Self-Evalution

Puffy Paint
1. I chose to do this activity because covered it different curriculums. This activity is classified as
math and science and art activity. I wanted the children to experience making a substance then be
able to use it. Number and operations, geometry and spatial sense and measurements are areas
particularly important for 3- to 6-year olds, because they help build young childrens
foundation for mathematical learning (Epstein, 2007, p.49). I knew this activity would allow
the children a chance to make something of their own then use it to express their creativity. This
activity provided children a chance to practice math skills by using measurements
Measurements is the third area identified as being particularly important for preschoolers
(Epstein, 2007, p.58). and counting. Early counting is powerful problem-solver and essential to
comparing quantities (Epstein, 2007, p.52). In addition, I wanted to attempt measure 14
(Following increasingly complex instructions).
2. The strong points of my activity were attempting and mastering the DRDP measures, taking
turns, following increasingly complex instructions, measurements, and number sense, being well
prepared, dialogue with the children, providing assistance and experimenting.
3. The weak points of the activity were multitasking and causing a mess. Multitasking isn't
usually difficult but because I felt like I was taking too much time and I want the children to
quickly mix their ingredients to move on so the other children have a chance. It became difficult
to watch multiple students at one time use difficult ingredients and making sure each was using
the right amount of each. Causing a mess was also a weak point because I did not realize food
color stains tables and does not immediately wash off hands. Some children were having a
difficult time with the staining.
4. I did not do a redo in this activity. But if I did, I would have removed the Ziploc bags and
allowed the children to make the paint in the bowl then use their fingers and hands to paint. I
would have also had more control of the food coloring, I would asked the children what color
they liked then place the drops in the bowls myself.
5. Overall, I believe my activity was successful. I always have a picture in my head of how the
activity will run but because children are so unpredictable, things do not always go as planned.
The activity went how I hoped but what I thought would be the easiest part of the activity turned
out to be the most difficult part of the activity for the children. I had to do more than assisting
than I expected to.
6. Yes, my activity met my objectives. My objectives were set after I wrote my activity plan, I
had an idea of what I wanted the children to do but I was not sure on how to execute each. Each
child followed my instructions by placing the 4 tbsp. of flour, 1 tbsp. of salt and baking soda into
a tray. Mixed the ingredients together then poured the ingredients in the a Ziploc bag then added
5 tbsp. on water and 2 drops of food coloring of their choice. Then the children were to hold the
top of the Ziploc bag in one hand and use the other hand to squeeze the ingredients together to
make the paint. Each child counted the scoops as they placed them on their trays.

7. To build upon this activity I will use maybe just shaving cream instead because you can get a
faster result and its less complicated to make the paint. For the next activity, I would do an
experiment on rather something dissolves faster in hot water or cold water. For my next science
activity I would like for the children to predict something then explain to me why they think or
feel that way. To do science is to predict, test, measure count and record, collaborate and
communicate (Epstein, 2007, p.42).