6/12/2013

Early Childhood Education

Learning Experience Plan
Name: Emilee Downing
Lesson Title: Sink/Float Picture Predictions
Date: 3/12/15
Grade Level: Preschool
Circle one:
ECE
PKSN
Standard(s)/Guideline(s): Fine Arts: 1PE Describe the meaning in the marks they make on paper.,CognitionandGeneralKnowledge:Science:Inquiry:

Make predictions.
Pre-assessment of current knowledge: Ask students to recall a time when they have been swimming or in the bath and if they use toys. Doing dishes? Have
anything in water. Do they sink or float? Remind students of the previous hook lesson and if they remember what sink and float mean. Quick review.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
Describe what they have drawn,
and why they have drawn it. (on
top of water, under water,
sink/float?)
Look at and recall familiar objects
and hypothesis whether they will
sink or float in water.

One Assessed Developmental

Skill:
Students will be able to engage in
simple question/answer
conversation with peers and
teachers
Safety Considerations:
Small objects will need monitored
to make sure it is not being used
inappropriately.

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
Language sample: Before beginning the art activity, I will
ask students to recall previous lessons on sink and float
and observe who remembers basic concepts of each.
Engaging in simple conversation in small groups will allow
me to see how much students remember and if they can
use these ideas to apply them to other objects that they
may be more familiar with.
I can collect the pictures the students draw as evidence of
student learning. I can also ask them to label the objects
they draw, whether it is something we have provided for
them to predict, or something more familiar to them. I can
also discuss the pictures with the student to get a better
perspective on what their thought process was when
drawing their predictions.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
I can divide the pictures into two groups, the students who
understand the lesson/concept and the students who still
need more help. I can also use my language samples to
help make these decisions because often times a students
picture might not be an accurate representation of what
they are thinking or it can be misinterpreted.

Learning Experience
Academic Language:
Sink, float, displacement
Procedural steps: In small groups students will be given a
few objects that we have tested before (shell, marker cap,
stick, and penny) as well as new objects and be asked to
draw predictions of whether these items will sink or float.
Students can use the objects given as inspiration and
reference or they may draw other objects they think of and
can logically support their prediction.
A water line will be drawn on the paper to help students
distinguish sinking and floating objects. Throughout this
lesson there will be an open discussion with students about
their drawings, their thoughts and predictions. After students
draw various objects on their paper we will test the draw
objects, and see if students hypotheses were correct.
For students with special needs I could help guide
conversation more or allow more wait time for responses. I
could also provide bigger materials if the student has
difficulty holding and manipulating the smaller supplies
Authentic Materials: (Describe authentic real life, hands-on
materials.)
Students will be allowed to reference materials such as
sticks, coins, marker caps and shells to help with their
predictions.
Adult Roles: An adult will be present to guide discussion
and answer any questions students may have about the

6/12/2013

Early Childhood Education

Learning Experience Plan
objects or instructions

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)

From our hook lesson I learned that our activities/experiments with the students needed to be as simple as possible without
losing any important content. For this lesson I chose to allow the students to draw their predictions, as they seem to be interested in the
drawing table during station time. I choose to draw a water line on the paper so that students could have a better understanding of what
was expected and help them to orient themselves with the paper. At first I wasnt sure if I should have draw the line on the paper for the
students or if it was taking away from their creativity, but I later found that having the line on the paper helped students stay focused on
what they were drawing. Multiple times I needed to point out the water line to remind student that their objects were in water and their
picture needed to reflect whether or not the object floated. However, the lesson could have still been more simplified. A lot of the
students grasped the concept and understood what was being asked, but a few groups disregarded the instruction and just drew a
picture. If I were to use this lesson again I would allow students to use a greater range of materials to represent their predictions. I also
would have preferred to use this lesson closer to the hook activity so the students would have to remember so far back to recall the
hook activity information.