Why?” “Did we collect data yesterday that will help you with this question?” Refer to the data collection sheet.
Let the students know that today they will be using the information they gathered as scientists to choose materials, and then create a design for a shelter as engineers that could keep them, others, and/or animals cool in hot summer weather.
Go over the Engineering Design Sheet with the students and the sections that they should work on completing today.

choosing their materials
drawing out their design
share their design with others in their group and choose one to create as a team

Use the Data Collection sheets to create teams. As you pass out the papers, put two sets of partners together as a team for the engineering challenge.
Space students around the room so they have a place to meet with their teams.
Facilitate conversations as you walk around the room checking in on teams and asking them about their designs.
If some groups work together and come up with a design today, and there is time to have them start building, have them gather the earth materials they chose and begin building.
Make sure and give all teams at least a five minute warning before having them stop working for today’s closure.
Close this session with the teams sharing out the materials they choose and some of their ideas for constructing the shelter.

Note: Make sure to keep each team’s data collection sheets and engineering sheets together so it is easier to hand them back during the day 3 session.

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Hands-on Activity Instructions

Day 2, continued: Depending on how fast students are with choosing materials and drawing out a design, they may have time to start building their structure today. The teacher should visit with each group to discuss their plans before the end of the lesson.

Day 3: On this day, review the goals of the project before students continue with planning and creating their shelters made of earth materials. The teacher will be more of a facilitator today, visiting groups to encourage communication and collaboration. If a group feels they are done, have them test their shelter under a heat lamp with an ice cube and then make any needed improvements.

If you do not have enough earth materials, students could also use items like index cards and toilet paper tubes that are made from earth materials.

Hands-On Activity:

Note: Before day 3, look over the group’s designs to see how far each team got on day 2. This will help you know which teams will need more guidance and support today. Have ice cubes and a heat lamp ready just in case some teams get to the testing stage today.

Day 3:

Start the lesson off today by going over expectations for working as a team and using the earth materials properly to create shelters from the heat of the sun.
Show students where the materials are located and how and when you wish them to collect materials and start building.
Allow students time to ask questions about the activity before giving them time to work in teams.
Walk around checking in with teams as they finish designs, gather materials, and build. Encourage communication and collaboration.
Assist students who may be ready to test with getting an ice cube and placing their design under the heat lamps. Decide as a class how long the structures will stay under the lamp for the test. If students do test their shelters, have them record the results on the backside of the Engineering Design Sheet.
Make sure and give all teams at least a five minute warning before having them stop working for today’s closure. Also, make sure you allow enough time for the students to clean up their areas. Let the students know that it is okay if they didn’t get finished today. They will have more time later to finish their shelters.
Gather students back together to share how they worked together as engineers today and what they accomplished. During the next session, they will be testing and improving designs and sharing out with others.

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Hands-on Activity Instructions

Day 4: Before starting group work, check in with the students to see how they are feeling about their designs. Also check to make sure they remember what problem they are solving as engineers. Allow students time to work in groups. Have the heat lamps ready for testing purposes.��If students do not finish today, allow another day for work time so they can test and make improvements. Allow students to share their designs and results with each other.

Students will test their shelters under the heat lamps.

Hands-On Activity:

This is another great day to try to have another adult in the room so that if you have enough heat lamps you can have more than one team testing at a time. If students do not complete the lesson today, please allow them another day as a whole class or time as individual teams to complete the Engineering Design Process. �

Day 4:

Start the lesson off today by going over expectations for working as a team, using the earth materials properly to create shelters from the warming effects of the sun, and the process of testing, recording results, and making improvements.
As teams are ready to test, make sure to monitor them while around the heat lamps.
Make sure and give all teams at least a five minute warning before having them stop working for today’s closure. Also, make sure you allow enough time for the students to clean up their areas. Let the students know that it is okay if they didn’t get finished today. They will have more time later to finish their shelters.
Have teams share their final designs, their results, and how they improved their designs. �Celebrate the process they went through and everything they learned!

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Data Collection Sheet

Students will need to have one Data Collection Sheet for each set of partners on Day 1.

This needs to be completed as part of the assessment and will be used by the students to help choose the materials they will use to design their shelter to protect the ice cube from the sun.

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Engineering Design Sheet

Students will need to have one Engineering Design Sheet for each team member on Day 1 or Day 2 depending on the pace of the lessons and speed of the group. If the group would like to do one sheet together they may.

This needs to be completed as part of the assessment and will be used by the students to create their shelters and record the results of their first test, improvements made, and the results of their second test.

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Assessment

Data Collection Sheet - Did the students document their observations as scientists?

Engineering Design Sheet - Did the students choose materials and plan out their design as engineers before starting to build? Did they test their shelter and make improvements?

Presentation of Design - Can the students explain why they choose the materials based on effect of the heat lamp on the materials? Can they describe why they put the materials together the way they did to create the shelter?

Class Created Rubric, Checklist, or Criteria Poster - To get the students involved in creating an assessment, you could add time into the lessons to create a rubric, checklist, or criteria poster that helps students understand the expectations and also check to see if they have successfully completed the engineering challenge.

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Differentiation

Students may need directions repeated or put in simpler vocabulary to understand.�
Students may need more modeling.�
Students may need to be strategically placed with supportive peers.�
The teacher will model for the whole class on how to use the sheets. Additional support will be given as needed.�
Some students and groups may need more time than others.

Remediation

Extension/Enrichment

Students could use Seesaw or another program that allows them to record and share, to create a video showing their design and audio of them explaining how they chose their earth materials, decided on the design, and the results of their testing.�
Students could create a poster using the different earth materials to show which ones getting hotter under a source of heat like the sun and which materials stay cooler.�
Students could make a shelter that would keep something warm instead of cool. They could figure out how they would test this structure.