Learning Experience Plan # __5___

Your Name Age Group Date

Lexi Beauregard Infants 2/26/21

Title of Activity
Bag Painting

Standard: New Hampshire Early Learning Standards

Domain: Creative Expression and Aesthetic Appreciation
Strand: Appreciation and response to the creation of others and the natural world.
Construct: Sense of joy and wonder
Indicator of Progress:
Birth to nine months: Enjoy and respond to sights, sounds, textures, tastes, and smells.
Nine months to eighteen months: Respond with delight to some experiences, environments,
and specific sensations.

Intended Purpose (the objective of the activity)

Children will verb noun (construct/materials) by verb…
Children will explore their sense of joy and wonder with paint in a bag, by using a part of their
body to mix the assorted colors of paint together.

Background Research
Content- (topic of activity- what do you need to know to be able to answer children’s
questions?)
To construct this activity, I had to be able to gather assorted colors of paint that when mixed
can make another color (Red and yellow to make orange when mixed). I also had to get plastic
Ziplock bags that are big enough to fit a piece of paper in. To construct this activity, I also
needed to gather tape, to either tape the bag to the table/floor/wall.

Children’s Inquiry
Why is this activity appropriate and relevant to this group of children, now?
This activity is appropriate and relevant to this group of children because by placing the bag on
the floor it gives some children the opportunity to do some rolling on their bellies in which
they developmentally need. It also helps them develop their creative expression by mixing the
colors together in various ways (using their feet, hands, fingers, body, head, etc...).
What questions does this activity allow children to explore?
What does the bag feel like?
What does the tape feel like?
Is the paint squishy?
Can I use anything other than my hands to explore with this?

Assessment Plan
List your strategies.
 Photo Documentation
How will you know your intended purpose (objectives) has been met?
I will know my intended purpose has been met if children give off cues indicating that they are
enjoying the experience and have used a part of their body to mix the paint around inside the
bag. These cues could be smiling, squealing, flapping hands, laughing, wiggling, and babbling.

Provocation / Changes to the Environment

How will you engage children in this activity? How will you activate their prior
knowledge? This is a general sense of what you will be doing.
I will engage children in this activity by setting up a spot for them in the classroom where I see
appropriate for that child and bringing them over to explore with the paint in the bag.
What will you say or do (questions, dialogue)? This is more specific, details.
“The paint colors mix together when you move your fingers on the bag.”
“You made the color ______ while moving the paint with your fingers.”
“Theres _____, _______, and ______ paint in your bag” (Insert color)
“The bag feels smooth when you touch it.”
Closure/transitions/clean up?
I will know children are done with this experience by observing their body language and their
cues.
Once all the children have made a bag painting, I will be hanging them up in the classroom.

Positive Guidance and Individualization

Managing the Flow of Activity & Safety Considerations
I will be sure to tape the bags down onto a surface so that children cannot open the bag and
that it stays on the table/floor/wall. I will also watch to be sure there is no holes in the bag for
the paint to come out of.
Proactive Strategies
When I sit children down to do this activity and they are unsure of what to do I will model
moving my fingers over the paint so that they can see the colors move in the bag. I will also
have other bags ready for children, so that if they are showing interest, I can quickly get them
set up with their own bag.
Reactive Strategies
If the tape comes off, I will have the tape nearby in the classroom to retape the bag back down.
If more than one child is showing interest in the bag paintings, I will set up another area for
them to engage with their own.
Supporting Each Child- Adaptations and Individualization- include at least 3 specific
children
O – May not want to lay on the floor to engage in this activity, so I could put her bag on the
table or wall for her to stand and explore with the paint in the bag.
J – may not want to be on his belly to engage in this activity, so I may have to move his
painting to the table for him to sit and engage with.

Materials and Quantity (List what you need, how much, & location in classroom)
 Paint
 5 Ziplock bags
  Tape

Spiraling: Intentionally Revisiting and Extending the Learning

Spiraling
How will you help children make connections to this question, topic, idea, or skill after
the initial introduction/activity period of the LEP? How will you intentionally come back
and bring this up for children again (and again)?
I could bring in these clear blocks we have into the classroom that have paintings in them with
assorted colors for the children to observe. I could also bring in books about famous painters to
explore with children.
Additional activities
What additional opportunities could you offer to children so they could engage again
with this question/topic/idea/skill? How could you build upon this activity to extend their
learning and understanding?
There are other activities that I could do using bags and mixing materials in. For example, I
could do a water and oil bag activity with children.

References:

Wheatley, E.C., Cantor, P., & Carver, J. (2015). New Hampshire early learning standards birth
through five. Concord, NH: NH Department of Health and Human Services.
GUILDELINES FOR LEARNING EXPERIENCE REFLECTION

Early Childhood professionals are continuously reflecting on their practice and working to
promote positive learning outcomes for each child. This portion of the LEP provides on-going
documentation of your ability to reflect on your practice and make changes. After you have
completed teaching your learning experience, take some time to record what happened and to
reflect on what you have learned and what your students learned. It is best if you complete your
reflection on the same day as you teach the lesson.

A thoughtful reflection includes response to all these questions:

 Describe how the activity went, regardless of what you planned.
 Discuss how children participated, changes you made during implementation.
Include individual or cohort group participation (use initials when sharing
information about children).
 Describe how your assessment/documentation plan worked.
 How does the documentation help to make children’s thinking/learning visible?
How does it help you to understand about what children experienced during your
activity? Include individual or cohort group responses (use initials when sharing
information about children).
 Discuss what you learned about yourself and about children.
 Describe any changes you would make the next time you plan in this area of the
curriculum or implement this type of learning experience.

This experience went well with the children! I feel like I got to see a lot of their

personality differences through how they engaged with the paint in the bag. For example, R was

moving/sitting on her bag to paint, while Z was lightly touching the bag, unsure of it. Z is a shy

and slow to warm child, so this is why I think he approached this experience this way. R is a

little more out there and expressive. When I was first thinking about this experience, I was going

to have the bags already for the children in different areas of the room, but that didn’t happen the

way I had thought, so I waited for the room to be calm and I would do one child at a time, so I

could sit with them and take photos of them engaging in this experience. I was able to get

pictures of all of the children engaging in this experience since I did only one child at a time. By

taking pictures of the children engaging in this experience it allowed me to see the process of

how they created their paintings. As I previously mentioned I learned about how different each

child approached this experience and what it said about their personalities and who they are
individually. I learned that I like one on one interactions with children during experiences like

this. It made it easier to document and engage with them. I know that this can't always happen in

a classroom, but it was nice to have the opportunity to be one on one with each child.

I thought this experience went well the way it was done, but if I had to change something

it would be to use different colors that when mixed they would have created a different color. For

example, red and yellow making orange. That way children could see what happens when they

use their fingers to mix the paint.