Science · Kindergarten

Active learning ideas

Keeping Things Warm or Cool

Active learning works here because students need to feel temperature differences to trust the science. When they test materials with their own hands, the abstract idea of heat transfer becomes concrete and memorable. This hands-on approach also builds problem-solving skills as they design real solutions to keep things warm or cool.

• Common Core State Standards
• K-PS3-1
• K-PS3-2

• 15–35 min
• Pairs → Whole Class
• 4 activities

Activity 01

• Inquiry Circle
• 30 min · Pairs

Inquiry Circle: Cool Cover Test

Pairs receive four small identical containers and four covering materials: aluminum foil, black construction paper, white cloth, and no cover. They fill each with the same amount of room-temperature water, place them in a sunny window for 20 minutes, and compare which stayed coolest and which warmed most.

Design a method to keep a surface cool when the sun is shining brightly.

Facilitation Tip

During the Cool Cover Test, circulate with a digital thermometer to show temperature changes instantly, so students see real-time data.

What to look for

Give students a picture of a sunny day. Ask them to draw one thing that would help keep a playground surface cool and write one word explaining why it works (e.g., 'shade tree' - 'blocks sun').

• Analyze
• Evaluate
• Create
• Self-Management
• Self-Awareness

Activity 02

• Simulation Game
• 35 min · Small Groups

Simulation Game: Keep the Ice Cube Alive

Small groups receive an ice cube and a bag of materials: foil, cotton balls, plastic wrap, and construction paper. They have 15 minutes to build a cold keeper for the ice cube. Groups place all cubes on the table and observe which one melts last over the next 20 minutes, then explain why their material choice worked or did not.

Compare materials that keep things warm versus materials that keep things cool.

Facilitation Tip

For the Keep the Ice Cube Alive simulation, provide small containers so students can compare ice melt rates in different environments.

What to look for

Hold up two different materials, like dark paper and aluminum foil. Ask students to predict which one will get hotter in the sun and explain their reasoning using the terms 'absorb' or 'reflect'.

• Apply
• Analyze
• Evaluate
• Create
• Social Awareness
• Decision-Making

Activity 03

• Think-Pair-Share
• 15 min · Pairs

Think-Pair-Share: Light Colors and Dark Colors

Show a photo of two cars parked in the sun, one white and one black. Ask students which would be hotter inside and why. Pairs share their reasoning before the class tests a version of this with two pieces of construction paper placed in the sun.

Justify why wearing light-colored clothes helps us stay cool in the sun.

Facilitation Tip

In the Think-Pair-Share, give each pair one set of colored paper so they physically hold and compare the materials.

What to look for

Ask students: 'Imagine you are going to play outside on a very sunny day. What color shirt would you choose to wear and why? Use the word 'cool' in your answer.'

• Understand
• Apply
• Analyze
• Self-Awareness
• Relationship Skills

Activity 04

• Gallery Walk
• 20 min · Pairs

Gallery Walk: Design Review

After each group completes a shade or insulation design, students post a drawing of their design labeled with the materials used. The class walks to view each design and places a sticky note on ones where they can explain why a specific material was a good choice for blocking or holding heat.

Design a method to keep a surface cool when the sun is shining brightly.

Facilitation Tip

During the Gallery Walk, ask students to leave sticky notes with one question or suggestion for each design they observe.

What to look for

Give students a picture of a sunny day. Ask them to draw one thing that would help keep a playground surface cool and write one word explaining why it works (e.g., 'shade tree' - 'blocks sun').

• Understand
• Apply
• Analyze
• Create
• Relationship Skills
• Social Awareness

A few notes on teaching this unit

Start by connecting to students' experiences with hot playgrounds or melting ice cream. Teach them to use precise language like 'absorb,' 'reflect,' and 'insulate' from the first activity onward. Avoid explaining too much upfront; let their investigations drive understanding. Research shows young learners grasp heat transfer best when they manipulate materials and discuss outcomes with peers.

Successful learning looks like students using scientific terms correctly after testing, adjusting their designs based on results, and explaining why certain materials work better than others. They should connect their observations to everyday experiences, like choosing clothing or shading a lunchbox.

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Watch Out for These Misconceptions

• During the Think-Pair-Share activity, watch for students who assume dark colors are always better and cannot explain why.

  Ask them to hold the dark and light papers in the sun for one minute, then feel both. Guide them to notice the dark paper feels warmer and ask, 'Is this helpful for keeping something cool?' Have them revise their thinking using the terms 'absorb' and 'reflect'.

• During the Cool Cover Test activity, watch for students who think any cover will keep ice cold.

  After the uncovered ice melts faster than the covered ice, ask students to compare the black paper cover to their predictions. Have them explain why the black cover made the ice melt faster, pointing to the material's heat-absorbing property.

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Methods used in this brief

• Inquiry Circle
• Simulation Game
• Think-Pair-Share
• Gallery Walk