Snow Painting

Lesson Plan:

Activity:

Snow Painting

Lesson plan developed by Ms. Erika Geelhoed, BA Ed

Age Group:

Preschool

* Lesson plan objective and assessment can be adapted to use this activity with toddlers or school-age children.

Objectives:

Children will:

create artwork using unconventional art materials.
practice fine-motor skills by manipulating a paintbrush.
tell about their artwork.

CDA Competency Standard:

II.7.4b

Candidate promotes individual expression and creativity
- b) Facilitates child-directed and process-oriented creative experiences

Snow Painting

Materials:

snow
watercolor paints
paintbrushes
cold water

Procedure:

Collect snow and put in a large bin.
Set up painting area with remaining materials for the children to create at.
Present the snow to the children and encourage them to paint.
While they are creating, you can ask open-ended questions to gain insight on their thought-process.
Here are a few example questions:
- Why did you decide to paint _________ in the snow?
- What do you think of your work?
- What was it like to paint on snow instead of paper?

Assessment:

Observe and record the children as they are creating. What did they have to say about their artwork? Be sure to record any conversations they have with you or other children.

Online Early Childhood Education

Click on the course icon for enrollment information.

Curiosity

Curiosity is defined in the dictionary as ‘an eager desire to know’, and so is certainly a useful attitude to encourage in young children. Curious children actively explore the world around them. They ask questions about what they see and make predictions about why things happen in a particular way. They test out their theories, interpret the results of these investigations and share their discoveries with others. This is exactly the same scientific process that a scientist engages in when carrying out experimental work.

A wide range of skills can be developed through scientific exploration. Practitioners can encourage children to experiment with language and practice the skills of explaining, questioning, hypothesising and predicting. (Thornton and Brunton, 2007)