Emma Lowery

Ms. Carrie, Pre-K, YCP

Lesson presented October 17, 2016
10:00 A.M.
Submitted
11 October 4, 2016

Spring 2013
Sem I-ECED372

LESSON PLAN OUTLINE

JMU Elementary Education Program
TITLE OF LESSON Finger Paint Leaf
CONTEXT OF LESSON

This lesson is appropriate for my students at this time because we have been learning about
cycles and transitions. This lesson will be performed when the season change becomes
evident and there are lots of leaves on the ground. My students learn through play, and
always ask questions. By giving them these leaves to explore, their ideas will be widened
and questions will be asked. The students also love doing art activities, and this hands on
learning will spark various interests.
OBJECTIVES AND ASSESSMENT
Developmental Objectives
1. The students will be able to tell their
observations regarding shapes, sizes, and
vein patterns of leaves.

2. The students will be able to follow a

direction in order to complete their art
product.

Plan for Assessment

I will collect the students observations of shapes, sizes, and vein patterns
at the beginning of the lesson when I first introduce the leaves, and
continue to learn information at the end of the lesson by asking followup questions. I will ask questions designed to guide the students in
discovering the different patterns, shapes, and sizes (i.e who here has the
largest leaf?, who has the smallest?, what shape does this look like? Etc.)
I will then at the end, display the fact that each leaf is different, and not
one leave will repeat the same patterns on the vein.
I will observe the students ability to follow the 7 verbal steps as a team
the teacher will guide them to achieve. These 7 steps are stated in the
Procedure section. I will verbally read these directions to the students. I
will also group students based on skill level so that the students will
demonstrate similar ability to follow direction, and complete the lesson at
the same rate as their peers.

COLLECTION OF ASSESSMENT DATA

See attached
RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Virginia Mathematics Foundation Block 4 Geometry: the child will describe simple geometric
shapes and indicate their position in relation to him/herself and to other objects.
Virginia Mathematics Foundations Block 6 Patterns and Relationships: The child will identify
simple patterns of concrete objects, and use them to recognize relationships.
Virginia Physical and Motor Development Foundation Block 1 Skilled Movement: the child will
build body awareness, strength, and coordination through locomotor activities, non-locomotor
(stability) activities and manipulative skills.
MATERIALS NEEDED
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Spring 2013
Sem I-ECED372

-A wide assortment of leaves

-Finger paint
-Newspapers
- White Paper
PROCEDURE
1. Have students write their names on the top of white paper
2. Ask child to find the bumpy side of a leaf and explain that the bumps are called veins.
3. Show children how they can use their fingers to spread a thin layer of finger paint on the bumpy
side of leaves. Ask students how it feels to them one at a time.
4. Spread the paint over the bumpy side of the leaves, and when they are ready, put their leaves paintside down on the white paper. Then, place the newspaper pages over them and press/rub the leave
to make the prints.
5. Have students wash their hands while they wait.
6. Students then will peal back the newspaper, the leaf, and see their creation.
7. I will then lead a discussion asking about the different physical characteristics.
a. Who has the biggest leaf?
b. Who has the smallest leaf?
c. Who has the most veins? Can you count them silently to yourselves?
d. Do any of the leaves look the same? Why not?
i. Compare that each child is different and unique similar to the leaves.

PREPARATION OF THE LEARNING ENVIRONMENT

Clear off table, set up white pieces of paper at each seat found at the table center, set up finger
painting bowls in the middle (have various colors accessible to all students), have smocks ready for
children to use, as well as a bin full of leaves so students can pick the one they want to observe.

INTRODUCTION AND ORGANIZATION

I will pull aside 5 students to perform this activity and lesson with me. I will use my Case Study
student, as well as students who enjoy doing art and show interest. I will do this because the YCP
does not have formal lessons designed, and will allow any students to participate and do different
cycles/ rotations if more students show interest. This way, I am able to aid students in their
processes, and give the appropriate attention to each student.

IMPLEMENTATION
After following the appropriate steps found in procedures, I will extend the conversation
related to
the outside world and discuss how it is related to the season Fall, and what happens
to the leaves
when the seasons change and why the leaves fall the way they do.
CLOSURE
I will encourage students to share their drawings with their friends and families and to talk about what
makes their leaf so special and different compared to everyone elses.
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Spring 2013
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CLEAN-UP
It will be my responsibility to hang each of the students paintings to dry so they can take them home at
the end of the day, as well as put away the finger paints and wipe down the table.
DIFFERENTIATION
I will have a smaller group in each rotation so I am able to observe and discover the prior knowledge
students had about the season of Fall, what they need to learn based on their prior knowledge, and take
away from those lessons. I will keep my eyes open for the students who take longer to process
information, to press the leaves onto the white piece of printer paper, as well as encourage those to try
to do it themselves.
WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT?
I plan to be prepared for there to be a mess, as well as children potentially getting paint in their eyes. I
will try my best to prevent this by telling the students to not touch their faces, as well as having paper
towels and water close by to be able to prevent any paint that may cause. I will also have paper towels
prepared in case there is a bigger mess to clean up.

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DATA COLLECTION SHEET

Emma Lowery
Fingerpaint Leaf
JMU ECED 372- Dr. Kang
Collection of Assessment Data
I will observe and take note on a scale of 1-5 referring to the ability students are able to achieve the set
objectives by the following scale:
1: The student did not participate, left halfway through the lesson, and was not able to achieve any of the 7
steps on his or her own.
2: Students are able to achieve 3 of the 7 steps independently, and need the constant encouragement and
redirection from the teacher.
3: Students are able to complete at least 4 of the 7 steps independently, need encouragement and direction,
but are able to accomplish and complete each step independently.
4: Students are able to accomplish 5-6 steps on his or her own, and need little to no assistance in
accomplishing the appropriate steps from the procedure.
5: Students were able to accomplish all 7 steps completely independently, follow the teachers instructions,
and able to relate and respond appropriately to the said asked questions.
I will also take note on any comment, anything that was said, as well as any important information.
Name

Ben

Isla

What students
say about the
patterns
3: Began to
speak and
recognize the
different patterns
with the veins,
but then got
frustrated and
created his piece
as a rainbow.

What students
say about the
shapes
3: Had to be
reminded of the
steps. Able to
distinguish the
differences of
basic shapes
once reminded of
the basics (i.e.
pointy, circle,
and lines).

What students
say about the
sizes
5: Clearly able to
recognize/compar
e shapes to other
leaves.

4: Saw the
different vein
lines and asked
questions before
the lesson even
started about it
and recognized

5: Without me
asking,
recognized the
different shapes
and was able to
explain why
there are

5: Compared the
different sizes
easily and was
interest in
comparing the
different imprints
to her peers.

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Ability to follow
direction
4: Able to grab
cups and put
fingers into the
paint to rub on
the leaf. There
were moments of
frustration of not
being able to
reach the paint,
but figured it out
by shifting the
cup.
5: Exceptionally
covered entire
leaf of paint and
imprinted it well.

Notes
In the picture
attached, the
purple is him
attempting to
write his name.
Ben had no
troubles turning
the leaf over to
make the
imprint.
Able to write her
own name
without
hesitation.

Spring 2013
Sem I-ECED372

Charlie

Mable

how all the lines

are different,
similar to
snowflakes.
2: Did not grasp
the concept and
thought each leaf
would give the
same pattern.

different shapes.

3: Had a difficult
time recognizing
the different
shapes on the
leaves.

4. Able to
recognize bigger
versus smaller
when asked.

3: Successfully
completed
activity, but
needed some
guidance to do
so.

Eager to use all

the colors with
no rhyme or
reason.

5. Recognized
and remembered
name of veins
and the lines.
Put the colors in
a strategic order.

4. Knew all the

shapes but had a
difficult time
applying the
behavior.

5. Wanted to pick
both one small and
one larger leaf and
did not need to be
prompted to find
the differences.

3. Needed
assistance in
rubbing off
fingers in
between different
colors.

-Made 2 separate
art projects
-Loved the
activity
-Did not like
mixing the colors
with her fingers,
so wiped it clean
in between each
dip.

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