6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Katie OMera
Lesson Title: Changing States of Matter
Date: 4/4/2016
Grade Level: Pre-K
Circle one:
ECE
PKSN
Standard(s)/Guideline(s): Early Learning and Development Standards: Approaches Toward Learning: Initiative: Use prior knowledge and information to assess,
inform, and plan for future actions and learning
Pre-assessment of current knowledge: Students have become familiar with the difference between liquid and solid, and understand that different objects are
made up of different states of matter
Instructional Objectives (1-2)

Assessment of Student Learning

One/Two Assessed Instructional

Objective(s): The student will be
able to...

Identify Evidence: (What will you collect or record as data

to demonstrate students have met your objective(s) and
skill?)

Use their prior knowledge about

different states of matter to
determine what we know about
objects that are and are not able to
be manipulated

Throughout the activity, I will collect a formative assessment

on which students appropriately and successfully utilized
their fine motor skills to handle and manipulate the given
objects

One Assessed Developmental

Skill:
Use their fine motor skills to
manipulate or attempt to
manipulate given objects

Safety Considerations:
The teacher will make sure that
none of the objects made available
present a choking hazard or are
otherwise dangerous

At the end of the activity, I will collect a summative

assessment based on how students answer certain
questions that I ask or how they participate in the
discussion that I will lead about why some objects were
able to be manipulated and some were not
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
Using the data that I collected from the above assessments,
I will compile a grid with students names across the tops
and marks/notes throughout the grid of how they performed
in the skills that I assessed. This class view will then help
me have a better idea of whether or not most students
seem comfortable with the concept and are ready to move
on

Learning Experience
Academic Language:
1) Solids: Objects made up of matter that have a definite
and unchanging shape
2) Liquids: made up of matter and have their own shape
which can flow and change, and fit the shape of
whatever container it is in
3) Manipulate: To be able to change the state of a given
object
Procedural steps:
1) Students will be presented with a range of everyday
objects made up of different states of matter: rocks,
blocks, paly-doh or kinetic sand, and a bucket of
water
2) The students will be told that their challenge is to take
the object that they are given and see if they can
change its shape.
3) Students who are given rocks and blocks will not be
able to change the shape as they are solid, students
with play-doh or kinetic sand will be able to
manipulate these objects, and students who put their
hands in the buckets of water will find that water can
move around but wont remain in a solid shape other
than that of its container
4) After students have taken turns trying out different
objects, the teacher will then open the floor to a class
discussion and ask about which objects were and
were not able to change their shape and why or why
not
5) This will then lead to a discussion about how different

6/12/2013

Early Childhood Education

Learning Experience Plan
states of matter such as solid or liquid take up space
differently, and how they are not all able to be
changed or manipulated the same way
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Familiar, everyday materials such as rocks, blocks, pay-doh,
and water

Adult Roles:
The role of the adult is to keep students on track with their
activity, to open and lead discussions about the topic, and to
make sure that students are using the objects in a safe way

Resources & References:

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