Lesson Sketch for EDT 313 Investigation Hook lesson

Individuals completing this plan: ___Kelly Brinkman and Mariela Otano

Lesson title: What is the World Made of? Investigation Topic__Solids and liquids_____

2 Early Learning & Development Content Standards indicators: Recreate complex ideas, events,
situations with person adaptions & Engage in extended, reciprocal conversations with familiar adults

Instructional objectives: list 2- 3 observable/measurable objectives for this lesson. Use precise language w/ action verbs.
The student will:
1. Be able to identify a solid, liquid, and gas

2. Be able to focus on oneself during the reading and not distract others

3. Be able to recall a story when they interacted with a solid, liquid, or gas

Experience(s): Describe authentic (real life, hands-on not representational) materials and enticing/ creative experiences in
which children are actively engaged. Experiences should encourage experimentation, problem solving and language
development. How will the experience(s) inform you on the children’s prior knowledge and interest in the topic? How can you
use this data to inform the development of your Integrated Investigation Plan?

1. Students will sit on the carpet facing us on the chairs in front of them
2. Ask the students if they know what a solid, liquid, or gas is and give examples if they can
3. Look at the cover of the book what ask what they see. Read the title
4. Read the book “What is the World Made of?” and ask impromptu questions along the way that
relate to the states and if they comprehend it
5. After story, reach into “purse of supplies” and pick out one sample of a solid (stuffed animal) and a
liquid (Coke) that relate to me. For gas, have the children breath in and out and have that be a gas
example.
6. Break into small groups and each child one at a time, will give one example of a time they
interacted with a solid, liquid, or gas.

Assessment of student learning:

1. Data to be collected- if they children gave an accurate description of a personal solid and/or liquid

2. Method used to record/aggregate data- chart and checklist for both solid and liquid

3. Interpretation of assessment data- Two checks if they understand what each state is, one check
means to go over the state they didn’t talk about, and zero checks means to go over the whole topic
in general
Reflection on lesson: In one page double spaced explain why the instructional objectives, experiences and
materials were chosen. Describe how well the children learned/achieved the instructional objectives. Finally include
a description of how the experience provided data to inform the development of the investigation.

At 9am the children did circle time with their teacher and after that, we got to do our hook lesson. We

started by looking at the cover of the book we were about to read. We asked questions like “What do you

see?” and “What is the World Made of?” They answered excitedly “wood, blocks, trampolines”. We asked

them after that what it was made of? After we didn’t get any answers, we decided to start the book to find

out the answer.

Throughout the book, we asked the children to give us examples of solids or liquids depending on the

pages. To prompt them, we pointed to the pictures in the book and asked them what they are. We also

described definitions for a solid, liquid, and gas. We continued to ask for examples while we read. When

the book was over, we showed examples that we brought from home. For a solid, we showed a stuffed

animal and described its traits to make it a solid. We brought a Coke to show liquids and how they take the

form of their container. We took a deep breath in and out as a class to show that the air we breathe is a gas.

After we showed them our examples, we asked for more examples around the classroom they saw that

were solids, liquids, or gases. They ecstatically shouted “castle, orange juice, blocks, tree houses,

cabinets!” After that we broke it up and put it in their own categories. “Orange juice is a liquid because you

can pour it.” When we were done with that, we split into two groups and went over solids, liquids, and

gases and gave more examples. “In the summer, we swim in water. Water is a liquid!”

We discussed with our cooperating teacher after the lesson things that we did. She gave us some feed back

on what she thought we could do better and what she liked about it. She said the book and the way we

engaged the students was good. But she said that when we asked opened ended questions it was harder for

them to answer. But then we switched to closed ended questions and they participated a lot more. She also

added that we should direct questions more, so that we get answers from all students and call them by

name. After discussing this, we decided that if we were to do this next time, to come with close-ended

questions prepared and bring more examples.

 Lesson Sketch Scoring Guide for EDT 313

Attach to plan submitted at mid-term

Individual completing this lesson plan:
Lesson title: Date that lesson was taught:

Points
Criteria Comments Points
Possible Earned

1. EL&DCS indicators from at least 2 0-2

content areas were integrated into the
lesson.
2. Instructional objectives for the lesson 0-3
used precise, observable, and
measurable action verbs that provided a
clear sense of what the children would
be able to do.
3. The lesson experiences taught the 0-9
instructional objectives and were
creative, developmentally appropriate
and included enticing, engaging and
authentic materials. The lesson
accurately introduced a science concept
and included opportunities for problem-
solving, peer interaction, and/or inquiry.
4. Assessment strategies were used to 0-5
evaluate what the children learned as a
result of the learning experience and
were related to the instructional
objective. Data, method/s used to
record/aggregate data were described
and an interpretation of the data was
included.
5. A 1 page, single-spaced, professionally 0-4
written, error free reflection describing
why the instructional objectives,
experiences and materials were chosen
as well as a description of how well the
children learned/achieved the
instructional objectives. Finally, the
reflection should include a description
of how the experience provided data to
inform the development of the
investigation.

Total Points Earned