Three Learning Outcomes for Science First Grade

Understanding learning outcomes is important for teachers. There are several identifying words that help teachers determine that they are creating an actual outcome and not developing an activity: identify, recall, list, and write (Kubiszyn & Borich, 2013). Where study, watch, listen, and read are key words when developing a learning activiy for a lesson plan (Kubiszyn & Borich, 2013).

Creating learning outcomes is importqnt to help determine the actual learning activities. Students are then observed and tested based on the learning outcome for the unit/subject to verify the information was retained. Each state determines the required information to be learned. Each teacher is given this information and then it is up to them to relay that through the learning outcomes and activities.

An example of three learning outcomes is as follows:

Grade: First
Subject: Science
Unit: Liquid, Solids, & Gases

Learning Outcome (1):

Student’s will be able to recognize the difference between a solid, gas and a liquid by identifying the key components for each state. 

Learning Outcome (2):

Student’s will be able to identify/explain how water turns from: a liquid, to a solid, to a gas, and back again.

Learning Outcome (3):

Student’s will be able to list 3 different kinds of: solids, liquids, gases.   

Each of these learning outcomes will help develop scientific knowledge of gases, liquids, and solids as a part of the educational curriculum.  

Creating testing elements will help make sure that the information that is being taught is retained. Student's will work on worksheets, small group projects, and even do a class project together. This project or classroom activity will show how matter changes states by using a solid ice cube. Applying heat will allow the solid to turn into a liquid, and once it boils it can turn into steam (gas) and when the gas condenses it will turn back to a liquid. 

A few testing questions would be:

(1). What type of matter is air?

a. solid

b. liquid

c. gas

(2). Place a (S) for a solid, (L) for liquid and (G) for gas:
            a. Air               ________

            b. Dirt              ________

            c. Pepsi (pop)  ________

            d. Tree             ________

            e. Steam          ________

            f. Water           ________

(3). What has no shape or size?

            a. gas

            b. solid

            c. liquid

(4). Looking at the picture, what type of matter do you see?

            a. gas

            b. solid

            c. liquid

  (5).

Number (5). can be used as a worksheet to gain prior knowledge on what student's know and understand about matter. It would be a great group activity to go over and to help the students understand. 


Also an essay question to help expand the thought process and to make sure students understand how matter changes is:

Restrictive Response Essay Question:

Recall in our unit on matter: solids, liquids, and gases how the matter changes forms. Explain in your own words how a solid, such as ice can change, from a liquid to a gaseous form and back to liquid again? Do you remember what this process is called when it is dealing with water? 

References:

Kubiszyn, T., & Borich, G. D. (2013). Educational testing & measurement: Classroom application and practice (10^th ed.).  Hoboken, NJ: John Wiley & Sons, Inc.