SETON HILL UNIVERSITY

Lesson Plan Template

TOPIC DETAILS CK

Name Tessa Swiger

Subject Science

Grade Level Kindergarten

Date/Duration 1 class period

RATIONALE Our sight helps use to see and interpret the world around us.

Standard - 3.2.K.A1

Identify and classify objects by observable properties of matter. Compare

different kinds of materials and discuss their uses.

Standard - 3.2.K.A3

Describe the way matter can change.

Standard - CC.1.1.K.A

Utilize book handing skills.

Standard - CC.1.2.K.K

Determine or clarify the meaning of unknown or multiple meaning words and

phrases based upon grade-level reading and content.

Standard - CC.1.2.K.L

Actively engage in group reading activities with purpose and understanding.

Standard - CC.1.4.K.B

Use a combination of drawing, dictating, and writing to focus on one specific

topic.

INTRODUCTION Activating Prior Knowledge

The students will review what senses they have been working on throughout the week,
and why our senses are important.
 Hook/Lead-In/Anticipatory Set

One of our senses is sight, Our eyes help us see the world around us, such as people,
objects, and colors. The class will then read together the book Little Blue and Little
Yellow by Leo Lionni. The class will then discuss what colors were in the story, and
what happened within the story to the colors.

EXPLICIT INSTRUCTION Big Idea Statement

Our sense of sight helps us to see colors in the world around us.

Essential Question Statement

What do our eyes for us? How do they help us interpret the world
around us? How do we see color?

Objective Statement (Audience, Behavior, Condition, Degree)

Through documentation of their lab sheets, students will identify the colors that
are in their cups, as well as what colors mix to become using their sense of sight.
Students will also record and verbally communicate why our eyes are important
in interpreting the world.

Vocabulary
Sight
Eyes
Primary Colors
Color
Absorb

Transition
After reading the story, the students will be divided up into small groups. The
groups will be assigned to a station (four work stations total). Students will be
prompted to put their Science Thinking Caps on and prepare for
experimentation!

LESSON PROCEDURE Pre-Assessment of Students

Students will be asked if using their sight, can they determine if colors are
mixing, or not. What colors we have, and what can we create? The teacher will put
water into the large containers for the students to demonstrate in front of the
class. Then, the teacher will add drops of red, yellow, and blue dye to the water,
explaining how these are primary colors (can reference color wheel posted in
the room as well). The group will then discuss how when mixing colors, new
colors will be created.
 Modeling of the Concept
The teacher will mix colors in the front of the classroom. After this activity, each
group will be given three containers. The group will decide on two colors
(primary) that they would like in the first and last container. Students will help
fill those two jars with water, and then they will add the food coloring. Ex. One jar
has blue, then an empty container, then red in the last one.

Guiding the Practice

Each group will be given a two pieces of paper towel. Members of the group will
fold up their towels, place one in each container, and fold it so they meet in the
middle container.

Providing Independent Practice

The water/color will then walk into the middle glass, combining the colors.
Students will use this time to observe their experiment, and fill out their scientist
lab sheet while collaborating with peers on what they think is happening, did
they hypothesize right? What could happen differently? On their lab sheets, they
will draw a diagram of what they did, as well as label the colors they used.

Transition
After each group is done, they will share with their peers what happened to their
colors, what color they got, and what their eyes observed.
If there is time left over, students can use ABCYA website to continue to explore
the five senses, or use the Color Uncovered app.

READING MATERIALS, Little Blue and Little Yellow by Leo Lionni

TECHNOLOGY, AND 12 See through containers (three at each group of four students)
SUPPLIES 8 smaller see through containers (two at each group)
Water
Food Dye
Spoons/Scoops
Large Bowl
Lab Sheet
Paper Towels

EVALUATION OF THE Formal Evaluation

LEARNING/MASTERY Students will complete the lab sheets with the correct colors, diagrams, and
OF THE CONCEPT labels.

Informal Evaluation
Questioning of what colors their group chose, what they think will happen next,
checklist of each student that participates, observation of student behavior
within each group setting.
CLOSURE Summary and Review of the Learning
What colors do we see every day? Are colors important? Do colors tell us anyting
(ex. Mr. yuck sticker, stop sign, traffic lights)

Homework/Assignments
To go home and find something red, yellow, and blue.
 SCIENCE LAB SHEET
Name_____________________________

Our __________ help us to see! A. Ears B, Eyes C. Nose

Our group chose these colors: _________________ and __________________

What color do you think will both of these make together? _____________________

Fill out the diagram below. Label the color under each cup.

_________________ _________________ ______________

Was your hypothesis accurate? If not, why?