CHDV 150 Introduction to Curriculum

Small Group Activity Form

Name of Activity:
Water, water everywhere!
Curriculum Area:
Science
Length of Activity:
20 minutes
Learning Objectives (specify at least three):
Objective 1: The child will be able to share what they observed in the water. O!"
Objective 2: The child will be able to #redict what they thin$ will ha##en when red %ood colorin& is added to the
water. '('): O!1
Objective ": The child will be able to tal$ about the similarities and di%%erences o% the di%%erent ty#es o% water.
'('): **'+
Material/!uipment Nee"e":
,our #reserve jars with lids, %our di%%erent sources o% water: #ond, ocean, ta# and %ish tan$. ,ive ma&ni%yin&
&lasses. )encil and #a#er.
#reparation ($hat "o you nee" to "o beforehan"%):
-e%ore the children enter the classroom, . will ta$e %our di%%erent jars and collect #ond water, %ish tan$ water,
ocean water, and ta# water one in each &lass. . will #re#are the classroom by settin& each jar on the table where
the activity will be conducted, and #lacin& one ma&ni%yin& &lass at each seat %or a small &rou# o% %ive children.
#roce"ures (step by step) &e 'pecific
(&eginning ()o* *ill + intro"uce activity%)
. will introduce this activity to children durin& circle time.
To create more interest within the &rou#, . will tell the children, oday we will be loo$in& at di%%erent ty#es o%
water! /ll o% you will &et the chance to use a ma&ni%yin& &lass and see everythin& in the water!. will be
conductin& the activity with only %ive children at a time, so the activity would ta$e #lace durin& small &rou#
activity time.
. will introduce the materials by showin& the children the ma&ni%yin& &lasses and the how to hold them. . would
also let the children $now that the jars are &lass, so they should not leave the table with the jars. . would ta$e this
ste# to try and #revent children %rom dro##in& and brea$in& the &lass.
. would &et the children started by as$in& them all to sit down, . would show them the jars and demonstrate
how to observe the water with the ma&ni%yin& &lass. . would then let the children ta$e turns e0aminin& the
di%%erent ty#es o% water.
. would remind the children o% the im#ortance o% not leavin& the table with the jars because they can brea$.
(Mi""le: ()o* *ill + support/enhance/scaffol"%) ,he person rea"ing your lesson plan shoul" be able to
i"entify *hat you are saying or "oing to support your state" learning objectives- ,)+' +' ./0
+M#O/,AN,-
When the children be&in usin& the materials, . will su##ort them by as$in& each child what they see. . will
encoura&e them to wor$ to&ether by as$in& 1uestions li$e, ohn, what do you see in the ocean water2/%ter he
res#onds, . will as$ other children, o you see the same thin& that 3ohn sees2 3ohn why don4t you show Sara
what you see in the water2 To encoura&e children individually, . will use (5( statements and say thin&s li$e,
see you4ve been loo$in& at the salt water %or a lon& time . will also su##ort individual children by ensurin& they
have had their turn to view each o% the waters. To sca%%old my %irst objective, . will as$ children 1uestions li$e
hat are the di%%erences in these two waters2 an you tell which one is the ocean water and which is the %ish tan$
water2this 1uestion would su##ort objective three because the child would be able to describe what di%%erences
they %ind between the waters. . would also su##ort the objective by &ivin& the children a #encil and #a#er to
draw what they see in the water.
On hand, . will have colored #encils and #a#er %or the children to record their %indin&s a%ter observin& which
would su##ort objective one. . will also have red %ood colorin& at the end o% the #roject to add into each o% the
waters. This will &ive the children an o##ortunity to create a hy#othesis o% what color the water will be a%ter
addin& the %ood colorin&, or what will chan&e when the %ood colorin& is added. ,or objective two, be%ore addin&
the red %ood colorin& to each o% the waters, . will as$ the children what they thin$ will ha##en to the water. . will
show the children the %ood colorin& and say, 4m &oin& to add this into the water, . want each one o% you to
draw what you thin$ will ha##en when . add this into the water..% . see a child stru&&lin&, . will sca%%old them
individually, %or e0am#le, i% . saw a child with a bro$en #encil, . would as$, ow did your #encil brea$2 'o you
thin$ you can %ind one that is the same color2
. will encoura&e children to wor$ to&ether by as$in&, an you show your nei&hbor what you see in the water2
or, enny, would you mind showin& /n&ela what you see26
. will su##ort children individually by wal$in& around the table and as$in& children which water they li$e the
best. . will use (5( statements li$e, see you have been loo$in& at the ocean water very closely, what do you
see26
On hand, . will have a #encil shar#ener to #ass around in case #encils brea$, and . would brin& the %ood colorin&
to add toward the end o% the activity.
(n": ()o* *ill + bring this activity to a conclusion an" transition to the ne1t activity% &e very specific
in ho* you *ill transition the chil"ren-)
To let the children $now the activity will be endin&, . will say, $ay everyone, we have %ive more minutes until
we need to clean u#! When you hear the %lute #lay it is time to start cleanin&.. will continue to count down the
minutes until %inally, . will let the children $now it is time to clean u# by #layin& a small tune on the %lute.
To involve children in the clean u# #rocess, . will set a buc$et u# %or the #encils to be returned, and another %or
the ma&ni%yin& &lasses to be returned.
Then, . will as$ each child individually to hand me their indin&s . will then allow the children to head to wash
their hands at the sin$ with an adult waitin&. -e%orehand, . will let the adult $now what the to#ic was %or the
small &rou# activity, and . will &ive them a short dance to teach the children while they are waitin& in line to
wash their hands, or a%ter they have washed their hands. Then, the children will transition with that same adult to
&o outside. They will not have to wait %or the entire class, they will be e0cused to &o outside when their small
&rou# is ready. When endin& this activity, . would ta$e into consideration that the children may not want to clean
u#, or may not want to learn the dance while washin& their hands. .n this case, . would have a second #lan to &et
the children involved. / bac$ u# #lan would be to teach the children a son&, or to just have a conversation with
the children about their activity while they are waitin& to wash their hands. . would #romote cleanin& by sin&in&
a clean u# son&, i% the children did not coo#erate.
,hroughout the "ay/*ee23 *hat opportunities *ill the chil"ren have to reflect bac2 on this activity%
When the children are #ic$ed u# that day, . will allow them to show their #arents and discuss the activity, and
what they learned. . will encoura&e them to re%lect with #hotos ta$en durin& the &rou# #rocess, and . will recall
the activity while we are learnin& about di%%erent animals. . would say thin&s li$e, emember when we loo$ed at
the di%%erent ty#es o% water2...This would hel# children re%lect on the #rocess and activity. . would also
encoura&e the #arents to as$ them what they %ound to be di%%erent about their water %rom their home and other
ty#es o% water.