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Activity Plan

Preliminary Information:

Name of Student Educator: Rebeka Myizero

Curriculum Area: Art Developmental Domain: Physical

Descriptive Title of Activity: Rolling Paint Balls

Indoor: Yes Outdoor:

Age of Children: 18 months 2 years old (Toddlers)

Date of Implementation: Friday, February 5th 2016

Resources Used to Prepare Plan (in APA format): Ontario., Ministry of Children and Youth
Services., Best Start Expert Panel on Early Learning. (2007). Early learning for every child today: A
framework for Ontario early childhood settings. Toronto: Ministry of Children and Youth Services.

Childrens Resource or Storybook (in APA format, to be used as part of activity-


before/after/extend/enhance learning): Grace, W. (2006). Red train. New York: Scholastic.

Rational for the activity (sentence form): Recently, children have been expressing themselves
artistically through various art tools such as, paint, crayons, markers and Bingo markers. In a recent
activity, they mixed the two paint colours provided to make a new colour. The children were amazed
of the colour change. The children have had a particular interest in colours and the new colours they
make when they're mixed together. With this activity, the children would be able to develop these
specific skills: 1.3 Parallel Play (pg. 35) by being able to do the activity with others around them but
with their own materials and not go and try to use others materials. 4.3 Cause-and-Effect Exploration
(pg. 39) by being able to identify what happens when children mix many colours together as well as
the outcome of painting with plastic balls.

Learning Materials needed:


- Medium size containers
- Construction paper
- Paint (Red, Blue, Yellow, White)
- Plastic ball

Description of Set-Up: The containers are set up on the table with the construction paper inside
them. The paint is set up on small trays, one tray per colour, with the balls in the paint. The table is
covered with a tablecloth that can be removed for easy cleanup.

Guidelines to Foster Self-Regulation: We are gentle with our friends, please. We wait our turn,
please. The ball stays in the container, please.

Health or Safety Considerations:


- Make sure the paint is non-toxic
- Ensure that the containers dont have sharp and/or broken areas.
- Make sure that the balls used are the right size for children to prevent chocking.
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Part II Implementation

Invitation (aimed at getting childrens attention and interest): The teacher will walk towards the
art table with a container containing a paper and a ball without the paint. The teacher will show the
materials to the children asking them if they would like to do the activity.

Teaching Steps (detailed and clear)


1. Every child puts on an apron (with help from the teacher)
2. After putting on their apron, every child goes and sits at a spot with a container and
construction paper inside.
3. The teacher explains to the children the activity to the children, she shows an example of a ball
in the container with construction paper inside and shakes the container.
4. The teacher will ask the children to pick a colour from the ones available What colour do you
like?.
5. The teacher will help the children put the ball in the paint afterwards, put the ball in the
container.
6. The teacher will help close the container and give it to the child.
7. The teacher will encourage the child to shake the container until the child wants wo change the
colour.
8. The teacher repeats steps 4-6. The teacher will as the question of the colours the children see
what colour do you see now?

Closure: I like the way you mixed your colours for your painting. I like the way you all waited your
turn while waiting for another colour.

Transition: When youre done, come see me and Ill take of your apron and well get ready to go
outside.

Ways in which the following are incorporated into this activity:

i) Creativity:
(Explain in sentence form how activity promotes creativity)
This activity promotes creativity by having the children being able to chose the colors they want in
their painting and having look unique. The children will also be able to shake the container in any way
they want to be able to create a painting specific to them.

ii) Inclusiveness:
(Explain in sentence form how activity fosters inclusiveness)
This activity promotes inclusiveness by having colours that the children can identify themselves with
and be able to express themselves with those colours.
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Part III Reflective Practice

The Learning Story:


Rolling Paint Balls

Before the start of the activity, the children were able to pick their spots because of
where the containers were placed. While the student educator was explaining the
instructions to the group, some of the children would be focused on opening the
container and taking out the construction paper. The children were able to answer the
questions of the student educator when she asked them which color they wanted to
start with. The student educator helped the children put the plastic balls in the
containers and close the lids. The children found it difficult to shake the ball inside the
container because the ball would stick to the paint at the bottom of the container. For
the children to be able to move the ball around, they needed a little help from an adult or
needed to use a little more strength. When the time came to change the colours inside
the containers, the children were a little frustrated because some of them could not see
the colours they wanted and some did not enjoy the extra strength required to shake the
container. The children were able to demonstrate their capabilities when it comes to
Parallel Play (1.3; pg. 35) by not fighting with others over their containers. The children
were also able to demonstrate their understandings of Cause-and-Effect Exploration
(4.3; pg. 39) by showing interest in the changing colours when 2-3 colours were mixed
together.

Analysis of Learning:
(What did the child(ren) do and understand during this experience?)
The children were able to understand to wait their turn while another child was being assisted. They
were also able to identify mixes of colours that looked familiar to them. The children were also able to
do the activity with very few arguments.

Extension of Learning:
(What opportunities will the student educator provide to extend on this experience?)
The student educator provided opportunities for the children to work around each other without
having any fights as well as provided the experience to teach the children the variety of colours that
can be created by using the primary colours.

C Self-Reflection of Student Educators Learning / Performance


**Must be completed before the cooperating teachers evaluation

Strengths:
(how did the student impact the success of the activity - minimum of 2)
The student impacted the success of the activity by being prepared with the materials before the
children were set to join the activity. The student also impacted the success of the activity by
providing an example of what the children had to do so that they have an idea of what is expected
from them.

Recommendations:
(what can the student do differently to change, improve, enhance the experience
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minimum of 2)
Since the children often tried to remove the cover of the container to take out the construction paper
and/or the ball to play with it, the student could have added more on the containers to prevent that
from happening, such as tape. After a short while, the children got bored or frustrated of the activity
because the ball that was used would always stick to the paint inside the container and it was hard for
the children to shake the ball in the container. The student could have tried finding balls or even other
materials that would not of gotten stuck in the paint, such as golf balls, beans or an orange.

_________________________________________________________________________

D - Cooperating Teachers Evaluation: (Please include signature and date)


**To be completed after the student has self-reflected.