Lesson Plan – Finger Painting Fun Activity

Lesson Plan – Finger Painting Fun Activity

Date:

Age/Grade: 4-year-old preschool children

Title: Finger Painting Fun Activity

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Connection to Children, Families & Community

• The central focus of the lesson is to promote creativity and self-expression by providing finger painting activities as a sensory medium.
• This lesson connected to children’s expressed interests and curiosity in that children at this age period find pleasure in touching things while deeply enjoying using colors and textures to express themselves.
• The prior knowledge that children will need and/or have that will strengthen their learning in this lesson is that children possess experiences with crayon drawing and paint sessions as well as color identification and basic brush techniques.
• The personal/cultural assets that children possess that will strengthen their learning in this specific lesson are that children derive different cultural influences and personal style preferences, which become opportunities for shared artistic appreciation.
• This lesson will connect/extend to children’s family/community experiences where Children can showcase their artwork at home while discussing their painting stories before linking it to public art exhibitions.

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Modifications & Support

  Engagement

a.) The classroom should provide distinct types of materials, including bumpy and smooth surfaces, and multiple color options to help every student access their sensory experiences. Children who avoid contact with their hands will get access to instruments such as brushes and sponges when creating art.

Technology Integration

a.)  Display important abstract artworks on a digital photo frame or projector to inspire the class. Please make a video recording of the project and use digital portfolios to present it to families.

Learning Environment

a.) Each table surface will receive a plastic covering. Smocks provided. Display of student artwork will grace the room’s walls for public celebration.

Materials

• Non-toxic washable finger paints
• Large white paper
• Smocks or aprons
• Wet wipes/towels for cleanup
• Name tags for labeling art.

 Language/Literacy

• Key Vocabulary
• Color names: red, blue, yellow, green, orange, purple
• Action words: mix, swirl, dab, spread, press
• Descriptive words: smooth, slippery, messy, squishy, bright
• Language/Literacy
• Modeling Vocabulary: Use and emphasize keywords while demonstrating the activity (e.g., “I’m swirling the red and yellow to make orange!”)
• Open-Ended Questions: Ask questions like “What does your painting feel like?” or “Can you tell me what you made?”
• Descriptive Storytelling: Encourage children to describe their painting using complete sentences and creative thinking (e.g., “This is my rainbow monster!”)
• Repetition and Reinforcement: Repeat vocabulary words often and in context to support retention
• Labeling: Label each child’s artwork with their name and a sentence they dictate or tell you about their picture

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 Learning Standards/Objectives & Assessments

 Learning Standards Associated with this lesson

• Visual Arts: Children demonstrate understanding through visual representations (NAEYC Standard 2.E.04).
• Approaches to Learning: Demonstrates creativity and imagination during play and interactions (Head Start ELOF AL 4).
• Language Development: Uses language to express thoughts and ideas (Head Start ELOF LD 3).

Goals/objective for this specific lesson:

• Using Bloom’s Taxonomy
• Level: Creating (Higher-order thinking – Bloom’s Taxonomy)
• Objective: Children can create a finger-painted artwork using at least three colors and explain their painting using descriptive vocabulary words (e.g., mix, swirl, color names).
• Creating a quantifiable objective/learning goal
• Standard Chosen – Visual Arts: Children demonstrate understanding through visual representations (NAEYC Standard 2.E.04).
• Quantifiable Objective: Children can produce a unique finger painting using at least three colors and identify one or more artwork features when prompted.

Assessments: The plan for assessing the outcome of this specific lesson’s goal/objective.

• Informal Assessment: I will observe children as they paint during this activity because it serves as an informal assessment method. Recording observational data will include their paint usage methods, such as texture investigations and color blending. Children will decide which colors to use and which colors to select. Do children implement the new vocabulary that instructors introduced during their communication? I will note the students’ comfort level with finger usage during this time. The obtained results from this assessment will assist me in personalizing my support by helping children recognize colors and finding alternative sensory tools for sensitive students.
• Formal Assessment Statement: Children will utilize at least two vocabulary terms from the lesson to explain their finger painting activities during the lesson’s conclusion (for example, “I swirled red and yellow” or “This part is messy!”). The successful outcome of the target reveals that children achieved the educational goal. I will note student responses during the gallery walk sessions and individual reflection periods.

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 Facilitating Student Engagement & Learning

 Beginning: Teachers should bring students to sit on the rug while presenting visually appealing finger paintings. Ask, “What do you notice? What colors do you like?” Present finger mixing of colors before outlining the process.

Middle: At the station, students will be supported in handling paint with their hands while mixing different colors to make independent artwork. The education staff will use open-ended questions to encourage language and provide constructive feedback to students.

End: The children will finish their cleaning before starting the gallery walk to examine their classmates’ creations. During the review, children will discuss one unique aspect of their artwork (they will state, “This is my rainbow” or “I designed a dragon”). The displayed pictures will have name tags and descriptive information.

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 General Assessment & Reflection

All students took great delight in this educational experience. The children displayed interest combined with innovative ideas, which produced descriptive verbalization during their activities. Through its open-ended design, children from different developmental stages could engage actively in the activity. The students who first considered the texture uncomfortable gained confidence because of guidance from their mentors while using alternative methods. The lesson effectively supported children in developing language skills, artistic expression, and fine motor skills. Planned expansion for this lesson includes organizing finger painting sessions around specific themes and planning family engagements for collaborative art projects.

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Lesson Plan – Finger Painting Fun Activity

So, i need you to choose a lesson that is fun not hard at all for pre-school students age 4. This lesson is going to be for a small group of up to 4 children and it has to be a 10 minute lesson. Also, the lesson has to be recorded and observed by my supervisor. So, the lesson chosen has to be fun and engaging and extremely simple for them to do. The lesson can be either a fun table activity for us to do together or it can be a fun lesson for us to do on the rug or it can be a science lesson (no reading lesson!) (no lessons that involve with screens or videos) these are me just giving examples of the type of lessons it can be the lesson can be anything but literacy or math or anything with screens it just needs to be a fun lesson i can do for 10 minutes with a small group of up to 4 children.