CURRICULUM MODEL/APPROACH: __________________________

SHERIDAN PLANNING FORM

NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF ACTIVITY

Bianca Schiavone
Mixing Paint Art
18 mos

NUMBER OF CHILDREN

ORIGINATING IDEA BASED

ON OBSERVATION:

6-8
AGE RANGE OF CHILDREN
2.5 yrs
The children are really interested in the art area of the classroom.
When they do have time I have noticed them mixing colored
markers on the page. They seem interested in how to colors mix. I
also havent seen them use paint yet, so I want to introduce a
painting activity to help them see color mixing.
HIGH SCOPE KEY

LEARNING ANTICIPATED
(MUST be completed, according
to program model/approach)
(REFERENCES INCLUDED)

WHERE WILL THE

ACTIVITY TAKE PLACE

MATERIALS: (Be Specific)

DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE
ELECT

INDICATOR (KDI)

2. Emotional
2.1 Expression of feelings & 2.5

E. Cognitive

Autonomy

24. Exploring same and

4. Cognition

different, 35. Cause and Effect

4.3 cause and effect

F. Creative Arts

exploration, responding to

37. Exploring art materials, 38.

outcomes of exploration
Identifying visual images
WHEN IN THE DAILY 10:30 11:30 arts
ROUTINE/SCHEDUL

and craft/ sensory

Art tables
E WILL THIS OCCUR time 2:45 - 3
- High box lids for each child (6-8)
- White paper (12)
- Tape
- Paint colors (red, blue, yellow) and containers
- Place mat for table or table cloth
- Smock or cover for childrens clothing
- Paper towels and soap
- Paint brushes, 3 per child

CURRICULUM MODEL/APPROACH: __________________________

BEGINNING
After setting up the space to do the activity; covering the tables, putting smocks on the children etc,
I will begin by introducing the activity to the children, I noticed you enjoy coloring with markers,
and mixing the colors on the paper. I have some paint, what colors are these? Yes, red, yellow, blue.
I wonder what will happen when we mix this colors
I will then give each child a box lid with the paper taped inside, and place the paintbrushes on the
table. The paint will then be placed on the table for the children to use. They can then begin.
MIDDLE
During this time I expect the children to be messy! I want them to explore the paint with the
brushes, even their hands if they want. I know some children will be apprehensive to try but I will
use encouraging words and observations from the other children to encourage and guide the
activity.
I will be using lots of descriptive words and comments, asking lots of questions and being very
observant. I want to help the children notice the changes that are happening to the paper and to the
color. I want to help the children notice too that what they are doing is affecting the paint too. I will
ask the children what they are doing with their materials and what can they do. I will ask questions
and make comments such as; what colors do we have here? What will happen if we mix these
colors? I see you are using lots of blue/red/yellow; your paper is very full etc. I will ask open-ended
questions as well. I will try to ask questions in regards to how the paint. I will ask questions about
the colour mixing if I see it, emphasizing the new colors they have made.
If they enjoy the activity, I will give more paper if they request it.

END/TRANSITION
Ill give the children 5-minute time warning, In about 5 minutes we will begin to tidy up our
paintings and put away the materials. The trays will be paper so we can just throw them in the
trash after pulling off their paintings.
Once that time has past, Ill ask the children to help me in putting the paint trays in the trash, our
paintings to dry in the drying racks and any other materials away. While we tidy, I will reflect with
the children on what they created. I will help them wash their hands and wipe the tables up as well.

CURRICULUM MODEL/APPROACH: __________________________

REVIEW BY STUDENT
WHAT OBSERVATIONS DID YOU MAKE ABOUT?
CHILDRENS BEHAVIOURS

CHILDRENS SKILLS

CHILDRENS INTERESTS

CHILDRENS IDEAS

SELF REFLECTION
WHAT DO YOU FEEL GOOD
ABOUT?

WHAT DID YOU STRUGGLE

WITH?

HOW WERE YOUR

STRATEGIES EFFECTIVE?
(WHAT WORKED?)
HOW COULD YOUR
STRATEGIES BE MORE
EFFECTIVE? (WHAT
COULD HAVE WORKED
BETTER?)
HOW CAN I TAKE THIS
EXPERIENCE TO ANOTHER
LEVEL?

CURRICULUM MODEL/APPROACH: __________________________

OBSERVATIONS BY SUPERVISING TEACHER
Supervisin
g Teacher
INITIALS

The planning sheet was submitted in accordance with the agency

expectations
The experience was well prepared, with materials for each child readily
available.
Active learning was supported throughout the activity.
Consistent guidelines and student educator support were evident.
Both student educator and children were involved in clean-up.
Both student educator and children were involved in transition.
Comments of Supervising Teacher:

Signature of Supervising Teacher:

___________________________________________________________________