5/23/2013

Early Childhood Education

Learning Experience Template
Name: Lydia Scott
Date: April 3rd, 2016
Grade Level: Preschool
Standard(s)/Guideline(s): Strand: Engagement and Persistence
Topic: Persistence
Carry out tasks, activities, projects or experiences from beginning to end.

Lesson Title: Up, up, and away!

Developmental Domain: Cognition and General Knowledge

Cognitive Sub-Domain:
Physical Science:
Explorations of Energy:
With modeling and support, explore the properties of objects and materials, (e.g., solids and liquids).
Pre-assessment of current knowledge: Ask students what they know about solids, liquids, and gas. Jot responses up on the anchor chart.
At the end for post-assessment, engage in this procedure as a comparison to display for students what they are learned.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
1. Engage in scientific
process with persistence.
2. Make observations of the
specific properties of
solids, liquids, and the
chemical reaction of
mixing the two.

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
I will take notes on what the children say throughout their
experience. I will have a checklist to determine if children
are meeting the instructional objectives.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)

The scientific method is a way to

ask
and
answer
scientific
questions by making observations
and doing experiments.

The children could visually see the chemical reaction

between the elements because they were able to identify
liquids and solids. Students had the opportunity they
needed to examine the baking soda and vinegar.

The steps of the scientific method

are to:
Ask a Question
Do Background Research
Construct a Hypothesis
Test Your Hypothesis by Doing
an Experiment
Analyze Your Data and Draw a
Conclusion
Communicate Your Results

Students were able to identify properties that make one a

solid and the other a liquid.
Students were also able to see the results of the gas
released when this particular liquid and solid were mixed.
Through the observations about what they saw and sharing
this understanding with teacher and peers, students were
able to determine their newfound understanding.

Learning Experience
Academic Language:
Chemical Reaction
Air Balloon
Mixture
Funnel
Science Experiment
Procedural steps:
1. Introduce lesson full-class by asking children prior
knowledge of solids, liquid, and gases.
2. Create an anchor chart to document this prior knowledge
and baseline understanding.
3. Have students come together full group and explain to
students that they will be learning how to engage in the
scientific process through constructing a hypothesis and
testing this hypothesis through an experiment.
6. Have the students come to the tables in small group.
7. Explain to students that it is necessary to wear safety
goggles in the science center.
8. Ask students why they think it would be a necessity to have
eyewear protection.
9. Gather student responses and then explain it is a
protective measure so that their eyes are always safe even if
there are issues with experiment materials.
10. Allow students to examine their first material baking
soda.

5/23/2013

Early Childhood Education

Learning Experience Template
I will collect the worksheets with the checks of solid and
liquid before and after the experience so new knowledge is
documented.
One Assessed Developmental
Skill:
The students can be assessed on
their ability to direct attention on a
task, while exploring the properties
of the balloon.

Safety Considerations: Safety

Goggles should be worn to
increase understanding of proper
use of tools in the classroom and
promote safety within science
experiments.

I will aggregate my evidence into a class or group view by

taking plenty of pictures, displaying pictures of the process
with labels of the scientific process in our classroom so
students can see what they accomplished.

11. Pour a little bit on a covered table and give students the
opportunity to feel the material.
12. Give students a worksheet where they can check if it is a
solid, liquid, or gas.
13. Have them check what they predict it is.
14. Allow students to examine their second material vinegar
15. Have the vinegar in a clear container and give students
the opportunity to view the material.
16. Give students a worksheet where they can check if it is a
solid, liquid, or gas.
17. Have them check what they predict it is.
18. Go over the worksheet predictions and have students
share their answers. Explain that baking soda is a solid and
vinegar is a liquid.
19. Have students come to table full group with the baking
soda and vinegar. Ask students what they think will happen
when the two are mixed.
20. Ask the students to make a hypothesis and explain it is
time to test hypothesis by doing an experiment.
21. Demonstrate baking soda and vinegar mixed in a cake
pan. Have students make observations out loud of what they
notice.
22. Give each child a small empty water bottle and a balloon.
23. Using a funnel, have child pour a tablespoon of baking
soda into the balloon (this required assistance for some
children)
24. Assist those children who need extra assistance.
25. Have children use the funnel to pour two tablespoons of
vinegar into the bottle.
26. The teacher will then place the balloon opening over the
mouth of the bottle, keeping the part with the baking soda in it
hanging down the side of the bottle.
27. Count to 3.
28. On "3," the children will lift the balloon up so the baking
soda would fall into the vinegar, thus creating the chemical
reaction to inflate the balloon.
29. Check off if children are making observations with a
checklist.
30. Ask students to analyze their data and draw a
conclusion.
31. Have each student communicate what they
hypothesized and if it was correct or not and what they
learned through their experiment.

5/23/2013

Early Childhood Education

Learning Experience Template
32. Return to anchor chart and document childrens new
understanding of solids and liquids, and what occurred when
those two were mixed in this experience, based on the
exposure that they had, and from the lesson they engaged in.
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Small empty water bottles
Balloons
Funnels (2)
Tablespoon
Vinegar
Baking Soda
Goggles
Adult Roles: To document children responses and facilitate
learning through their own observations and interactions.
To assist with the use of supplies and oversee that all of the
supplies are being used safely.
Adaptations
For English Language Learners: Repeat procedural steps as many times as needed.
For Special Needs Students: Keep their IEP goals in mind.
Resources & References:
https://www.youtube.com/watch?v=J1-jKnOtsrg
http://www.wikihow.com/Blow-up-a-Balloon-With-Baking-Soda-and-Vinegar
Reflection: (What have you learned about your students? How will this inform future instruction?)
After I reflected on the experience for future lessons, I realized that I needed to make the learning process more explicit for my preschoolers. To replicate
this experience for your preschool students, its essential to give these students manipulative experiences with both the materials so that students can establish a
concrete understanding of both properties (solid and liquids), describe each, and extend their knowledge for future learning of chemical reactions. I realized that by
simply participating in the experiment without the opportunity for the students to interact with the materials is not helpful to student growth. To change this and give
students more engagement, explicitly giving students the materials to touch, feel, and understand then demonstrating the change in front of their eyes before they
do the balloon experiment would be a more effective teaching technique. Additionally, by giving students the visual in the cake pan, students can actually see the

5/23/2013

Early Childhood Education

Learning Experience Template
reaction and then when it comes time to do the experiment, they would have already seen the process. Students grow more effectively in preschool by direct
experiences alongside instruction and must be taught deeply with the understanding of all of the aspects of a certain concept with depth.
After I taught the lesson, I have learned how engaged students become when they are introduced to the science process through direct experimentation. I
was so blown away by how the students grasped the concepts and terms for the science tools. It was amazing for me to see just how invested they became
throughout this experience and I was happy that every single child was excited and wanted to learn through this process. I would love to implement this exact
same experiment in my future classroom, tailoring it to match the needs of whichever grade level I have. I have realized that this is a foundational experience for
children to interact in the scientific process. As I engage in future instruction, I would like to continue with lessons that show explicit changes that spark childrens
curiosity.