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Early Childhood Education

Learning Experience

Name: Grace Imhoff Lesson Title: Exploring Liquids


Date: 3/19/17 Grade Level: Pre-K Developmental Domain: Cognition and General
Knowledge;
Language and Literacy
Standard(s)/Guideline(s):
Cognition and General Knowledge - Science Inquiry and Application (Inquiry): Make predictions.
Language and Literacy Writing (Writing Process): Demonstrate an understanding of the structure and function of print.

Pre-assessment of current knowledge: Ss will demonstrate current knowledge when asked to identify liquids found in the classroom.

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional Identify Evidence: (What will you collect or record Academic Language: liquid, oil, water, soap, observe, predict
Objective(s): The student will be as data to demonstrate students have met your
able to... objective(s) and skill?) Procedural steps:
1. T will introduce the topic on the carpet. T will ask Ss to identify
SWBAT predict what kind of liquid T will take pictures of the Ss making predictions liquids in the classroom. T will record answers on the white
is in each plastic bag. and exploring the liquids as well as writing board to assess current knowledge.
vocabulary words into their science journal to 2. T will engage Ss with a book on how water flows to demonstrate
SWBAT copy one of the determine if they have met the objectives for this that liquids do not have a definite shape.
vocabulary words into their lesson. 3. T and Ss will then move to the table to complete a hands-on
science journal. activity.
4. T will pass around one plastic bag at a time. It will either contain
Program Monitoring: (How will you aggregate or oil, soap, or water. T will ask Ss to predict what kind of liquid is in
compile your evidence into a class or group view?) each bag.
One Assessed Developmental 5. T will ask Ss observation questions. What do the liquids look
Skill: T will create checklist to compile evidence into a like? What do the liquids feel like? T will record answers.
whole group view. 6. T will reveal the identity of the liquids. T will have the words oil,
SWBAT make predictions. water, and soap written out for Ss.
7. T will ask Ss to draw a picture of one of the liquids and write its
name in their science journal.

Safety Considerations: Authentic Materials: (Describe authentic real life, hands-on


Plastic bags should be reinforced Differentiation: materials.)
to assure the liquid stays inside. If a Ss is unable to write a vocabulary word to go
along with their drawing have the Ss tell the T what Water, oil, soap, science journal
they have drawn instead.
Adult Roles:
Introduce the lesson, monitor and group the students, prepare
Early Childhood Education
Learning Experience

materials

Resources & References:


N/A

Reflection: (What have you learned about your students? How will this inform future instruction?)

When assessing the students prior knowledge on the carpet the students were able to identify four liquids. A couple of the students identified
solids as liquids, for example, cereal. This tells me we will have to continue to reinforce the differing properties of solids and liquids. When reading
the book, five of the seven students were engaged. Therefore in the future giving them something to hold or making the read aloud interactive is
something we should include in our lessons. Once we all moved to the table to do the hands on activity all of the students were engaged. The first
mystery liquid I showed them was water. When I asked what liquid this was they all at once said Water! I passed the bag of water around and
asked them to tell me what the water felt and looked like. One student said, It feels squishy. I asked the students to notice when they touched the
water it moved. I then asked them If I touched a marker would it move like that? They responded No. I was again trying to reinforce the idea that
one of the properties of liquids is that they take the shape of their container. The next mystery liquid was purple dish soap. The first student
predicted it was purple water. When I passed the soap around, one student noticed bubbles. I then asked the group of students, What liquid makes
bubbles when you use it? And there was no response so I followed up with Maybe when you wash your hands? And then one of the students
shouted out Soap! When making observations one student made the observation that it felt gooey and harder than water. The final mystery
liquid was oil. None of the students were correct with their predictions. Many of the students predicted it was juice. One student made the
observation it felt squishy. When I revealed the identity of this liquid the students did not seem to know much about oil so I gave some examples of
when we use oil, for example, when we cook. I then laid out all the liquids for the students to see and asked them to draw one of the liquids in their
science journal. Once they picked a liquid to draw, I handed them the corresponding vocabulary word with oil, water, or soap written on it.
Many of the students wanted to draw more than one liquid. We also challenged them to write the word liquid in their science journal if they wanted
to. We have found the science journals to be very engaging for the students and it will be something they are able to keep after our investigation.
From the hands on activity, I learned that the students loved touching the liquids. This part of the lesson was definitely more engaging for the students
Early Childhood Education
Learning Experience

than the book read on the carpet. I was impressed by the predictions and observations the students made during the lesson, I would like to continue to
utilize these inquiry skills in my next lesson.

Checklist 1: The child is able to predict the liquid in the bag.


Child 1 Child 2 Child 3 Child 4 Child 5 Child 6 Child 7 Child 8 Child 9
x x x x / / x x /

Checklist 2: The child is able to copy a vocabulary word into their science journal.
Child 1 Child 2 Child 3 Child 4 Child 5 Child 6 Child 7 Child 8 Child 9
x x x x x /