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    Rain Cloud in A Jar

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    api-270064896
    Hannah Heissel planned a science learning opportunity called "Rain Cloud in a Jar" for 5-6 year olds. The activity involved using a jar, water, shaving cream, a pipette, and food coloring to simulate how rain falls from clouds. The objectives were for children to practice fine motor skills by squeezing a pipette, learn about how rain falls from clouds, and gain understanding of weather and rain clouds. Hannah presented the activity, engaged the children, and met the objectives. She reflected that hands-on experiences are important for learning and that she enjoyed seeing the children's excitement during the science experiment.

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    Rain Cloud in A Jar

    Uploaded by

    api-270064896
    104 views3 pages
    Hannah Heissel planned a science learning opportunity called "Rain Cloud in a Jar" for 5-6 year olds. The activity involved using a jar, water, shaving cream, a pipette, and food coloring to simulate how rain falls from clouds. The objectives were for children to practice fine motor skills by squeezing a pipette, learn about how rain falls from clouds, and gain understanding of weather and rain clouds. Hannah presented the activity, engaged the children, and met the objectives. She reflected that hands-on experiences are important for learning and that she enjoyed seeing the children's excitement during the science experiment.

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    rain cloud in a jar

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    Hannah Heissel planned a science learning opportunity called "Rain Cloud in a Jar" for 5-6 year olds. The activity involved using a jar, water, shaving cream, a pipette, and food coloring to simulate how rain falls from clouds. The objectives were for children to practice fine motor skills by squeezing a pipette, learn about how rain falls from clouds, and gain understanding of weather and rain clouds. Hannah presented the activity, engaged the children, and met the objectives. She reflected that hands-on experiences are important for learning and that she enjoyed seeing the children's excitement during the science experiment.

    Copyright:

    © All Rights Reserved
    Download as RTF, PDF, TXT or read online from Scribd
    Download as rtf, pdf, or txt
    104 views3 pages

    Rain Cloud in A Jar

    Uploaded by

    api-270064896
    Hannah Heissel planned a science learning opportunity called "Rain Cloud in a Jar" for 5-6 year olds. The activity involved using a jar, water, shaving cream, a pipette, and food coloring to simulate how rain falls from clouds. The objectives were for children to practice fine motor skills by squeezing a pipette, learn about how rain falls from clouds, and gain understanding of weather and rain clouds. Hannah presented the activity, engaged the children, and met the objectives. She reflected that hands-on experiences are important for learning and that she enjoyed seeing the children's excitement during the science experiment.

    Copyright:

    © All Rights Reserved
    Download as RTF, PDF, TXT or read online from Scribd
    Download as rtf, pdf, or txt
    of 3

    Learning Opportunity Planning Form

    (Avoid opportunities associated with holidays)

    Student Name: Hannah Heissel


    Resource Used: www.coffeecupsandcrayons.com
    Date to be presented: April 24th, 2015 2:00
    Site Supervisors Signature _________________________________________ Date __________________

    It is required to discuss your final written plans with your site supervisor and obtain a sign-off signature one week before presenting this learning opportunity.

    Primary Curriculum (content) Area: Science


    Learning Opportunity Name: Rain Cloud in a Jar
    Brief description/type: After talking to children about how
    WHO Its for: 7 to 8 five and six year olds
    List specific accommodations/adaptions:
    Children are having difficulty holding onto crayons, markers, brushes, sand toys, etc.: I would use materials that might be
    easier for the child to grasp (spoon) and I would also build up the handles of tools using a piece of foam, tape, play dough, etc.
    Children are having difficulty following directions during an activity: I would make sure the activity is age-appropriate and
    use pictures in addition to providing verbal directions to demonstrate what I want the child to do.
    Caras Kit: page 9 & 10)
    WHY-Rationale:
    The scientifically literate person is one who is aware that science, math, and technology are interdependent human
    enterprise with strengths and limitations; understands key concepts and principles of science; is familiar with natural
    world and recognizes both its diversity and unity; and use scientific knowledge and scientific ways of thinking for
    individual and social purposes. (Iowa Core)
    Objective(s): By participating in this opportunity, the children will

    Practice using their fine motor skills by squeezing a pipette


    Gain understanding of how rain falls from a cloud

    Learn about the weather and rain clouds


    Standard(s): Earth and Space
    S.K-2. ES.2: Understand and Apply Knowledge of observable information about daily and seasonal weather conditions.
    (Iowa Core)
    HOW to Prepare: What you need:
    MATERIALS:
    Clear jar
    Water
    Shaving cream
    Pipette (or spoon)
    Food Coloring
    TIME: 15-20 minutes
    SETTING: Small Group
    SET UP/SPACE: Tables
    HOW to Teach:
    Introduction: What is a cloud? (A lot of droplets of water or ice crystals, the droplets float in the air molecules) Why does it
    rain? (When a rain cloud gets so full of water or mass, the water has to go somewhere and will break through the cloud and
    start to fall to the ground.) What season are we in right now? (Spring!) Since it is spring, what types of weather do we have?
    Today we are going to see how rain falls from a cloud.
    Teaching steps:
    1. Why are clouds white? (Water droplets and ice crystals that make up clouds, scatter the light rays and reflect white
    light. Sunlight is made up of all colors. When all colors of the light spectrum mix, it creates white light.)
    2. Why are storm cloud grey? (When the clouds get thick or high in the sky, the light does not make it all the way through
    to reflect back out, making the cloud appear grey. When many clouds are together, they can also cast shadows on other
    clouds, causing the clouds to look grey)

    How do clouds move? (the clouds and the storms they form move in the air currents, wind, and jet stream)
    Fill jar about full with water
    Spray shaving cream to cover top of water completely
    Drip water on top of the shaving cream using pipette
    Drip food coloring on top of the shaving cream
    As you pour or drip the water over the shaving cream cloud, the water will start to break through just a little bit.
    Observe the cloud as the water breaks through.
    Closure & Transition:

    3.
    4.
    5.
    6.
    7.
    8.
    9.

    HOW to Assess and Document


    Objectives

    Evidence of Learning
    How to Document This Evidence
    Children might
    Practice using their fine motor skills by
    Squeeze really hard or squeeze very lightlyAnecdotal record, observation, pictures,
    squeezing a pipette
    work sample
    Gain understanding of how rain falls from a Look, the cloud is full!
    Anecdotal record, observation, pictures,
    cloud
    The rain is falling!
    work sample
    Learn about the weather and rain clouds Its raining outside
    Anecdotal record, observation, pictures,
    Talk about the different seasons and what work sample
    weather happens during those seasons
    Assessment Documentation:
    Anecdotal Record, photo
    Learning Opportunity Name: Cloud in a Jar
    Primary Curriculum (content) Area: Science
    Primary Domain: Cognitive
    Secondary Domain: Social/Language
    Date: April 24th 2015
    Setting: Small group
    Objective: To gain knowledge of how rain falls from a cloud

    While observing the groups of children I had, one student looked at me and said, I know what we are doing! We are
    going to put shaving cream on the table and play in it! Since this was not planned in my learning opportunity, I went
    ahead with my experiment and then included the shaving cream at the end asking them if they thought that clouds would
    feel like shaving cream. The same student said, No, I think they would feel more like a pillow.

    Evaluation:
    What evidence of childrens engagement and learning did you see during this learning opportunity? How were the
    objectives met?
    The children were engaged by helping spray shaving cream into the Mason jar, squirting the rain water on top of the
    cloud and feeling clouds by using shaving cream. The objectives were met by: being able to use a pipette to practice
    their fine motor skills, see how rain falls from a cloud by the cloud in a jar, and we touched basis on the weather and
    what season it was.
    What did you learn from planning and presenting this learning opportunity?
    a) About the learning opportunity itself:
    I found this learning opportunity was very fun. The children were very engaged and learned something out of the
    activity.
    b) About children:
    Children NEED hands on experiences and sensory materials. I feel that they learned much more about clouds and how
    rain falls from doing this experiment then trying to show them pictures.
    c) About your own abilities:
    I found out that I really enjoy doing science experiments and seeing the childrens faces light up when they see the
    experiment happening.
    Evaluate this learning opportunity as a whole. Share suggestions, as discussed with your site supervisor, for improvement.
    a) As I reflect on this learning opportunity, I feel my strengths were:
    I felt that I was very organized and came well prepared. I didnt plan on having the children play with shaving cream,
    but once they mentioned it and were showing interest in doing it, I figured I could allow them to experience it.
    b) As I reflect on this learning opportunity, I realize that I could improve by:
    I feel that I could improve on my open ended questions and avoid saying Can anyone tell me

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