According to Zurida bin Hj Ismail & Hasimah Mohd Yunus (2004) there are six components of learning in

preschool curriculum. One of these is cognitive development. The components of cognitive development
contain the early concepts of science and aim to develop cognitive skills and cultivate positive attitudes towards
science.

Among the objectives of the cognitive development component is to enable children to improve their thinking
skills and science process skills, develop curiosity and investigate. Besides that, it can develop the problem
solving skills in daily life. Cognitive skills consist of classification, space concept, science process and problem
solving. Science process skills allow children to interact with natural materials and phenomena and foster
curiosity and interest in investigations. Making observations is the most basic skill in the science process. Other
process skills are like communicating, making an inferences and forming hypotheses.

Understanding the basic science concepts and mastery of science process skills is gained through the interaction
and involvement of children in activities such as “water play”. Where the children playing with blocks, water ,
sand and others manipulative material. One of the common “water play “ activities that been taught to the
children is soluble and insoluble.

The soluble and insoluble activities enable the children to exploring the attribute of material that been used in
their water play activities. The children will show their cognitive development during involvement in the
activities. At the end of the activity, the children able to observe the solubility of the material and identify the
attribute of material are soluble and insoluble in water. This basic concept of science it’s important to the
children understand the nature process that happened through their daily life.

Solubility is the property of a solid, liquid or gaseous chemical substance called solute to dissolve in a solid,
liquid or gaseous solvent. The solubility of a substance fundamentally depends on the physical and chemical
properties of the solute and solvent as well as on temperature, pressure and presence of other chemicals
(including changes to the pH) of the solution. The extent of the solubility of a substance in a specific solvent is
measured as the saturation concentration, where adding more solute does not increase the concentration of the
solution and begins to precipitate the excess amount of solute.
According to Joel Hildebrand(1924) Solubility is the degree to which a substance dissolves in a solvent to make
a solution (usually expressed as grams of solute per litre of solvent). Solubility of one fluid (liquid or gas) in
another may be complete (totally miscible; e.g., methanol and water) or partial (oil and water dissolve only
slightly). In general, “like dissolves like” (e.g., aromatic hydrocarbons dissolve in each other but not in water).
Some separation methods (absorption, extraction) rely on differences in solubility, expressed as the distribution
coefficient (ratio of a material’s solubilities in two solvents). Generally, solubilities of solids in liquids increase
with temperature and those of gases decrease with temperature and increase with pressure. A solution in which
no more solute can be dissolved at a given temperature and pressure is said to be saturated.

Solubility is not to be confused with the ability to 'dissolve' a substance, because the solution might also occur
because of a chemical reaction. For example, zinc 'dissolves' (with effervescence) in hydrochloric acid as a
result of a chemical reaction releasing hydrogen gas in a displacement reaction. The zinc ions are soluble in the
acid. Insolubility is the inability to dissolve in a solid, liquid or gaseous solvent.

The solubility of a substance is an entirely different property from the rate of solution, which is how fast it
dissolves. The smaller a particle is, the faster it dissolves although there are many factors to add to this
generalization.

Crucially solubility applies to all areas of chemistry, geochemistry, inorganic, physical, organic and
biochemistry. In all cases it will depend on the physical conditions (temperature, pressure and concentration)
and the enthalpy and entropy directly relating to the solvents and solutes concerned. By far the most common
solvent in chemistry is water which is a solvent for most ionic compounds as well as a wide range of organic
substances.

In early stage of play and learning science as curriculum, there is must misconception happened among the
children through the activities that has been carried out. As the main objective that has been discuss in earlier
about the understanding of solubility concept through soluble and insoluble activities. In young children, it’s not
easy to brought them an understanding for any subject of learning. Their mind and way of thinking skill is hard
to predict because they are still in early stage of learning and development.

The information that a student has acquired before entering the classroom will have an influence on their future
learning. Erroneous information brought by a student into the classroom is called misunderstanding, alternative
conception, or misconception. The process by which such information is replaced by correct information is
described as conceptual change. One of the many methods of eliminating misconceptions is conceptual change
texts. When an attempt is made to eliminate misconceptions, students should be convinced that what they
already know is wrong, new information should be presented in a clear and explicit way, and it should be not
only meaningful but also useful (Çepni et al., 2008).
Misconceptions are acknowledged to be caused by many unfamiliar words included in a subject, erroneous
information in textbooks, inability to associate concepts with daily life, and different connotations of concepts
in daily life (Şendur, Toprak & Şahin Pekmez, 2008). What we already know is continuously replaced by
newly-acquired information. In fact, what we have learned as scientific information could turn out to be a
misconception. Concepts are of a complicated structure that can be modified as a result of new observations,
facts, and ideas (Zirbel, 2004).

Commonly, the children misconception on solubility is the children could be confused by the difference an
object melting instead of dissolving. Their thinking it has dissolved because they can no longer see its original
form. An example of this is when ice disappears when it melts. 

Instead of that ,the children misconception is that when a material dissolves it disappears. An example ,the salt
disappears when added to water as they no longer see the original form of salt.This misconception has been
developed because of the students way of thinking, what they have over heard or what they have seen.

The children misconception on solubility also that the children often make a mistake of assuming the factor that
affect solubility of a solute is the same as the factor that affect the rate of dissolving. When were asked about
the factor that affect the solubility of solute ,the often answer stirring and the size of solute as a factor.

Herewith there is three lesson plan has been created for young children in science lesson as a part of curiculum.
 LESSON PLAN FOR EARLY SCIENCE

Lesson Plan 1

Week: 2 Day: Tuesday Date: 9th October 2018

Subject : Science Class: Preschool

Time : 8:45- 9:15 (30 MINUTES)

Number Of Student : 15 Students

Theme : (SA 4.0) INVESTIGATION OF MATERIALS

Content Standard : (SA 4.1) Investigate Attributes of Materials

Learning Standard : (SA 4.1.3) Investigate materials that dissolve in water

Learning Objectives : By the end of the lesson, students will be able to

1. Identify the taste using the taste bud or tongue
2. Identify the soluble material and insoluble material
3. Demonstrate the experiment by itself to identify soluble and insoluble
material
4. Learn the new word based on the knowledge they gain from the lesson.

Main Concept : Solubility and insolubility

Moral Values :  1. Concentration

                                   2. Cooperation

Science Process Skill : 1.Observe

2. Identify
3. Making hypothesis
Teaching Outline

Teaching Learning Learning Activity Teaching Sources

Outline Content /Remarks
Pre –Activity Induction Set 1.Teacher showing the materials and student will Material :
(Induction guess the material that has been brought by Salt
Set ) teacher Sugar
5 Minutes Stone
2. Teacher will call the students to taste and Sand
describe the taste. Every material that use for Mineral Water
this experiment must be safe to eat. Materials Transparent water cup
that cannot be eaten are only held by the Spoon
students.

3.Teacher showing the material that is brought to

the students and student with teacher will
pronounce the material together.

Step 1 Demonstratio
10 Minutes n 1. Teachers take four empty transparent water Material :
& cup and pour the mineral water and students Salt
Exsperiment guess what the teacher will do. Sugar
 2. Teachers divide students into three small Stone
groups and give them four empty transparent Sand
water cup and the materials for each group. Mineral Water
3. Teachers will ask students to think what to do Transparent water cup
after they are distributed. (teachers observe the Spoon
cognitive level of students).
 4. Afterwards, the teacher will explain what the
students should do and the students tell the
results of the experiment to the teacher.
Step 2 Question 1. The teacher and the student will have question Word cards soluble and
10 Minutes & and answer session regarding the result of the insoluble such as:
Answer exsperiment.
session Salt
2. Teachers will ask each group representative to Sugar
brief what happened to all material that they put Sand
inside the water cup. Stone

3. Teachers will give the student a word card

soluble and insoluble. After that ,the word cards
will be given to other students. Student will read
the word cards and student will go to the proper
group of words.

For example of a salt word will go to the student

who holds the soluble card and continue with the
rest

Closing Strengthening 1. Teacher gives explanation on training. worksheet

5 Minute Exercise
 2. Pupils will write soluble and insoluble words
into the worksheets (writing exercises).

3. Teachers will assist in activities

Reflection

1. Student able to classified the soluble and insoluble material

 2. Atleast 11 of 15 student able to completed the worksheet given correctly
3. Student able to differentiate the attribute of material has been used for the experiment.

Lesson Plan 2

Week: 3 Day: Wednesday Date: 16th October 2018

Subject : Science Class: Preschool

Time : 10:00 -10:30 30 MINUTES)

Number Of Student : 15 Students

Theme : (SA 4.0) INVESTIGATION OF MATERIAL

Content Standard : (SA 4.1) Investigate Attributes of Materials

Learning Standard : (SA 4.1.3) Investigate materials that dissolve in water

Learning Objectives : By the end of the lesson, students will be able to ;-

1.Investigate and identify the different material that dissolve in water
2. Learn the new word based on the knowledge they gain from the lesson
3. Identified the different attribute of material between oil and vinegar.

Main Concept : Solubility and insolubility

Moral Values :  1. Concentration

                                   2. Attentiveness

Science Process Skill : 1. Classification

2. Investigation
Teaching Outline

Teaching Learning Content Learning Activity Teaching

Outline Sources
/Remarks

Pre –Activity Showing the material of the 1.The teacher showing the material for the Material :
experiment to the student. experiment. Vinegar
(Induction Set) Vinegar , Cooking Oil,Water ,Transparent Oil
5 Minutes water cup,Mineral Water and Spoon. Water
Transparent
2.The teacher ask the student to guess the water cup
material Mineral Water
Spoon
3.The student observe and guess the
material

Step 1 The teacher create a Q& A 1.Q& A session between the teacher and Material :
10 Minutes session regarding the material. students regarding the material and what
will the teacher do with the water,oil and Vinegar
For Example : vinegar. Oil
1.What will the teacher do Water
with the water, oil and 2. The teacher explain about the procedure Transparent
Vinegar. and the result of mixing oil and Vinegar in water cup
two different cup of water. Mineral Water
Explain about the procedure Spoon
of the experiment : 3.The teacher also explain about the soluble
and insoluble material.
1.The teacher will mix the
vinegar and oil with water to 4. The student listening to the teacher
see the solubility of both explanation.
 liquid material.

Step 2 Demonstration of the 1.The teacher prepared all the solution to Material :
10 Minutes experiment to the student mixing on the table.
Vinegar
2. The teacher demonstrate the procedure Oil
step by step to the student as below: Water
-Arrange the two empty transparent water Transparent
cup water cup
-Pour the mineral water in the cup till half Mineral Water
cup Spoon
-Take two table spoon of Vinegar and pour
into the water cup and repeated the same
with the oil.
-stirr the two solution with spoon
-observe what happened to the Vinegar and
Oil

Step 3 Experiment by the student 1.Teacher divide the student into three Picture Card
group and ask the student to carry the
10 Minutes experiment in group.

2.The teacher distribute the material for the

experiment and two picture of oil and
vinegar for each group.

Closing The teacher close the lesson
5 Minutes with asking question about
learning content from the
experiment.
1.The teacher pick few students from each Picture Card
group randomly to explain which material
that dissolve in water.
2. The teacher instructs the students to
 choose the images of water-soluble
substances that has been given before the
experiment and show it to the teachers.

Reflection:

1. Student able to identify and differentiate the soluble and insoluble material
2. 12 out 15 student were able to show the correct picture card of soluble and insoluble material
3. Student showing their knowledge in Q&A session.
Lesson Plan 3

Week: 3 Day: Wednesday Date: 16th October 2018

Subject : Science Class: Preschool

Time : 10:00 -10:30 (30 MINUTES)

Number Of Student : 15 Students

Theme : (SA 4.0) INVESTIGATION OF MATERIALS

Content Standard : (SA 4.1) Investigate Attributes of Materials

Learning Standard : (SA 4.1.3) Investigate materials that dissolve in water

Learning Objectives : By the end of the lesson, students will be able to :-

1. Investigate and identified that different solution affect the solubility of
material
2. Identified the factor of solubility

Main Concept : Solubility and insolubility

Learning Outcome : Students will be able to identify the material that prepared by teacher.
Moral Values :  1. Concentration
                                   2. Behave attitude

Science Process Skill : 1. Observe

2.Making hypothesis
 3.Determine

Teaching Outline

Teaching Learning Content Learning Activity Teaching

Outline Sources /Remarks

Pre –Activity The teacher showing the 1.The teacher instruct the student to guess Material :
picture of skittles candy the picture and name it .
(Induction Set) and student need to guess Skittles Candy
2 Minutes and name it. 2.The student showing their knowledge Canola Oil
when they name it the picture shown. Water
Plastic Test Tube
and the holder

Step 1 The teacher showing all of 1.The teacher explain all the material to the Material :
5 Minutes the material and explain the student and instruct the student to
procedure . pronounce the material together. Skittles Candy
Canola Oil
2. The teacher explain about the Water
experiment that will be carried out that day Plastic Test Tube
to the student. and the holder

Step 2 Demonstration of the 1.The teacher prepared the material for the Material :
10 Minutes experiment to the student experiment.
2. The teacher demonstrate the procedure Skittles Candy
step by step to the student as below: Canola Oil
Water
-Place the test tube in to the holder Plastic Test Tube
 -Pour the water in one test tube and repeat and the holder
with the oil for another test tube.
-Put few skittles candy into the test tube
-observe what happened to the skittles
candy in both test tube

Step 3 Experiment by the student 1.Teacher divide the student into three Material :
group and ask the student to carry the
10 Minutes experiment in group. Skittles Candy
Canola Oil
2.The teacher distribute the material for the Water
experiment to each group. Plastic Test Tube
and the holder

Closing The teacher close the 1.The teacher pick few students from each
5 Minutes lesson with asking question group randomly to explain what happened Worksheet
about learning content from to the skittles candy in both test tube.
the experiment.
2. The teacher instructs the students to
complete the worksheet by match the
diagram of the test tube contain different
solution to the correct element of material.

Reflection

1. Student able to identify the different of solution affect the solubility of material.
2. At least 10 out 15 student were able to match the diagram on the worksheet correctly
 3. Student showing their interest in completing the experiment.

Overall, teaching early science learning on children is part of preschool curriculum .A part of developing
cognitive skill among the children is learning through play activities. Science concept has been taught to the
children in many way of teaching and learning especially through water play activities. The activities that has
been created by the teacher involving the children to interact with nature surround them.

Misconception is one of the challenge in early science of learning especially on solubility. The children way of
thinking is the major reason where as misconception happened. The teacher will play their role to overcome this
misconception on science concept for solubility. The finding of the lesson, children exploring and identified the
attribute of the material that has been used during learning process. This process of exploring encourage the
children extend their skill in science process. Moreover, the interaction with the nature enable the children to
gained the understanding of science concept.