5/23/2013
Early Childhood Education
Name: Katie Daniels
Date: April 5, 2018
Standard(s)/Guideline(s):
- Make predictions
- Record observations using words, pictures, graphs, etc.
- Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.
Pre-assessment of current knowledge: We have done an introductory lesson about identifying colors and matching colors with the students, and a first lesson on mixing two
primary colors together to make a secondary color.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
The student will be able to make
predictions about what will happen
when painting on the different
mediums.
The student will be able to paint on
different mediums, and afterwards
relay what they observed through
their work.
One Assessed Developmental
Skill:
The student will be able to use
their fine motor skills to manipulate
the materials of their choosing and
paint on them.
Safety Considerations:
- Students should not try to tear
the material and/or put the material
in their mouths.
Learning Experience Template
Lesson Title: Mixing Primary Colors with Black and White, Making Shades of Colors
Grade Level: Preschool
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- We will have a sheet with each students name along
with what predictions they made for what happens when
they paint on different mediums. This will demonstrate that
students have met the objective of making a prediction
- We will have a checklist that will note if children are able
to describe what happens when the paint colors dry and
have a change in hue (shade of color).
We will also have their artwork or hues the children have
created as evidence to look at after to further observe their
understanding of the concept.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- 90% of students who complete this lesson should be
able to make a prediction (can be correct or incorrect) about
what will happen when they mix the black paint and white
paint with the primary colors in a plastic bag.
- 85% of students who complete this lesson should be
able to accurately identify what happens when the paint
dries and different hue is exemplified.
Circle one: ECE PKSN
Learning Experience
Academic Language:
Primary colors, Secondary colors, mixing, prediction, hue
Procedural steps:
● During circle time we will read “Mouse Paint” as a
review of what colors are and what primary colors
make secondary colors.
● While students are participating in circle time, we will
begin setting up our investigation at the half moon
table.
● After circle time is finished and students begin
playing at centers, we will call two students to begin
the investigation at a time.
● We will have the students look at the colors red, blue
and yellow. We will ask students to identify these
colors as a review of what primary colors.
● We will then ask them if they remember what
secondary colors come out of the primary colors.
● We will then ask the students to make predictions on
what they think will happen when they paint on
different mediums. Will the color stay the same?
What effect will the mediums have on the colors?
● Students will then choose what order they will want to
paint the medium.
**The students will have a choice to either finger paint
or paint with paint brushes.**
● Once students have experienced painting on the
different mediums we will ask them what they think is
 5/23/2013
Early Childhood Education
Learning Experience Template

- Teachers should make sure happening and if there is a different hue in coloring
students keep the objects out of the originally chose.
their mouths. ● Once the students have completed that they will be
finished. We will then clean up, and as two more
Make sure students are wearing students to come over to the investigation.
smock, hair is pulled back, and sleeves Authentic Materials: (Describe authentic real life, hands-on
are rolled up so that way paint stays materials.)
off their clothes as much as possible. ● Red, blue, yellow paint
● paper plates
● Paper
● Foil
● Wax paper

Adult Roles:
● There will be 2 student teachers and 1 teacher at the
investigation table working with students one-on-one.
They will be recording student’s predictions as well as
monitoring that students are identifying that they are
creating green, purple and orange.
● The 2 other aides and classroom teacher will monitor
the other students in the classroom.

Resources & References:

Walsh, Ellen Stoll. Mouse Paint. Harcourt, Inc., 1989.

Reflection: (What have you learned about your students? How will this inform future instruction?)
After teaching the lesson I believe that I have grown to know my students better. I started off by reading the book “Mouse Paint”, and
throughout the book when the primary colors mixed with other primary colors I would ask them what secondary colors would be made as a refresher
for them. After the first time asking the students they pretty much knew when I would ask them what colors were made because they picked up the
pattern of words and the pictures. After reading the book I talked about what our center was going to be and then our Cooperating teacher came over
and dismissed the students. Two at a time we had students come over to participate in the lesson. Our first two students were nonverbal, and so as we
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Early Childhood Education
Learning Experience Template

talked one student finger-painted and the other used a point brush, because I allowed them to chose. Both students also picked paper plates for their
mediums.
There were three choices for mediums; tin foil sheets, wax paper, and paper plates. Most students picked paper plates. There were also three
types of paint the students could choose from; red, blue, and yellow (primary colors). The students had the option to choose up to two colors to mix
before adding the black or white paint. Most students chose to make purple, so they picked red and blue. Finally, the last choice they had was to
either finger-paint or use paintbrushes. Most students used paintbrushes, but some did finger-paint.
We would ask the students to predict what colors the two primary colors would make, and then once they mixed them together asked the
again, in case their answer changed. We would then ask the students what will happen when we added white or black to their paint (they were able to
choose which color) and after what happened to their paint? Did it become lighter or darker? We would then go on to explain what a hue was and
how it related to the project.
After looking at the data most students were able to tell us what color would be made by mixing two primary colors together, and even if their
guess was wrong at first when predicting what would happen with the addition to white or black paint; they were able to visualize the change and
then once promoted again were able to state the difference. Overall, I believe that the lesson went really well and the students were able to
scaffolding their knowledge based on reading the story, talking about it, and kinesthetically working with the colors.
One thing I learned from this lesson was that I think I gave the students too many options. Most of the students went right to the paper plates
because those are then ones that I think they have worked with the most. Going forward, if I were to do this lesson again I think I would either give
them less choices or I would have them pick two mediums to paint on in order to differentiate in textures. Going off of this, working with two
different mediums I would have them mix two separate colors in order for them to continue to work with mixing primary colors to make secondary
colors, and then they are also able to see what happens with both the addition of black and white paint to their colors.