6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Katie OMera and Mary Fahey
Lesson Title: Properties of Matter: Solids vs. Liquids
Date: 3-7-16
Grade Level: Pre-K
Circle one:
ECE
PKSN
Standard(s)/Guideline(s): Ohio Learning and Development Standards: Cognition and General Knowledge: Group and Categorize: Sort and classify objects by
one or more attributes
Ohio Learning and Development Standards: Approaches Toward Learning: Planning, Action, and Reflection: Use prior knowledge and information to assess,
inform, and plan for future actions and learning
Pre-assessment of current knowledge: Students are familiar with classroom and home items that fall into both categories of solids or liquids
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
1) Understand and be able to
define both liquids and
solids, as well as be able
to explain how they are
different and provide
examples of the two
2) Identify specific objects
and correctly categorize
them as either liquid or
solid
One Assessed Developmental
Skill:
Student will be able to use fine and
gross motor skills to manipulate
and arrange the cards on the
board
Safety Considerations:
There are no specific safety
considerations for this activity

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
1)

Teacher will quietly observe the small group during

the activity, stepping in to assist if necessary

2) Teacher will collect a formative assessment during

the activity, making note of which students are
participating, which students are working
constructively with peers, which students are
appropriately utilizing fine and gross motor skills
without any issues, and which are correctly labeling
the items under the categories of Liquid or Solid
3) The summative assessment will take place at the
end of the activity during the open discussion, in
which the teacher will ask each student individually
to explain their work and to describe a specific
flashcard and why it was placed in that category.
The teacher will make note of which students
correctly answered this question with an appropriate
explanation
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
1) After collecting the assessments described above,
the teacher will assemble a grid with the assessed
skills across the top and the students names down
the side. The teacher will then fill out the grid with
checkmarks, so that by the ends she has a visual

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
Procedural steps:
1) Teacher will read the book Observing Matter to
students, stopping periodically to ask students
questions that will ensure that they are following
along and understanding the concepts
2) Teacher will then open a discussion about liquids and
solids, asking students why they are different, asking
them to name some objects at home or in the
classroom that are solids or liquids, or holding
up/passing around items such as a glass of water
and a bouncy ball to show examples of the two
3) The teacher will then call each student individually by
name and instruct them to move to their small group
tables
4) Working with children in small groups, teacher will
provide a board divided into two sections, labeled
Liquids and Solids, as well as about 20 colorful
flashcards that are labeled with pictures and titles of
various every day objects that fall into either category

6/12/2013

Early Childhood Education

Learning Experience Plan
representation of the collection of evidence, and can
then easily see which students understood the
concepts and are ready to move forward, and which
students may have struggled with the activity

5) Students must work together in small groups to use

their new knowledge of solids and liquid to correctly
place each flashcard under the category where it fits
6) After completing this activity, the teacher will then
have a discussion with that group of students and ask
them to point out a specific flashcard on their board
and ask them why they placed it into the category
that they did
Authentic Materials: (Describe authentic real life, hands-on
materials.)
This activity involves a lot of discussion and integration of
authentic materials because students are categorizing,
familiar, everyday objects such as a book, juice, a rock, and
water
The board and flashcards are authentic and hands-on
materials as they are tactile and require manipulation and
movement
Adult Roles:
The role of the adult is to open the activity in a fun and
engaging way, to explain and answer any questions about the
academic language in this activity, to provide the appropriate
materials for completing the lesson, and to answer any
questions or concerns that may arise during the completion of
the activity

Resources & References:

http://www.brighthubeducation.com/pre-k-and-k-lesson-plans/61387-properties-of-matter-kindergarten-lesson-and-activity/
https://educators.brainpop.com/bp-jr-topic/solids-liquids-and-gases/

6/12/2013

Early Childhood Education

Learning Experience Plan
Reflection: (What have you learned about your students? How will this inform future instruction?)
Because this was the first time implementing a lesson with this specific class, it was interesting to see what went well and what could have been done differently.
First, I think that doing our second part of the lesson in two small groups was very beneficial. It allowed my partner and I to gain a better understanding of each
students knowledge of solids and liquids and it also allowed for the students to get more attention. One thing that could be approved upon was our reading of the
story. At times it was difficult to keep the students attention. Therefore, maybe asking even more questions throughout the story would help to keep them engaged.
From this lesson I learned that some of our students understand the difference between solids and liquids and some are still struggling with it. It was clear that all
of the students were familiar with the terms solids and liquids however, some had difficulty placing the examples into the correct categories. This split may be
because of the age gap in our classroom, which ranges between 3 and 5 years old. It was clear that the five year olds had a better understanding of this concept
and the three year olds struggled with it.
So, after teaching this lesson and collaborating with my partner, we decided that for future instruction we may separate the students by their understanding of this
subject. Therefore, the older five year olds who are ready to learn about solids and liquids more in depth will be at one table with a teacher and the students who
still need more practice on this subject will work on it with the other teacher. The older students will begin to work on the changing states of matter such as solids
changing to liquids and liquids changing to solids. This will be done by working with ice and ice cube trays. The teacher will melt frozen ice cubes with a blow dryer
and the students will have to observe and vocalize their observations. As for the younger students who still need practice understanding the differences between
solids and liquids, they will continue to use games similar to the one in this lesson that have to do with placing the solid and liquid in the right category.