Flowers Lesson Plans

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Spring Lesson Plans

Marbled Flowers

Lesson Plan:

​Activity:

Marbled Flowers

Lesson plan developed by Ms. Erika Geelhoed, BA Ed

Age Group:

Toddlers

* Lesson plan objective and assessment can be adapted to use this activity with  preschoolers.

Objectives:  

Child will:

• Increase sensory motor skills
  
• express themselves by creating a piece of spring artwork show satisfaction with completed work

CDA Competency Standard:   

II.7.4a

• Candidate promotes individual expression and creativity
  • ​​​a) Encourages creative self-expression in children’s activities

Marbled Flowers

Click on the photos to enlarge.

Materials: 

• Cool-Whip
  
• food coloring
  
• poster board
  

Procedure: 

1. Prepare for lesson by cutting out poster board into petal shapes.
   
2. On appropriate surface, spread out Cool-Whip and add a few drops of desired food coloring.
   
3. Invite the child to come experiment. Show them how to mix the colors using your hands. When child is done creating, lay poster board on top of Cool-Whip mixture.
   
4. Do this for as many petals as you want the flower to have. When dry arrange into correct shape.
   
5. Finish lesson by having a conversation with the child about the project and their work. 

Assessment: 

• Observe and record student’s reaction to their finished piece of artwork. What do they have to say about it? Are they excited to share it with others? 
  

Note:  Please provide appropriate supervision to the children in your care when completing all activities. You will need to decide what types of activities are safe for the children in your care.  Appropriate and reasonable caution should be used when providing art and sensory experiences for children.  Toddlers require special caution, only use non-toxic materials, and do not allow toddlers to put things in their mouths that are a choking hazard. ​​​

Online Early Childhood Education

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Supporting Toddler Development

Natural loving, responsive caregiving provides infants and toddlers with the ideal environment for encouraging their own exploration, which is always the best environment for learning. If a child is curious about colors and paints, animals or big trucks, you’ll be helping his brain develop by finding ways to explore what he most wants to learn about. Let the child safely explore as much as possible. Gently expose them to different textures, temperatures, scents and sounds.

Supporting Toddler Development

Toddlers need outdoor and indoor space to play actively. Some need a quiet place, somewhat away from the action, where they can relax and watch. Many sleep more easily when in a separate, quiet space, so provide a calm place to sleep. The goal is a balance between an environment that is interesting, but not overwhelming. (Some children get more easily overwhelmed than others by too much color or sound.) Pictures of toddlers and their families help youngsters remember that their parents will indeed return.

Toddlers learn from active involvement with any material. But they learn much more when adults often talk and play with them, rather than just watch them play. Adults can gradually build the attention span of older toddlers (age 2 or 2 1/2) by pointing out new and interesting things to do with the same object. Adults can alternate between showing new possibilities (“If you turn the box over, you’ll see how it opens”) and praising youngsters for doing something new (“You opened the box!”). Teachers can demonstrate imaginative play, such as rocking a baby doll to sleep or saying “varoom varoom” while moving a car.