Integrated Unit Plan

Grade 1 Science: Creating Colour

How Is Colour Created and Used In My World?
Gabrielle Pankhurst
July 18, 2014

Creating Colour
Title of Unit
Subject
Developed By

Creating Colour
Science

Grade Level
Time Frame

One
4 weeks

Gabrielle Pankhurst

Stage 1 - Identify Desired Results

Broad Areas of Learning
How are the BAL incorporated into this unit?
The broad areas of learning that will be incorporated into this unit include:
Students learn best when they are challenged and actively involved.
Communication is essential for science learning.
Confidence and self-reliance are important outcomes of learning.
Childrens learning builds on what they currently know and can do.
Childrens curiosity provides a natural starting point for learning.
These BALs will be incorporated by creating student-centered activities that promote curiosity by experiment
with colours. Students will be challenged by higher-level thinking and actively engage in collaborative hands-on
exploration. A variety of activities, assignments, and tasks will be created that scaffold students learning and
build confidence, enjoyment, and communication skills related to science.
Cross curricular Competencies
How will this unit promote the CCC?
This unit will include cross-curricular competencies in social studies, language arts, health, math, and art.
Students will make connections to social studies curriculum by getting the students to recognize colours in their
world (community, school, and home). Language Arts objectives will be meet as students explore thoughts and
ideas, collaborate with others, create and respond to texts, and represent their findings. Connections to safety
and responsibility in the health curriculum will be addressed as students make associations between symbols
and safety rules in society (for example stop signs are red). Students will create patters and sort objects by
colours to integrate math outcomes. Art will also be a main focus for this unit as students note how colour
variations are based on the three primary colours, as well as by creating their own artwork as a way to express
their understanding of colour. Students will also make connections to other science unit outcomes, this will
include identifying colours related to seasons, using their senses to identify and describe colours, and how colour
plays a role in the needs of plants and animals.
Learning Outcomes

What relevant goals will this unit address?

(Must come from curriculum; include the designations e.g. IN2.1)
General Learner Expectations
Students will:
15 Identify and evaluate methods for creating colour and for applying colours to different materials.
Specific Learner Expectations
Students will:
1. Identify colours in a variety of natural and manufactured objects.
2. Compare and contrast colours, using terms such as lighter than, darker than, more blue, brighter than.
3. Order a group of coloured objects, based on a given colour criterion.
4. Predict and describe changes in colour that result from the mixing of primary colours and from mixing a
primary colour with white or with black.
5. Create a colour that matches a given sample, by mixing the appropriate amounts of two primary colours.
6. Distinguish colours that are transparent from those that are not. Students should recognize that some
coloured liquids and gels can be seen through and are thus transparent and that other colours are opaque.
7. Compare the effect of different thicknesses of paint. Students should recognize that a very thin layer of paint,
or a paint that has been watered down, may be partly transparent.
8. Compare the adherence of a paint to different surfaces; e.g., different forms of papers, fabrics and plastics.
9. Demonstrate that colour can sometimes be extracted from one material and applied to another; e.g., by
extracting a vegetable dye and applying it to a cloth, by dissolving and transferring a water-soluble paint.
10. Demonstrate at least one way to separate sunlight into component colours.
Enduring Understandings
What understandings about the big ideas are desired?
(what you want students to understand & be able to use
several years from now)
What misunderstandings are predictable?
Students will understand that...
Colour is all around them in the world and used for a
variety of purposes. Students will be able to identify
colours as well as create and adapt them. They will know
that colour can be created by mixing colours together
and transferred from one material to another.

Essential Questions
What provocative questions will foster inquiry into the
content? (open-ended questions that stimulate
thought and inquiry linked to the content of the
enduring understanding)
Content specific.
What colours do you see in our natural environment?
What colours do you see in manufactured objects?
What happens when colours are mixed together?
(With other colours, black, white.)
How do we know if a coloured object is opaque or
transparent?
How can colour be transfer from one object to
another?
How does sunlight separate colours?

FNMI, Multicultural, Cross-curricular

What role do colours play in our society? Do colours have meaning?
What symbolic meaning do colours have in other cultures, including FNMI?
How can colours be sorted?
What patterns can be made when given a variety of coloured objects?
Exceptionalities
ELL (Low-German Mennonite)
This student knows English fluently however is marginally below reading level. Differentiation will occur by
have a reader or scribe from the student when needed. Extra time will be given to complete tasks,
specifically if they require independent reading and writing.
ELL (Immigrant student from the Philippines)
Student has just move to Canada from the Philippines and has very little English language skills. Primary
focus from this student is to build vocabulary and speaking the language fluently. All directions will be read
out loud and individually to the child to ensure understanding. A scribe will also be provided when the
student needs to write, however student may also represent orally or by drawings. Student will be involved
in collaborative group work throughout the unit to help develop social skills and oral language
development. Some activities and tasks will be reworded in to simpler language for the student to
understand and to begin recognizing sight words. Pragmatics will also be an important focus when
differentiating for this student so that social and cultural cues and contexts are being explained.
ADHD
The physical space and movement within the classroom will be part of differentiation strategy for the
student with ADHD. Student will have a signal for the teacher for when he needs a break and can go to the
back to the classroom to stand or pace, this will primarily be for direct instruction or whole class activity
time. This student is also allowed to walk to the water fountain and back when small group or independent
work is being done in the classroom. If the student wishes to stay at their table during instructional time
they can play with their fidgets as long as it does not disrupt the rest of the class.
Behavioral (Mild-Mod)
Student with Mild-Moderate behavioral disorder will be given extra instructional time to help break down
the steps of an activity or assignment. If the student is working with a group and becomes agitated they
can move to a quiet place in the classroom to work on their own and rejoin when they feel ready. Extra
time will be given to complete tasks and a reader or scribe will also be available when needed.

Knowledge:
What knowledge will student acquire as a result of this
unit? This content knowledge may come from the
indicators, or might also address pre-requisite
knowledge that students will need for this unit.

Skills
What skills will students acquire as a result of this
unit? List the skills and/or behaviours that students
will be able to exhibit as a result of their work in this
unit. These will come from the indicators.

Students will know...

Colours of natural and manufactured objects in their
world.
How to compare colours.
How to change colour by mixing primary colours with
other colours, black and white.
How to sort objects of different colours.
The difference between opaque and transparent.
How rainbows are created.
That colour can be extracted from material and
transferred to another material.

Students will be able to

11 Bring focus to investigative activities, based on
their own questions and those of others.
1-2 Describe materials and objects that have been
observed and manipulated, and identify what was
done and found out.
Focus
Ask questions that lead to exploration and
investigation
Predict what they think will happen or what they
might find
Explore and Investigate
Manipulate materials and make observations that
are relevant to questions asked
Identify materials used
Recognize and describe steps followed, based on
independent activity, on directed activity and on
observing the activity of others
Reflect and Interpret
Describe what was observed, using pictures and oral
language
Identify questions being investigated and identify
what was learned about each question
Identify new questions that arise from what was
learned.

Unit Calendar
Monday

Tuesday

2
No School

Go over rules
Community Building
Activities
Colouring Activity
9

Tree Journal
(seasons unit)

15

Flower Shop Sort

Assessment

Introduce Colours

Colour Sentences

16

Green, Green, What

is Green?

17
Lighter Than &
Darker Than
Crayon Shades
(Mater #24)

23
Predict What
Happens To Coloured
Ice Cubes When
They Melt

Thursday (Double
Class)
4

Shades of Colour
(Sorting Paint chips)

Friday
5

Review Colours
(Crayon Colours)

Eric Carle - Brown

Bear and Activity
10

No School - PD
Day

22

Wednesday (Double
Class)
3

No Science

Favorite Colour
Graph
11
Natural and
Manufactured
Colours Around Us
Cont.
School Walk
18

12
(Flex Class)
SAM Assessment

19

Making Lighter
Shades with Paint

(Flex Class)
Colour Book

Making Darker
Shades with Paint
24
Mixing Colours with
Food Colouring
Sorting objects by
Colours (and
patterns)

25
Mixing Primary
Colours Experiments
(corn syrup)
(Rainbow Milk)

26
Flex Class
(No Science)

29
Jell-O Jumble

30

Mixing Colours Using

Cellophane

Mixing Colours Using

Paint

Mixing Colour
Assessment Paint by
Numbers

Jell-O in a bowl
6
Opaque and
Transparent Colours
Liquids and Gels

Opaque and
Transparent Colours
Papers

13

14

No School
Thanksgiving Day

No School PD
Day

20

21

Performance Task

Performance Task

10

Paint on Different
Materials

15

Flex Class
(No Science)

Colour Books

16

Making a Rainbow

Exploratories

17
Crystal Rainbow
Exploratories

22
Finish Colour Book

Sponge Activities:
Beautiful Butterfly (colour by number Mater #23)
Colour Match
Favorite Colouring Graph Assessment
Colour Books
Transparent Viewers
We are a box of crayons (readers theatre)

23
Finish Colour Book

24
Exploratories

Stage 2 Assessment Evidence

Performance Task
Through what authentic performance task will students demonstrate the desired understandings, knowledge,
and skills? (Describes the learning activity in story form. Typically, the P.T. describes a scenario or situation that
requires students to apply knowledge and skills to demonstrate their understanding in a real life situation.
Describe your performance task scenario below)
By what criteria will performances of understanding be judged?
GRASPS Elements of the Performance Task
G Goal
Students will be asked to take on the role of a paint store clerk. They will predict what two
What should students
primary colours are needed to create a given secondary colour. The audience or customer will
accomplish by completing
be the teacher. Students will create the desired secondary colour by mixing two primary
colours together. Students will then describe how they created the colour on the paint chip.
this task?
R Role
What role (perspective) will
your students be taking?
Learner Expectations
Criteria for Evaluation *
General Learner Expectation 1-2
A Audience
SKILLS Science Inquiry
Who is the relevant
Describe materials and objects that have been observed and manipulated, and identify
audience?
what was done and found out.
S Situation
The context or challenge
provided to the student.

General Learner Expectation 1-5

UNDERSTANDINGS Topic A: Creating Colour
Identify and evaluate methods for creating colour and for applying colours to different
materials.
Number
Specific Learner Expectations
SKILLS
Focus
1-2.2

predict what they think will happen or what they might find
UNDERSTANDINGS
1-5.4

P Product, Performance
What product/performance
will the student create?

SKILLS
1-2.3

make predictions

create colour

describe changes in
colour

4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or
with black.
Explore and Investigate

manipulate materials and make observations that are relevant to

questions asked

UNDERSTANDINGS
1-5.4

4.

1-5.5

5.

UNDERSTANDINGS
1-5.4

4.

From AAC

Students provide evidence

of their learning as they:

Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or
with black.
Create a colour that matches a given sample, by mixing the
appropriate amounts of two primary colours.
Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or
with black.

Performance Task - Colour Mixing (from AAC)

You are a clerk in a paint store. A customer (your teacher) wants to paint a room in a secondary colour and brings you a
colour chip. Your job is to mix paint to match the colour chip by using two primary colours.
1. Predict which two primary colours you will mix to match the colour chip.
2. Let your customer know what you are planning to do.
3. Mix the paint in the mixing tray.
4. Paint the first box on your SAMPLE SHEET.
5. Check to see if it matches the colour chip.
6. If it does not match, think about what you need to do to make a better match.
7. Try mixing the colours again in a different way and paint the second box on your SAMPLE SHEET.
8. If it still does not match, think about what you need to do to make a better match and try again.
9. Keep trying until you get a match.
10. When it matches, show the customer and explain how you made the colour to match the colour chip.
Give the customer your SAMPLE SHEET. Thank the customer for coming into the store!

Colour Sample Sheet: Colour Mixing (Handout students will receive from AAC)

Use this page to test the sample colour you are creating. You might not need all of the spaces.

1.

2.

3.

4.

Additional handout for students to describe how they created their secondary colour.
Student Name: ______________________

1. What secondary colour did you create? __________________

2. What two primary colours did you mix together? ___________ and ____________
3. How could you make this colour lighter? _____________________________
4. How could you make this colour darker? _____________________________
5. Colour in the happy face to show how you feel you did at mixing your paint chip colour?

S
Standar
ds

Rating Scale: Colour Mixing (from AAC)

Student ___________________________________________________________

Criteria

& Criteria
for
Succes
s
Create the
rubric for
Performan
ce
Task

Description of
Criteria

Make
prediction
s
(1-2.2, 15.4)

Makes predictions
appropriate to
mixing two primary
colours.

Create
colour
(1-2.3, 15.5)

Mixes colours to
match selected
secondary colour
chip.

Describe
changes
in colour
(1-5.4)

Explains steps
taken in creating a
secondary colour.

Other Evidence
Through what other evidence (work
samples, observations, quizzes, tests,
journals or other means) will students

Yes!

Not

Teacher Comment

Student Self-Assessment
How will students reflect upon or self-assess their learning?

demonstrate achievement of the desired

results? Formative and summative
assessments used throughout the unit to
arrive at the outcomes.
Formative Evidence:
Observations will be done each day
to document students current
understanding of the content and note
what needs to be reviewed and what
students have grasped.

Think-Pair-Share will be used

periodically to have students think
about, discuss, and learn each others
ideas on the content we are covering.
Work Samples Students will be
creating a variety of work samples
throughout the unit to demonstrate
their understand on the topic.

Summative Evidence:
Performance Task at the end of the
unit students will complete the
performance task to demonstrate how
to create secondary colours by mixing
two primary colours.

Colour Book students will create a

colour book to show what they know
about each colour and how it is
created.

Sorting Colour Shades each student

will be given 5 chips of one colour,
they will have to sort the colour chips
from darkest to lightest. They will also
create their own by picking a colour
and colouring in the boxes from
darkest to lightest.

Students will self-assess throughout the unit in three ways.

1. Students will be asked to self-assess periodically when the teacher asks
the class how they feel about a concept. This will be done in a variety of
ways, for example thumbs up, thumbs down, traffic lights, flags, smiley
faces.
2. Students will complete a self-assessment sheet after completing the
sorting colour shades activity. (Example provided below)
3. Students will also complete a self-assessment after the performance task
by filling in a sheet that describes the steps they took and by filling in a
smiley face about how they feel they did.

Sample of Sorting Colour Shades Worksheet and Self-Assessment

1. Glue the 5 chips in order from darkest to lightest.
darkest to lightest.

2. Use a crayon to colour in all five boxes from

How did I do with Sorting Colour Shades?

Check the box that applies to you.
Yes!

Almos
t.

Not
yet.

Teacher Comments

I know what lighter

means.
I know what darker
means.
I can sort all the chips in
the right order.
I can colour all the boxes
in the right order.

Colour the smiley face for how do you feel about colour shades?

Stage 3 Learning Plan

What teaching and learning experiences will you use to:
achieve the desired results identified in Stage 1?
equip students to complete the assessment tasks identified in Stage 2?
Where are your students headed? Where have they been? How will you make sure the students
know where they are going?
Learning environment: Where can this learning best occur? How can the physical environment be
arranged to enhance learning?
By the end of this unit student should be familiar with colours that are around them both naturally and
manufactured. They should also have the knowledge and skills to create new colours from the primary colours.
At the beginning of the unit pre-assessment will be done to gauge how much they already know about colours,
lesson plans will be adapted based on this information.
Learning will occur best in small and large groups as students will be engaged and actively participate in various
hands-on activities. Students will be expected to share and cooperatively work together to investigate the world
of colour and discover new findings. Students will be seated at tables in small groups (4-6 per table). Activities
done in large groups will take place on the carpet.
How will you engage students at the beginning of the unit? (motivational set)

Picture Books
Hands-on activities
Collaborative group work
Sharing personal interests and preferences
What events will help students experience and explore the enduring understandings
questions in the unit? How will you equip them with needed skills and knowledge?
#
Lesson
Lesson Activities
Title
1
Introduce
Intro: Todays class will be introducing common colours to the students
Colours
Guided Teaching: As a class we will read Brown Bear, Brown Bear by Bill
Martin Jr. and Eric Carle. Each page we will talk about that colour and what
objects we can see in the classroom that colour.
Independent activity: Students will each pick a colour and draw a picture
of an animal or something else of interest that colour. At the end of the
class we will come back to the carpet a share the students work.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Art, Language Arts writing and speaking.
Assessment: Observation and thumbs-up/thumbs-down will be used to
pre-assess students knowledge about colours.
2
Review
Intro: Today we will review the colours names and spelling.

and essential
Resources
Brown Bear,
Brown Bear by
Eric Carle
Worksheet
Crayons

Colours
Favorite
Colour
Graph

Colour
Sentences

Natural and
Manufactur
ed Objects

Guided Teaching: Primary and secondary colours. Play beach ball game
this time they need to say if it is a primary colour and spell it.
As a class we will create a large graph to represent students favorite
colours. Each student will share their favorite colour and come up to mark
it on the graph. After everyone has shared we will analyze the data as a
group. Students will be asked questions such as: what was the most
popular colour? How many favorites are there of each colour?
Independent activity: Colour crayons activity sheet. Students will colour
in each crayon the correct colour and practice writing the words out 3
times on the other side of the chart.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Math graphing, Language Arts reading.
Assessment: Class discussion and questioning while reading picture book
and while analyzing the graph.

EPS Master #1

Intro: Read The Dot by Peter H. Reynolds. Questioning will be used

periodically while reading.
Guided Teaching: On chart paper we will practice several examples of
what the students are going to be doing in the independent activity. The
_____ is ______.
Independent activity: Colour Sentences. Students will complete the
colour sentences on their own just like we had practiced as a class. They
will also colour in the pictures on the worksheet.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Language Arts
Assessment: Formative observation and work samples.

The Dot by Peter

H. Reynolds

Hair/Eye
Colour
Graph

Intro: What is natural and manufactured? Define the terms

Ask/Guided Teaching: Make a list of natural and manufactured objects.
Group Activity: As a class we will each share what our eye colour and hair
colour is. As we go around sharing we will mark a point for each colour on
the big graph. After everyone has shared we will analyze the data as a
group. Students will be asked questions such as: what was the most
common colour of hair or eyes? How many are there of each colour?
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Math graphing, Language Arts reading, Art Colour book.
Assessment: Observation of class discussion, student interest and
knowledge during the group activity.

Green,

Intro: Read picture book about different coloured objects.

Beach Ball
Shower curtain
(plastic)
Markers

EPS Master #14

EPS Master #15

Green,
What is
Green?

Guided Teaching: Explain instructions for student activity.

Independent activity: Students will each receive a small book, on each
page they will draw a picture of something of that colour.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Language Arts, Art.
Assessment: Formative checks to ensure students can identify colours of
objects in their world.

Natural and
Manufactur
ed Colours
Around Us

Intro: Review the terms natural and manufactured. Today we are going to
search around the school for natural and manufactured objects of different
colours.
Ask/Guided Teaching: Brainstorm list of objects we see in our
environment and identify the colour.
Group Activity: Students will be given a checklist with pictures of objects
around the school. When students find the object on the list they will check
if off and write down what colour it is.
Independent activity: When we get back to the classroom we will colour
in the list of objects.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Language Arts reading, writing and speaking, Social Studies my
community and my school
Assessment: Formative observations will be made to see if students are
accurately identifying coloured objects around the school. Students will
also hand in their worksheet for formative observation.

School Walk
Worksheet

Colourful
Animals
Assessment

Intro/Guided Teaching: Go over questions and instructions with the

students.
Independent activity: Students will complete the assessment task from
EPS.
When students have completed they can read quietly or work on their
sponge activity booklet.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Language Arts
Assessment: This task will be used a summative assessment of students
learning and understanding of objective 1.

SAM Colourful
Animal Friends
Assessment

Lighter
Intro: Read picture book about colours (one about shades if available).
EPS Master #24
Than &
After we will discuss how we know if a colour is lighter or darker than
Darker Than another colour.
Paint Chips
Group Activity: I will have samples of paint chips. Students will be shown
two chips of the same colour but different shades and be asked to point out

Crayons

which is lighter and which is darker. We will glue each chip to one side of
the board to compare.
Independent activity: As an independent activity to assess students
understanding they will complete a worksheet where they will be asked to
colour different objects the same colour but lighter and darker from each
other.
SLOs: 2. Compare and contrast colours, using terms such as lighter than,
darker than, more blue, brighter than.
CCCs: Language Arts sharing and speaking.
Assessment: Observations will be made thought the group activity.
Students worksheet will be collected to check from understanding of the
terms lighter and darker.
9

10

Shades of
Colour
(Sorting
paint chips)

Intro/Group activity: First we will review lighter and darker, and some of
the different ways to sort coloured objects. As a class we will practice
putting coloured objects in order from darkest to lightest and vice versa
Independent activity: Students will be given 5 chips of one colour, they
will have to sort the colour chips from darkest to lightest and glue them
one to their sheet in the correct order. They will also create their own by
picking a different colour and colouring in the boxes from darkest to
lightest.
SLOs: 2. Compare and contrast colours, using terms such as lighter than,
darker than, more blue, brighter than.
4. Predict and describe changes in colour that result from the mixing of
primary colours and from mixing a primary colour with white or with black.
CCCs: Art
Assessment: Observations will be done during the group activity to gauge
students understanding of the concept being covered. Either more time
will be spent practicing or students will begin the independent activity. This
activity will be used as summative assessment (see assessments above for
more details).

Making
Lighter and
Darker
Shades with
Paint

Intro: Review from yesterday what the term lighter and darker means.
Ask/Guided Teaching: Teacher will demonstrate how we can change a
colour to make it lighter or darker by mixing it with white or black paint. I
will show students a few examples by using different colours and mixing it
with white/black paint. Before I show the class each example I will get them
to predict that will happen.
Independent activity: Each student will be given a paint-by-number
sheet, however they need to lighten the paint colours before they can use
it so that it matches the example. They will also have a paint by number

Worksheet
Paint chips (5 per
student)

picture that they need to darken first.

SLOs: 2. Compare and contrast colours, using terms such as lighter than,
darker than, more blue, brighter than.
4. Predict and describe changes in colour that result from the mixing of
primary colours and from mixing a primary colour with white or with black.
CCCs: Language Arts and Art.
Assessment: I will observe students as they work on their paint by
numbers to see if they are successfully making their colours lighter/darker.
11

12

13

Colour Book

Intro: Students will keep working on their colour books. First we will review
what should be included and the expectations of student work.
Independent activity: Students will have the whole class time to work on
their books. They can work on them independently or in small groups at
their tables.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
CCCs: Art and Language Arts.
Assessment: The students colour book with be part of their summative
assessment on the unit, students are not expected to finish their books for
todays class. Concepts about mixing the primary colours will be added to
the books later on and once complete will be handed in for a summative
assessment to evaluate students understanding of the topic.
Flower Shop Intro: Go over instructions with the class.
Sort
Independent activity: Students will be given the flower shop sort
assessment sheet. They will have to colour the flowers light, medium, and
dark.
SLOs: 2. Compare and contrast colours, using terms such as lighter than,
darker than, more blue, brighter than.
Assessment: Will be used as part of the students summative assessment
for the unit. Students should be able to demonstrate their knowledge about
shades of colours.
Predict
Intro: Review what primary colours. Today we are going to create
What
secondary colors.
Happens To Ask/Guided Teaching: Read Little Blue and Little Yellow by Leo Lionni.
Coloured
What do you think will happen if we melt ice cubes of two different colours
Ice Cubes
together?
When They Activity: Ice cubes of different colours will be put into plastic bags. As the
Melt
ice is melting students will fill in their prediction sheets. Students will write
the colour they think it will change to as well as colour in the picture. After
the ice has melted the students will compare their predictions to the results
and complete the worksheet.
SLOs: 4. Predict and describe changes in colour that result from the mixing

http://learningdev
elopmentactivitie
s.blogspot.ca/201
1/07/ice-meltingbags.html
Worksheets
Ice cubes
Zip lock bags

of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Language Arts writing and speaking.
Assessment: Observe what students predict will happen as they work on
their own. Work samples will be collected for formative evaluation.
14

14

Little Blue and

Little Yellow by
Leo Lionni

Sorting
objects by
Colours
(and
patterns)

Intro/Guided Teaching: We will have a class discussion and use thinkpair-share as a pre-assessment tool to learn how we could sort coloured
objects in an effective way. As a class we will read a picture book about
patterns and sorting.
Group Activity: Students will be split into small groups (approx. 3 per
group) and given a set of manipulatives. Each group will be given a set of
criteria based on a pattern or colour scheme that they need to sort their
objects by. This activity will work as centers and each group will go to each
center set up and work with different materials and criterion. Before a
group can move to the next center they must explain what they did in
order to meet the criterion.
SLOs: 3. Order a group of coloured objects, based on a given colour
criterion.
CCCs: Math - patterns, Language Arts working together and speaking.
Assessment: Observations of students working at the centers. Notes will
be taken throughout and as they explain how they sorted their objects.
Think-pair-share to pre-assess sorting.

Paint chips
Counting bears

Mixing
Colours
with Food
Colouring

Intro: Review primary colours and what happened to our colours yesterday
when the ice melted.
Ask/Guided Teaching: Read ______________ to introduce the topic.
Brainstorm predictions as a class about what colours can be created when
primary colours are mixed together.
Group Activity: In clear containers we will mix food colouring into water.
Before we add the food colouring we will make predictions about each
container. Students will have a worksheet or journal to write down their
predictions and document what happens.
Independent activity: After we finish mixing the colours together
students will have time to colour in the science journals based on what
happened in our experiment.
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.

Pete the cat by

Eric Litwin
EPS Master #26
Jars
Water
Food colouring
Paper towel

5. Create a colour that matches a given sample, by mixing the appropriate

amounts of two primary colours.
CCCs: Language Arts writing and speaking.
Assessment: Formative observations and collection of student work.
15

16

17

Corn Syrup
Rainbow
Milk

Jell-O

Mixing
Colours
Using
Cellophane

Intro: Cover rules and expectations for students when they use the
materials in this activity.
Guided Teaching: Read Colour Dance by Ann Jonas.
Independent activity: Corn Syrup Squish. Student will mix colours using
corn syrup and food colouring. When dry we will cut them into flowers or
butterflies, etc to display.
Group Activity: For the second class period we will do the rainbow milk
experiment. Students will observe what happened when we mix the soap,
milk, and food colouring together. Students will complete the observation
worksheet.
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Art, Language Arts.
Assessment: Formative Observations

Dish Soap
Manila
Tablespoon
Food Colouring
Newspaper

Intro: Todays class will be all about Jell-O. First we are going to learn the
song Jelly in a bowl.
Guided Teaching: Each student will get a bag with two colours of Jell-O,
we will squish the Jell-O together to see what colour it creates.
Independent activity: Students will record their observations in the Jell-O
booklet.
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Language Arts

Yellow, Red and

Blue Jell-O

Intro: Todays class will be creating Venn diagrams so we will begin by

doing a mini lesson about what Venn diagrams are.
Activity: At the table groups students will create three Venn diagrams
using cellophane to show what colours are created when mixed together.
Students will each complete their own but will work as a group to share

EPS - Master #32

Plastic bags
Jell-O Booklets

materials.
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Art, Math, Language arts.
Assessment: Formative observation.
18

19

20

Mixing
Colours
Using Paint

Mixing
Colour
Assessment
Paint by
Numbers

Opaque or

Intro: We have learnt that mixing our primary colours together creates
other colours. Today we are going to mix and create colours using paint.
Ask/Guided Teaching: Show the students how to mix paint together
appropriately to minimize mess.
Activity: Each table will be given the three primary colours. Each student
will get a worksheet that asks him or her to create the three secondary
colours.
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Art and Language arts.
Assessment: Observe the class to see how accurately they are able to
mix their colours together.
Intro: Review how we mixed paint together yesterday to make new
colours.
Guided Teaching: Provided students with examples of how to mix the
paint and which colour combinations they will need.
Independent activity: Each student will be given the three primary
colours and paint by number sheet. They will need to make more colours
with the ones they have in order to complete their painting.
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Art
Assessment: Student work will be collected and used as formative
assessment to see if they are creating the correct colours together and
how accurately they followed the directions.
Intro: Class will begin by explaining the terms transparent and opaque.

Edmonton Public
Schools Topic A
Creating Colour
Edmonton Public
School Student
Assessment
Materials

Paint Primary
colours
Paint by number
sheets

Edmonton Public

Transparent
Liquids and
gels

21

Opaque or
Transparent
Paper

22

Paint on
Different
Materials

The introduction will provide students with scaffolding to complete the

activity.
Activity: Students will be divided into small groups each table will be
given a card with opaque and transparent written on it along with a variety
of clear cups filled with different materials. Students will place the cup onto
the picture and look through the top to see if they can see the picture. If
they can see the picture they will put the cup with the transparent card, if
they cant see though the liquid/gel to the picture they will put the cup with
the opaque card.
As a class we will review and compare to see how all the groups sorted
their cups.
SLOs: 6. Distinguish colours that are transparent from those that are not.
Students should recognize that some coloured liquids and gels can be seen
through and are thus transparent and that other colours are opaque.
7. Compare the effect of different thicknesses of paint. Students should
recognize that a very thin layer of paint, or a paint that has been watered
down, may be partly transparent.
CCCs: Language arts- working together, speaking.
Assessment: Formative observation.
Intro: Review the terms transparent and opaque. Today will be examining
paper that is transparent and opaque.
Activity: Students will be divided into small groups each table will be
given a card with opaque and transparent written on it along with a variety
of paper materials. Students will look through the paper and determine if it
is transparent or opaque. If they can see through the paper they will place
it with the transparent card, if they cant see through the paper they will
put it with the opaque card.
As a class we will review and compare to see how all the groups sorted
their cups.
SLOs: 6. Distinguish colours that are transparent from those that are not.
Students should recognize that some coloured liquids and gels can be seen
through and are thus transparent and that other colours are opaque.
7. Compare the effect of different thicknesses of paint. Students should
recognize that a very thin layer of paint, or a paint that has been watered
down, may be partly transparent.
CCCs: Language arts- working together, speaking.
Assessment: Formative observation.

Schools Topic A
Creating Colour

Intro: We have seen colours on and in many different objects so far. Class
discussion about where we see different colours. Picture book about paint
Group Activity: As a class we are going to test what paint does on

Edmonton Public
Schools Topic A
Creating Colour

Edmonton Public
School Student
Assessment
Materials

different materials. We will discuss and observe what the paint is like on
paper, plastic, and fabric when it is wet and dry. Students will record their
observations in their journals during and after the experiment.
SLOs: 8. Compare the adherence of a paint to different surfaces; e.g.,
different forms of papers, fabrics and plastics.
9. Demonstrate that colour can sometimes be extracted from one material
and applied to another; e.g., by extracting a vegetable dye and applying it
to a cloth, by dissolving and transferring a water-soluble paint.
CCCs: Language Arts
Assessment: Formative Observations.
23

Colour book

24

Making a
Rainbows

25

Crystal
Rainbow

26

Performanc
e Task

Edmonton Public
School Student
Assessment
Materials

Students will use todays class to work on their colour book. They should
begin working on the pages that are about mixing colour.
Intro: What is a rainbow. How does it show us how colours are made?
Class discussion. Read picture book What makes a rainbow by Betty Ann
Schwartz.
Group Activity: Milk Rainbows and making rainbows using light. Both
these experiments will show the students how rainbows are made and the
colours in a rainbow.
Independent activity: Colour your own rainbow to take home. Rainbow
needs to be coloured in the correct order.
SLOs: 10. Demonstrate at least one way to separate sunlight into
component colours.
CCCs: Art
Assessment: Formative observation and class discussion/questioning.
Intro: Explain instructions to students about what they need to do for the
assessment task.
Independent activity: Students will complete the crystal rainbow
assessment task.
SLOs: 10. Demonstrate at least one way to separate sunlight into
component colours.
CCCs: Language arts
Assessment: summative assessment to check for knowledge about how
rainbows are made from sunlight.

Colour books

Intro: Explain the steps and expectations for the performance task.
Ask/Guided Teaching: Provide students with an example before they
match their own paint chips.
Independent activity: Each student will be given a paint chip to match
by mixing colours together. They will also have to complete a worksheet

Alberta
Assessment
Consortium
www.aac.ab.ca

Edmonton Public
Schools Topic A
Creating Colour
Edmonton Public
School Student
Assessment
Materials
What makes a
rainbow by Betty
Ann Schwartz
SAM Crystal
rainbow and
rainbow search

explaining their steps as well as a self-evaluation portion. (See

performance task for more information.)
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Language arts, art.
Assessment: See performance task criteria/rubric.
27

Performanc
e Task
Continued

28/ Finish
29 Colour Book

Intro: Explain the steps and expectations for the performance task.
Ask/Guided Teaching: Provide students with an example before they
match their own paint chips.
Independent activity: Each student will be given a paint chip to match
by mixing colours together. They will also have to complete a worksheet
explaining their steps as well as a self-evaluation portion. (See
performance task for more information.)
SLOs: 4. Predict and describe changes in colour that result from the mixing
of primary colours and from mixing a primary colour with white or with
black.
5. Create a colour that matches a given sample, by mixing the appropriate
amounts of two primary colours.
CCCs: Language arts, art.
Assessment: See performance task criteria/rubric.
Independent activity: Todays class will be used to complete the colour
books, students will add in pages about mixing primary colours together.
Students will hand in their books but will get to take them home after they
have been marked as a culminating task to show what they have learnt
about colours throughout the unit.
SLOs: 1. Identify colours in a variety of natural and manufactured objects.
4. Predict and describe changes in colour that result from the mixing of
primary colours and from mixing a primary colour with white or with black.
CCCs: Language Art, Health, Art
Assessment: This book will be summatively assessed to gain an overall
evaluation of what student have leant this unit and whether or not they
were able to demonstrate their knowledge.

References:
Alberta Assessment Consortium www.aac.ab.ca
Edmonton Public Schools Topic A Creating Colour

If all students are

finished we will
begin the next
unit.

Edmonton Public School Student Assessment Materials

Lets Do Science Gr. 1
Melting Coloured Ice Cubes - http://learningdevelopmentactivities.blogspot.ca/2011/07/ice-melting-bags.html
Crayon Readers Theatre
Book List:
The Dot by Peter H. Reynolds
Colour Dance by Ann Jonas
Little Blue and Little Yellow by Leo Lionni
Brown Bear, Brown Bear by Bill Martin Jr. and Eric Carle
What makes a rainbow by Betty Ann Schwartz
What colour is your world by Bob Gill
The Day the Crayons Quit
Mouse Paint
From: Wiggins, Grant and J. McTighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development, ISBN # 0-87120313-8 (pbk)