Child A stepped into one of the puddles and laughed, "Whoa, my foot went all the way in!"

Child B, standing behind, looked down at the puddle and suggested, "If we walk in a line, maybe the water will get bigger!"

Child C, listening to the idea, jumped up and down. "I’m gonna jump in the next one and make it splash!"

Child A smiled and said, “Let’s all do it at the same time, like a race!”

The children began taking turns stomping in the puddles, laughing as the water splashed around their feet. They observed the different ways the water splashed and moved with each jump.

Evidence: As the children stomped and jumped in the puddles, they observed how the water splashed around. Child A said, “Whoa, my foot went all the way in!” showing an awareness of how their body movements affect the depth of the puddle. Child B, noticing this, suggested walking in a line to increase the splash. Their reactions indicated curiosity and exploration of how movement changes the water’s behavior.

Child Development Link: This observation connects to the Inquiry strand of the Early Learning for Every Child Today (Best Start Expert Panel on Early Learning, 2014, pg. 59) framework. The children are experimenting with cause and effect, hypothesizing about how their actions (stomping, walking in line) would affect the puddles, and observing the results. According to How Does Learning Happen? (Ontario Ministry of Education, 2014, p. 7), this demonstrates the children’s natural ability to inquire, test, and learn through play.

Scaffolding: To build on their curiosity and understanding of cause and effect, I will introduce activities where the children can explore how water reacts to movement, temperature, and materials. We could also discuss how water reacts to different temperatures, continuing their exploration of water.

Evidence: Child B suggested, “If we walk in a line, maybe the water will get bigger!” This idea shows problem-solving and teamwork, as the children decided to try walking in a line to test the effect on the water. The group activity also allowed them to share their ideas and observations, fostering collaborative learning.

Child Development Link: This relates to the Social-Emotional Learning domain in the ELECT framework (2014, pg. 38). The children are using cooperative problem-solving to explore a scientific concept together, which promotes teamwork, communication, and social skills. According to How Does Learning Happen? (Ontario Ministry of Education, 2014, p. 36), cooperative play supports children in developing social competence and emotional intelligence.

Scaffolding: To support the children’s collaboration, I will provide more group-based activities that encourage them to work together to explore scientific ideas, such as testing the effects of different actions (e.g., running vs. jumping) on water movement.

Evidence: Child C said, “I’m gonna jump in the next one and make it splash!” This statement shows that the child was thinking ahead, predicting that jumping would create a splash. This predictive thinking indicates an early understanding of how actions can lead to specific outcomes.

Child Development Link: This aligns with the reasoning logically concepts in the ELECT framework, where children begin to develop their ability to hypothesize and test predictions (Best Start Expert Panel on Early Learning, 2014, pg. 48). How Does Learning Happen? (Ontario Ministry of Education, 2014, p. 35) also emphasizes the importance of inquiry-based learning, as children learn through observation, prediction, and experimentation.

Scaffolding: I will encourage the children to make more predictions in future activities, asking them to guess what might happen before they test it. This could include using different objects or tools to interact with water and seeing if their predictions hold true.

Evidence: The children were actively jumping and stomping in the puddles, engaging their large muscles. They took turns and tested how hard they could jump to make the water splash. This action shows physical involvement and an understanding of how their body movement affects the environment.

Child Development Link: This relates to the Physical Development strand of the ELECT framework, where children develop their motor skills through active play (Best Start Expert Panel on Early Learning, 2014, pg. 52). How Does Learning Happen? (Ontario Ministry of Education, 2014, p. 30) highlights that children learn by using their bodies, which contributes to both physical and cognitive growth.

Scaffolding: To further support their development, I will provide opportunities for the children to explore other types of gross motor movements in water-based activities, such as splashing with hands or using different tools to move water.

REFERENCES: -

Early Learning for Every Child Today [ELECT]. (2014). A framework forOntario early childhood settings. Best Start Expert Panel on EarlyLearning. https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

Ontario Ministry of Education. (2014). How Does Learning Happen?Ontario’s pedagogy for the early years. Government of Ontario.https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

To begin our exploration of water, I initiated a common experience activity where I invited the children to reflect on their personal experiences with water. I showed them a variety of images and videos of water-related activities (like swimming, rain, or playing in puddles). Additionally, I showed them a water cycle drawing that I had created to help them visualize how water moves through the environment. The drawing depicted the stages of evaporation, condensation, and precipitation, which sparked curiosity among the children.

As I shared a story about how I got wet during a rainy walk and the joy I felt jumping into puddles, many of the children quickly responded with their own experiences.

For instance:

• Child A shared, “I like when it rains, I jump in puddles, but sometimes my boots fill with water and my feet get cold!”

• Child B said, “My mom uses water to wash the car, and I help with the sponge!”

• Child C talked about the water they used to fill their watering can to water the plants at home.

The children’s responses revealed that they have varying levels of familiarity with water, but all seemed eager to talk about their personal experiences. It was fascinating to see how some children related to water play, while others connected it to household chores or other practical uses.

To further engage the children in the discussion, I asked them to draw pictures of their favorite water activities. As they worked on their drawings, I wrote down their dictated stories. This helped me better understand the experiences that were meaningful to them and provided insight into potential areas of interest for the upcoming exploration.

The children’s shared experiences also revealed some misconceptions—like thinking that water always comes from the faucet, and not recognizing how it might be collected during a rainstorm or found in other natural settings. This led us to think about the different sources and forms of water, which we could explore in future activities.

As we walked, the RECE pointed out spots where snow had melted, creating small streams of water flowing toward drains. Some children observed that the puddles looked smaller than they had earlier in the morning, wondering if the sun was making them disappear. Others noticed tiny patches of ice left in the shade and compared how those areas were different from the ones in direct sunlight.

These observations encouraged the children to think about how water changes due to weather conditions, sunlight, and movement.

LO 1.1: Float and Sink Experiment

Provocation:
Using a water bin set up arrange a variety of objects (classroom items and natural objects like small stones or leaves) with prediction cards posted nearby. Ask:
"What do you think will float? What do you think will sink?".

Summary:

• Beginning: Children gather around the water bin and are prompted to predict the behavior of each object based on its material, size, and weight. They discuss with peers while observing the natural surroundings.

• Middle: Children take turns placing objects in the water and watching the outcomes. They note differences and begin to ask questions about why some objects float while others sink.

• End: The group categorizes the objects into “floats” and “sinks,” and records their findings on a chart.

• Inquiry Process: This hands-on activity sparks inquiry as children test hypotheses, observe immediate outcomes, and compare their predictions with real-world results, refining their understanding of density and buoyancy.

Representation of Learning:
Children will represent their learning by drawing their predictions and the observed results. They might create simple diagrams or use collage methods to combine photos, drawings, and words—honoring the "100 languages" of expression.

Guiding Document Connections:

• FDK: Supports inquiry-based learning and early STEM exploration (2016, pg. 95).

• ELECT: Emphasizes cause and effect through scientific inquiry (Best Start Expert Panel on Early Learning, 2014, pg. 59).

• HDLH: Fosters collaboration and expressive communication (Ontario Ministry of Education, 2014, p. 15).

LO 1.2: Material Exploration Activity

Provocation:
Gather natural items (like leaves, twigs, and small rocks) from the outdoor environment along with classroom objects, and place them near a water table. Ask:
"How might natural objects behave differently in water compared to the items from our classroom?"
This leverages the environment as a third teacher by drawing on children’s direct experience with outdoor materials.

Summary:

• Beginning: Children discuss what they know about natural versus man-made objects and predict differences in behavior (e.g., texture, weight, shape).

• Middle: In small groups, they test the natural objects in water, comparing their movement with that of classroom items, noting differences in sinking and floating behavior.

• End: Children share their findings with the group and sort objects into categories based on their observations.

• Inquiry Process: By exploring both natural and classroom objects, children compare and contrast, which deepens their inquiry and critical thinking as they connect observations to everyday experiences.

Representation of Learning:
Children represent their findings through group posters, digital slideshows, or drawings. They can also record simple video reflections explaining their observations, addressing multiple expressive languages.

Guiding Document Connections:

• FDK: Encourages learning from natural environments and hands-on exploration (2016, pg. 90).

• ELECT: Promotes predictive thinking and reasoning (Best Start Expert Panel on Early Learning, 2014, pg. 48).

• HDLH: Enhances collaborative problem solving and discussion (Ontario Ministry of Education, 2014, p. 15).

LO 1.3: Comparative Sorting and Reflection

Provocation:
Provide a chart with two columns labeled “Floats” and “Sinks” along with photos of various objects. Ask children to sort objects after testing them in water and reflect on patterns they observe.
"Why do you think these objects end up in the same group?"
This uses the classroom environment and physical artifacts as resources for reflection.

Summary:

• Beginning: Children review their testing results and discuss initial observations.

• Middle: They sort objects into categories, guided by questions from the teacher, comparing similarities and differences.

• End: Children collectively reflect on why certain objects behave similarly, discussing factors like weight, texture, and material.

• Inquiry Process: Sorting deepens inquiry by requiring children to analyze, categorize, and justify their thinking, thereby transforming observations into knowledge.

Representation of Learning:
Students create a class collage or digital presentation that visually displays the sorted categories along with their explanations, incorporating drawings, photos, and descriptive language.

Guiding Document Connections:

• FDK: Supports mathematical and scientific reasoning (2016, pg. 64).

• ELECT: Encourages observational skills and cause-and-effect reasoning (Best Start Expert Panel on Early Learning, 2014, pg. 48).

LO 2.1: Ice Melting Experiment (Salt vs. Warm Water)

Provocation:
Set up two jars with ice cubes—one jar with salt sprinkled on the ice and another with warm water poured over the ice—placed outdoors on a sunny day. Ask:
"Which ice cube will melt faster and why?"

Summary:

• Beginning: Children make predictions about which jar of ice will melt faster, discussing what they know about salt, water temperature, and melting.

• Middle: They observe the melting process over time, measuring or comparing changes visually, and discussing differences in the rate of melting.

• End: The group reflects on the results, recording their observations and drawing conclusions about the effects of salt and warm water on ice.

• Inquiry Process: This activity encourages children to test variables, observe scientific phenomena, and revise their ideas based on evidence.

Representation of Learning:
Children may represent their learning by creating a time-lapse drawing sequence, recording observations in a science journal, or sharing a verbal explanation in a small group discussion.

Guiding Document Connections:

• FDK: Emphasizes inquiry-based learning and hands-on experimentation (2016, pg. 27).

• ELECT: Focuses on scientific observation and understanding material changes (Best Start Expert Panel on Early Learning, 2014, pg. 47).

• HDLH: Encourages collaborative investigation and reflective thinking (Ontario Ministry of Education, 2014, p. 16).

LO 2.2: Observing the Sun’s Effect on Ice

Provocation:
Place two identical ice cubes in separate cups—one in direct sunlight and one in a shaded area. Ask:
"How does the sun affect the ice?"
Use the outdoor environment as an authentic context for this experiment.

Summary:

• Beginning: Children predict the melting difference between the ice in sunlight versus shade, based on prior experiences with weather.

• Middle: They periodically observe and record changes in both cups, noting differences in melting speed and residual shapes of the ice.

• End: Children share and discuss their observations, drawing connections between sunlight, temperature, and melting.

• Inquiry Process: Observations in real time allow children to relate natural weather conditions to scientific changes, refining their understanding of cause and effect.

Representation of Learning:
Students can use photos, a simple chart tracking melting times, or drawings to capture the differences observed. They can also share oral reflections in group discussions.

Guiding Document Connections:

• FDK: Supports real-world observation and environmental inquiry (2016, pg. 21).

• ELECT: Promotes cause-and-effect reasoning through natural experimentation (Best Start Expert Panel on Early Learning, 2014, pg. 48).

• HDLH: Encourages engagement with the natural environment and collaborative reflection (Ontario Ministry of Education, 2014, p. 19).

LO 2.3: Temperature Comparison Activity

Provocation:
Provide safe thermometers and two containers of water (one warmed slightly and one at room temperature). Ask:
"How do you feel when you touch warm water versus cold water?"
Utilize the classroom environment to guide sensory inquiry.

Summary:

• Beginning: Children discuss their experiences with warm and cold water and make predictions about differences.

• Middle: They measure the temperatures and observe how the water feels, sharing tactile observations.

• End: The group reflects on how temperature affects water’s behavior (e.g., movement, evaporation) and records their findings.

• Inquiry Process: Direct measurement combined with sensory experience deepens children’s inquiry into how temperature impacts water.

Representation of Learning:
Children can create bar graphs or simple diagrams comparing temperature readings, use drawings to illustrate how warm vs. cold water feels, and share verbal descriptions.

Guiding Document Connections:

• FDK: Supports early math and science through measurement (2016, pg. 78).

• ELECT: Fosters sensory-based scientific inquiry (Best Start Expert Panel on Early Learning, 2014, pg. 59).

• HDLH: Enhances collaborative exploration and discussion (Ontario Ministry of Education, 2014, p. 36).

LO 3.1: Capillary Action Experiment (Colored Water & Paper Towels)

Provocation:
Arrange three clear cups filled with water and fill two cups with food coloring. Connect them with a paper towel laid between the cups. Ask:
"Can water move on its own from one cup to the other?"
Use the indoor environment with accessible classroom materials as a learning resource.

Summary:

• Beginning: Children predict what will happen when the paper towel touches the colored water.

• Middle: They watch as the colored water is drawn up along the paper towel, noticing changes in color intensity and flow.

• End: The group discusses why the water moved, linking it to how plants absorb water through their roots.

• Inquiry Process: This experiment prompts children to ask “why” and “how,” transforming observation into inquiry and scientific reasoning.

Representation of Learning:
Children can create diagrams or digital sketches of the capillary action process, record observations in a science journal, or role-play the process using simple materials.

Guiding Document Connections:

• FDK: Supports visual learning and hands-on scientific inquiry (2016, pg. 126).

• ELECT: Encourages understanding of natural processes through cause and effect (Best Start Expert Panel on Early Learning, 2014, pg. 47).

• HDLH: Promotes expressive communication and collaborative learning (Ontario Ministry of Education, 2014, p. 8).

LO 3.2: Observing Water Movement with Pepper and Soap

Provocation:
Fill a shallow tray or bowl with water. Sprinkle a layer of black pepper on the surface and ask:
"What do you think will happen if we touch the water? What if we add a drop of soap?"
Then, invite children to gently dip their finger in the water, followed by dipping a soapy finger and observing what happens.

Summary of Learning Process:

• Beginning: Children predict what will happen when they touch the water with and without soap.

• Middle: They observe how the pepper stays in place at first but quickly moves away when soap is added.

• End: Children discuss why the pepper moved and connect it to how soap affects water molecules.

Inquiry Process:

This experiment helps children explore surface tension and how soap disrupts it, leading to movement in water. They will develop an early understanding of scientific concepts through hands-on investigation.

Representation of Learning:

• Drawing the before-and-after effects of soap on water

• Explaining their observations in a group discussion

• Experimenting with different liquids to see if the effect changes

Guiding Document Connections:

• FDK: Encourages hands-on discovery and observation (2016, pg. 90).

• ELECT: Supports inquiry-based exploration of cause and effect (Best Start Expert Panel on Early Learning, 2014, pg. 47, 59)

• HDLH: Fosters curiosity and critical thinking through experimentation (Ontario Ministry of Education, 2014, p. 41).

LO 3.3: Comparing Water Movement With and Without Obstacles

Provocation:
Fill a shallow tray with water and place small blocks or other objects as obstacles. Ask:
"How does water move around these objects compared to when there are no obstacles?"
Utilize the classroom environment to mimic natural settings with obstacles (like rocks in a stream).

Summary:

• Beginning: Children predict how the water will change direction when it encounters obstacles.

• Middle: They pour water in the tray, observe the flow patterns with and without obstacles, and discuss the differences.

• End: The group categorizes the effects of obstacles and reflects on how natural features (like rocks) affect water flow.

• Inquiry Process: Experimenting with obstacles encourages children to compare, analyze, and ask further questions about water dynamics.

Representation of Learning:
Children can create a visual storyboard (with photos or drawings) of water flow in different setups, or use digital tools to map the movement patterns.

Guiding Document Connections:

• FDK: Fosters mathematical thinking and scientific inquiry (2016, pg. 64).

• ELECT: Supports observation of cause and effect (Best Start Expert Panel on Early Learning, 2014, pg. 47).

• HDLH: Enhances cooperative problem-solving and discussion (Ontario Ministry of Education, 2014, p. 15).

LO 4.1: Rain in a Jar Experiment

Driving Question: How does water fall from the sky?

Provocation:
Fill a clear jar with water to represent the atmosphere. Add a thick layer of shaving cream on top to symbolize clouds. Ask the children:
"What do you think will happen if we add 'more water' (blue food coloring) to the clouds?"
Then, slowly drop blue food coloring onto the shaving cream and observe as it seeps through, mimicking rainfall.

Summary of Learning Process:

• Beginning: Children make predictions about what will happen when the food coloring is added.

• Middle: They observe how the "cloud" holds the color until it becomes too heavy and releases "rain" into the water.

• End: Children reflect on how clouds form, hold water, and release it as precipitation.

Inquiry Process:

This experiment visually demonstrates how clouds absorb moisture and release rain when they become too heavy. Children will explore the concept of precipitation and connect it to real-life weather.

Representation of Learning:

• Drawing the experiment’s steps

• Creating a diagram of the rain cycle

• Discussing how this model relates to actual rain

Guiding Document Connections:

• FDK: Encourages hands-on learning and inquiry-based exploration (2016, pg. 90).

• HDLH: Promotes curiosity, observation, and communication (Ontario Ministry of Education, 2014, p. 24).

LO 4.2: Puddle Watching and Drawing

Provocation:
With the help of a sprinkler, make some puddles in the ground and take the children outside to observe those small puddles. Ask:
"How do puddles look when they first form, and how do they change over time?"

Summary:

• Beginning: Children recall previous experiences with rain and puddles, discussing what they expect to see.

• Middle: They observe and record changes in the puddles (e.g., size, shape, water clarity) over a period.

• End: The children draw or photograph the puddles, then share their observations and ideas about why the changes occurred.

• Inquiry Process: This outdoor observation encourages children to connect personal experiences with natural processes, deepening their understanding of environmental changes.

Representation of Learning:
Students can create a photo collage, time-lapse drawings, or digital journals that capture the evolution of puddles.

Guiding Document Connections:

• FDK: Encourages observational skills and artistic expression (2016, pg. 105).

• ELECT: Supports inquiry through real-world experiences (Best Start Expert Panel on Early Learning, 2014, pg. 59).

• HDLH: Fosters reflective discussion and collaborative sharing (Ontario Ministry of Education, 2014, p. 44).

LO 4.3: Water Cycle in a Bag

Provocation:
Provide each child with a clear ziplock bag, a small amount of water, and tape the bag to a sunny window. Ask:
"What do you think will happen inside the bag?"
This simple activity uses everyday materials to simulate the water cycle.

Summary:

• Beginning: Children predict the changes inside the bag, such as condensation and evaporation.

• Middle: They observe over time as water condenses on the sides of the bag and droplets form.

• End: Children discuss how this mini water cycle reflects the natural cycle of evaporation, condensation, and precipitation.

• Inquiry Process: The activity turns abstract concepts into tangible observations, allowing children to engage in sustained inquiry and draw connections between a model and real-world phenomena.

Representation of Learning:
Children can create a written explanation, a drawing, or even a simple digital animation showing the water cycle process.

Guiding Document Connections:

• ELECT: Encourages scientific exploration and inquiry (Best Start Expert Panel on Early Learning, 2014, pg. 59).

• HDLH: Supports creative expression and hands-on learning (Ontario Ministry of Education, 2014, p. 42).

Learning Opportunity 1: Field Visit to a Local Water Treatment Plant

Children will visit a local water treatment plant to observe how water is purified and distributed in the community. They will learn firsthand about the importance of water management and preservation.

Connection to Guiding Documents:

• FDK: Promotes exploration and understanding of community resources (2016, pg. 21, 82).

• HDLH: Supports cognitive growth by connecting learning to real-world experiences (2016, pg. 42).

REFERENCES: -

Early Learning for Every Child Today [ELECT]. (2014). A framework forOntario early childhood settings. Best Start Expert Panel on EarlyLearning. https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

Ontario Ministry of Education. (2014). How Does Learning Happen?Ontario’s pedagogy for the early years. Government of Ontario.https://files.ontario.ca/edu-how-does-learning-happen-en-2021-03-23.pdf

The Ontario Public Service. (2016). The kindergarten program.https://files.ontario.ca/books/edu_the_kindergarten_program_english_aoda_web_july21.pdf

• Description: Children will explore how water moves by interacting with it in different ways (e.g., jumping in puddles, pouring water, etc.).

• Objective: To understand how water flows and changes its form when moved.

Learning Opportunity 2: Absorption of Water

• Description: Children will explore how different materials absorb water (e.g., fabric, paper, wood).

• Objective: To examine which materials hold water and why.

Learning Opportunity 3: Water and Temperature

• Description: Children will test what happens to water when it’s hot or cold (e.g., freezing water, melting ice).

• Objective: To explore the effects of temperature on water’s state and behavior.

Learning Opportunity 4: Water as a Liquid and Solid

• Description: Children will observe the difference between water in its liquid and solid forms (e.g., water in a cup, ice cubes).

• Objective: To explore the transformation of water between liquid and solid states.

Learning Opportunity 5: Water in Nature

• Description: Children will observe how water is found in nature (e.g., lakes, rivers, puddles, rain).

• Objective: To learn about the natural sources and cycles of water.

Learning Opportunity 6: Water and Growth

• Description: Children will explore how water helps plants grow (e.g., watering plants).

• Objective: To understand the role of water in nurturing life and growth.

Learning Opportunity 7: Water and Earth’s Surface

• Description: Children will experiment with how water affects the earth’s surface (e.g., washing away sand or dirt).

• Objective: To observe the impact of water on landscapes and materials.

Learning Opportunity 8: Water and Volume

• Description: Children will experiment with measuring water in different containers to explore volume.

• Objective: To understand the concept of volume and measurement through hands-on experiments.

Learning Opportunity 9: Water and Objects

• Description: Children will test how objects interact with water (e.g., floating vs. sinking).

• Objective: To explore the concept of buoyancy and how objects behave in water.

Learning Opportunity 10: Evaporation and Condensation

• Description: Children will observe how water evaporates and condenses (e.g., steam from a kettle, condensation on a cold drink).

• Objective: To understand the water cycle and the processes of evaporation and condensation.

Learning Opportunity 11: Water Conservation

• Description: Children will discuss ways to conserve water (e.g., turning off faucets, using less water).

• Objective: To raise awareness about water conservation and its importance in our daily lives.

Learning Opportunity 12: Water and Weather

• Description: Children will observe and discuss the role of water in different weather conditions (e.g., rain, snow, fog).

• Objective: To explore how water is involved in various weather patterns.