Lesson Plan

Student Name: Cassandra Campbell

Activity: Shake the Color

Age Group: 2 and 3

Date of Activity: 6/6/14

Wisconsin Model Early Learning Standards Addressed (write out standard in its
entirety, including developmental domain, standard and applicable substandard):
Cognition and General Knowledge
C. Scientific Thinking,
Uses observation to gather information.
Approaches to Learning
A. Curiosity, Engagement, and Persistence
Engages in meaningful learning through attempting, repeating,
experimenting, refining and elaborating on experiences and activities
How will you check to see if the standard(s) is/are met? (What will you look for, observe or ask
about children to know they learned what you wanted them to learn?)
Children will learn will learn with every action theres a reaction. By putting in a drop of
food coloring into the plastic bottle they can shake it and see the liquid changes color.
Children will begin to identify colors made by the food coloring. They will be able to
shake the bottles and see the color dye blend with the water.
Materials and Set Up Needed (Include all items needed for the activity including
materials/supplies, books, etc. Include the name and author of books; attach words/actions to
songs and finger-plays; identify any specific set up that may be required):
Plastic bottles with lids and assorted food coloring.
Song: Shake shake shake
Shake shake shake
Shake your color
Shake your color
Once the song is over announce what the color is, if this is a familiar color to the child ask the
child what color it is.
Introduction (Include a visual or other creative attention getting technique; relate the introduction
to the activity):

Children will sit at group and read the story A Color of his Own by Leo Lionni. While reading
the story ask children questions about what is happening in the book or what they think about what
is happening.

Procedure (order of the activity):

Adult fills bottles with water, puts a drop or two of food coloring, tightly closes the lid,
and gives it to the child to shake.

Closure/Transition (What will you say/do to let the children know the activity is over, to review
lessons learned, and to transition the children to the next activity; relate the closure to the activity
just completed?)
Modifications made for individuals:

Student Self Evaluation & Reflection:

The activity/lesson went well because..
The children enjoyed shaking the containers and seeing the drops of food coloring transform the
color of the water.
The activity/lesson would be more successful next time if I would.
Ask the children more What if questions, such as, What do you think will happen if I put 4
drops of orange in the bottle? Do you think the color would get darker or stay the same?
Cooperating Teacher Feedback/Comments (please circle the best response):
Lesson plan turned in and discussed one week in advance
Lesson plan was complete when turned in
Student was prepared on the day of activity with materials
Student made any requested changes prior to implementation
Additional Comments:

Y
Y
Y
Y

N
N
N
N

NA

Signature of Cooperating Teacher: ________________________________________________________

WCTC Supervising Instructor Comments and Evaluation/Grading:

Zero to two points will be awarded for each criteria; Total of 10 possible points
1. Activity and objectives are developmentally appropriate for the age and abilities
of the children within the room.

________

2. Introduction includes a visual or other creative attention getting motivator that

relates to the activity.

________

3. Activity identifies a specific closure that relates directly to the activity and reviews
what was learned or transitions the children to the next task.
________
4. All sections are complete & thorough, with enough detail as to be understood by others.
________
5. Self evaluation section is complete and reflective.

________

Total Score

________