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Key: Head Start Early

Learning Framework s
= Domain
=Element

Name: Rochelle White


Focus Area: Science & Discovery
Title of Lesson: Ice Block Designs

Date: October 11, 2014


Grade Level: Head Start
Total Time: 30 minutes

I. Objectives:
The children will make observations by watching what the salt and food
coloring do to the ice.
o
o

The children will cooperate with other by participating in the ice melting
experiment.
o
o

Domain: Approaches to Learning


Element: Cooperation

The children will expand their language and literacy skills by engaging in a
storytelling experience based on the book, Skip through the Seasons by
Stella Blackstone and Maria Carluccio.
o
o

Domain: Science Knowledge & Skills


Element: Scientific Skills & Method

Domain: Literacy Knowledge & Skills


Element: Book Appreciation

The children will develop expressive language skills by responding to


questions asked about ice.
o
o

Domain: Language Development


Element: Expressive Language

II. Materials:
The book, Skip through the Seasons by Stella Blackstone and Maria
Carluccio.
Food Coloring
2 spoons
2 small bowls with salt in them
Salt
Large ice blocks, ( 5 of them, groups of 2)
Pre made chart asking questions about ice
5 Trays for the ice to be on.
III. Procedure:
A. Motivation
1. I will enter circle time with ice cubes in a bag.
2. I will ask the children what is in my bag.
3. I will ask the children what does ice look like, and record the answers
onto my chart.
4. I will ask the children what does ice sound like, and record the answers
onto my chart.
5. I will ask the children what ice feels like, and record the answers onto
my chart.

6. While asking the children these last three questions, I will pass around
the bag with ice cubes in it.
B. Steps
1. I will enter circle time with ice cubes in a bag.
2. I will ask the children what is in my bag.
3. I will ask the children what does ice look like, and record the answers
onto my chart.
4. I will ask the children what does ice sound like, and record the answers
onto my chart.
5. I will ask the children what ice feels like, and record the answers onto
my chart.
6. I will then tell the children today we are going to experiment to observe
how salt and food coloring to make ice melt.
7. I will ask all the children to stand up on a shape on the rug.
8. I will call out two shapes and colors and the two children on those
shapes and colors will be partners and I will send them to a table
together.
9. I will do this until everyone is paired up.
10. Once everyone is at their seats, with the ice in front of them and the
food coloring and salt on the table I will tell the children to turn up their
listening ears to listen to instructions.
11. I will then tell one child in the group to put one spoon full of salt on top
of their ice.
12. When that is done, I will tell the other child in the group to pick one
color to squirt two drops onto their ice.
13. I will then tell the children to watch their ice and see if they notice
anything happen.
14. When the salt and food coloring starts making tunnels in the ice, I will
ask the children what they see.
15. I will walk around asking children what they see in their ice, what did
the salt do to the ice, and what did the food coloring do to the ice.
16. When all is done I will send one group at a time to place their ice in the
sink and tray containers next to the sink, washing hands if need be.
17. I will then tell the children to join me at the shapes carpet.
18. I will continue these steps until everyone is all cleaned up and at the
shapes carpet.
19. I will point back to the questions on the chart what does ice look like,
sound like and feel like.
20. I will ask the children if it looked different after we put salt and food
coloring on it.
21. I will ask the children if it sounded different after we put salt and food
coloring on it.
IV. Conclusion:
I will read the book, Skip through the Seasons by Stella Blackstone and
Maria Carluccio to the class.
During the story I will ask open ended questions to keep the children
engaged.
o What month comes first?
o Repeat after me January, and for every month on each page.
o What are they doing in the picture for this month, Do you do that in
this month?

I will ask the children what month was their favorite in the story.

V. Transition:
I will ask the children if their favorite month was January to stand on a
purple circle.
I will do this until all children are standing on a shape.
Then I will call out certain shapes and circles for children to go to their
seats or wash hands for breakfast.
VI. Follow-Up Activities/Learning Centers:
1.Talk to children about ice melting and how it is made, ask what will happen if
you leave It out on a table all morning, record all these answers at the end of the
morning gather and ask what happened to the ice, record those ideas also.
2. Have children place one hand in hotish water, one in cold at the same time
and then quickly put both hands into warm water, amazingly your cold hand will
feel hot, hot hand will feel cold.
3. Place ice in the water table for children to experiment with it some more.
VII. Evaluation/Assessment:
A.
1. Did the children identify and verbally express their observations when
watching what the salt and food coloring did to the ice?
2. Were the children able to expand their cooperation skills by working
with a partner?
3. Did the children expand their literacy and language skills by being
involved in a storytelling experience?
4. Did the children express their expressive language skills when
answers to questions asked about ice?
5.
B. Self-Reflection Assessment:
What did the children most enjoy?
What did the children least enjoy?
If I implemented this lesson again, what would I do differently?
VIII. Early Learning Standards Met:
Domain/Element: Science Knowledge & Skills/ Scientific skills & Methods
Domain/Element: Approaches to Learning/ Cooperation
Domain/Element: Literacy Knowledge & skills/ Book Appreciation
Domain/Element: Language Development/ Expressive Language
Supplemental Materials:
Ice
Picture of an eye
Picture of an ear
Picture of hands

Ice with food coloring and


salt

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