5/23/2013
Early Childhood Education
Name: Marlee Hillock
Date: 4-22-19 Grade Level: Preschool
Standard(s)/Guideline(s):
- Cognitive and General Knowledge- Science and Inquiry Application-Inquiry- Describe, compare, sort, classify, and order.
- Cognitive and General Knowledge- Mathematics- Algebra- Patterning- Recognize, duplicate and extend simple patterns using attributes such as color,
shape or size.
- Cognitive and General Knowledge- Mathematics- Algebra- Group and Categorize- Sort and classify objects by one or more attributes.
Pre-assessment of current knowledge:
Review game- I Spy around the room.
Instructional Objectives (2-3)
Two- Three Assessed
Instructional Objective(s): The
student will be able to...
- Match colored cars to
colored paint with 100%
accuracy.
- Identify and sort objects by
their color
- Recognize color patterns
One Assessed Developmental
Skill:
- The students will be able
to describe, compare,
classify, and order objects
by their color with 95%
accuracy.
Learning Experience Template
Lesson Title: Color Car Match
Circle one:
Assessment of Student Learning
Identify Evidence: (What will you collect or record as data
to demonstrate students have met your objective(s) and
skill?)
- Walk around to each pair and observe if they
matched the colors correctly. Then ask questions
such as:
“Which color is this? How about this? Which color is
your favorite? Can you think of anything else that is
that color that you see at home or outside of
school?”
- Record on a checklist for each objective to see
which students have met the goal
- Record evidence of which students are participating
and understanding during the wrap up discussion.
Program Monitoring: (How will you aggregate or compile
your evidence into a class or group view?)
- The students will be placed in pairs randomly
- The objective checklist will provide the teacher with
data to determine whether or not the instructional
and developmental objectives were met
- Struggling students will receive extra
practice/explanation in detail on color
- Students who fully understand will have more
detailed activities in the future such as grouping
specific things by their color (ex- Categorize fruits by
their color, vegetables, nature, etc)
ECE PKSN
Learning Experience
Academic Language:
Match
Order
Color
Describe
Procedural steps:
1. Review color by grabbing objects of different colors
around the room. (“I am looking for something blue..”,
students search and each find something or work
with peers) Discuss any confusion.
2. Students will work in pairs randomly
3. Each group will receive a long piece of easel paper
with primary and secondary colors of paint randomly
on both ends of the paper.
4. The students will receive the colored cars and begin
to “drive the car to his family”, which is the same
color. Connecting the dots to the other side of the
paper.
5. Students will start on a glob of paint on one end of
the paper and dip the car in the glob so that it will
make the color track through the paper to the other
end.
6. Teacher will walk around the room and talk to
children about how they are matching the cars to the
two paint globs. This will show who fully understands
the concept of color and who still needs instruction.
7. Wrap up- Chart on board of each color and real life
examples that are that color. Give each student the
opportunity to contribute (ex- Red= apple, stop sign,
 5/23/2013
Early Childhood Education
Learning Experience Template

etc. )

Safety Considerations: Authentic Materials: (Describe authentic real life, hands-on

No paint in your mouth/clothing materials.)
and do not put paint on your - Colored cars
friends in the classroom. - Paint
- Easel sheets

Adult Roles:

Teacher as facilitator.

Resources & References:

Reflection: (What have you learned about your students? How will this inform future instruction?)