Guided Discovery Lesson: Early Childhood

Lesson Plan by: Kelly Harp

Lesson: Diffusing Colors
Length: 25minutes
Intended Grade: 1st
Reference: My own knowledge and Bridgett Schultz
Academic Standard:
Science: Constancy and Change
1.6.2 Observe that and describe how certain things change in some ways and stay the same in
others, such as in their color, size, and weight.
Performance Objectives:
Given the material, the student will observe and orally describe how the colors can change when
blended with other colors, with 100% accuracy.
Assessment:
The teacher will be observing the students while they are manipulating the material. The teacher
will ask questions at this time for formative assessment. At the end of the lesson, the teacher will
ask questions to check for understanding.
Advanced Preparation by Teacher:
Materials: 3 paper towel square each student, purple, orange, and green markers, small bowl of
water on each table
Procedure:
Introduction/ Motivation:
Share an interesting story. I was going for a walk outside and I saw this beautiful little
purple flower. I wanted to save what it looked like in my mind forever. So, I thought what better
way to do this than paint a picture. I was so excited! I hurried into the house and got out my
paints, canvas, and paintbrush. But, I was so sad when I realized that the only color of paints
that I had were red, yellow, and blue. I wondered: how am I going to paint the purple of the
flower, the green of the grass and the orange of the sun setting behind the flower? I had to figure
out some way to paint this amazing scene using the colors that I had. Lets see if you can find a
solution!
Step-by-Step Plan:

1. Give students procedures for material that is about that be handed out.
2. Pass out the material. Three paper towels for each student. Green, orange, and purple
marker at each group. And one small bowl of water at each group.
3. Using the materials in front of you see if you can find out what colors I could have used
to create these colors. (Gardeners logical-mathematical intelligence)
4. Let the students manipulate the objects. (Gardeners bodily-kinesthetic intelligence)
Meanwhile, observe the students and ask them questions as you (the teacher) walk around
the room. If students seem to be lost, suggest that something might happen when a dot of
one marker is made on the paper towel and then dipped in the water. Ask questions for
formative assessment, such as: can more than one color make those colors; how do you
think you could use these materials to find the answer? (Blooms knowledge and
evaluation)
5. Talk about what the students discovered. Did you learn anything about the colors: green,
purple, and orange? (Blooms evaluation) What did you notice about the colors? How
did you use the material to help you find the colors that make up other colors? (Blooms
comprehension) Answer questions through discussion. Allow students to recognize that
certain colors are used to make all other colors. (Gardners linguistic)
6. Explain the terms primary and secondary colors. Explain that when creating colors you
can mix primary colors to make the secondary colors. Describe which colors are mixed
to create other colors.
Closure:
What did we learn about the colors today? How could you have use the material to help you
find which two primary colors make a secondary color? What should I have done with my paints
to make my painting? How would I have made my purple flower, green grass, and orange
sunset? (Blooms comprehension, application, synthesis) (Gardners linguistic)
Adaptations/ Enrichment:
Adaptations: For a student that struggles to get started, use proximity. If a student is completely
lost where to begin (give a little more guidance), encourage him/her to make a dot the size of a
quarter on their paper towel
Enrichment: Student could write a list of questions they have. Student could make predictions.
Student could also test brown and black markers.
Self-Reflection:
Did the students seem excited to get started? Did they manipulate their material and find a
solution to my story problem? What kinds of questions did the students have? Was there enough
guidance? Did the lesson go well? What would I do the same and different if I teach the lesson
again?