5/23/2013

Early Childhood Education

Learning Experience Template

Name: Allie Roberts

Lesson Title: Drip Drop!
Date:
02/29/2016
Grade Level:Preschool
Circle one:
ECE
PKSN
Standard(s)/Guideline(s):
Domain: Approaches towards learning, Strand: Creativity, Topic : Expression of Ideas and Feelings through the Arts Standard: Expresses interest
and appreciation of the work of others.
Domain: Approaches towards learning, Stand: Creativity, Topic: Expression of Ideas and Feelings through the Arts Standard: Expresses self,
experiences, knowledge through the arts.
Domain: Physical Well being and Motor Development, Strand: Motor Development, Topic: Small Muscle, Standard:Touch, Grasp, Reach,
Manipulate - Coordinates use of hands/fingers/ wrist to manipulate objects and perform tasks requiring precise movements.
Pre-assessment of current knowledge: This activity will come after our book reading activity, which will include us asking them questions about colors,
and what they know about primary and secondary colors. I will have the assessment sheet from that lesson filled out, and will evaluate that before
implementing this lesson. Our investigation is all about the colors and mixing colors together. This will be the third step in the experience.
Instructional Objectives (1-2)
One/Two Assessed Instructional
Objective(s): The student will be
able to...
- Student will be
able to manipulate the
dropper given to select
color.
- Student will be
able to compose an image
on the paper towel using
the dropper and the water
colors.
One Assessed Developmental
Skill:
- Student will be
able to use their fine motor
skills to hold, manipulate
and use the dropper to
create their image.

Assessment of Student Learning

Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- I will record on a chart that i made. I will
record that the child used the dropper with
one/multiple lessons. I will also record on this chart
that they used the colors to create an image. The
recording chart is attached at the end of this lesson.
(Attachment #1)

Learning Experience
Academic Language:
- Primary Color
- Secondary Color
- Dropper
- Mix
- Absorbing/ Absorbent
- Food Coloring
- Paper towel

Procedural steps:
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- I will compile the evidence once it drys, and
hang up each work of art around the room. That way
they can all see it in a class view. I will also be
taking a picture of each childs work of art and can
put the picture into the chart I made to assess the
students as they were working, for a final group
view.

1. Before children come in for the day, the

teacher will label a paper towel with each childs
name.
2. Before children come in for the day, the
teacher will create and set up water cups, with color.
Using a clear cup, fill with 4oz. of water, and drop 410 drops of food coloring in the cup. Create a cup for
each color possible. Including all the primary and

5/23/2013

Early Childhood Education

Learning Experience Template

Safety Considerations:
- Children creating
a mess with the water
color.
- Children getting
color on clothes.

secondary colors that can be created with the food

coloring. (Red, Yellow, Blue, Purple, Green, Orange.
Etc.)
3. Lay droppers out on table, in front of where
the teacher will sit.
4. Separate class into 2 small groups. (5 or 6
children depending on attendance.)
5. Lay out the paper towels for the children in
the first group.
6. Have group come over and sit down. Lay
their paper towel out in front of them.
7. Have a paper towel in front of the teacher,
and demonstrate how to use the dropper to suck up a
color from a cup, and drop the color onto your paper
towel. Explain to them that this is what they will be
doing. Encourage the children to experiment with
mixing the colors on their paper towel to see what
happens.
8. After the demonstration, give each child a
dropper to use.
9. Monitor, and help any children that need it.
Making sure they are using fine motor skills to use
the dropper.
10. Ask questions to the children when they are
creating their works of art. Such as : What color are
you choosing? What happens when you drip two
colors together? What about when you put two colors
next to each other? Why do you think this is
happening?
11. Replace paper towels if the child wants to do
more than one piece of art.
12. Set aside art pieces to allow to dry before
hanging up around the room.
13. Have first group of children wash their
hands.
14. Wipe down table.
15. Refill any of the color cups if needed.
16. Call over second group of children.
17. Repeat steps 6 through 13.

5/23/2013

Early Childhood Education

Learning Experience Template
18. Throw out water cups and droppers when
done with activity.
19. Hang up the art pieces around the room
once they are dry.

Authentic Materials: (Describe authentic real life, hands-on

materials.)
- Clear plastic cups, that can hold at least 4
oz. of water.
- Food coloring, that includes at least the
primary colors.
- Droppers or Pipettes
- Absorbent Paper towels.
- Water

Adult Roles:
- Set up paper towels with names of the
children on them.
- Set up cups. (Fill with water, add food
coloring to create color)
- Demonstrate activity to children.
- Monitor and help children if needed while
they are doing activity.
- Ask students questions while the activity is
going on.
- Checking off the assessment sheet when
they see the child use the dropper and then create an
image.
- Take pictures of the experience.
- Hang up finished art pieces around the room.

Resources & References:

- Activity adapted from : http://laughingkidslearn.com/dropper-painting-for-kids/
Adaptations/Modifications:

5/23/2013

Early Childhood Education

Learning Experience Template
- For students with special needs I would suggest that an adult sit with them and help them manipulate the dropper if needed. Also for them to have
their own set of water cups, that way if they are in a wheelchair or something like that, they can stay there and are not limited in the activity just because
they can not necessarily sit at the table.

Reflection: (What have you learned about your students? How will this inform future instruction?)

After implementing this lesson i learned a lot about the students. One of my goals was to see if the students remembered how to
use the dropper from the last time they used it. I found that a lot of the children did remember. They had some trouble with putting too
much water in the dropper, but i think that they thought this was fun so that is why they continued to do it. The only student who had
trouble with the dropper was McKinley, who is younger and not in the room full time. Plus, she was not there the last few times they
used the dropper, so overall she did well manipulating it by using fine motor skills. The students were really energetic about creating
their own piece of art on the paper towel.
All of the students really enjoyed this, despite them being different ages. The only difference that I really noticed between the two
ages was that the older kids listned more about how much water to put into the dropper. The younger ones were sucking up a lot of
water and just dumping onto theeir paper, where the older kids were trying to actually drop the water onto the towel. I thought the
studetns were really creative when doing this activity. Natalie and I let them experiment with the colors and tried to sit back so that it
was not as teacher directed. Since we did this, we found that students mixed the colors in the dropper, or in the cups instead of on the
paper towel. This was okay, because they were still experimenting with the colors and mixtures.
If we were to do this lesson again, there are a few things that we would change. Halfway through the lesson we swtiched to the
paper towels that they had in the classroom instead of the bounty paper towels that we had brought. The classroom towels were not as
absorbant therefore allowing the colors to mix better on the towel. If we were redoing this, we would have less absorbant paper towels
the entire lesson. Also, if we could find smaller droppers. Ones that did not hold as much water would be good, that way the students
could still get the fine motor skills, and the mixing, without using all of the water that they did.
This will inform future instruction in this classroom in many ways. We know now how effective and engaged the studetns were
doing a hands on activity. We need to implement somehting that is hands on and the studetns will get into it and participate. Also, for
future instruction we split the students up more random this time instead of their age and it seemed to work better. The younger
students watched the older ones who were doing things correctly and then tried to follow their lead. So mixing groups will be better

5/23/2013

Early Childhood Education

Learning Experience Template

beneficial to our future instruction. Overall, I thought the students really enjoyed this lesson, and learned more about colors mixing
together.

Attachment #1:
Student name:

Used a dropper:

Created an image:

Answered exit question: What was one color that you

used today on your paper towel?

Yes

Yes

Red and blue make purple

12

Yes

Yes

Red, yellow, blue

10

Yes

Yes

Green, red, pink, yellow

Yes

Yes

Green

14

Yes

Yes

Blue and red = purple

Yes

Yes

Red and black

yes

yes

Orange, Red, Blue

Yes

Yes

Brown, White , Green

11

Yes (it was difficult for her)

Yes

Orange, Blue

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Early Childhood Education

Learning Experience Template
13

Yes

Yes

Red, Yellow