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6/12/2013

Early Childhood Education
Learning Experience Plan
Name: Annie Gibson
Lesson Title: Temperature: Predicting Melting Ice
Date: April 4, 2016
Grade Level: Pre- Kindergarten
Circle one:
ECE
PKSN
Standard(s)/Guideline(s):
Cognition and General Knowledge. Science Inquiry and Application. Inquiry – Pre-kindergarten: Explore objects, materials and the environment
Cognition and General Knowledge. Science Inquiry and Application. Inquiry – Pre-kindergarten: Make careful observations
Physical Well-Being and Motor Development. Motor Development. Sensory-Motor – Pre-kindergarten: Regulate reactions to external sensory stimuli in
order to focus on complex tasks or activities.
Pre-assessment of current knowledge: We completed this in our introductory lesson. We completed a KWL chart with the students to better evalutate their
existing understanding of temperature, seasons, and precipitation. I also used my previous lesson to pre-assess the students’ understanding of charts –
determining that they needed more exposure to graphs.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
1. Students will be able to
observe the ice cubes, and
determine the order in
which they melted.
2. The students will be able
to engage in the activity,
exploring the properties of
ice and temperature.
One Assessed Developmental
Skill:
1. Students will be able to
direct their attention to the
experiment, carrying the
ice cubes with care, not
spilling the water, and
paying attention to which
melts the fastest.
Safety Considerations:
There are no particular safety
concerns for this lesson. For the
sake of safety, we will be using
plastic cups to hold the water, so

Assessment of Student Learning
Identify Evidence:
To collect evidence, I will be taking pictures as visual proof
of these student’s abilities. The pictures will be able to show
whether or not the students were engaged and active in the
experiment. This will also collect evidence as to who was
able to take care of not spilling the water cups, nor the ice
cubes.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
To show my evidence, I will download the pictures into a
folder on my computer. That way I will be able to show
proof of who was, or was not, able to meet the standards.
For group purposes, I will also take picture of the ice cubes
throughout the duration of the lesson. This way, the class
will have photo evidence of the order in which they ice
cubes melted. This will help them to better evaluate their
predictions, and to determine the results of the experiment.
To better display this information, I will print off the photos of
the experiment and of the ice cubes and post them on the
board where we will make our graph. This will act as a
complete visual representation of what our lesson consisted
of, and what it resulted in.

Learning Experience
Academic Language:
1. Prediction
2. Experiment
3. Temperature
4. Thermometer
Procedural steps:
1. To start, I will introduce the lesson briefly. I will
explain that during today’s large group time, we will
be doing an experiment where we will see whether
cold, warm, or hot water will melt an ice cube the
fastest.
2. Next, I will have a graph made that will be like a bar
graph. This will be a poster board where the students
will place their predictions. The bottom will be the
temperatures, and the side will be the number of
students. Each of the students will have a rectangle
with their name on it. They will place there name in
the category/bar where they think the ice cube will
melt the fastest.
3. Then, I will have the ice cubes pre-made and waiting
in the freezer. I will fill the cups up with cold, lukewarm, and hot water (according to the sink settings).
We will work together to measure the temperatures of
each.
4. Then, I will have the students carry the cups and ice
over to the small group tables, where they will each
put two ice cubes in each cup. After this, we will
watch and wait.

6/12/2013

Early Childhood Education
Learning Experience Plan
we don’t have to worry about
breaking any glass.

5. After the last ice cube has melted, we will talk about
why the ice cube in the hotter water melted the
fastest. This will also be used as a time where the
students can talk about what they observed during
the experiment, and why they think we got the results
we did.
Authentic Materials:
1. Plastic cups
2. Thermometer
3. Ice/water
4. Bar graph
5. camera
Adult Roles: My role as the teacher will be to primarily
facilitate the children in their completion of this lab. I want
them to be in charge of the observation period. I will help
them with setting it up, but I want them to transport these
materials (as this is what I will be observing). My co-observer
can help me in facilitating the children, and asking them
discussion questions about their predictions or observations.

Resources & References:
n/a