Early Childhood Education

Learning Experience

Name: Ryan Lesson Title: Spray Art

Date: April 2023 Grade Level: PreK-Kindergarten Circle one: ECE PKSN
Standard(s)/Guideline(s):

Domain: Physical Well-Being and Motor Development

Strand: Motor Development
Topic: Small Muscle: Touch, Grasp, Reach, Manipulate
Standard Statement: Coordinate the use of hands, fingers and wrists to manipulate objects and perform tasks requiring precise movements.

Domain: Approaches Towards Learning

Strand: Creativity
Topic: Innovation and Invention
Standard Statement: Use imagination and creativity to interact with objects and materials.
Pre-assessment of current knowledge: Does students know their colors? I will ask them what the color of the markers they are choosing.

Instructional Objectives (2-3) Assessment of Student Learning Learning Experience

Two- Three Assessed Identify Evidence: (What will you collect or record as Academic Language:
Instructional Objective(s): The data to demonstrate students have met your objective(s) Spray Art, Color Knowledge
student will be able to... and skill?)
- Students will be able to - I will collect students' art work immediately after Procedural steps:
create an art from completion to assess. - Teacher sets out all materials
previous art. - I will allow students to take their work home. - Teacher calls students in group of 3-4
- Students will be able to - Students are able to choose an animal to color
spray the water out of the Program Monitoring: (How will you aggregate or compile - Teacher should be taking notes of students’ color
spray bottle. your evidence into a class or group view?) choice and students’ conversation
- I monitor the way the students are by making - Student should tell teacher when then are done
notice of the choices they make in regards to coloring
One Assessed Developmental animals and colors they used. - Student should tell teacher if they need assistance
Skill: - I will monitor and record the conversation that is - Student may spray their art with water
being held during the activity. - After spraying, student should observe their artwork
- Students will be able to Differentiation: - Students are expected to take their work to the
develop motor skills by - Different size markers drying rack
physically spraying the - Different size spray bottle
water bottle. Authentic Materials: (Describe authentic real life, hands-on
materials.)
Safety Considerations: - Different size markers
- Non-toxic markers - Spray bottle
- Spray bottle is in working - Trays
 Early Childhood Education
Learning Experience

order Adult Roles:

- Assist students with spray bottle

Resources & References:

- https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_
K-Learning-and-Development-Stand/ELDS-ATL.pdf.aspx
- https://education.ohio.gov/getattachment/Topics/Early-Learning/Early-Learning-Content-Standards/Birth-Through-Pre_
K-Learning-and-Development-Stand/ELDS-Physical-Well-being-and-Motor-Development.pdf.aspx
 Early Childhood Education
Learning Experience

Reflection:

At the start of this activity, I set out all of the materials. Then, I went over to call my first group of 3 kids. I allowed them to pick an animal to

color, and I had them inform me when they were done with the coloring portion of the activity. During the activity, I paid close attention to students’

conversation which helped me with understanding their choice in animal and color(s). From what I observed throughout the activity, students were

making the choice of animal (1) before they saw all the options and (2) because they “loved” that animal. With paying heavy attention to the

students’ conversation with other students and myself, I would have assumed that students were picking colors randomly. There were two students

that came to the table with pre-made notions of what they wanted their animal to look like; 1 student said that spraying it with water made it have a

“tye-dye” effect; the other student said “Did you know that foxes are orange?”, so she colored the fox mostly orange. Through conversation, students

were telling other students and myself that they were using that color because (1) they like the color, (2) they saw another friend using it, so they

wanted to use it, and (3) “because” they wanted to.” To conclude, paying attention to students’ conversation allowed for me, as the teacher, to

understand why students make the decisions that they make and how those decisions make their imagination come to life.

I believe that the lesson plan went well. I would say that I was surprised that a student used the words “tie-dye” to describe her elephant after

she sprayed her artwork with the water. When I questioned the student regarding tie-dye to see if she knew what tye-dye actually is, she only repeated

saying her elephant is tye-dye. If there was something I would change about this lesson plan would be to do the activity as a whole group.

Throughout the activity, students were having very interesting conversations with other students which aided in the further thinking of students. I

believe that doing this activity as a whole group would encourage more complex thinking skills. This belief stems from how the student who

mentioned “tie-dye” was at the table by herself and I believe that if she was to say this within a small group of the whole group it would’ve instructed

a more deeper thought process of other students throughout the activity.

 Early Childhood Education
Learning Experience

From the implementation, I've learned more about my students in general. In connection with my midterm goal, I wanted to connect with

more(all) students. Throughout conversation during the activity, I was able to connect with all my students; for example, the student who connected

her fish artwork to the book “Rainbow Fish at home,” I was able to connect with her because I’ve read the book Rainbow Fish and was able to

further the conversation with her. I was also able to learn about the students who need assistance with fine motor skills: some students needed

assistance with the bottle because they were able to spray the bottle but not hold the bottle, even when I lessened the amount of water held in the

spray bottle. I made multiple modifications to ensure individual success. The main modification that I made to the lesson plan was giving each

student their own tray and giving students their own tray allowed for them to have their own work space whilst remaining in a small group. Another

modification that I made to this lesson plan was different sizes of markers and lessening the amount of water in the spray bottle. The different sizes of

markers and lessening the amount of water in the spray bottle was able to help with fine motor skills. To conclude, I loved implementing this lesson

into the classroom and it was a joyful experience for the students.

In a generalized reflection of me implementing this lesson, I thought this lesson was a success. The goal/ what I was accessing was if students

can create something new. Based on countless observations, the students love coloring, but I never observed them turning their coloring artwork into

something new by manipulating it. In this lesson, they are doing just that; they are using the water from the spray bottle to manipulate their coloring

artwork. From the reactions and conversation post-water, students were intrigued by how the colors moved around the page. In my opinion, there

were multiple forms of manipulations that were student-led. The first manipulation was the spraying of water (teacher-led) and the continuing

manipulations were student-led by how they would either physically move the paper around to make the water go in a certain direction. Also students

manipulated the water by post spray and adding markers to the water to see how the color spreads with the water. All in all, the lesson was a success

for both the students and myself.