Lesson Sketch for EDT 313 Investigation Hook lesson

Individuals completing this plan: ___ Rebecca Krzyzaniak and Marlee Hillock
Lesson title: Matching Color Investigation Topic____Color_______

2 Early Learning & Development Content Standards indicators:

- Cognition and General Knowledge: Algebra: Patterning: Recognize, duplicate and extend simple
patterns using attributes such as color, shape or size.
- Approaches Toward Learning: Initiative: Planning, Action, and Reflection: Develop, initiate and
carry out simple plans to obtain a goal.

Instructional objectives: list 2- 3 observable/measurable objectives for this lesson. Use precise language w/ action verbs.

1. The student will be able to match two objects of the same color with 100% accuracy.

2. The student will be able to follow directions to match colors with other objects in the room with
95% accuracy.

Experience(s): Describe authentic (real life, hands-on not representational) materials and enticing/ creative experiences in
which children are actively engaged. Experiences should encourage experimentation, problem solving and language
development. How will the experience(s) inform you on the children’s prior knowledge and interest in the topic? How can you
use this data to inform the development of your Integrated Investigation Plan?

- Group the students in groups of four.

- Students will match objects of color.
- Students will have different visual objects to match for differentiation.
- Children will use previous knowledge to identify and match the colors.
- Students will find a real-life object around the classroom to match to their color.
- Students will be able to identify their favorite colors for their interest.
- Students will have a hands-on experience by picking the colors and matching them.

Assessment of student learning:

1. Data to be collected- Answers to questions asked about the colors. Ex: What color is that, what
color is your favorite, what color is your least favorite, what objects around the room have this
color, can you think of anything else that is this color.

2. Method used to record/aggregate data- Checklist if student can match color correctly and can
identify the name.

3. Interpretation of assessment data- If the student can not match color provide explicit instruction one
on one with student. Provide name of color and examples of real life things that the child interacts
with of that color. EX- Green—Grass, leaves, lettuce, etc.
Reflection on lesson: In one page double spaced explain why the instructional objectives, experiences and
materials were chosen. Describe how well the children learned/achieved the instructional objectives. Finally include
a description of how the experience provided data to inform the development of the investigation.

We chose the objective of matching two objects of the same color to display the standard of

recognizing, duplicating and extending simple patterns using attributes such as color, shape or size. The

students were able to match the colored objects with 100% accuracy. The objective of following directions

to match colors with other objects in the room was to show the standard develop, initiate and carry out

simple plans to obtain a goal. The students were able to match colors to other objects with 100% accuracy.

To expand on our lesson, we told the students to match the colors with another object in the room. They

were able to successfully do this. After matching with objects, we asked the children their favorite color.

This helped us develop a better relationship with the individual students. We used printed pictures of

objects in the colors red, blue, yellow, green, orange, and purple. The students came to the center four at a

time and participated in our color matching activity. Students were able to communicate with their peers

while engaging in the activity. In order to differentiate the lesson, we have different adaptations for

struggling and gifted learners. The struggling learners would sit at the table with the group and receive the

same color instruction as another child for a few rounds so that they can learn from example of their peers.

The gifted learners would have more color options to match such as different shades of the primary colors

(light blue and pink). In our classroom we did not have to use these strategies of differentiation because all

of the students were around the same level of understanding. After implementing this lesson, we saw that

the students in our class have background knowledge on color. This information will help us understand

the students’ prior knowledge of color for our upcoming lessons. This is beneficial so that we can plan the

next few lessons accordingly to the individual needs of each student.

 Lesson Sketch Scoring Guide for EDT 313
Attach to plan submitted at mid-term
Individual completing this lesson plan:
Lesson title: Date that lesson was taught:

Points
Criteria Comments Points
Possible Earned

1. EL&DCS indicators from at least 2 0-2

content areas were integrated into the
lesson.
2. Instructional objectives for the lesson 0-3
used precise, observable, and
measurable action verbs that provided a
clear sense of what the children would
be able to do.
3. The lesson experiences taught the 0-9
instructional objectives and were
creative, developmentally appropriate
and included enticing, engaging and
authentic materials. The lesson
accurately introduced a science concept
and included opportunities for problem-
solving, peer interaction, and/or inquiry.
4. Assessment strategies were used to 0-5
evaluate what the children learned as a
result of the learning experience and
were related to the instructional
objective. Data, method/s used to
record/aggregate data were described
and an interpretation of the data was
included.
5. A 1 page, single-spaced, professionally 0-4
written, error free reflection describing
why the instructional objectives,
experiences and materials were chosen
as well as a description of how well the
children learned/achieved the
instructional objectives. Finally, the
reflection should include a description
of how the experience provided data to
inform the development of the
investigation.

Total Points Earned