Lesson Plan – CHILD 230

Topic: Colors

TEACHER I-NUMBER: 96-154-0998 TARGET AGE: Preschool

Research about Topic:

Color is what the human eye sees when light is reflected off of an object. Electromagnetic waves make light, and these waves contain
color. Objects appear white because all light bounces off of them. Objects appear black because they absorb all light. In other words, white is
the presence of all color, and black is the absence of color. Every color has a different wavelength. Humans can only see some of these
wavelengths. The visible part of the light spectrum ranges from violet to red. Wavelengths that we cannot see include gamma rays, x-rays,
ultraviolet light, infrared radiation, microwaves, and radio waves.
Color is often organized into what is called the Color Wheel. The Color Wheel contains the three primary colors, three secondary
colors, and six tertiary colors. Primary colors are colors that can’t be created using other colors. Secondary colors are made from mixing two
primary colors. Tertiary colors are made from mixing a primary and a secondary color. The primary colors are red, yellow, and blue. The
secondary colors are green, violet, and orange. The tertiary colors are yellow-green, blue-green, blue-violet, red-violet, red-orange, and
yellow-orange.
There is also something called color temperature. Reds, oranges, and yellows are considered warm colors. These colors appear closer
to the viewer. Greens, blues, and purples are cool colors and appear farther away than warm colors do. The temperature of colors affects the
way we feel and perceive. An important part of color science is the psychology of colors. Colors elicit different emotions and states of mind
and can send important messages. For example, red is very powerful and can convey strength, defiance, or aggression. On the other hand,
blue is very soothing and can communication intelligence, logic, serenity, or lack of emotion. When we understand the messages that colors
can send and the emotions they can bring out in us and others, we can be more intentional in our environment and more observant about
the world around us.

“Color – What is Color?” from Crayola.com

“Primary color” from Wikipedia.com
“Color Basics” from usability.gov
“Colors Facts & Worksheets” from kidskonnect.com
Overall Concepts to Teach:
1. Primary colors are red, yellow, and blue, and these colors can be mixed together to create other colors.
2. Children will focus on fine motor development throughout the activities today.

CENTER ACTIVITY DESCRIPTION OF ACTIVITY IELG MATERIALS

DRAMATIC Post Office Children will explore the different roles and Domain 1, Goal 15: Store counter
PLAY aspects of a post office and mail delivery system. Children participate in Cash register
There will be a counter, cash register, mail pretend or symbolic Mail baskets
baskets, a scale for packages, mail carrier bags, play. Scale
 and address books. We will put up a sign with Mail bags
prices and an open/closed sign. There will also be Address books
materials for children to make additional signs Price sign
and labels that they feel are needed. Other Open/closed sign
materials will include paper, envelopes, padded Paper
envelopes, boxes, various writing instruments, Envelopes
tape, stickers to use as stamps, and a box with a Padded envelopes
slit to use as a mailbox. Children can purchase and Boxes
sell materials, wrap and weigh packages, and Pencils
write, address, send, and receive mail. Pens
(This center will be combined with the writing Markers
center.) Tape
Stickers
Mailbox
Justification: Objective: Children will participate in pretend play as they take on the various roles of a post office and a receiver.
Justification: The children will enjoy this activity because they get to take on adult roles and use real materials to explore
those roles. The IELG will be met as children act out roles, problem solve, and participate in various pretend scenarios.
The teacher will enhance the activity by suggesting roles, including children who may be struggling to join in the play, and
providing help when needed.
BLOCKS Cars and Roads Children will explore the many ways in which cars Domain 2, Goal 18: Blocks
and blocks can interact. They can make ramps, Children demonstrate Cars
roadblocks, streets, bridges, neighborhoods, strength and Street signs
parking garages, etc. Miniature street signs and coordination of small Trees
trees as well as printing press paper tubes (like motor muscles. Paper tubes
paper towel tubes but much bigger and thicker)
will be put out to further extend the play.
Justification: Objective: Children will strengthen coordination of small motor muscles as they grasp, stack, balance, and arrange blocks
and other materials.
Justification: The children will enjoy this activity because the materials provide for open ended play opportunities. The
IELG will be met as children use fine motor muscles and enhance those skills through practice. This involves building with
blocks, arranging props, etc. The teacher will enhance the activity by providing support when requested, making
suggestions when appropriate, and taking on any roles the children may assign them.
CENTER #1 Painting with Children will explore colors through paint. Each Domain 4, Goal 46: Materials:
Art/Creative Marbles child will have a small box with a blank sheet of Children use creative Boxes or tubs
white paper at the bottom. Paint of the child’s arts to express and (preferably no bigger
choice will be squirted onto the paper, after which represent what they than 8½x11 for easier
the child can manipulate the box and make the know, think, believe, or handling)
marbles spread the paint over the paper. The feel. Blank white paper
 children can choose different kinds of paint to see Multiple colors of paint
what happens when the colors mix. Marbles (enough for
each child to have 2-3)
2 cups/containers (one
for clean marbles, one
for painted)
Wet and dry rags
Aprons
Place for paintings to
dry
Justification: Objective: Children will express themselves as they create unique marble paintings with colors of their choice.
Justification: The children will enjoy this activity because they get to watch colors mix in a fun and physical way and each
child will end up with a unique piece of art. The IELG will be met as children choose colors based on what they are feeling
and use what they know to affect how they move the boxes around and mix the paint. The teacher will enhance the activity
by explaining what is happening as the colors mix and suggesting new combinations to get different colors.
CENTER #2 Baking Soda & Children will use droppers to squirt colored Domain 1, Goal 8: Baking soda
Science Vinegar vinegar into a tray of baking soda. They will be Children demonstrate Vinegar
Experiment able to see the fizzing reaction that occurs. They awareness of cause and Food coloring
can also try different colors to see how they mix. effect relationships. (multiple, at least the
primary colors)
Droppers (at least one
for each color)
Basket/cup for
droppers
2 large trays
Wet and dry rags
Justification: Objective: Children will gain an awareness of cause and effect relationships as they create and observe a reaction with the
vinegar and baking soda.
Justification: The children will enjoy this activity because it involves a fun chemical reaction and color mixing. The IELG
will be met as children recognize that the reaction occurs because of their actions (putting the vinegar in the tray). The
teacher will enhance the activity by explaining how the reaction occurs and guiding children in further experimentation.
For example, “What do you think will happen if we squirt the vinegar into the tray very slowly? What if we do it very fast?”
CENTER #3 Color Bins There will be three sensory bins (one for each Domain 4, Goal 42: 3 bins
Sensory primary color). Each bin will include sand, rocks, Children observe, Colored sand
shells, sea glass, beads, pipe cleaners, and other describe, and collect Colored rocks
miscellaneous items in the same color (all red, all information by Colored shells
yellow, all blue). Other materials will include sand exploring the world Colored sea glass
sifters, water wheels, bowls, cups, spoons, and around them Colored beads
 pitchers of water. Children will be able to grab, Colored pipe cleaners
squish, pour, scoop, sift, dig, etc. Having items of Other random items in
the same color will also encourage them to primary colors
categorize things in new ways besides color. Sand sifters
Water wheels
Bowls
Cups
Spoons
Pitchers of water
Wet and dry rags
Justification: Objective: Children will observe the world around them by exploring the different textures, colors, and properties of the
various items in each table.
Justification: The children will enjoy this activity because they get to manipulate the different materials and see how the
water interacts with each one. The IELG will be met as children take notice of the different characteristics of the items and
how they work with each other. The teacher will enhance the activity by pointing out observations and asking questions in
a meaningful way. For example, “How do you think we can make the wheel spin faster?” The teacher can also help children
realize how certain colors or color combinations make them feel.
CENTER #4 Post Office Children will create signs and labels, write letters, Domain 5, Goal 61: Address books
Writing and address letters and packages. While there will Children demonstrate Paper
already be a price sheet and open/closed sign, we knowledge and use of Envelopes
will have out materials for children to make letters and symbols. Padded envelopes
additional signs and labels. Other materials will Boxes
include paper, envelopes, and various writing Pencils
instruments. Children can purchase and sell Pens
materials, wrap and weigh packages, and write, Markers
address, send, and receive mail.
(This center will be combined with Dramatic
Play.)
Justification: Objective: Children will demonstrate knowledge and use of letters and symbols as they write and address letters.
Justification: The children will enjoy this activity because they can write and deliver letters to their friends. The IELG will
be met as children write letters of their own, copy addresses from the address book to envelopes, and make their own
signs and labels. The teacher will enhance the activity by asking meaningful questions, making suggestions, and providing
support where needed. For example, a teacher might help a child record how much a package weighs.
Topic Letter

Dear ___(name of parent or guardian)___,

I am happy to announce that this (week/unit/month/etc.) we will be learning about colors! Color is such a wonderful and powerful part

of everyday life. Color is a language of its own and the colors that surround send us constant messages. Where are you the most relaxed?

What kinds of environments cause you a lot of stress? Do these areas have any colors in common? In our color unit, we will be discussing

what color is and how it makes us feel. We will learn about primary colors and how they are used to create other colors. In the classroom, we

will be doing marble painting, baking soda and vinegar experiments, and colorful sensory bins to help the children experience and

understand the colors in their world.

The following are suggestions for learning more about colors with your child at home:

1. Color Scavenger Hunt. Make a basic list of colors and put a sample of the color next to the names. (For example, a pink crayon scribble

next to the work pink.) Have the child find something in each color. See if you can find at least one item for each color on your list.

2. Shaving Cream Rainclouds. Fill a clear cup or container with water and put a layer of shaving cream at the top. Put drops of food

coloring on the top of the shaving cream. When the food coloring reaches the bottom of the “cloud” it will be released into the water

and look like colorful rainfall. Use this as an opportunity to talk with your child about the different colors you use. You can also do

multiple colors in one cloud to watch how the colors mix together.

We hope you and your child enjoy learning more about colors together!

Sincerely,

_________________________
Classroom Layout and Justification

(Designed using planyourroom.com)

 I have divided the classroom into eight different areas: dramatic play, blocks, sensory, writing, art, science/snack, reading, and

gathering. I tried to place centers in a way that was beneficial to the purpose of each area. For example, I put the book area on the opposite

end of the room as the block area because block play can get pretty noisy. I put a rug in the book area to make it more cozy and absorb

excess noise. I placed the block center in the corner directly against the walls which allows children to utilize the walls for support in their

building. I also placed a rug here so the blocks would have a soft place to fall, hopefully helping to avoid sensory overload for some children. I

put the sensory table in between books and blocks because I think what goes on here can be both playful and noisy (like the blocks) or quiet

and relaxing (like the reading area). I grouped snack with science because the activity we are doing for science would be fairly easy to

quickly clean up for snack time. I put this table and the art table next to the restroom so that children can wash their hands when needed. I

made the dramatic play area feel slightly secluded so that children have a place to be more on their own while still under the supervision of

the teacher. I placed the writing center next to the dramatic play center for our post office activity. I also hope that having it in the center of

the room would encourage children to incorporate writing and recording into other activities throughout the room.