Lesson Plan – CHILD 230

COLORS
TEACHER I-NUMBER: 37-431-7086 TARGET AGE: TODDLERS (16 TO 38 MONTHS)
Research:
The definition of color in the Merriam-Webster Dictionary is “a phenomenon of light such as red, brown, pink, or gray; or visual perception
that enables one to differentiate otherwise identical objects” (Merriam Webster, 2019). Another definition found on the same webpage
is, “the aspect of the appearance of objects and light sources that may be described in terms of hue, lightness, and saturation for objects
and hue, brightness, and saturation for light sources” (Merriam Webster, 2019). An example stated in this resource is the changing color
of the sky. There are many components to the topic of color. The physics of color includes the why as to how we view the different colors
(Color, 2019). The physics of color includes its wavelength, frequency, and energy of light. The general colors that make up all colors are
called spectral colors. Spectral colors are red, orange, yellow, green, blue, and violet. Within these colors, there are subsets that have more
detailed classifications. Colors are perceived in many different ways. The perceptions listed on Wikipedia include, color in the eye, color in
the brain, nonstandard color perception, afterimages, color constancy, color naming, and associations. Additive coloring, subtractive coloring
and structural colors determine the spectral colors and color reproductions. When teaching to toddlers, teaching color recognition through
these topics in simple ways is what we will focus on. We will teach them about topics mentioned in this research in concrete ways. They will
learn how primary colors are used to make secondary colors. For example, “The intensity of a spectral color, relative to the context in which
it is viewed, may alter its perception considerably; for example, a low-intensity orange-yellow is brown, and a low-intensity yellow-green is
olive green” (Color, 2019).
“The basic color wheel is a collection of 12 colors which include: three primary, three
secondary, and three tertiary colors. Blue, yellow, and red (primary colors) are the
foundation of the color wheel. Their true color pigments cannot be created by mixing
any other combination of colors. Secondary colors include violet, orange, and green.
Secondary color hues are created by mixing equal parts of two primary colors together
(e.g. Red + Blue = Violet; Red + Yellow = Orange; Blue + Yellow = Green). Tertiary
colors include blue-violet, red-violet, red-orange, yellow-orange, yellow-green, and
blue-green. In total, there are six tertiary colors. These tertiary color hues are created by mixing equal parts of a primary and secondary
color together. For example: Blue + Violet = Blue-Violet; Red + Violet = Red-Violet; Red + Orange = Red-Orange; Yellow + Orange = Yellow-
Orange; Yellow + Green = Yellow-Green; Blue + Green = Blue-Green” (Deco Art, 2017).

Overall Concepts to Teach:

1. There are many colors in our world and they came from mixing and experimenting with the primary colors (yellow, blue, and red).
2. Children will be afforded opportunities to participate in activities that span all developmental domains; teach important concepts
regarding language, communication, cooperation, and cognition; and, support children’s optimal social, emotional, physical, and cognitive
development.
CENTER ACTIVITY DESCRIPTION OF ACTIVITY IELG MATERIALS
DRAMATIC ICE CREAM Children will have the opportunity to explore and Domain 5; Goal 52 “ICE CREAM SHOP”
PLAY SHOP play with the signs, labels, menus, and order forms SIGNS, LABELS, MENUS,
that correspond with “Ice Cream Shop.” They will Uses words and & ORDER FORMS (IWP);
have the opportunity to purposefully engage with the simple phrases with NAPKINS; BOWLS;
materials and their peers by participating in role- intent. CONES; MOCK ICE
play, questioning each other, and/or labeling the CREAM; ICE CREAM
items and signs. SCOOPERS

Justification: Objective: Children will develop socially, emotionally, and in language development as they communicate and
purposefully engage with their peers through role-play (e.g. a cashier, waiter/waitress, mommy, daddy, baby, etc.),
questioning (e.g. “what ice cream do you want”), and labeling (e.g. “this is mint ice cream”).
Justification: This activity will engage toddlers’ interest because, developmentally, children within this age range typically
enjoy initiating gestures, communicating with others, asking questions (why/what), labeling familiar objects, asking
others to label unfamiliar objects, and using descriptive adjectives and/or personal pronouns. As the children converse
and engage with their peers through questioning and/or labeling, they will practice using words and simple phrases with
intent. Teachers will support the children’s progression by positively expressing their own personal needs and wants and
encouraging them to do the same; expanding the children’s vocabulary and sentence structures through
modeling/example; and genuinely listening to the children’s efforts to communicate.
BLOCKS RAINBOW Rainbow arch blocks will be provided in the block Domain 1; Goal 11 RAINBOW ARCH
BLOCKS area for the children to explore and experiment with. BLOCKS; CLASSROOM
Children will also have access to their classroom Tries new things SUPPLY OF BLOCKS (CR);
supply of blocks. Little people and animals will be with familiar people, LITTLE PEOPLE; ANIMAL
placed in the block area to support children’s objects, and settings FIGURES
imaginative and creative thought processes. to see what the
consequences will
be.

Justification: Objective: Children will develop cognitively and search for answers to their questions and challenges independently as
they determine multiple uses for the rainbow arch blocks, build on their experiences by adding the rainbow arch blocks to
their current classroom supply of blocks, create patterns, line up, stack, or otherwise manipulate the rainbow arch blocks
until they achieve their personal goal (e.g. make a “super tall” tower, etc.). Children will also develop cognitively as they
ask for help after exhausting their known options/ideas/solutions.
 Justification: The children will have a desire to participate in this activity because, developmentally, they typically enjoy
exploring and using trial and error to figure out how the things around them work; they also have longer attention spans
for exploring and manipulating the objects and environment around them. As the children (ask about (why, who, what,
where, when, etc.) the new rainbow arch blocks, they will begin to feel more comfortable with trying new things with their
peers and in the classroom. As the children experiment with the rainbow arch blocks and blocks familiar to their
classroom, they will practice taking initiative and respecting the contributions of others by stacking, lining up, creating
patterns through onlooker or parallel play, which will, in turn, support the activity outcome: trying new things with
familiar people, objects, and settings to see what the consequences will be. Teachers will support children in meeting this
goal as they sit with and talk with the children and model possible solutions while verbally walking the children through
the steps they are taking as they engage in problem solving. The teachers will support the children’s optimal development
by allowing children to work out problems independently, and being willingly to assist when solicited to by a child.
SNACK STRAWBERRY Children will be offered the opportunity to interact Domain 3; Goal 37 AP FLOUR; CINNAMON;
MUFFIN with their teachers and peers as they follow picture BAKING SODA; BAKING
MAKING directions to prepare and bake strawberry muffins. Views self as POWDER; SUGAR; SALT;
The recipe cards address health and safety measures, capable of starting BUTTER; MILK; EGGS;
as well as direct children on the order of steps for and completing a STRAWBERRIES; ICE
making the muffins. The directions on the recipe simple task. CREAM SCOOP; MINI
cards are in the order as followed: (1) wash hands, WHISK; PLASTIC CHILD-
(2) crack the eggs above the clear bowl, (3) throw Domain 3; Goal 29 SIZED KNIVES; CUTTING
remaining egg shells away, (4) wash hands, (5) whisk BOARDS; STIRRING
eggs, (6) whisk eggs and milk together, (7) whisk Engages in a series SPOON; MUFFIN CUPS;
melted butter in with eggs and milk, (8) quickly of actions with their TOASTER-OVEN-SIZED
whisk it all together, (9) wash hands, (10) cut caregivers and peers MUFFIN PAN; TOASTER
strawberries with plastic knife, (11) place in bowl, to solve problems or OVEN; MEASURING CUPS
(12) sift AP flour, baking soda, baking powder, salt, & communicate ideas. & SPOONS; MEDIUM
cinnamon into the medium mixing bowl, (13) stir MIXING BOWL; CLEAR
ingredients with stirring spoon, (14) pour egg, butter, MIXING BOWL
& milk mixture into the medium mixing bowl, (15)
add sliced strawberries & sugar, (16) mixing all
ingredients together, (17) wash hands, (18) place
muffin liners in muffin pan, then scoop muffin mix
into liners, (19) place muffin pan in toaster oven, and
(20) enjoy with milk as a snack when the muffins are
all done and cool enough to eat! The detailed
 directions put visuals to a complex recipe. The length
of and steps in this recipe allow for participation of
multiple children.
Justification: Objective: Children will develop socially and emotionally and practice reacting positively to situations that require turn
taking behaviors as they negotiate and communicate about roles and responsibilities involved in the steps required for
preparing and baking strawberry muffins.
Justification: Toddlers will most likely be interested in this activity, because at this age children are typically striving for
increased autonomy and find much joy in being successful in their endeavors; they also show genuine concern for each
other’s personal well being, which support them as they negotiate and practice cooperatively engaging with one another.
As the children follow the simple directions stated on the recipe cards including washing hands, stirring and whisking
ingredients, slicing with knives, and more, they will experience success and view themselves as capable of starting and
completing simple tasks. Teachers will support children’s development of self-esteem and encourage cooperative
communication between the children as they celebrate with children when they accomplish a task, support children in
their efforts to push past difficult limits; describe and explain exactly what the children are doing as they prepare snack;
Model, show, and talk with the children about rules, limits, and options; explain how rules, limits, and options help people
get along and keep everyone safe; expand the children’s verbal skills and vocabulary by suggesting words and phrases to
use when in a conflict; and more.
SMALL FOCUS MOUSE PAINT The teacher leading this activity will incorporate Domain 5; Goal 59 MOUSE PAINT BY ELLEN
GROUP dialogic reading methods as he/she is reading Mouse STOLL WASH (P W2)
Paint by Ellen Stoll Wash. This children’s book Begins to find
describes the adventure of three mice as they meaning in stories
discover and explore yellow, blue, and red jars of and pictures.
paint. Upon finishing the story, the children will
disperse to self-selected centers – one of which is an
extension activity of Mouse Paint.
Justification: Objective: The children will develop cognitively and begin to find meaning in stories by actively participating in a small
focus group activity with their caregivers and peers, and actively listening to and/or responding to the questions posed by
others.
Justification: The children will enjoy participating in this small focus group activity because, developmentally, they enjoy
responding to pictures, characters, and objects in books through pointing, gesturing, and vocalization. Toddlers typically
enjoy answering questions about who, what, where, when, and why, and can anticipate logical sequences of stories, which
is why they will enjoy reading and engaging in dialogic reading. The children will practice and begin to find meaning in
stories and pictures as they vocalize their thoughts about, put labels to illustrations in, and listen to the story, Mouse Paint.
Teachers will support children’s learning and search for meaning by exuding their enthusiasm about the topic (primary
 colors) and story of Mouse Paint; stopping to converse about the repeated and familiar words, phrases, and rhymes
apparent in the story; and drawing from each child’s background, culture, experiences, and interests to ask relatable
questions that engage and encourage them thinking in deep and meaningful ways.
SMALL FOCUS MOUSE PAINT Children will have the opportunity to explore the Domain 1; Goal 8 MOUSE PAINT BY ELLEN
EXTENSION LIGHT & primary colors in a unique way – paint will be placed STOLL WASH; YELLOW,
ACTIVITY COLOR in Ziploc bags, taped (to secure edges), and taped Generalizes BLUE, & RED PAINT
onto the windows. Children can touch, feel, and understanding of (RR1, O, C1); DUCT TAPE;
watch, as the paints in the Ziploc bags become new cause and effect to ZIPLOC BAGS
and unique colors when they are touched, pushed, new people, objects,
and mixed together with their hands. The children and settings
can explore how the light affects the look of the bags, expanding
paint, and classroom. The “mouse paint sun catchers” exploration.
will give children the chance to recognize how their
body is capable of changing the visual representation
of tangible things and how new settings and objects
cause and affect the experiences with have with one
another. Mouse Paint will be available on the
windowsill for the children to read when engaging in
this activity.
Justification: Objective: Children will grow positively in enthusiasm and their perception of art as they touch, feel, and observe how the
paint in the Ziploc bags becomes new and unique colors when touched, pushed, and mixed together with their
fingers/hands.
Justification: The children will have a desire to participate in this activity because, developmentally, children in this age
group typically enjoy engaging in activities that incorporate a variety of unique materials, ideas, and sensory experiences;
and, activities that involve cause and effect relationships as they experiment with how their deliberate physical actions
affect objects. As the children observe different paint colors combine to become new and unique colors when they push
and mix them together in bags with their fingers/hands, they will expand their scope of exploration and generalize their
understanding of cause and effect to new people, objects, and settings. Teachers will support the children in their efforts to
seek understanding – asking questions – by expressively acknowledging their questions with genuine reactions of delight,
concern, and care, and responding with simple and explicit explanations.
SCIENCE “FIZZY” The children will have the chance to explore the topic Domain 4; Goal 42 BAKING SODA; YELLOW,
COLORS of color as they use liquid droppers to drop yellow, BLUE, & RED FOOD
blue, and/or red tinted vinegar onto a pan filled with Constructs and COLORING; VINEGAR;
baking soda. The reaction between the vinegar and describes simple CONTAINERS; LIQUID
 baking soda will cause a “fizzy” reaction. Children observable DROPPERS; CLEAR
may choose to mix the yellow, blue, and red tinted characteristics of CASSEROLE DISH
vinegar together in their individual containers or in objects, people, and
the baking dish as the reaction occurs. events.
Justification: Objective: Children will grow in their understanding of basic concepts from science as they drop, mix, and watch the
reaction of the yellow, blue, and/or red tinted vinegar and the baking soda in the dish.
Justification: The children will have a desire to participate in this activity because, developmentally, they typically enjoy
using multiple senses (in this case, sight and touch) to observe and participate in new experiences through exploring and
experimenting with a variety of materials. Young children’s natural curiosity, with different textures and the physical
properties of the objects and environment around them, tells me this activity will be intriguing for them. As the children
use liquid droppers to drop yellow, blue, and/or red tinted vinegar onto a pan filled with baking soda, they will practice
constructing their own perspective on the observable characteristics of objects and materials.
Teachers will support the children by actively engaging and encouraging the children to watch for the reaction and
experiment with the colors, discussing and asking questions about what their interpretation of what they experienced and
saw.
MATH COLOR Children will have the chance to sort red, orange, Domain 4; Goal 41 RED, ORANGE, YELLOW,
BUDDIES yellow, green, blue, purple, brown, black, grey, or GREEN, BLUE, PURPLE,
white beanbags into their corresponding baskets of Recalls, groups, and BROWN, BLACK, GREY, &
the same color. The beanbags could be tossed into anticipates familiar WHITE BEANBAGS; RED,
baskets, or used for open-ended uses such as sorting sequences of events ORANGE, YELLOW,
on the floor, creating patterns, engaging in pretend and uses these GREEN, BLUE, PURPLE,
play, and more. The children may choose any of the memories to predict BROWN, BLACK, GREY, &
above uses, or decide to creatively engage in this and respond to WHITE MEDIUM SIZE
activity in a different and unique way. events. BASKETS

Justification: Objective: Children will develop mathematic skills as they sort red, orange, yellow, green, blue, purple, brown, black, grey,
and/or white beanbags into their corresponding baskets of the same color, arrange the beanbags in a pattern on the floor,
and/or sort the bean bags in their own unique configuration on the floor.
Justification: The children will have a desire to participate in this activity because, developmentally, they typically enjoy
sequencing, classifying, and grouping items and engaging in repeated activities. Children will also enjoy this activity
because, developmentally, they enjoy placing objects into other objects and/or containers and aiming, throwing, and
tossing objects. As the children sort, group, and/or arrange the red, orange, yellow, green, blue, purple, brown, black, grey,
or white beanbags they will practice recalling, grouping, and anticipating familiar sequences of events and use these
memories to predict and respond to events in their lives. Teachers will support the children by engaging with them as they
 group, sort, classify, and explore the many uses of beanbags, acknowledging the correlation of colored beanbags and
baskets, and soliciting questions that scaffold learning (e.g. “What color is this beanbag?” “Where should we put this
beanbag?” “How do you want to arrange/set up these colors of beanbags?” etc.)
CREATIVE FINDING NEW Children will have the opportunity to engage in Domain 4; Goal 46 YELLOW, BLUE, & RED
ARTS COLORS messy play by using the unique painting materials PAINT (RR1, O C1);
(e.g. bubble-wrap brushes, foam brushes, loofas), to Uses singing, PAINT CONTAINERS
paint on any of the available surface materials (e.g. drawing, painting, (RR1, C19, D1); DISH
cardstock, spectral colors of construction paper, and movement to SOAP TO ADD TO PAINT;
coffee filters, butcher paper). Blue, red, and yellow express self and FOAM PAINT BRUSHES;
paint will be available in containers at the art table. A make meaning of LOOFAS; BUBBLE-WRAP
variety of colors and types of paper will be available experiences. PAINT BRUSHES (IWP);
for children to choose from, mix, paint with, and paint BUTCHER PAPER TO
on on. Smocks will be accessible to the children, but COVER ART TABLE (WR);
will most certainly not be required to be worn. SMOCKS; GREEN, BLUE,
ORANGE, RED, YELLOW
& VIOLET
CONSTRUCTION PAPER;
CARDSTOCK; COFFEE
FILTERS
Justification: Objective: The children will use and practice fine motor skills, like the palmer grasp, as they pick up, dip the materials in
the paint, and proceed to paint with them. Children will also develop artistically and grow in creativity as they paint with
the unique painting materials (bubble-wrap brushes, foam brushes, loofas).
Justification: The children will have a desire to participate in this activity because, developmentally, young children
naturally enjoy using a variety of materials for tactile experience and exploration and engaging in messy play activities and
artistic processes with enthusiasm. As the children choose from, mix, and paint with the paint colors on different types of
paper, they will express themselves and find meaning in their experiences. Teachers will support the children’s attainment
of the activity outcome as they display and Express appreciation for the children’s artwork, model the meaningful uses of
art materials by also creating art with the children (in developmentally similar ways the child would), and encouraging the
children to explore and combine the colors.
SENSORY PURPLE FOAM Red and blue colored shaving cream will be located Domain 2; Goal 19 SHAVING CREAM (CR),
on each opposite end of the sensory table, along with BLUE & RED FOOD
plastic purple shapes and items, sponges, and spray Regulates actions COLORING, PURPLE
bottles. Children will have the opportunity to engage and responses SHAPES, PURPLE ITEMS,
with these materials in the sensory table in any way based on sensory SPONGES, SPRAY
 they choose. They may decide to mix the colors input. BOTTLES, WATER
(which create the color purple), spray water on the
shapes or other items to get rid of the shaving cream,
build a castle, or express their creativity and
imagination in a different way.
Justification: Objective: Children will develop artistic appreciation, utilize their creativity, and/or express their thoughts, beliefs, and
feelings as they touch, feel, look, and engage in other ways with the different colors of shaving cream.
Justification: The children will have a desire to participate in this activity because, developmentally, toddlers typically
enjoy activities that involve a variety of materials and allow them to independently experience cause and effect
relationships between items and materials. As the children mix the red and blue colored shaving cream (which create the
color purple), spray water on the shapes or other items, or express their creativity and imagination in any other way, they
will be practicing regulating their actions and responses based on sensory input. Teachers will support children in their
efforts to participate in this activity by positively and specifically commenting on how each child is responding to the
sensory experience, being responsive to each child’s sensory cues by adding or reducing stimulating materials or items as
necessary, and conversing with the child about the colors, sounds, temperatures, and smells they are witnessing and
experiencing during this activity.
INDOOR BALANCING Bilibo® balance seats will be on soft mats for children Domain 2; Goal 17 BILIBO® BALANCE SEATS
GROSS ACT to practice coordinating intentional and complex (IWP), SOFT MATS (GG,
MOTOR movements with their whole bodies. Children will Coordinates whole SHELF 3)
have the chance to practice bending over, without body to make
falling, as they lean down to sit in, and stand up to get complex movements
out of, the balance seats. Bilibos® can also be placed for moving from
upside down and used as stepping-stones. The place to place
children will have the opportunity to practice (walking, running,
balancing on one foot for brief moments of time as hopping, climbing,
they step from one to the other. This versatile toy etc.).
provides each child an opportunity to experiment
with gross motor movement and engage in
individualized play.
Justification: Objective: Children will develop gross motor skills and practice bending over without falling as they lean down to sit in
and stand up to get out of the balance seats.
Justification: The children will have a desire to participate in this activity because, developmentally, typically developing
toddlers in this age range enjoy pushing their limits when engaging in physical activity by changing speed and directions of
movement, and climbing, kicking, throwing, jumping, balancing, walking up and down stairs, and pounding objects
 intentionally. As the children bend and lean down to sit in, and stand up to get out of, the balance seats, they will be
practicing whole body coordination and making complex movements for moving from place to place (e.g. walking, running,
hopping, climbing, etc.). Teachers will support children in their efforts to by modeling additional body positions (e.g.
twisting, bending, etc.), engaging in gross motor movement and play with the children, and modeling the physical activities
that promote balance, and encouraging children to engage as well.
OUTDOOR ICE & NATURE Ice blocks (flowers & leaves frozen in water) will be Domain 4; Goal 42 FLOWER & LEAF ICE
in a sensory table on the playground. A few spray BLOCKS (FREEZER, IWP);
bottles will contain cold water, and a few with warm Expands on their SENSORY TABLE (GG,
water. Children will have the opportunity to practice ability to observe, FLOOR); SCRUB
observing, describing, and predicting the world describe, and BRUSHES (RR1, C22);
around them when they spray different temperatures predict the world TOOTHBRUSHES (RR1,
of water onto ice. Toothbrushes and scrub brushes around them. C24, D1); WARM & COLD
will be available to experiment with. The children WATER (SINK), SPRAY
will observe how the temperatures of water and BOTTLES (RR1, O 78);
scrub brushes affect the ice, leaves, and flowers. SMOCKS (TC); TOWELS
(KITCHEN)
Justification: Objective: Children will develop and utilize fine motor skills as they intentionally scrub ice cubes with scrub brushes, and
spray water on the ice cubes.
Justification: The children will have a desire to participate in this activity because, developmentally, they typically enjoy,
and are naturally curious about, activities that involve a variety of materials in terms of temperature and texture, and
allow them to independently experience cause and effect relationships between items and materials. As the children
observe how the temperatures of water in the spray bottles and the scrub brushes affect the ice, leaves, and flowers they
will expand on their ability to observe, describe, and predict the world around them. Teachers will support children’s
development at this activity by ensuring there is adequate time, space, and materials for many children to explore this
sensory experience, labeling and encouraging children to label the items frozen in the ice cubes, and supporting children’s
imaginations by not placing predetermined expectations or outcomes on their exploration.
JUSTIFICATION OF THEME:

Teaching young children concepts relating to colors is important. Colors are used often throughout life to define, label, and categorize

important, as well as not as significant, information. The real-life application of colors in everyday experiences makes this topic important to

learn. The complexity and comprehensive nature of the topic – colors – provides a plethora of options for engaging children with activities

and teaching strategies that are individually, culturally, socially, and developmentally appropriate (Kostelnik, Soderman, & Whiren, 2011, p.

465). In addition, this topic exemplifies other important principles of effective thematic teaching since it is a concept that is supported by

research-based facts and knowledge; is able to be explored and investigated in concrete and hands-on ways; involves and solicits

participation from parents, guardians, and/or other family members; incorporates a lot of child-driven and child-initiated participation;

supports children’s growth, cognitively, through being able to practice new learning methods and approaches; can be taught in a variety of

ways, based on developmental outcomes and objectives in all domains of development; and, incorporates a variety of center activities

including, but not limited to, exploratory play, guided discovery, problem solving, discussions, demonstrations, small group, and large group

activities. Each of the activities on this specific lesson plan address most of the principles listed above, excluding a large group activity.

Because of how broad this topic is, it considers all of the five factors of “essential theme criteria” listed in the textbook, Developmentally

Appropriate Curriculum (Kostelnik et al., 2011, p. 467). Colors are relevant to children now, and throughout every stage of their lives;

children’s investigation and experimentation with colors can take form in many different activities, allowing for a variety of hands-on

experiences; the topic of colors addresses all domains of development, allowing for diversity and balance in determining overall curriculum

objectives and goals; experimentation and exploration of colors can extend over a long period of time, providing children with the

opportunity to engage in project-based learning; and a wide variety of primary, secondary, and other sources of information are readily

accessible to research and draw upon when implementing and creating activities. Children can be taught in context, as they engage in
activities designed to meet their developmental stage and interests. The children will engage with the materials offered at each center

however they choose and/or prefer to learn, while still learning about the principles of color. The self-selected and child driven nature of

each activity supports all children developmentally, by allowing them to practice a variety of developmental skills appropriate to their

individual temperament, needs, and developmental stage. Teachers are able to address and teach children individually, based on their

personal needs, interests, and development, all the while promoting the optimal development and learning of the whole group of children.

The activities address every domain of development. They are strong in subdomains relating to language, literacy, cognition and cognitive

processes, emotional and social development, and skills and knowledge of science, mathematics, numeracy, and creative arts. When

developing a full lesson plan, I would include activities that specifically address and pertain to the following subdomains: learning

approaches, physical development, health and personal care, nutrition, safety, social studies, communication, and English language learners.

When strengthening this lesson plan to use in an actual early childhood setting, I would also alter the IELG and developmental objective for

the “snack” to also address nutrition.

REFERENCES:
A. (2015). How to teach a toddler their colors: 37 Creative activities. Retrieved from https://livelikeyouarerich.com/how-to-teach-a-
toddler-their-colors-37-creative-activities/
B. & T. (2018). Our big fat toaster oven muffin experiment. Available from https://toasterovenlove.com/
Color. (2019). Wiki. Retrieved from https://en.wikipedia.org/wiki/Color
Community Playthings. (2019). Toddler room “b.” Retrieved from https://www.communityplaythings.com/inspiration/sample-
classrooms/toddler-room-b-2019
Deco Art. (2017). Color theory basics. Retrieved from https://decoart.com/blog/article/318/color_theory_basics_the_color_wheel
Garten, I. (2012). Strawberry muffins. Retrieved from https://www.foodnetwork.com/recipes/ina-garten/strawberry-muffins-recipe-
1994491
Kostelnik, K. J., Soderman, A. K., & Whiren, A.P. (2011). Developmentally appropriate curriculum: Best practices in early childhood
education. (5th ed.). Upper Saddle River, NJ: Pearson Education.
Merriam Webster. (2019). Definition of color. Retrieved from https://www.merriam-webster.com/dictionary/color
Munchkins and Moms. (2019). Mouse paint color mixing. Retrieved from https://munchkinsandmoms.com/mouse-paint-color-mixing/
Preschool Education. (2018). Music and songs. Available from http://www.preschooleducation.com/
Pocket of Preschool. (2017). Ice cream dramatic play. Retrieved from https://pocketofpreschool.com/ice-cream-dramatic-play
 WEEK OF APRIL 1 – APRIL 5, 2019

Parents and guardians of the lovely children in our class, we are excited to cover the topic of COLORS this week!
We will be learning about the basic principles of “color” including:
 Primary colors (red, blue, and yellow);
 How primary colors become secondary colors (orange, purple, and green); and,
 What colors are present in the familiar objects we interact with on a day-to-day basis.

Some ways you could extend learning about the topic of colors at home with your child, and other family members, may include:
 Describing the colors you see while taking a nature walk as a family, and encouraging your child to do so as well.
 Comfortably sitting down to read a book about colors, or expanding on a favorite book by describing and pointing out the colors together.
 Planning extra time to converse about the colors of the vegetables, fruits, and other foods you pick up during your routine grocery trip.
 Cooking a meal together that incorporates a variety of colorful vegetables, fruits, and foods.

Books
The Mixed-Up Chameleon by Eric Carle White Rabbit’s Color Book by Alan Baker
Mouse Paint by Ellen Stoll Wash Tom’s Rainbow Walk by Catherine Anholt
Harold and the Purple Crayon by C. Johnson Pete the Cat: I Love My White Shoes by Eric Litwin

PARENTING QUOTE & THOUGHT OF THE WEEK:

"They may forget what you said but they will never forget how you made them feel." - Carol Buchner
Your child loves and adores you – more than you can even comprehend. Each and everyday, you can make an incredibly positive impact in
your child’s life! To them, you are practically a superhero. And, as such, they look to you for support and guidance. Engaging with and
teaching your child new concepts will strengthen your emotional bond and attachment to one another. They will feel the love and care you
have for them.