6/12/2013

Early Childhood Education

Learning Experience Plan

Name: Rebecca Krzyzaniak Lesson Title: Creating Color: Milk, soap, and food coloring
Date: 4/9/19 Grade Level: Preschool ECE
Standard(s)/Guideline(s):
- Cognition and General Knowledge: Science: Science Inquiry and Application: Inquiry: Make inferences, generalizations and explanations based on
evidence.
- Approaches Toward Learning: Creativity: Innovation and Invention: Use imagination and creativity to interact with objects and materials.
- Language and Literacy: Listening and Speaking: Receptive Language and Comprehension: Follow two-step directions or requests.

Pre-assessment of current knowledge:

- Go over the colors that the children are familiar with from the previous lessons.
- Review that colors can mix and blend

Instructional Objectives (1-2) Assessment of Student Learning Learning Experience

One/Two Assessed Instructional
Objective(s):
- The student will be able to
make inferences and
generalizations about how
the food coloring will react
and look with 80%
accuracy.
- The student will be able to
use imagination and
creativity to interact and
mix the different food
coloring with the soap with
their predictions with 100%
accuracy.
One Assessed Developmental
Skill:
- The students will be able
to follow two-step
directions to expressing
their language skills with
90% accuracy.
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- Walk around the room as the children are mixing
their individual bowls of milk, food coloring, and
soap and ask questions
What colors did you choose to mix?
What do you expect to see?
How is the food coloring reacting to the soapy Q-tip?
How is (insert color) reacting with (insert color)?
- Record on a checklist for each objective to see if the
student have met the goal.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- The students will be placed in groups of four
randomly.
- The checklist of each objective will provide the
teacher with data on whether the
instructional/developmental objective was met or
not.
- With the data the teacher will be able to provide
more activities with higher explanation to those who
are struggling to meet the goals.
- The students who achieved the goals will have more
detailed activities in the future and more questions
Academic Language:
- Mixing
- Colors
Procedural steps:
- Teacher will gather the class and start a class
discussion by putting pictures on the board and
asking what colors they are.
- Then the teacher will ask if the students have ever
seen colors mixed together. She will then ask the
students for examples of colors mixed together to
show on the board (ex. red and yellow to make
orange).
- The teacher will then give instructions to the students
to be placed in groups of four to participate at the
center station.
- She will instruct them four at a time to sit down and
wait for the teacher to pour the milk in the bowl.
- The teacher will ask questions to encourage the
students’ thinking such as: what do you think is going
to happen when we put the Q-tip into a bowl of food
coloring and milk?
- Then they will get instructed to mix any 4 drops of
food coloring into the bowl and place the soap filled
Q-tip (done by teacher) into the food coloring and
observe what happens.
- The teacher will ask the students questions while
 6/12/2013
Early Childhood Education
Learning Experience Plan

to make more inferences, and more creativity. they are creating their mixtures.
Safety Considerations: - After the whole class has completed the teacher will
- Do not drink the milk start a whole class discussion on what the students
mixed with food coloring observed, what they thought would happen, and why
- Do not touch the supplies they chose the colors that they did.
until the teacher allows
- Keep the milk
gallon/carton out of Authentic Materials:
children’s reach - Milk
- Food Coloring
- Dish Soap
- Q-tips
- Bowl

Adult Roles:
- Teacher as facilitator

Resources & References:

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Early Childhood Education
Learning Experience Plan

Reflection: (What have you learned about your students? How will this inform future instruction?) reflection describing why the instructional objectives,
experiences and materials were chosen as well as a description of how well the children learned/achieved the instructional objectives. Finally, the reflection should
include a description of how modifications were made so all children could participate.

The instructional objectives were chosen to display art, science, and language development standards in the students. The objective of the

student will be able to make inferences and generalizations about how the food coloring will react and look with 80% accuracy was used to show the

cognitive development standard in science of making inferences, generalizations and explanations based on evidence. The students were able to

achieve this with 100% accuracy while they guessed what colors the dye would make, why the dye changed certain colors, and noticing what was

happening to the food coloring with the soap reacting. This was above the goal I set for the students and they did a good job accomplishing this task.

In the future I would update the percentage goal to 95-100%. The objective of the student will be able to use imagination and creativity to interact

and mix the different food coloring with the soap with their predictions with 100% accuracy was used to display the creativity standard of using

imagination and creativity to interact with objects and materials. The students accomplished this objective with 100% accuracy. The students picked

different colors and even wanted to try again to mix different colors. This was the students’ ways of showing their creativity and their interests in

colors and their properties. The objective of the students will be able to follow two-step directions to expressing their language skills with 90%

accuracy was used to display the students’ language and literacy development standard of following two-step directions or requests. The students

were not able to accomplish this goal for the objective, and only about 50% of the students were able to follow two step instructions. The students

were at centers where they are usually free to do what they want. Having instructions was unusual for them at this time, so in the future we would do

this as a whole class lesson.

 6/12/2013
Early Childhood Education
Learning Experience Plan

The materials were chosen because they are safe for the children to use and they also react to each other. The dish soap acts as a trigger for

the milk and food coloring to react. The food coloring represents colors and the students are able to explore colors and their mixing properties with

the food coloring and how it reacts to the soap and milk. The students were able to display their knowledge of colors and experience how they mix

together with hands on learning. This allows an experience for the students to remember in their future use of colors and provides a base for them to

continue to mix their colors together in later grades. The students were able to explore their creativity through the food coloring mixing by the way

they responded to questions, the inferences that they made, and the new facts that they learned about which colors mix together to make different

colors.

Using this lesson in the future, I would have to update a few questions and instructions. I felt that at the preschool age, the students had a

difficult time understanding the directions, because they were too excited to participate. While I did a demonstration for the students and gave them

instructions as I was explaining, they had a difficult time understanding the “two drops of food coloring” rule and “only dip the soap Q-tip”. The

students mixed the colors like they would with a spoon instead of just dipping. Also I am guessing the students have not used food coloring before

because they are so young. In the future I would like to do this experiment either with premade food coloring drops, or have a mini introduction on

how to use the food coloring dropper. I would also suggest that we could do a whole class mixed bowl in a large bowl or a small baby pool, or an

object that everyone can participate in and see the results. After that, the students could then do their individual bowls and then I believe that they

would understand the concepts better and be able to follow directions more easily.