SHERIDAN PLANNING FORM

Centre/Agency/School/Program Name: Burnhampthrope Public School

CURRICULUM MODEL/APPROACH: FDK Play based
NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF

Divya Harchandani
February 8, 2016

ACTIVITY
NUMBER OF CHILDREN

Blowing Paint with straw and seeing colours mix together.

4
AGE RANGE OF CHILDREN
4-5 years

ORIGINATING IDEA
BASED ON OBSERVATION:

Children have been talking about valentine and are eagerly

waiting for their valentine day party this week. Children will be
given pre-cut hearts and they will use paint on their hearts and
use straw to blow the paint to mix colours.
HIGH SCOPE KEY
DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE

INDICATOR (KDI)
F. Creative Arts
40. Art: Children express and

Demonstrates fair control of a

represent what they observe,

pencil and marker; begins to

think, imagine, and feel

colour within the lines.

through two-three- dimensional

art.

LEARNING ANTICIPATED
(MUST be completed,
according to program
model/approach)

Other Supporting Document(s)

(REFERENCES INCLUDED)

Children will be seen connecting their hearts that they paint with
their feelings towards their parents. This will improve their
representation skills as mentioned in the ELECT document.
Cognition
4.3 Representation

Connecting art work to past experiences or to emotions,

feelings and experiences

WHERE WILL THE

ACTIVITY TAKE PLACE
MATERIALS: (Be Specific)

WHEN IN THE DAILY

ROUTINE/SCHEDUL
Indoor- on a table E WILL THIS OCCUR
25 pre-cut hearts in white colour
red, purple, pink paint mixed with water

Morning activity
time

6 plastic glasses to put paint

20 straws
6 paint brushes
BEGINNING (Describe specifically what you will say and do to engage the children in this activity)
I will introduce the activity by telling them that valentines say is coming and asking children who
all are exicted to see their parents? Once children share their experience, I will say, lets see how
you can create a nice card for your parents using paint, straw and the heart.
MIDDLE (Anticipate what the children may do with this activity and how you will respond)
Children will be taking the heart shape paper and then dipping straw in paint, to release it on the
paper. I can say, I see how got some paint on the paper, how can you spread this paint on the
paper now to colour your heart?
Children may be seeing taking paint brush to put paint, and might be taking the brush to paint all
over the paper. I can say, I see you are using paint brush to paint, what else could you use to get
the colour on the paper?
Children may be seen using only one colour on their heart. I can scaffold by saying, what other
colours you could use make the heart colourful?
Children might be seen using a lot of colour and the colour might be spilling on the table. I can say,
I can say, what could you do so that the colour does not spill all over?
I might see a childs heart mix with all the colours. I can say, I see your heart has many colours,
what does it look like?
END/TRANSITION (Describe how you will bring a gradual and meaningful transition to the next experience)
I will tell children in five minutes I will shake the shaker and then we need to tidy up and put all the
materials away in their place and get ready for story time on the carpet.

REVIEW BY STUDENT
WHAT OBSERVATIONS DID YOU MAKE ABOUT?
CHILDRENS BEHAVIOURS
Children were taking paint brush and trying to paint the
heart.
Children were blowing paint with straw.
Since children got too much paint on their heart, they
were seen holding the paper with both hands and then
turning the paper in different directions to mix the
colours.
SHERIDAN PLANNING FORM


CHILDRENS SKILLS

CHILDRENS INTERESTS

CHILDRENS IDEAS

Children had good fine motor skills in holding the straw

and blowing the paint.
Children had good skill of blowing the paint in different
directions for colours to mix.

Children were definitely interested in using the straw

instead of the paint brush, as the straw was a new tool for
them.

A child was observed blowing with his mouth after he

used the straw for a while.
One child said, the colours mixing looked like an angel
when asked what made her say that, she said because the
colours are going everywhere.

SELF REFLECTION

WHAT DO YOU FEEL GOOD

ABOUT?

I feel good that children were participating and took keen

interest in making hearts for their parents.
I also felt good that I was able to provide them with an
activity of mixing colours where children used a new tool,
which was the straw, rather than just using the paint
brush.

Since the colours were mixed with water, I struggled with

always telling children to use less paint rather than a
whole lot of paint.

HOW WERE YOUR

STRATEGIES EFFECTIVE?
(WHAT WORKED?)

HOW COULD YOUR

STRATEGIES BE MORE
EFFECTIVE? (WHAT
COULD HAVE WORKED
BETTER?)

I believe, using straw to improve their hand eye

coordination and fine motor skills, provided children an
exciting way to make cards for their parents.
Providing children with less water in their paints for next
time and also using a thicker paper for the hearts would
be more effective. Less water will prevent less spilling
and the thicker paint will enable not to soak all the water
fallen on the paper and prevent it from tearing.

WHAT DID YOU

OBSERVE/HEAR DURING
THIS EXPERIENCE THAT
COULD BE USED AS AN
ORIGINATING IDEA FOR
ANOTHER ACTIVITY?

WHAT DID YOU STRUGGLE

WITH?

SHERIDAN PLANNING FORM

Children loved the activity with heart and paint. Another

activity I could plan is cut small hearts and ask children
to write names of people who they love on it, and then
have them stick the small hearts on a paper and then
have them paint the background of the paper.

OBSERVATIONS BY SUPERVISING EDUCATOR

Please initial all that were completed
Supervisin
g Educator
INITIALS

The planning sheet was submitted in accordance with the agency

expectations
SHERIDAN PLANNING FORM

The experience was prepared, with materials for each child readily
available.
Active learning was supported throughout the activity.
Consistent guidelines and student educator support were evident.
Both student educator and children were involved in clean up.
Both student educator and children were involved in transition.

Comments of Supervising Educator:

Signature of Supervising Educator:

__________________________________

SHERIDAN PLANNING FORM

Date:
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