Curriculum Project:

COLORS
Anecdotal Observations:
Thursday, September 19th 2013 11:05am Child`s Alias: Ish

Ish sat at the table with a basket of different colored pegs in front of her. She put her arm inside of the basket, and took out a red peg, and put it on the table beside four other red pegs. What are you doing Ish? I asked her. Umm, Im, Im just putting the red ones here. She replied. Oh, youre sorting colors? I asked, and then she nodded her head up and down. What color pegs go here? I enquired while pointing to a second pile. BLUE! `` She said while laughing.

Tuesday, September 24th 2013 10:46am Child`s alias: Kali

Kali worked away at her play mat. She stood in front of her chair, and picked up a red bingo dabber. She removed the cap, and then turned the bottle upside down, and began to press it all over the paper. The color began to come out in large quantities. She put then put down the red bingo dabber, to pick up the pink one. She used it all over the paper, and again the color came out in large quantities. She then put down the pink bingo dabber, and put her fingers into the bingo dabber liquids on the paper, and began to move her fingers around in it.

Tuesday, September 24th 2013 12:00pm Child`s alias: Mo

I picked up some cups to place in front of each child at lunch time. I went from one child, to another putting one cup beside each child`s napkin. When I got to Mo`s seat, he said want the big blue cup please. I responded ``Do you mean may I have the blue cup please? ``. He then replied ``Can I have the blue one please? `Putting his arm straight out in the direction I was standing. Yes you may. ``, ``Thank you for using good manners Mo. `` I answered, and then handed him the cup. He looked up at me and said ``Thank you, I like blue. ``

Cue(s);
Ish sorting colors into piles Kali running her fingers through the colored liquid on her paper Mo asking for a blue cup

Cue analysis:
After observing the children in the Denton Place Centers for Early Learning Senior Preschool room, I have inferred that the children are very interested in the topic of colors. The fact that I was able to obtain so many observations is proof of this. In the first anecdotal observation, I infer that Ish knows her colors very well, and has good problem solving skills. She is setting goals and acting to achieve them by picking pegs out of a pile and placing it with its correct category. This is referred to as sorting-matching items. Ish also demonstrates an ability to maintain attention for long periods of time, which is a form of self-regulation. Cognitive and Mathematical experiences would be beneficial to Ish in order to help these skills progress and help the child comprehend the concept of colors. In my second observation, it seems as if Kali is interested in the feel and textures of materials. Ive gathered that kali Is using sensory motor integration, and sensory exploration. She is using her senses (touch, sight) to explore how objects and materials work; as well as, coordinating some of her senses with motor skills in increasingly complex ways. I trust that sensory and creative experiences would be beneficial to Kali, because it is a more hands-on approach to learning and she can use many of her senses to learn about colors. Last but not least, Mo. Mo let me know he was interested in colors by simply telling me. He asked for a blue cup because he likes blue. The fact that Mo says he likes blue is enough to show that he has an interest in the topic. Mo demonstrated good communication, language and literacy skills. He responds to long sentences and commands; as well as, combines words. I would definitely consider so science experiences for Mo, because science activities usually run through a process and require several steps, so the fact that Mo demonstrates the necessary skills proves he would do quite well in a science activity. Experiences that promote physical activity would be beneficial as well. I say this because there are several games that require instructions, and several steps that could be used to teach Mo and his peers about colors. My observations collected from the children give me a clear understanding of the childrens abilities, and a broad range of curriculum domains that could help teach them in a way that encourages the use of these abilities. (http://www.cfcollaborative.ca/wp-content/uploads/2010/10/ELECT.pdf)

Transcription: GROUP ONE; THE RED AND YELLOW GROUP

The children gather around the table. I introduce the topic, and ask a few questions to find out what they know about colors, as well as what they thought we were going to do with the materials presented in front of them.

RED ONE. said Khal . WHAT ABOUT YOU ALICIA? asked I. YELLOW YELLOW!! she replied The children chose 2/3 colors, and placed one of each color into a cup of water, poured by the children themselves.

LOOK AT MINE. said Alicia The children each took a piece of paper towel roll, and rolled it up

The children are dipping one end of the paper towel roll into the cup of water, and then placing the dry side of the paper towel into the empty cup placed in between.

WHAT IS THE COLOR DOING TO THE PAPER?? asked I. ITS GOING! said the children. The children are observing the paper towel absorb the colored water.

The children named their group The Red and Yellow Group. and then colored their sign to hang above their experiment. This is so the children can visit theirs throughout the day to see what happens.

GROUP TWO;

THE ONE GROUP

The children chose 2/3 colors, and placed one of each color into a cup of water, poured by they themselves.

The children each took a piece of paper towel roll, to roll up.

I CANT DO IT. Said Kali. YES YOU CAN, YOU JUST NEED TO BEND THE PAPER OVER MORE. I replied attempting to encourage her. IM DOING IT! she exclaimed. YES, YOU ARE. YEAAAH!!! I shouted. The children are dipping one end of the paper towel roll into the cup of water, and then placing the dry side of the paper towel into the empty cup placed in between.

WHATS HAPPENING TO THE PAPER GUYS? asked I . ITS TURNING PINK AND BLUE. Replied Ish The children are observing the paper towel absorb the colored water.

The children named their group The One Group. and then colored their sign to hang above their experiment. This is so the children can visit theirs throughout the day to see what happens.

THE KWHL CHART

The chart was done during circle time. After I finished my activity, I asked the staff if itd be alright for me to take over circle tine in order to do a chart and web with the children, to see what they know, and want to know about colors.

The children and I are sitting on the floor around the chart, having a discussion.

My chart posted on the wall in the center.

THE RESULTS;
After we completed the chart, I had the children line up, and place both hands on the shoulders of the person in front of them, with help from Ms. Keturah. Then we said CHOO CHOO like a train and walk over to the display area where the children then observed the transformation begin.

In between visitation the display is pushed back to prevent the children from spilling it. During visitation, with supervision, the display is pushed forward for the children to observe.

Charted Knowledge:

What do we know about Colors? Black, yellow, pink, green, purple, orange, blue, red, etc.

What questions do we have about Colors? Different colors About red Where?

How do we find out about Colors? Books Chicken Little! Paper ABCDS!

What have we learned about Colors? We see colors everywhere Lots of colors like blue and pink.

Colors are fun Toys have colors (i.e., Barbie)

How they feel? (Fluffy!)

Shapes (i.e., circles) Building (you could just build something. Movies T.V. Singing songs

Colors in the water

Food has colors (i.e., watermelon, milk, ice cream) (Yummy!) Colors are on our clothes (i.e., shirts, dresses, necklace, jewelry, hairbands

Outside The room! / inside

 Trees and flowers have colors Sky (white up there in the sky.) Animals have colors (i.e., dolphins, fish, dragons, dinosaurs, ponies, etc.) We can draw and paint colors Letters There are colors on the table

Lunch Playtime Circle time

ANTICIPATORY WEB:

Rationale:

Color is a topic that surfaces and resurfaces several times throughout the childcare center day. It is a broad topic, and is one that can be explored in a variety of ways. According to Piaget, preschool children (age 2-7) fall into the preoperational stage of development. This is the stage where cognitive development develops so that children begin to use symbols such as words, gestures, graphs, maps and models, to represent objects and events. (A Chronological Approach, Kail & Zolner, 3rd ed, 2012, p. 237) Colors can be used to represent many different things. A color can represent emotions, a color can represent danger, a color can also be a symbol, and because of this I truly believe the topic can broaden to explore a whole lot of aspects. Another reason I feel colors will be a good curriculum project topic, is because of Piaget`s theory of mind. Theory of mind is a person`s understanding of the relations between mind and behavior. (A Chronological Approach, Kail & Zolner, 3rd ed, 2012, p. 242) By age three, children begin to use `mental verbs`-like, think, believe, remember and forget, which suggests that they have a new understanding of different mental states. By age four, children understand that their own and other`s behavior is based on their beliefs about events and situations, even when those beliefs are wrong. Due to the progression in development at this particular age, I truly believe the children will gain unbelievable knowledge from this topic. This is because a color is a property possessed by an object of producing different sensations on the eye as a result

of the way it reflects or emits light. Colors can take on many shapes and form, (https://www.google.ca/?gws_rd=cr&ei=zrJPUtfOO8qYyAH-k4GACA#q=color+meaning) so it will be interesting to find out what the children already know about the topic, and what they would like to learn,
because there is so many ways to spin it. The three anecdotes I have chosen as proof of the children`s interest, are evidence that children see colors in many forms. A Color can be a liquid, a solid, gas, or light. Colors are everywhere. We see colors, we wear colors, and we eat colors, and so this is why colors make such an amazing project topic.

REFERENCES:

Text; - A Chronological Approach, Kail & Zolner, 3rd ed, 2012, p. 242
Web; - https://www.google.ca/?gws_rd=cr&ei=zrJPUtfOO8qYyAH-k4GACA#q=color+meaning (http://www.cfcollaborative.ca/wp-content/uploads/2010/10/ELECT.pdf)

Ocean in a Bottle
Creative

Who wants me to help them with their gravel? I shouted with excitement. ME, ME! Exclaimed Kal. ME! yelled Zekarias. In this picture one can see Kal has filled her bottle with artificial gravel, flowers, and grass, which she has in her hand. Zekarias just began making his bottle, and is taking his gravel out of his container. I am scaffolding the children. Vygotsky believes that children need to direct their learning, but with the assistance of an adult, because of the zone of proximal development.

What are you doing Moe? I asked. Im putting my rocks in.

Here is a picture of Moe filling his bottle with the provided materials. Moe is demonstrating excellent fine motor skills- 5.3 tool use. He was able to up his gravel, which is very small and put it into his bottle without spilling any. Great Job Moe!

I just like these blue diamonds, theyre soooooo pretty! said Ishara. You think so? What about when we put the water in? What do you think it will look like then? I responded. Theyre going to move around. She replied. Here is a picture of the children using the many material provided for the activity. The children were sharing the materials, which demonstrated good social skills- 1.4 helping skills, because they were offering each other assistance, and were quite generous by passing materials to each other.

Look Ms. Patrice, I can hear the ocean.

This Child was finished his bottle. She demonstrated great social skills- 1.9 Interacting with Adults. She always wanted me to sit beside her, so she could tell me what she was doing. She even gave me a piece of grass and told me this was my piece to put in. She saw me as a helpful resource during her exploration, and she was engaging me in a positive way. She also made a mental representation, once she say all the materials in the bottle, even without the assistance of water. Jean Piaget a cognitive theorist says that between the ages of 2 and 7 children begin to make metal representations, and have symbolic thought. Their memory grows stronger, and their imagination is a lot more concrete.

WOAH, WOW! exclaimed the children. I know, I know, its beautiful, so colorful. I told them. Ms. Patrice? said Ali, as she pulled at me jeans. Yes Ali? I responded. Can you shake it again? Some of the children finished their bottles, and so I filled it with water. Then I put duct tape around the lid and a ribbon to make it pretty. Then I asked the children to shake it, and put it down so that all could see.

The Magic School Bus

Makes a Rainbow
Book and Review Chart Social

This is a DVD recording of a television episode. In the movie the children will explore colors through an arcade game that uses light. Before and after the movie we will be discussing different sections of the chart.

I think the Dinosaur is going to eat the bus, because hes bigger, he he he! said inti In this Picture we have begun to fill out the review Chart. The first question is what do we think will happen? I first passed the video to Inti. He held the video in his hand, turning it over and back again. Intishar is demonstrating problem solving skills. He is brainstorming ideas, and planning ahead. He also demonstrates good communication and language skills- 3.4 Conversing with peers and adults. He demonstrates this by talking in front of the group, and he did a mighty fine job speaking. John Piaget, a cognitive theorist said that children in the preoperational stage like intishar (2yrs-7yrs) are egocentric. They are only able to view the world from their own point of view. Intishar knows that Dinosaurs are big and eat things, so even though the dinosaur is significantly smaller than the bus, he feels the dinosaur can still eat the bus.

The Bus is going to fall down said Kal This is another picture of a child using the DVD as a guide to help them figure out what might happen. Kaliyah collected information from the cover of the DVD, and came up with an outcome. 4.2 Problem Solving; which is a clear demonstration of her cognitive skills. I used a lot of provocation during these discussions, to help the children elaborate on their own ideas and findings. The Reggio Amelia approach strongly suggests this. When Loris Malaguzzi initially began provocation he believed that adults should
pose open- ended questions, so that we dont impose our ideas on children but help them use their own vocabulary to communicate what they are thinking, and want to say.

Look at the blue light going! said Kha Isnt that cool? I replied Look Ms. Patrice, what the kids playing? asked Kal This a picture of an interesting scene in the movie. All the children were in Awe. I heard lots of oooooh and AWWWWWE AND WOOOOW In this scene the children in Ms. Frizzles class were playing an arcade game and trying to discover how color comes from light, by shining light through a prism and watching colors arise.

Khaleb and Kaliyah sat beside each other for the majority of the movie, and had little discussions about the movie. Where the kids going? They too small. Noticed Kal. I dont like it said Kha. Me either, they gonna get stuck replied Kal. In the movie, the children in Ms. Frizzles class shrunk themselves and the bus, in order to fit into the game. They want to go into the game to find out how the colors are truly being made. Kha and Kal demonstrate excellent social skills- 1.5 Interacting positively and respectfully.

When the Movie finished, the children and I gathered back around the table. We now discussed the second section of our chart which what did happen? the children demonstrated a preschool level understanding of the movie. The children understood the concept of the movie to an extent, but they did learn that colors make rainbows. The Children demonstrated good social skills by taking turns talking in front of the group and by listening respectfully to their peers.

Feel Masks
Emotional

For this activity, the children explored colours through emotions. I introduced the topic as emotions and feelings. The children recognized the word feelings and identified three emotions- Sad, happy, and angry. We discussed what each emotion looked like, and sounded like. Then I presented the children with a red plate, a yellow plate, and a blue plate, and ask them what colour represented what emotion. The children came to a unified decision, that red represented anger, blue represented sadness, and yellow represented happiness. Then the children chose the color plate that represent the emotion they wanted their mask to have. Once the children finished their masks, we played a game of If youre Happy and you know it. The children would stand up with their mask when the appropriate emotion was called (i.e. sad and you know it cry boohoo) and then act out the emotion behind their masks. We played this during outdoor transition time, and the children enjoyed it. In the photo above is the instructions for the game and the completed chart.

What do say when you are happy Kha? MOMMY! He replied Oh are you happy when you see your mommy? I probed Yes he answered Thats nice! So, what does your happy face look like Kha? I responded. During the activity I asked the children what kinds of things they say when they are happy, and what kinds of things they do when they are happy. This was Khas happy face. Kha then asked me What about your happy face My happy face? I replied, then I smiled as wide as I could. They even asked me what I do when I am happy. I told them I am happy when I hold my children. They liked to hear that I was a happy mommy. Bandura believed that children imitate the important figures in their lives. I feel that I have begun to make a difference in the lives of the children in the Senior Preschool class, and so when I demonstrate good behavior, and or relate to a childs behaviour, they are more likely to imitate that behaviour. Kha demonstrated a clear understanding of his own emotions - 2.4 Recognizing and Expressing Emotions

What kinds of things do you say when you are upset Kal Why do you say that? Because she made me mad, and its not fair. She responded. Wow, so when this happens, what does your face and body look like? I probed Later on I asked the children what kinds of things they say when they are angry, and what kinds of things they do when they are angry. This was Kal angry face. When the children asked me what makes me angry, I told them that sometimes I got angry if I couldnt find my favorite things, like my hair brush. Kal replied Thats not angry, thats sad. Why isnt it angry Kal? Its just a brush, not a toy. She laughed Kal couldnt comprehend why a hair brush might be so valuable to me, that it would anger me to lose it. Kal is demonstrating egocentrism. Jean Piaget a cognitive theorist believed that children in the preoperational stage of development; like Kal, are incapable of seeing another persons perspective. I infer that Kal views toys as more valuable than hairbrushes, because it is her own preference, and because she may have associated anger with a missing toy prior to our discussion. Kal demonstrated emotional understanding- 2.1 Self-Concept, 2.2 Identity formation and 2.4 Recognizing and Expressing Emotions. Kal and the other children demonstrate this understanding when they talk about their personal characteristics, identify their emotions, notice their own abilities, recognize shared abilities, and when they identify what they can and cannot do.

I have the big eyes said Ali In the photo above, the children have begun to construct their masks. All the children had a choice between a red, a blue, or a yellow plate to make a happy, a sad, or and angry mask. Ali (Yellow sweater) chose to make a red angry mask. Here she is choosing her eyes, and placing them in her plate, while she waits for other children to choose their eyes. Ali demonstrates emotional development- 2.3 Regulating Attention, Emotions and Behaviour. She does this when she directs her attention back to the activity, after being distracted by choosing eyes. At this same moment she delayed gratification, because she wanted to start making her mask. I told her that she could start once I poured the glue out for everyone, and she didnt become upset with me. She waited patiently until I was finished handing out the eyes, and then she asked if I was going to pour the glue now. She used appropriate language to communicate her need, and she regulated her own emotions. She was also very focused during the activity.

Here is Kha making a happy mask When I asked Kha why he chose to make a happy mask, he replied Mommy coming soon. He told me that when his mom comes it makes him happy. Kha was asking for his mom prior to the commencement of this activity , so he is demonstrating an emotional understanding when identified why the happy mask matched the feeling he wanted to feel, or would soon feel.- 2.4 Recognizing and Expressing Emotions

Later on in the afternoon between circle time and outdoor time I played If Youre Happy and You Know It as a transition. The children were dressed, but circle finished up a bit early. Moe had and angry mask. So when I sang If youre angry and you know it, stomp your feet. Moe stood up and said Grrrr, I DONT LIKE IT STOP STOP STOP!, while marching his feet on the floor Moe was able to identify this given emotion and respond appropriately. This is demonstrates his understanding of emotions- 2.4 Recognizing and Expressing Emotions During the activity, I called the emotion angry last, so Moe had to wait patiently while the other children with happy masks and sad masks played their part. Moe sat quietly, and was then excited to participate. This shows examples of social and emotional behaviour- 2.5 Regulating Attention, Emotions, and Behaviour, and 1.6 Co-operating.

The Colors Of Us
Book and Review Chart Cognitive

Exploring different color skin tones through a book, as well as a question and answer chart. I passed the book as a guide, to help provoke ideas of what the children think will occur during the story. After the story we discussed what did happen and what we learned from the story.

Inti, what do you think will happen in my book today? Theyre sleeping. He replied. Why do you think they are sleeping Intishar? Because theyre laying down. He answered with confidence. I began the activity my reintroducing what we had already learned about colors that week. Then I discussed with the children how people come in different colors and shades. Once I was finished, I passed the book around; which gave the children an opportunity to look at the book discuss what they believed would happen in the story. Intishar demonstrated amazing cognitive skills through his use of problem solving skills. He was brainstorming ideas, and solutions. He also cooperated positively with his peers by passing the book to his friend when he was finished, without needing to be asked.-1.1 making friends, and 1.6 Co-operating. Provocation is an affective guidance tool when interacting with children during learning experiences, and at play. I posed several open-ended questions to Intishar, trying to get him to elaborate on his ideas. He eventually responded They are on vacation. It was definitely effective, because without the use of Loris Malaguzzis theory I wouldnt have gotten such a detailed response from young Intishar.

What do you think will happen Ali? Theyre going swimming. She replied. Oh really? I chuckled Why do you say that? She looked down at the book and turned it over. Theyre wearing sun glasses and lying down, and theres sun. Ali uses her intellectual development to process information given in the pictures; in order to give a dignified response. She incorporated many aspects of the picture into her prediction. 4.2 Problem solving.

So what did we learn today guys? I looked around at all the children, waiting for a reply. Lots of brown. Said Ish. Good job Ish. Where do we see the color brown in the book? I asked the children. Chocolate! exclaimed Kha. Wow Kha, you were really paying attention, good. Where else? The people replied some of the children. Great! I exclaimed So are we all the same brown? I asked the children YES! they replied. Are we? I asked again. Some of the children said yes, and others remained quiet. I opened up the book to the back page and put it on the floor. Put your hands out everyone, are we the same brown? the children put their hands in the middle NO! they replied And are we all beautiful? I asked. YES! they replied. Now everyone hug yourself. This was a spontaneous activity that sprung from our discussion about the book. This lead to an activity where we compared skin tones to see whos was the same and who was different. Whether the children had similar skin tones or not, with each comparison we would always say how beautiful each complexion is.

Are we the same brown? NOOOOO! The children laughed Are we all beautiful? YEESSS! As I prepared the materials for a spontaneous multicultural activity, I overheard the children talking. When I looked over I saw the children with their hands overlapped comparing their beautiful skin tones. Albert Banduras social learning theory expresses ideas that children will imitate others, and that the best way to help a child comprehend a specific behaviour, is to act it out appropriately yourself. By demonstrating respect for all people and their differences, it cause the children to imitate my behaviour, and obtain a new love for skin tones and shades.

Look Ms. Patrice, Im finished. Said Ali The children had a variety of materials to choose from for this activity. I came up with the idea during our book experience. I provided the children with faces of different colors, wooden and felt, they had hair cut from construction paper, yellow and black, googly eyes and a red square for a mouth. The children were free to make their person anyway they liked. Alicia used her fine motor skills to put glue on her person, and to place the individual piece she required.

The Colors Of Us Footprint Mural Poster

Physical

During this activity, the children and I did foot printing. We put socks on, and then dipped our feet into a bowl of paint, and then we walked over a sheet of mural paper. The children got to choose from a variety of colours, and had the opportunity to make colors, if they were not provided. Once the children chose their color, they got to dip their feet into the paint 3 times, and walk around the paper 3 times. When all the children had gone, and the artwork had dried, it was hung on the way above the circle time carpet, so that the children could admire their work at any time.

What color do you want Zek? Green he replied Zek was excited to leave footprints on the mural paper. He took off his own socks, but needed my assistance to put on his extra pair of socks, and to roll up the bottoms of his jeans. Once his attire was ready to participate, Zek decided I should pour the paint, so I did. Then I helped Zek into the bowl. He put his arm around me, as I held onto his legs and lifted them slowly into the bowl. Once Zek has both his feet planted in the bowl, he slid them around. I helped him out of the bowl, and he began to walk around on the paper. This is a clear example as to why Lev Vygotsky is believes that children need the assistance of adults while learning or playing. I needed to assist Zek with rolling up his pants and putting his socks on. His zone of proximal development tells me he can take his socks off, but needs assistance to put them on. Zek demonstrates his physical development through his gross motor skills when we walks around on the paper

How does it feel int? Its cold he replied

Int is making his foot prints on the paper. Intishar demonstrated gross motor skills as he walked, ran and jumped all over the paper leaving prints. Intishar also demonstrated social and emotional skills when he waited patiently for his turn. Intishar said he wanted to go first, but when he saw Zek was sad he it was ok for his friend to go first. Int was able to identify an emotion based on someones behaviour, and take that childs feeling into perspective. Then he was able to regulate his behaviour and wait patiently for his turn, without being disruptive. 1.4 Helping Skills, 1.6 Co-operating, 1.8 Taking Another Persons Point of View, 2.4 Recognizing and Expressing Emotions, and 2.5 Regulating Attention, Emotions, and Behaviour

Here is a picture of Ali making her footprints. Ali demonstrated gross motors skills as she marched up and down on the paper, and skipped.

Where are your foot prints Ms. Patrice? asked Ali Mine are the big purple ones, can you see them? I replied YES YES! she replied. Why did you just choose the purple color? Purple is my favourite color. What is your favourite colour? I probed Umm, blue she laughed Thats nice, I like blue to. I chuckled. I finished the activity with the morning group, and began to tidy up for lunch, as I cleaned up, Ali returned from washing her hands. She and I talked about which footprints belonged to who. It is important to engage in conversation with children to learn about their development, and interests. Loris Malaguzzi

Masterpieces
Closing Experience Anecdotal: The children and I gathered around the Carpet for circle time. I pulled out my new
chart; which had the headings What we know about colors, what questions do we have about colors, what did we find out about colors, and what did we learn about colours. In addition, I bring out the old KWHL chart that was used to plan all of the activities for my curriculum project. I began by asking the children if they remembered my chart. The children replied yes. I also used the two charts completed during other color activities. With all the information combined, the children and I had a detailed discussion. The children expressed that they had learned that colours make rainbows, people are colourful, food has color, etc. They came to an understanding that colors are everywhere, and that colors can refer to different things; as well as symbolize something; such as an emotion. After our circle time discussion, I asked the children how we could celebrate everything we learned about colours. A child responded Draw a picture. I asked what we should draw a picture about. A child replied angry so I asked the children if we should draw what we feel. The children came to a unified decision, that they would draw pictures of how they feel. I supplied the children with crayons and paper and told them to draw whatever they wanted. I said it could be a picture, a symbol, or just a lot of colouring. Once the children had finished, we gathered around the table, and waited for snack. As we did, we went around the table on at a time, and described what feelings our pictures expressed. Many children had pictures with scattered lines of different colors. From this experience I would develop a curriculum project, to teach children more about emotions. When discussing what we had learned over the course of the project, the feely masks were the highlight of the discussion. The children really liked to talk about how colors match emotions, and I believe this would be a beautiful transition into this new project. To commence the learning of emotions I would read a book. I believe a book is a nice, and simple way to introduce a topic. It doesnt overwhelm the children. Overall the children learned a lot about colors. The main reason I wanted to teach the children about colours, is because colors come in many forms, and I wanted children to understand that, which I accomplished.

Phase 2 Charts
The Magic School Bus Makes a Rainbow
What Will Happen? The bus is going to fall down What Did Happen? Saw rainbows and people We saw colours; red, blue etc., The friends/people playing in the bus and they got small The school bus was an airplane They play the horn, the horn is loud I never saw a dinosaur eat a school bus before The colours go in the eye, and then they win The eye close, and then a rainbow comes I saw 10 eyes in the movie What Did We Learn? Colours make a rainbow Purple is for girls, (DiDi character) blue is for boys (Carlos character) It was a great movie

The dinosaur is going to eat the school bus

The eyes close

The Colors of Us
What Will Happen? We will see cartoons What Did Happen? People different colours Lots of brown The girls are wearing glasses, they are going swimming Lena was painting Lena and her mom mixing colors Sleeping on beds Nail polish on fingers Going to play I saw pink like Kaliyah Food has colours Go to playground What did we Learn? We different Not all the same brown All nice All beautiful brown

Phase 3 chart
Masterpieces KWHL CHART
What do we know about Colors? Pink, green, yellow, blue, brown etc., Colors make you happy What questions do we have about Colors? Where do colors come from? How do we find out about Colors? Books TV/ movies What have we learned about Colors? Rainbows People colors brown Teachers/ people Angry is red Happy face, yellow

Colors make rainbows Animals Clothes Trees, flowers Chocolate, food Colors in the game Painting Colors on the beds

Outside/ inside