EDU2003 Lesson Plan Using the edTPA Framework

Your Name: Karina Diaz

Grade level this plan is for: Materials you’ll use: 7 Large Clear cups, Water, Paper Towels (folded 1/3 lengthwise), Food Coloring
Preschool (Red, Yellow, and Blue), Markers, Paper.

Central Learning Focus and Planned Learning Outcomes

Central Focus Children will learn about food coloring and color mixing
(Content)
ELA Anchor Standard

Standards for
Mathematical Practice

Learning Standard(s) S 5.1.2

for the Central Focus

Objectives based on the Students will be able to predict, and investigate materials, and phenomena during classroom activities indoor and
Learning Standards outdoor and during any longer-term investigation in progress.
listed above Students will be able to develop answers to questions and test predictions using simple experiments or research
media.
Prior Academic Students will need to be able to seek answers to questions and test predictions and successfully draw conclusions
Knowledge about the experiment.

Anticipated Issues Some students may not know how to formulate questions on their own because they have limited vocabulary. One
student has ADHD and may have trouble sitting still for the duration of the experiment.
 Academic Language Demands
Food Coloring- a dye used to add color to water
Language Used
Water- liquid used to fill the cup
(Vocabulary, Syntax, Cups
Discourse) Paper Towels
Rainbow- Rainbow has the colors Red, Orange, Yellow, Green, Blue, Purple
Meeting the Language The word rainbow, water, cup, paper towels, water, and food coloring will be placed on the classroom word wall
Demands for the lesson with a picture of the word.

Assessment
Assessment Type Evaluation Criteria and Feedback for Students

Assessment Task Planned Modifications to
(Informal or (Teacher Tasks - What evidence of student learning related to the
Description Assessment Tasks
Formal) (Student Tasks) learning objectives and central focus does the assessment task
provide? What feedback will you provide the students?)
Students will be asked to If it appears students are not During this informal assessment, students may or may not
repeat the “Primary Colors” grasping the concept of the be able to demonstrate the name of the colors and the color
by Sesame Studios with the primary colors and the color when two different colors mix together become. After the
teacher while listening to outcome when mixed extra practice with the visual aide printout of colors,
the song play from the together, they will be given students will demonstrate correct color mixing of the colors
Informal stereo system. a printout picture of the along with knowledge of the song. Any child who is still not
(During Instruction) primary colors will be able to do so will be provided clarification by having a
displayed on the board with friend or the teacher show them one-on-one.
the color it mixes into right
below it. This printout will
be used to point to each
color as the song is playing.
After learning the song, If the students are not During this informal assessment, students may or may not
children will have in front of learning the content, more be able to match the correct color of the cereal with the
them fruit loops cereal with examples such as a color color being mixed. After more examples are provided for
the six different colors and a wheel will be provided. those who need them, any student still finding the task
Informal color mixing worksheet. difficult will be provided with extra support from the
(During Instruction) They will be instructed by teacher.
the teacher two lift two
colors in the air and then a
third color which will be the
color it mixes into.
 Students will get into two
groups. Half of the students
will go with the teacher and
the other half will go with
the teacher aide. Each child
will be given a color mixing
worksheet with three large
circles on it. It will be a
large circle with a plus
symbol next to it then
another large circle,
followed by an equal sign
with another large circle.
Six crayons of the colors
Formal red, blue, yellow, green,
(After Instruction) orange, and purple will be
provided. Students will
have to color each circle
correctly and demonstrate
the outcome of combining
to different colors. Children
will show the outcome of
those two colors by coloring
the circles of the color
mixing worksheet.
Some students may need A checklist stating the objectives of the lesson plan is used
further instruction in mixing during the evaluation of each child individually to see if
colors together. For any they were able to grasp the content. Notes are made
student needing further regarding any student who may still need extra support for
instruction, while others are the lesson and will be worked on worked with during work
working in centers, they time.
may be pulled out into
smaller groups to work with
the teacher on mastering this
previous lesson. A child
may also be taken to easel or
art center and be given the
colors red, yellow, and blue
paint. The teacher can ask
the student to mix two
colors together and then ask
them what color is it now?
Some students may need
more support for
recognizing colors and what
colors mix well with each
other or what two colors can
give you another color.
Other students will be asked
to help provide support to
these students, and further
teacher instruction may also
occur. Students may also
view the color wheel as a
visual aide support.

Instructional Strategies and Learning Tasks

Launch / Motivation / The Engage, Explore, Explain, and Elaborate
Anticipatory Set
Students will gather into their two small groups. With half the kids with the teacher and the other half with the
(Engage)
teacher’s aide. To begin the lesson the I will tell the children “I have these cups of water here, but they have no
Instructional Core
Sequence
(Explore, Explain, Elaborate)
Structured Practice &
Application
(Formal Assessment or
Evaluate)
Closure
How does your lesson
plan include language
arts, math, or social
studies content?
Extension Activity
Differentiation/Planned
Additional Support
(Special Needs, ELL,
Gifted, Apathetic)
colors! Can you help me put some different colors in the water so we can make a rainbow?” Having seven cups
lined up in a row I will have each child take turns adding food coloring into the cup. I will direct a child to put
five drops of red food coloring into the first cup and seventh cup. Then, another child will put five drops of yellow
food coloring in the third cup. Another child will put five drops of blue food coloring in the fifth cup. Then
children, with the help of the teacher, will each help in filling ONLY the cup with food coloring with ½ cup of
water. The rest of the cups should be left empty. Then, take six pieces of pre-folded paper towels and place one
half of a rolled paper towel in the first cup and place the other half in the cup next to it (the teacher will model this
first). Then, each child will have the opportunity to do themselves with another paper towel from second cup and
into the third cup. This continues until you have placed the last paper towel that drapes over from the sixth cup to
the seventh cup. Stare at the cups with the children and watch what starts happening. Children will begin to see
the colored water begin to crawl up the paper towel. When finished, ask children what they think is going to
happen. Introduce new vocabulary such as “Absorb, travel, mix (Colors- Blue and Yellow make Green). Leave
experiment on the table during work time, so children can observe the change in the colors. During the informal
assessments, students will know it is ok to not have the correct answer, and that extra help will be provided if they
are confused. Centers will show the students explaining their new knowledge. A picture of the experiment they
created will be posted in the science area wall once completed for future reference. They will explain that they are
meeting the lesson objectives by correctly completing their color mixing worksheet and putting the right colors
together. The objective checklist is used to assess that the students have met the goal.
Closure: Students will each be asked to describe they learned happened, and to describe the different materials and
actions as they tried their experiment.
The lesson includes math because they are asked to count five drops of food dye to put in each cup and measure ¾
cup of water to fill in each cup with dye.
Any group that completes the activity while other groups are still working will be given 7 large cups already lined
up in row the same as the previous experiment filled with food coloring and water. However, instead of using
paper towels the children will experiment with toilet paper folded 1/3 lengthwise in each cup same as before.
Then they will predict what the outcome will be.
For my children with limited vocabulary I will explore alongside with them and imitate their actions with
materials. Or provide interesting materials for children to manipulate and see the effects such as, going to the
library area and reading the book Little Blue and Little Yellow by Leo Lionni. My student with ADHD, I will have
him be a helper and make sure he is involved in every step of the experiment.
 Teaching Analysis
Which lesson aspects
worked?

Which did not work as

well as you planned?

What would you need to

say/do tomorrow, based
on how well this lesson
worked today?

Specific Changes

Resources
Preschool Standards. Retrieved from https://www.nj.gov/education/ece/guide/standards.pdf
The STEM laboratory. (2018, May 16). Walking water rainbow. Retrieved from https://thestemlaboratory.com/walking-water-rainbow/