6/12/2013
Early Childhood Education
Name: Emma Burkholder
Date: 3/14/17
Standard(s)/Guideline(s): Cognitive and General Knowledge: Science Inquiry and Application-Make Predictions, Make careful observations
Pre-assessment of current knowledge: Before beginning the lesson, the students will be asked, What dissolves in water? This question will allow them to think
and orally answer. They will then make predictions on a chart based on previous knowledge and experience before mixing in the materials.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
The students will be able to make
predictions of whether the
materials will dissolve in the water.
The students will be able to
observe the materials and note
what materials dissolve and what
materials do not dissolve.
One Assessed Developmental
Skill:
The students will use their fine
motor skills to grasp the various
materials and place them
separately in each water cup.
Safety Considerations:
An adult will be present during
experiment in order to observe and
watch the students working with
small materials.
The students will be told not to eat
the materials for the lab.
Learning Experience Plan
Lesson Title: What Dissolves in Water?
Grade Level: Preschool Circle one: ECE PKSN
Assessment of Student Learning Learning Experience
Identify Evidence: Academic Language:
Water
The classroom charts will be used to assess students as Dissolving
they meet the objectives. The chart will include each childs Materials
prediction and observation during the lesson and thus will
show when they meet the objectives. Procedural steps:
1. The teacher will begin by explaining the lesson to the
Pictures will also be used to document student involvement students in order to grasp their attention.
and learning. The pictures will act as evidence of students 2. The teacher will define the word Dissolve and write it on
skills of using their fine motor skills as they grasp materials the word wall.
and put them into the water cups. 2. The teacher will ask the students: What dissolves in
water?
What Dissolves in Water? 3. After students share their thoughts, the teacher brings out
Materials Predictions Observations the materials and asks the students to make predictions of
Salt what materials will dissolve and what materials will stay the
Oats same when in water. The students will put their predictions on
Sprinkles the classroom chart.
Brown Sugar 4. The students will then take turns using their fine motor
Noodles skills to put each material in separate water clear water
glasses.
Will it dissolve in water? 5. After adding in the materials, the students will observe and
mark their observations of what dissolved and what stayed
Student Salt Brown Oats Sprinkles Noodles the same on the classroom chart.
name Sugar 6. As a group, the students and teacher will go back over the
Susie Q Yes Yes No Yes No chart and notice what difference they found between
predictions and observations.
7. To end, teacher can ask students what else they think
would dissolve in water that they can find in the classroom.
Program Monitoring:
Authentic Materials:
A classroom chart will be used to compile the information
5 clear water glasses, Salt, Oats, Colored Spinkles, Brown
into a visual that the students can view throughout the
Sugar, Noodles, Classroom Chart (poster board)
lesson. The chart will include their individual predictions and
Adult Roles:
then their individual observations of what materials
Observe for students safety, lead, and answer questions.
dissolved and what didnt.
 6/12/2013
Early Childhood Education
Learning Experience Plan

Resources & References:

Ohio Early Learning Standards:

http://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_K-Learning-and-Development-Stand/ELSD-
Cognition-Standards.pdf.aspx

Define the Word Dissolve (for word wall)

http://www.thesaurus.com/browse/dissolve

Reflection:
The first lesson I taught to the students was What dissolves in water? In order to connect the lesson back to previous experiences, I asked
the students what liquid they thought was in the clear cups on the table. After they said it was water, I asked them to think back to our field trip and
water discussion that we had the week prior. I began talking about water, reminding them that water has a lot of properties and characteristics. I then
explained that one characteristic is that water has the ability to make some materials disappear, or dissolve. I added the word dissolve to the word
wall for the investigation and then began the lesson.
In this lesson, I provided a total of five different materials: salt, brown sugar, oats, noodles, and sprinkles. I had five clear cups of water by the
materials, and I asked the small group of students to predict what materials would dissolve. When making their predictions, I gave the students the
opportunity to explore the material with their senses. As they touched, looked and smelled each material, they predicted whether they thought it
would dissolve into the water or not. I wrote each students predictions on a chart, which was shared with the group at the end of the lesson. I had
each student take turn pinching the materials into the cups of water. The students were then asked to stir the mixture. After each student had a turn,
we passed around the cup and allowed everyone to observe and explain what he or she saw.
I was surprised how excited students were. If one of the materials dissolved, they would get so excited as they realized the material had
disappeared. They began yelling that it dissolved and at one point the teacher had to come quiet them down because their
reactions were too loud.
From this lesson, I learned that the students enjoy interactive lessons. The students were more involved with the
activity because they were able to take charge of the activity. I guided discussions and explained the procedure, but the
students were the ones interacting with the materials and completing the investigation. The small group activity provided
each student the time to participate and share his or her thoughts. The students were also curious about the water properties.
This will help with my future instruction because I will plan another water activity based on another property of water.
One thing that I would change within my lesson would be to have more time for explanation. Throughout the lesson, I used
words such as: experiment, prediction, and observations. I did not immediately explain these words before using them until
one student inquired about the word experiment. I had assumed they would have heard these words before, but this was
new language. After the student inquired, I added the words to the word wall and explained each word. In the future, I
will use strong language, but also stop to explain the language I use so students can fully comprehend what I am
teaching.
 6/12/2013
Early Childhood Education
Learning Experience Plan

Overall the lesson was successful. All of the students that participated in the lesson met the objectives and seemed to enjoy themselves
throughout the duration of the investigation activity on water. I was beyond happy that after my lesson, I overheard a young boy talking to a friend
about what dissolves in water. The learning that took place, afterthought, and curiosity made my lesson a success.