Lesson Plan

Name: Amanda Pfleegor

Name of Activity: Color slide!

Domain Area: _Cognitive

Date: _April _9, 2015_
Childrens Age:__2-3 years old Number of Children Participating:____
(Please Circle One)
Individual
Small Group

Large Group

Observation/Assessment: Why did you choose this activity/experience?

(Identify needs, interests, abilities of children)

I chose this activity because it helps the children learn why rain falls down. It shows the
process of mixing colors and works on fine motor skills.

Vocabulary Words:
Hill
Falling
Mixing
Drop
Pipette
Wet dry
MSDE Standards Developmental Goals:
Use improved eye-hand coordination to explore and manipulate objects
Seek information through observation, exploration and investigations
Learning Objectives (2 or more):
The children will use the pipette to try and make one drop water on the block made as a
hill.
The children will try and mix colors as they are dropping water onto the hill.
The children will experiment by using different size blocks to see if rain can fall from flat
or round objects.
Materials:
Pipettes
Blocks
Wax Paper
Tape
Powdered paint
Paper
A catch all mat for the water
Small cups

Procedure:
Placing the catch-all mats on the tables with a sheet of paper on each I will then cover the
blocks with wax paper using the tape to secure it. I will then fill the small cups halfway
with water. After doing this I will put a pipette in each cup. Using the primary colors,
red, yellow, blue I will put a small amount of powdered paint at the top of the hill (block)
and rectangular blocks. I will invite two sets of three friends over. We will use the
rectangular block and try and get the water to roll. Since it is flat I will ask my friends
why they think it didnt roll and what we need to fix it. I will then ask them if they think
it will roll down the triangular hill. We will make a hypothesis of what will happen and
then test it. After doing this I will then show them that mixing the colors makes different
colors.

Extension Activity:
We will try to use the pipettes/paint brushes and colors on just a piece of paper with the
paint in a liquid form. This will give the children a better look at how the colors mix
together and how a rain drop looks when it falls to the ground from the sky.

1.

Introduction/Motivation/Set Induction: How will you get the childrens

attention?
I will start this activity by reading the book, Splish, splash, by Marcia Leonard. This
book introduces rain to the children. It starts with the little girl in the book being outside
and being dry while raining and ends up she gets wet inside by taking a bath. I will then
tell them we may get a little wet today too. I will ask them where the rain comes from.
Hopefully they will say the sky or up. I will ask them where the rain falls. I then will ask
them why they think it falls. I will tell them we are going to make our own rain drops and
watch it roll down like water does on the side of cars, houses, or almost anything. I will
also show them the rain stick that I made and let them shake it.
2.

Nurturing/Teaching Strategies Procedures: What are the steps you will take to
conduct this activity/experience?
I will be sure to ask the children how it feels when you get wet from the water. If it makes
them happy or sad when it is raining. The children seem to enjoy being hands on so I will
provide them with the opportunity to explore using the pipettes in their own way after
showing them initially what to do. Children learn best through exploration.
3.

Closure: How will you know its time to end your activity?

I will close the activity by putting the book and pipettes on a small tray with a smaller
block to explore with in the science area. I will discuss with the children some of the
rules of it being in the science center such as using the pipettes over the tray so we dont
get water everywhere and wearing our smocks.

4.

Transition: How will you prepare the children psychologically or physically for
what will occur next?

I will use the rain stick to get the childrens attention. I will shake it five times and then
ask them to move to the next activity.

5.

Developmental Variations: What modifications will you make for an

individual(s) or group(s)?

I will provide different sized droppers for the children that are working on their fine
motor skills. For the group I may provide different shapes of blocks so that the children
can see what water can fall off of and what it cannot. This will help the children
experiment a little more.

6.

Observers Comment/Suggestions ( Please sign and date):

Self-Evaluation:
Do you feel you were sufficiently prepared for the activity?
I do feel I was prepared for this activity. The activity lasted about twenty minutes total,
which is pretty long for two year olds.
How did the children engage/respond to the activity?
The children responded well. I had them engaged with the colors dropping on the angles
for a while and then when they lost interest I was able to extend it by using a sheet of
paper and the same colors.
Do you feel this activity was developmentally-appropriate for the children?
I dont think they grasped exactly why the water fell off the angled surface opposed to the
flat, but it was presented as rain drops falling from the sky.
Were the goals/objectives met?
My goals and objectives were met. The children used a new tool to experiment with and
was able to improve their eye-hand coordination by squeezing the pipettes.
Is there anything you might change if you plan this activity again?
I may change from using powdered paint to regular tempera paint as it did not mix as
well as I hoped it would. I would also talk more about why it rains.
How might you use other domain areas to expand on this activity and meet additional
goals?
I may use other domain areas such as social by having the children try and share the same
pipette and paint brush encouraging them to share. I may also use the cognitive domain
by having the children count the drops they use on the paper.