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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:
Standard(s)/Guideline(s): Early Learning and Development Standards: Cognition and General Knowledge: Cognitive Skills: Communicate about past events and
anticipate what comes next during familiar routines and experiences
Pre-assessment of current knowledge: Students have become familiar with the differences between solid and liquid states of matter, and understand that water
is a liquid state
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

Participate in a discussion about

the predictions, observations, and
outcomes of the process of water
changing from a liquid to a solid

Throughout the activity, I will collect a formative assessment

on which students appropriately and successfully utilized
their fine motor skills to handle the authentic materials

One Assessed Developmental

Students will be able to use their
fine motor skills to participate in the
kinesthetic aspects of the activity,
such as playing with the water in
the bucket and pouring water in the
ice cube tray

Safety Considerations:
There are no specific safety
considerations for this lesson

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

assessment based on which students answer questions,
make predictions, and how students participate in the
discussion that I will lead about the processes in which
water changes from a liquid to a solid
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

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) Working in small groups, the teacher will present a
shallow bucket of water and ask students about its
state of matter
2) The teacher will allow children to put their hand in the
bucket and find out whether or not it moves; because
it moves and changes shape, we will determine as a
group that water is a solid
3) We will then talk about what happens to water when it
gets cold, using as an example what happens to a
lake or small body of water in the winter
4) The teacher will then present an ice cube tray and a
large measuring cup of water, and allow children to
take turns pouring water into the tray
5) The teacher will ask students to make predictions
about what will have happened to the water when we
take it out of the freezer for the next lesson
6) Once the water has freezed, the teacher will present
the ice cubes to the students. This will then open a
discussion about how different things can sometimes
change in their states of matter, just like how the
water we worked with transformed from a liquid to a
solid with the help of the freezer


Early Childhood Education

Learning Experience Plan

Authentic Materials: (Describe authentic real life, hands-on

The ice cube tray, water, and measuring cup are all everyday
materials that students will be able to actively interact with
Adult Roles:
The role of the adult is to open and lead discussion among
the students, monitor how the students interact with the
materials, and encourage students to make predictions and
observations throughout the activity
Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)
I really enjoyed teaching this lesson and thought that it went well and that the students enjoyed it. I learned from this experience that my students significantly
enjoyed the hands-on and kinesthetic portions more than the discussion portions. I was also surprised and pleased with how much information the students
remembered from our previous lesson on this concept, and was glad to see that they were able to use and apply this knowledge to the activity. This will help inform
me on future instruction because it has made me more aware of not underestimating the abilities or retention of these students, which will allow me to go more indepth with my concepts while remaining confident that they will be able to apply previous knowledge as they delve deeper into certain concepts. The success of
the hands-on experiences also will help me in my future instruction because I will be sure to try to apply opportunities for interactive and kinesthetic experiences
whenever possible, as it was obvious that these portions were ones in which the students were the most engaged, excited, and interested.