Experience Plan: Oil and Water Science Experiment for Preschoolers

This assignment outlines a science experiment plan designed for preschool-aged children (4-5 years old) focusing on the interaction of oil and water. The plan details the activity, materials (glass jars, water, oil, food coloring, etc.), and setup. It justifies the learning experience by linking it to developmental skills, such as observation, communication, cognitive skills, and fine motor skills. The rationale also connects the activity to the Early Years Learning Framework (EYLF), emphasizing principles of belonging, being, and becoming. Specific learning outcomes are provided, including developing fine motor skills, enhancing observation skills, improving group work, and fostering scientific awareness. The plan includes teaching strategies such as showing pictures, explaining the process, encouraging participation, and using open-ended questions. The assignment also references relevant literature in early childhood education.

Experience plan
(pre-schoolers / 4 to 5 years)
Date of implementation:
Title of experience – with some detail that explains what the activity is about and how
it will be introduced and implemented:
Oil water science experiment: Oil water science experiments is a fun activity which helps
the kids aged 4-5 years to understand the basic facts of chemistry. For this activity, kids are
divided into group and provided with different colour ( Sargent, 2016) Then in the groups
they perform the activity and pour different colours into the oil and water and observe the
reaction.
Materials required and a diagram or photo of set up:
The materials required for performing the oil water science experiment includes,
1. Glass jam jars along with secure lids
2. Jug of water
3. Vegetable oil
4. Dishwashing detergent
5. Food colouring
6. Small container
7. Pipette
8. A cloth for accidental spills
9. Optional: Table salt
A rationale linking the justification of the learning experience to the skills identified
in the observation and ensuring the plan meets both the capabilities, interests and
cultural contexts of the child: (why and how relates to maths/ benefits)
They will discover how to make bubbles of different colour in the water. It will also
increase their memory about different colours and their effects in the experimental. Their
observational skills will also enhance. In this activity kids will communicate effectively
with the other kids as well as with the teacher which will enhance their communication
skill ( Nisbet & Shucksmith, 2017) This experiment will help the children in increasing

their cognitive skill such as, attention, thinking and memory and will enable the kids to
process their sensory information to remember understand the underlying cause and
impacts, analyse and evaluate. With the water science experiments, the kids will get to
know more about the environmental phenomenon. It increases their understanding
regarding science. It will benefit the kids by increasing their representation skill as well as
communication skill by communicating with different kids of the group.
A link to an EYLF principle which relates to the underpinning philosophy of the
experience plan:
EYLF principle is termed as the Early Years Learning Framework. It mainly focusses on
the concept of belonging, being and becoming ( Fox & Diezmann, 2017)
Partnership
When nurse provides knowledge to the children they understand that it becomes
challenging for some children to learn in vacuum that is without any engagement or
communication with the other children ( Illeris, 2016). Hence in such case the nurse should
make the kids work, play or learn in groups. It will enhance their engagement and
communication skill as well help them to learn fast.
A list of developmental learning outcomes that are specific and can be evaluated and
demonstrate developmental progression from the skills identified in the original
documentation:
 Their fine motor skills will develop
 They will observe more and hence observation skill will also develop
 They will learn to work or play in groups which will enhance their communication and
partnership skills
 They will be more aware about the scientific phenomenon and mathematics concepts
 They will learn from their mistake
 They will try to do new things
A link to an EYLF outcome:
According to Stewart (2017), kids are easy learners and the most curious
 Children will be able to explore new ideas and observe accordingly
 Their sense of being will be enhances as will allowed to be free while performing the
experiment
 Their sense of belonging will grow as they will develop new ideas
 It will enhance their problem solving skill
 It will also improvise their memory.
 They will try different colours to see the reaction which will have positive impact on
their fine motor skill
 They will try to explore the cause behind the experiment which will increase their
curiosity
 It will provide equal chances of learning to all the children
 They will try different ways to represent the idea which will contribute to the
enhancement of their representative skills.

A list of the teaching strategies (pedagogical practices) identifying how you will help
the child meet each of the learning outcomes you have planned
 By showing them pictures of different colour and will ask them to put that colour in the
jar.
 Explaining then with the different ways they can perform the experiment.
 Encouraging the kids to involve in the activity for their cognitive development.
 Praise the children in order to increase their participation and involvement
 Each group of the children will be assigned to do some work in the activity so that they
will not feel isolated and it will also increase their interest towards the experiment
( Thulin & Redfors, 2017).
 Open ended questions such as what happens when colour is dropped will be asked to
identify their involvement and knowledge

References
Fox, J. L., & Diezmann, C. M. (2017). The Australian early years learning framework and ICT: a
part of life or apart from life?. In Contemporary Issues and Challenge in Early
Childhood Education in the Asia-Pacific Region (pp. 143-163). Springer, Singapore.
Illeris, K. (2016). How we learn: Learning and non-learning in school and beyond. Routledge.
Nisbet, J., & Shucksmith, J. (2017). Learning strategies. Routledge.
Sargent, M. (2016). Let's explore… science. nursery world, 2016(4), 22-23.
Stewart, N. (2017). How Children Learn: The characteristics of effective early learning. Early
Education.
Thulin, S., & Redfors, A. (2017). Student preschool teachers’ experiences of science and its role
in preschool. Early Childhood Education Journal, 45(4), 509-520.