10/25/16 Draft
Early Childhood Education
Name: Mary Horvath
Date:
Standard(s)/Guideline(s):
Cognitive Development & General Knowledge – Science Inquiry & Application: Describe, compare, sort, classify, and order.
Physical Well-Being & Motor Development – Small Motor: Use classroom and household tools independently with eye-hand coordination to carry out
activities.
Pre-assessment of current knowledge: Read a book about colors and ask students if they know anything about mixing colors during the read-aloud. This
will help us know how much support to provide for these observations during the activity.
Objectives
Assessed Instructional
Objective(s) (1 per content
area):
The student will be able to
move paint around with the
paintbrush on the paper.
The student will be able to
describe how the colors mixed
together.
The student will be able to
compare different students’
color mixes.
Assessed Developmental
Skill:
The student will be able to listen
to instructions and follow them
correctly. (This can be a messy
activity so this is a super
important skill to keep the area
safe and clean!)
Safety Considerations:
Paint getting into bodily holes
like mouth, eyes, nose, etc.
Learning Experience Template
Lesson Title: Mixing Colors
Grade Level: Preschool
Assessment of Student Learning
Identify Evidence:
Teachers will keep the paintings and make a running
record of what students said during the activity so it can be
discussed and maybe even explored further in class
discussion.
Program Monitoring:
If 90% of the class could use a paintbrush to push paint
around, we can move on. If not, we will do another activity
with a paintbrush and focus on scaffolding this movement.
If 80% of the class made an observation about the colors
of their own or others’ work, we will move on. If not, we will
try another color mixing activity and provide sentence
stems to help scaffold this learning.
Differentiation:
For a student who has a hard time with fine motor skills or
cannot hold a paintbrush, the student can use their hands
and/or fingers to paint.
For a student who has a hard time speaking English, put
color labels on the paint bottles with their native language to
help them learn the colors.
For a student allergic to any elements in the paint, find
another paint brand or use colorful translucent paper that
the student can overlap and glue down on a piece of paper.
ECE PKSN
Learning Experience
Academic Language:
Color, paint, paint brush, yellow, red, blue, green, purple,
orange, mix
Procedural steps:
(Give instructions as a whole group, call small groups of
students to do activity at a time)
1. Student will sit down with two prepared paint
brushes and blank piece of paper.
2. The teacher will have the student choose two
primary colors.
3. The teacher will pour the two colors into one bowl
each for the student to use.
4. The student will use the two colors to paint
whatever they want, but will be encouraged to try
mixing the colors together
5. When finished, the student will put the painting on
the drying rack.
6. The student will clean off the paint brush in the
sink and lay it on a cloth to dry.
7. The students will discuss their paintings the next
day as a whole group to compare observations
(or whenever the paintings dry).
Authentic Materials:
Primary paint colors, paint brushes, paper, bowls
Adult Roles:
Give directions.
 10/25/16 Draft
Supervise paint use.
Help students hold a paintbrush and/or model how to if
needed.
Provide sentence stems and/or as appropriate, thought-
provoking questions to help students make observations.