Name: Jessie Yeager Date: 03/12/2013 Content Standards(s):

Early Childhood Lesson Plan Lesson Title: Properties of Solids & Liquids Grade Level: Pre-Kindergarten ECIP

S-C Physical Science 1. Objects are described by their properties; Physical Education Standards, Benchmark A: Demonstrate knowledge of movement concepts related to body, space, effort and relationships. Standard #1. Establish a movement vocabulary through exploration of body, space, effort and relationships.

Developmental Skill(s): Cognitive and Gross Motor Instr. Objectives

No more than 2

Assessment of Student Learning Identify Evidence: What will you collect or record to
demonstrate students have met your objective/s?

Learning Experience Must include: Enough detail for someone else to teach the
lesson if you are not there. Include only authentic materials and minds-on-learning.

Objective/s: The student will be able to... The student will be able to describe a solid and a liquid by the property of movement. The student will use body and space to move like a solid and move like a liquid.

A chart will be used to demonstrate whether or not students have met instructional objectives. This chart includes student names and standards so that each childs work toward objectives may be charted. There is also a space for observational notes related to each student. Finally, space for overall reflection at the bottom of the page is available. Aggregate/Compile Evidence: How will you aggregate or
compile your evidence into a class or group view?

Evidence will be aggregated into a whole class data sheet, charting students names, lesson objectives and a marking to identify students level of achievement of each objective. Observational notes will be kept in a separate file to use in future lesson planning as well as for information specific to each student.

1. Review and spend more time on solids and liquids songs allowing children to repeat, join in and create a few motions. 2. Transition to introduce properties how we identify something. A solid doesnt change shape, a liquid flows and does change shape. 3. Action games to demonstrate properties. 4. Solid: How could our whole class make a solid? Try suggestions then as necessary add in properties of a solid, such as closing the gaps and standing right up next to each other as well as staying in one place. 5. Liquid: How could we move like a liquid? Try suggestions and as necessary add in properties of a liquid, such as that we all need to stay connected but we can flow around and change shape. Give children time to explore these motions and their connections, moving around. 6. Challenge: Set up two chairs with only a small opening between them. Ask the class to form a solid again. Test if the class solid can fit between the chairs (remember, it cant change shape). Then, test if the class liquid can fit between the chairs (remember, it CAN change shape!)

What will the other adults in the room be doing? Interpret the Evidence: See attached lesson reflection. Other adults in the classroom will participate in singing,
motions and games, encouraging student participation and aiding in group management.

Resources & Reference Materials: Resources used include: Materials used include Solid and Liquid song sheets for the adults in the classroom and 2 classroom chairs to be used during the challenge. Self-Review of Lesson 1 Student teaching the lesson: ___Jessie Yeager_____ Date: _03/12/2013__ Topic of lesson: __Properties of solids and liquids__

The Student: __x__ Had lesson plan approved in advance and provided it for the reviewer __x__ Had all materials for the lesson organized and ready to use __x__ Communicated the plan and roles with the other adults in the room Describe the lesson: Include the number of children, how the environment was staged, materials included, the experiences and whether or not the children were engaged. This lesson was taught as a whole group lesson with 11 of the 14 students present. The focus was on distinguishing properties of solids and liquids. It began with a review of the songs learned the week before. This lesson included a more in-depth teaching of the songs, going line by line through them and asking students for input on creating one motion per song. The songs were used as an introduction to discussing properties of a solid and liquid. Then, action games were used to represent solids and liquids, focusing on the same properties in the songs. This allowed students to make a motor connection to their learning. Challenges were included in the action games that highlighted these properties as different from one another. What went well? Reviewing the songs was very beneficial for students and increased participation a lot! Their input regarding motions also demonstrated their understanding of the words in the songs. The children in this class sing songs on a regular basis as part of their morning meeting and therefore had the necessary foundational skills for this type of learning. The movement activity was also very successful. The gross motor activity of moving around allowed the students to connect to the information in another way. I also feel that I interacted well with the students, speaking to them appropriately and showing energy for the lesson. What recommendations for improvement do you have? If I were to re-teach this lesson, I would add and change a few things. I would have the words to the song written out on large Poster board for the students to see, accompanied with pictures of examples of solids and liquids. This would be a beneficial presentation aid for the students. Also, when doing the challenge portion of the movement activity I would step out of the solid or liquid so that I could better demonstrate and show the students what exactly they were trying to do. Instead of showing them while they were in a formation, I would show them beforehand and then guide them as they attempted to move between the two chairs. Then, I would engage them in more of a wrap-up conversation, allowing them to spend more time applying this game to the properties of a solid and a liquid.

WHOLE CLASS DATA SHEET

Use a / for introductory level; an X for mastery; and leave the space blank if the student is not yet able to complete the task.

Date: __________

Name of person completing this form: ___________________________________

Students will demonstrate knowledge of properties of solids and liquids by.

Properties of Liquids & Solids

Student sings songs

Students correctly move like a solid

Students correctly move like a liquid

Observational Notes: Name:

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