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Our Colourful World:

Grade One Science, Language Arts, Math, Art, Drama Integrated Unit

Education 4738
June 9, 2015
Emily Smith

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Table of Contents
Unit Goals & Rationale .......3
Learning at a Glance: GLOs by Subject .4
Detailed Learner Outcomes .... 5-8
Unit Calendar ..9
Lesson Overviews 10-20
Lesson 121-23
Sample Assessments ....24-28
Materials ..29-30
Resources..31-32
KSAs Addressed .. 33

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Unit Goals & Rationale
The primary goal of this unit is to promote and engage students curiosity about their
surroundings so that they can better understand and interpret the world around them. The unit
also encourages inquiry as students ask relevant questions, conduct experiments to find answers,
and interpret the results. In this unit, students will also reflect upon personal preferences and
experiences, gain confidence to explore their surroundings, and improve their oral, written, and
visual communication skills. . Curiosity, critical thinking, and resilience will equip students to
uncover and tackle the challenges of our world with optimism and confidence. These skills and
attitudes are valued assets in our society and will help students thrive in a world that is constantly
evolving.

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Learning at a Glance
General Learner Outcomes by Subject
Science
GLO 1-1: Bring focus to investigate activities,
based on their own questions and those of
others.
GLO 1-2: Describe materials and objects that
have been observed and manipulated, and
identify what was done and found out.
GLO 1-4: Demonstrate positive attitudes for
the study of science and for the application of
science in responsible ways.
GLO 1-5: Identify and evaluate methods for
creating colour and for applying colours to
different materials.
Math
Number GLO: Develop number sense.
Patterns GLO: Use patterns to describe the
world and to solve problems.
Drama
GLO 2: To develop competency in
communication skills through drama.

Language Arts
GLO 1: Students will listen, speak, read, write,
view, and represent to explore thoughts, ideas,
feelings, and experiences.
GLO 2: Students will listen, speak, read, write,
view, and represent to comprehend and
respond personally and critically to oral, print,
and other media texts.
GLO 4: Students will listen, speak, read, write,
view, and represent to enhance the clarity and
artistry of communication.

Art
Reflection: Responses to visual forms in
nature, designed objects and artworks
Depiction: Development of imagery based on
observations of the visual world.
Expression: Use of art materials as vehicle or
medium for saying something in a meaningful
way.

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Detailed Learner Outcomes

Science
GLO 1-1: Bring focus to investigate
activities, based on their own questions and
those of others.
GLO 1-2: Describe materials and objects
that have been observed and manipulated,
and identify what was done and found out.
Focus
o Ask questions that lead to
exploration and investigation
o Predict what they think will
happen or what they might find
Explore and investigate
o Manipulate materials and make
observations that are relevant to
questions asked
o Identify materials used
o Recognize and describe steps
followed, based on independent
activity, on directed activity and
on observing the activity of
others
Reflect and interpret
o Describe what was observed,
using pictures and oral language
o Identify questions being
investigated and identify what
was learned about each question
o Identify new questions that arise
from what was learned
GLO 1-4: Demonstrate positive attitudes for
the study of science and for the application
of science in responsible ways.
Curiosity
Confidence in personal ability to
explore materials and learn by direct

Language Arts
GLO 1: Students will listen, speak, read,
write, view, and represent to explore
thoughts, ideas, feelings, and experiences.
1.1 Discover and Explore
Express ideas and develop
understanding
o Share personal experiences that
are clearly related to oral, print,
and other media texts
o Talk with others about
something recently learned
o Make observations about
activities, experiences with oral,
print, and other media texts.
Experiment with language and forms
o Experiment with different ways
of exploring and developing
stories, ideas, and experiences
Express preferences
o Express preferences for a
variety of oral, print and other
media texts.
GLO 2: Students will listen, speak, read,
write, view, and represent to comprehend
and respond personally and critically to
oral, print, and other media texts.
2.2 Respond to texts
Construct meaning from texts
o Relate aspects of stories and
characters to personal feelings
and experiences
o Tell, represent or write about
experiences similar or related to
those in oral, print and other
media texts

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study
Inventiveness
Perseverance: staying with an
investigation over a sustained period of
time
Appreciation of the value of experience
and careful observation
A willingness to work with others and
to consider their ideas
A sense of responsibility for actions
taken
GLO 1-5: Identify and evaluate methods for
creating colour and for applying colours to
different materials.
1. Identify colours in a variety of natural
and manufactured objects.
2. Compare and contrast colours, using
terms such as lights 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 thick 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

2.4 Create original text

Generate ideas
o Generate and contribute ideas
for individual or group oral,
print, and other media texts
Structure texts
o Write, represent and tell brief
narratives about own ideas and
experiences
GLO 4: Students will listen, speak, read,
write, view, and represent to enhance the
clarity and artistry of communication.
4.1 Enhance and Improve
Revise and edit
o Rephrase by adding or deleting
words, ideas or information to
make better sense
o Check for obvious spelling
errors and missing words
Enhance legibility
o Print letters legibly from left to
right, using lines on a page as a
guide
o Use appropriate spacing
between letters in words and
between words in sentences
Expand knowledge of language
o Identify and use an increasing
number of words and phrases
related to personal interests and
topics of study
Enhance artistry
o Use words and pictures to add
sensory detail in oral, print and
other media texts
4.3 Present and share
Present information
o Present ideas and information to
a familiar audience, and respond
to questions
Enhance presentation

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or 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 watersoluble paint.
10. Demonstrate at least one way to
separate sunlight into component
colours.

Math
Number GLO: Develop number sense.
3. Demonstrate an understanding of counting
by:
Indicating that the last number said
identifies how many
Showing that any set has only one
count
Using the counting-on strategy
Using parts or equal groups to count
sets
4. Represent and describe numbers to 20,
concretely, pictorially and symbolically.
9. Demonstrate an understanding of addition of
numbers with answers to 20 and their
corresponding subtraction facts, concretely,
pictorially and symbolically, by:
Using familiar mathematical language
to describe additive and subtractive
actions
Creating and solving problems in
content that involve addition and
subtraction
Modelling addition and subtraction,
using a variety of concrete and visual
representations, and recording the

o Add such details as labels,

captions and pictures to oral,
print and oral media texts
Use effective oral and visual
communication
o Speak in a clear voice, with
appropriate volume, to an
audience
Demonstrate attentive listening and
viewing
o Ask questions to clarify
information
o Be attentive and show interest
during listening or viewing
activities
Art
Reflection: Responses to visual forms in
nature, designed objects and artworks.
3. Students will interpret artworks literally.
C. An artwork tells something about its
subject matter and the artist who made it.
D. Colour variation is built on three basic
colours.
Depiction: Development of imagery based
on observations of the visual world.
3. Students will represent surface qualities of
objects and forms.
C. Primary colours can be mixed to
produce new hues.
D. Colour can be lightened to make tints
or darkened to make shades.
Expression: Use of art materials as vehicle
or medium for saying something in a
meaningful way.
1. Students will record or document activities,
people, and discoveries.
A. Everyday activities can be documented
visually.
D. Knowledge gained from study or
experimentation can be recorded visually.
2. Students will illustrate or tell a story.

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process symbolically.
Patterns GLO: Use patterns to describe the
world and to solve problems.
3. Sort objects using one attribute, and explain
the sorting rule.

A. A narrative can be retold or interpreted

visually.
B. An original story can be created
visually.
4. Students will express a feeling or a message.
A. Feelings and moods can be interpreted
Drama
Drama
visually.
GLO 2: To develop competency in
GLO
2: To develop
competency
5. Students will create an original composition,
communication
skills
through in
drama.
communication skills through drama.
object or space based on supplied motivation.
1.
Develop
an
awareness
of
the
body
and
1. Develop an awareness of the body and
A. Outside stimulation from sources such
voice
as
tools
of
communication.
voice as tools of communication.
as music, literature, photographs, film,
2.
Develop
an
ability
to
discuss
and
share
2. Develop an ability to discuss and share
creative movement, drama, television and
experiences.
experiences.
computers can be interpreted visually.
Speak clearly
Speak clearly
7. Students will use media and techniques, with
Speak with ease
Speak with ease
an emphasis on exploration and direct methods
Speak expressively
Speak expressively
in drawing, painting, print making, sculpture,
Speak with energy
Speak with energy
fabric arts, photography and technographic
Communicate the meaning of a arts.
piece of literature
B. Painting
Communicate the meaning of a
Develop appreciation for
Learn simple brush skills: holding
piece of literature
enjoyment of literature
and unloading the brush, applying
Develop appreciation for
Develop language skills through
paint, cleaning the brush.
enjoyment of literature
the language processes of
Experiment with the medium to
Develop language skills
speaking, listening, writing, and
explore its possibilities.
through the language processes
reading.
Work primarily with tempera paint
of speaking, listening, writing,
Listen to self and others.
or tempera paint with additives,
and reading.
using large brushes to paint.
Listen to self and others.
Mix primary colours and lighten and
darken colours.

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Unit Calendar
How do colours change how we see the world?
Week 1:
Identifying
colours
Week 2: Mixing
primary colours,
adding white and
black
Week 3:
Favorites and
advanced colour
Week 4: How
colours make us
feel

Monday

Tuesday

What do we already
know about colour?

What colours are

familiar objects?

What happens when

we mix two primary
colours together?

What happens when

we mix two primary
colours together?

How can I mix paint

to make a selfportrait?

Why do you like

your favorite
colour?

Which surfaces hold

paint best?

How can we
describe colours?

Wednesday
What objects are
always the same
colour?
How much of each
colour do I need to
match this paint
sample?
How is the effect of
thick paint different
from the effect of
thin paint?
How do colours
make us feel?

Thursday
How can we sort and
represent colours?

What are shades?

Can I see the picture
through different
liquids?
How can we use
colour to create a
work of art?

Friday
What colours can
we find in our
surroundings?
How much black or
white do I need to
add to match this
paint sample?
Where do we find
rainbows?
Our Colourful
Classroom: A
Celebration of
Colours

Note: These questions may be adapted/changed according to questions students identify when we write the KWL chart.

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Lesson Overviews
Lesson 1- What do we already know about colour?
Objectives: The students will develop meaningful questions about colour.
The students will describe and demonstrate prior knowledge.
Activities: Interactive Read Aloud of Brown Bear, Brown Bear, What Do You See?
Complete KWL together: What we know about colours, questions we have about colour.
High five colours and colour words (pre-assessing colour recognition). Sing A
Colour
Chorus (from teachingmama.org) to pre-assess colour identification.
Learner Expectations: Science 1.1 (Focus), 1.4, 1.5.1
ASSESSMENT: OBSERVATION OF CORRECT COLOUR NAMING DURING
STORY, KWL, HIGH FIVE COLOURS, A COLOUR CHORUS
Differentiation: I have created two high-five colour sheets, one with colour words and
one with colours. I can use either sheet or both sheets to support students with
varying
literacy skills and prior colour knowledge. The KWL chart is accessible
for students with
developing literacy skills because they can focus on their ideas
about colours rather than
worrying about writing. The song and story might be
challenging for students learning
English as a Second Language, but the repetition in
both resources should help support
their understanding.
Lesson 2- What colours are familiar objects?
Objectives: The students will identify examples of coloured objects.
Activities: Read The Day the Crayons Quit. Play Harry Kindergartens Color Robot song
twice, encouraging students to join in naming colours. Make colour collages
using
Edmonton Public School (EPS) Masters 3-13. Practice writing colour words in
colour sentences using EPS Master 14.
Learner Expectations: Science 1.5.1, LA 4.1 Art Expression 1.D, 7
ASSESSMENT: CHECK STUDENT WORK TO SEE THAT THE EXAMPLES THEY
FOUND OF EACH COLOUR ARE CORRECT.
Differentiation: The Color Robot song combines visual and auditory information while
also providing students the opportunity to get up and move around /dance as they
follow
along. This supports many different learning styles. The number of items on the
collages
can be modified to support varying skill levels. For some students, two
collages with one
example each might be a triumph, though other students would

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likely complete more
collages with more examples. Students with weak pencil grip could
have a teacher scribe
for them as they match the colours to the sentences. Developing
readers could work in a
small group with the teacher or in pairs with stronger
readers so that someone could read the colour sentences to them.
Lesson 3- What objects are always the same colour?
Objectives: The students will identify examples of coloured objects.
The students will extend a text.

page

Activities: Sing Harry Kindergartens Color Words Rap. Practice spelling colour words
using EPS Master 1. Read Lemons Are Not Red. Discuss and name examples of some
things that are always the same colour(s) (e.g. eggplants, stop signs) and some things that
can be different colours (cars, apples). Have each student create one double sided
for a class book modelled after Lemons Are Not Red.
Learner Expectations: Science 1.5.1, LA 1.1, 2.4, 4.1 Art Expression 1.D, 7
ASSESSMENT: CHECK SPELLING OF COLOUR WORDS, LOOK OVER BOOK
PAGE FOR CORRECT IDENTIFICATION OF COLOURED ITEMS.

Differentiation: Students get to choose familiar objects for their writing projects.
Allowing students to make their own choices should help them be more engaged in the
project. Students with developing writing skills might use a scribe for this
assignment and
then draw pictures to match their writing, thus still demonstrating
that they recognize the
colour of an item.
Lesson 4- How can we sort and represent colours?
Objectives: The students will apply a sorting rule.
The students will represent numbers in a graph.
Activities: Read The Mixed Up Chameleon. Sing What Color Are You Wearing (from
teachingmama.org) to move students back to their desks. Get out crayons and empty onto
desks. Sort the crayons by colour (e.g. take out all the blue crayons) and circulate
to
check for understanding. Distribute crayon colour tallying sheets. Model
counting and
graphing the crayons. Choose one set of crayons in the table group for the
group to count
and graph together. Compare and discuss the graphs and what they tell us.
Learner Expectations: Science 1.1, 1.2, 1.5.1 Math Number 3, 4, Patterns 3
ASSESSMENT: CHECK THAT STUDENTS MOVE AT THE APPROPRIATE TIME
DURING THE SONG, CIRCULATE DURING SORTING AND PROVIDE

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SUPPORT
HAVE GRAPHED
GRAPHS.

WHERE NEEDED, CHECK-IN WITH GROUPS TO SEE IF THEY

CORRECTLY AND/OR HELPTHEM COMPLETE THEIR

Differentiation: Students with ESL might need visual colour prompts and modelling so
that they can participate in the sorting activity. Effective grouping is the
foundation of the
graphing activity. An effective group looks different in every
scenario and choosing the
way to group (same level kids, multilevel, friends
together, friends apart, etc.) will
stem from knowing those particular kids in this
particular topic on that particular day.
Lesson 5- What colours cam we find in our surroundings?
Objectives: The students will represent numbers in a graph.
The students will identify examples of colours.
Activities: Read Who Said Red. Go on a colour hunt outdoors (weather permitting) or
around the school searching for examples of each colour and recording (words
and/or
pictures) findings. Graph the colours found on the walk on the smartboard or
whiteboard
and talk about the examples students found. Make color hunt spinners (see
craftulate.com) in small groups, with each student working on a different
part of the
spinner. Have them take turns spinning and searching for the appropriate
colours in our
classroom. Update the Learned section of the KWL chart with new
information that
students have about colours.
Learner Expectations: Science 1.2, 1.4, 1.5.1 LA1.1, 2.2 Math Number 3, 4
ASSESSMENT: CHECK THE RECORDED EXAMPLES FOR ACCURACY AND/OR
CHECK STUDENTS ACCURACY DURING THE COLOUR HUNT SPINNER
GAME. GOING BACK TO THE KWL CHART WILL ALSO HELP US REFLECT
ON WHAT WEVE LEARNED AND LOOK AT WHAT MORE WE WANT TO
LEARN.
Differentiation: Students may choose to write down and/or draw pictures of colour
examples. Ive also included the game, which the teacher can observe to see if students
are identifying appropriate examples. The game allows students to demonstrate their
understanding in a hands-on way, which may work better for students who
struggle with pencil/paper work.
Lesson 6- What happens when we mix two primary colours together?
Objectives: The students will predict changes in colour.
The students will describe changes in colour.

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Activities: Read Mouse Paint. Mixing primary colours using food colouring (use EPS
page 15-16, Master 26): Teach students how to use an eye dropper,
explain/demonstrate
experiment, make predictions, prepare their worksheets (colour
spots with crayons),
proceed with experiment, record results, discuss results and clean
up.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.4 LA 1.1Math Number 3, 4 Art
Reflection 3D, Depiction 3C, Expression 1D,
ASSESSMENT: CHECK FOR ACCURATE COMPLETION OF MASTER 26,
DISCUSS EXPERIMENT RESULTS
Differentiation: Some students may need to be paired with another student or have adult
support to complete the assignment. Visual instructions (pictures/symbols and words) on
the board or at their desk might help some students stay on task, while others
might need
verbal reminders about what happens next.
Lesson 7- What happens when we mix two primary colours together?
Objectives: The students will predict changes in colour.
The students will describe changes in colour.
Activities: Read The Color Kittens. Mixing primary colours using tempera paint (use EPS
page 17-18, Master 27). Explain/demonstrate experiment, make predictions,
prepare
their worksheets (colour spots with crayons), proceed with experiment,
record results,
discuss results and clean up. Mix cubes of Jell-O together in plastic bags
to see how the
colours mix (EPS page 29, Master 33). Complete Master 28 to check for
understanding.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.4 LA 1.1Math Number 3, 4 Art
Reflection 3D, Depiction 3C, Expression 1D,
ASSESSMENT: CHECK MASTER 28 TO ASSESS IF STUDENTS
UNDERSTAND HOW TO MAKE PURPLE AND SOLVE THE COLOUR PROBLEM
OUTLINED.
Differentiation: Some students may need to be paired with another student or have adult
support to complete the assignment. Visual instructions (pictures/symbols and words) on
the board or at their desk might help some students stay on task, while others
might need
verbal reminders about what happens next.
Lesson 8- How much of each colour do I need to match this paint sample?
Objectives: The students will analyze a given paint sample.

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The students will evaluate the effectiveness of their choices.
Activities: On Ipads or computers, visit The Learning Federations Mixing Colours
interactive mixing/painting tool
(http://www.learnalberta.ca/content/tlfmc/index.html)
give them time to
experiment at first and then have them use the match a picture
function so that they
mix colours to match a given sample. Back in the classroom,
provide each student with a
copy of Master 38 with a mystery colour painted on it.
Students will make
predictions about how they should mix their paints to match the
sample and then complete the
experiment, mixing their paints to match the sample.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.4, 1.5.5 LA 1.1 Math Number 3, 4, 9 Art
Reflection 3D, Depiction 3C, Expression 1D,
ASSESSMENT: LOOK OVER MASTER 38 TO SEE THE STEPS THAT STUDENTS
WENT THROUGH TO MATCH THE COLOURS- ARE THEY IDENTIFYING
THE
CORRECT PRIMARY COLOURS NEEDED? ARE THEY REFLECTING
UPON EACH TRIAL AND USING THIS INFORMATION TO GUIDE THE NEXT TRIAL?
Differentiation: Students may need some reassurance, prompting, and/or guidance to help
them persevere as they solve the problem.
Lesson 9- What are shades?
Objectives: The students will organize colours according to shades.
Activities: Read Red is Best. EPS Lighter and Darker Than activity: Have students take
out their crayons or pencil crayons and remove all of the blue crayons. How are
the
crayons the same and different? Have students order the crayons from lightest to
darkest
blue. Repeat with a different colour. Choose several children wearing the same
colour
and order them from lightest to darkest shades as a class. Sort paint chips from
lightest to
darkest colour and complete Master 25.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.2, 1.5.3 Math Pattern 3 Art Reflection
3D, Depiction 3D, Expression 1D,
ASSESSMENT: CHECK TO SEE THAT STUDENTS HAVE ORDERED THE
CRAYONS AND PAINT CHIPS CORRECTLY.
Differentiation: Offer small group or individualized instruction to students who need
extra support. Challenge gifted students to create a colour shade game using the paint
chips and teach it to a classmate.
Lesson 10- How much black or white do I need to add to match this paint sample?

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Objectives: The students will analyze a given paint sample.
The students will evaluate the effectiveness of their choices.
Activities: Read A Color of His Own. Experiment with adding more depth to colors by
adding black and white. Work through EPS Master 34 and 35 to predict what will
happen
and then record the results of the experiment. Check for understanding by giving
students
Master 39 or 40 to work through, where they will mix primary colours and
add
black/white to match a paint sample. Update the Learned part of the KWL
chart.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.2, 1.5.3 Math Number 3, 4 Art
Reflection
3D, Depiction 3D, Expression 1D,
ASSESSMENT: CHECK MASTER 39/40 TO SEE THAT STUDENTS IDENTIFY
THE COLOURS NEEDED AND IMPROVE THEIR ACCURACY WITH EACH
TRIAL.
Differentiation: Some students may need teacher prompting or a partner to complete the
activity. Students may need a scribe or video recording to record predictions.
Lesson 11- How can I mix paint to make a self-portrait?
Objectives: The students will create a painting.
The students will produce a specific paint colour.

that

Activities: Read Sam McBratneys Colors Everywhere. As a class, graph the number of
students with each colour of hair using Master 21 (page 9) on the smartboard. Discuss the
graph. Have students draw a self-portrait without hair and mix a shade of paint
matches their own hair colour using a trial sheet. Paint the hair on the self-portrait.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.2, 1.5.3 Math Number 3, 4, Art
Reflection 3C, 3D, Depiction 3D, Expression 1D,5A, 7B

ASSESSMENT: CHECK THE STUDENTS TRIALS IN DETERMINING THE PAINT

COLOUR AND THE FINAL COLOUR FOR ACCURACY- DID THEY
CHOOSE
EFFECTIVE COMPONENT COLOURS? DID THEY MIX QUANTITIES OF
THE COLOURS THAT YIELD THE RESULT THEY PLANNED FOR?
Differentiation: Some students may need guidance to complete the assignment. They may
need a mirror or a photograph of themselves if they struggle to remember their hair
colour.
Lesson 12- Why do you like your favorite colour?

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Objectives: The students will extend a story.
The students will create a painting to support the story.
Activities: Read Cats Colors. Discuss the structure of the story and create an example
page as a class. Create Cats Colors inspired color stories about favorite colors
(instruct
students to begin with the last page about their favorite colour and then
make the other
pages). Students should mix their favorite colour to paint on their page.
Pages should have writing and a picture, just as we saw in the story. Edit the page with the
student (add details, enhance legibility). Do a gallery walk. Make a favorite colour graph as a
class.
Learner Expectations: LA 1.1, 2.2, 2.4, 4.1, 4.3Drama 2.2, Art Reflection 3C, 3D,
Depiction 3C, 3D Expression 1A, 1D, 2A, 2B, 7B
ASSESSMENT: STUDENTS WILL ASSESS THEIR WRITING AND ART WITH
THE TEACHER AND THEN EDIT/ADD TO THEIR WORK TO IMPROVE IT. THE
TEACHER WILL THEN CHECK THEIR WORK FOR LEGIBILITY,
CONNECTION
TO THE STORY, AND USE OF ILLUSTRATION TO SUPPORT THE
STORY.
Differentiation: The number of pages can be modified according to student needs.
students looking for a challenge might produce 3-5 pages while developing students
might produce 1-2 pages.
Lesson 13- How is the effect of thick paint different from the effect of thin paint?
Objectives: The students will experiment with different thicknesses of paint.
The students will analyze an experiment.
Activities: Read and discuss the illustrations in Rainbow Fish. Complete EPS Painting an
Ocean Activity to explore thick and thin paints: students paint over two ocean
pictures
(EPS Master 42), one with a thick layer of paint and one with a thin
layer of diluted
paint. Record observations. Repeat the experiment with
Disappearing Bears (EPS
Master 43): this time, paint over 6 bears, diluting the paint
more and more for each bear.
Compare, in detail, the differences among the bears.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.7 Math Number 3, 4 Art Expression 1D,
7B
ASSESSMENT: LISTEN CAREFULLY TO STUDENT INPUT DURING THE
DISCUSSION AND ADD INFORMATION TO YOUR CHECK LIST.

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Differentiation: Some students might need a copy of the instructions (pictures and words)
on the board or on their desk to help them stay on task. You should have extra
copies of
the pages available in case they get so excited they paint everything with thick
paint.
Lesson 14- Can I See the Picture Through Different Liquids?
Objectives: The students will sort transparent and opaque substances.
The students will analyze natural dyes.
Activities: Quick sort- transparent/opaque substances (EPS 39). Students will place cups
filled with various liquids over a picture and observe if they can see through the liquid to
see the picture beneath. Sort the substances into transparent/ opaque. Discuss the
results.
Read Planting a Rainbow and discuss how many plants, fruits, and vegetables can dye
fabric. Dip fabric into some of the liquids used for sorting (see page 53) and fill in
master
46 with results.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.6, 1.5.9 Math Pattern 3
ASSESSMENT: CHECK THE STUDENTS SORTING AND RECORD ON
CHECKLIST, CHECK THE STUDENTS COMPLETION OF MASTER 46.
Differentiation: Effective grouping is the foundation of the graphing activity. An
effective group looks different in every scenario and choosing the way to group (same
level kids, multilevel, friends together, friends apart, etc.) will stem from
knowing those
particular kids in this particular topic on that particular day.
Lesson 15- Where do we find rainbows?
Objectives: The students will examine various ways to produce rainbows.
The students will represent one way to produce a rainbow.
Activities: Read A Rainbow of My Own. Complete the EPS Making a Rainbow activity
(page 57): place a mirror in a dish of water and shine light on it to produce a
rainbow.
Shine a light on a glass prism and discuss what happens. Pour bubble solution into
a
bowl and use a straw to blow bubbles in the bowl. Observe the bubbles. Look closely at a
CD-ROM for the rainbow. Use Master 48 to write about one way to separate light into
component colours. Update the KWL chart.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.10

Smith 19
ASSESSMENT: CHECK THE STUDENTS COMPLETION OF MASTER 48 TO SEE
THAT THEY KNOW THAT LIGHT CAN BE SEPARATED INTO COLOURS
AND
THATTHEY KNOW ONE WAY TO SEPARATE LIGHT INTO THOSE
COLOURS.

Differentiation: Students can write, draw, and/or label to explain how to separate light
into component colours. Some students might find it easier to model a method for
video camera or to have a conversation about how to separate light. Many students will
likely need the prompt read to them or recorded in a place that they can check throughout
the assignment.

Lesson 16- Which surfaces hold paint best?

Objectives: The students will evaluate paint adherence to different surfaces.
The students will choose a surface for their project.
Activities: Read One. Discuss the ways that the different colours felt in the book. Explain
to students that they are going to be using all of their knowledge about colours to
create a
piece of art for our classroom using the colours weve been working with. Today,
students will choose the surface they want to paint on for the project. Experiment with
paint adherence to paper, fabric, and plastic (a combo of pages 49-51 and Master 45) by
painting a variety of samples and observing the results. Students will write which surface
they are going to use for the project and explain why they made that choice.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5.8 LA 1.1, 4.1, 4.3

OF

ASSESSMENT: CHECK STUDENT RATIONALE AND PROVIDE IMMEDIATE

FEEDBACK SO THAT THEY CAN IMPROVE THE CLARITY AND DETAIL
THEIR RATIONALE. THIS RATIONALE WILL BE GRADED WITH THE FINAL
PROJECT.
Differentiation: Students may also choose to video record themselves explaining their
rationale.

Lesson 17- How can we describe colours?

Objectives: The students will choose colours for their final project.
The students will describe colours in detail.
Activities: Read the Black Book of Colours. Discuss the ways that the authors described
colours without using any colour at all. Have students choose and describe three colours
that they are going to use in their art. Students should mix paints and record their mixing

Smith 20
process (how many drops of white, yellow, etc.) on the colour mixing graph so that they
can replicate the colours.
Learner Expectations: Science 1.5.4 LA 1.1, 2.2, 2.4, 4.1, 4.3 Art Reflection 3C, 3D,
Depiction 3C, 3D, Expression 1A, 1D, 4A, 5A, 7B Drama 2.2
ASSESSMENT: CHECK STUDENT DESCRIPTIONS OF COLOURS AND OFFER
SUGGESTIONS FOR MORE DETAIL, ARTISTRY, AND LEGIBILITY. THESE
WILL BE GRADED WITH THE FINAL PROJECT.
Differentiation: Students may also choose to video record themselves describing their
colours.
Lesson 18- How do colours make us feel?
Objectives: The students will describe the feeling of a colour.
The students will revise their work.
Activities: Read My Many Colored Days. Sit in a circle and have each student share how
one colour (their choice) makes them feel. Provide an array of paint chips and ask
students to choose a color and write how the colour makes them feel. Students will then
their best to match the colour of the paint chip and record the mixing process on the
colour mixing graph so that the colour can be replicated.
Learner Expectations: LA 1.1, 2.2, 2.4, 4.1, 4.3 Art Reflection 3C, 3D,
Depiction 3C, 3D, Expression 1A, 1D, 4A, 5A, 7B Drama 2.2
ASSESSMENT: CHECK STUDENT DESCRIPTIONS OF COLOUR AND OFFER
SUGGESTIONS FOR MORE DETAIL, ARTISTRY, AND LEGIBILITY. THESE
WILL BE GRADED WITH THE FINAL PROJECT.
Differentiation: Students may also choose to video record themselves describing how
their colour makes them feel.
Lesson 19- How can we use colour to create a work of art?
Objectives: The students will create an original work of art.
The students will revise their work.
Activities: Leave all books from the unit out for students to use as inspiration. Students
will sketch the image they want to draw in pencil. Students will use the mixing guides
they created to mix the four colours for their art and then paint their picture. They will
answer the question If this picture was an illustration in a story, what would the
story be
about? This picture, the mixing guides, the material rationale, the paint

Smith 21
chipped
feelings, and their described colours will be presented tomorrow, so students
should finish up/fix up any pieces that need a little extra work.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5. LA 1.1, 2.2, 2.4, 4.1, 4.3 Art Reflection
3C, 3D, Depiction 3C, 3D, Expression 1A, 1D, 4A, 5A, 7B Drama 2.2
ASSESSMENT: CIRCULATE TO CONFERENCE WITH STUDENTS ABOUT
IMPROVEMENTS THEY CAN MAKE TO THEIR PIECES.

oral

Differentiation: Students may also choose to video record themselves explaining what the
story might be about. Some students will need written feedback, others will need
feedback. Some students may benefit from peer-editing.

Lesson 20- Our Colourful Classroom: A Celebration of Colours

Objectives: The students will present their projects.
The students will demonstrate effective presentation skills.

good

Activities: Read The Artist Who Painted a Blue Horse. Put art up around the room .
Model how the gallery walk will go, with half of the class standing with their art and half
the class milling about. Practice good questions to ask the artists about their work,
body language, and clear speaking voices. Begin the gallery walk. Meet to discuss the
experience together. Update KWL chart.
Learner Expectations: Science 1.1, 1.2, 1.4, 1.5. LA 1.1, 2.2, 2.4, 4.1, 4.3 Art Reflection
3C, 3D, Depiction 3C, 3D, Expression 1A, 1D, 4A, 5A, 7B Drama 2.1, 2.2
ASSESSMENT: CELEBRATION OF COLOURS MARKING GUIDE (SEE
ATTACHED)

Differentiation: Students who are very nervous can present to just one other student.
Some students might need index cards with question prompts to help get
conversations started.
Additional Sponge/Anchor Activities

Replaying songs
Colour by number
Colour hunts
Single colour art
Colour bingo
Making colour patterns
Create your own colour names for wrapper-less crayons

Smith 22

Lesson 1: What Do We Already Know About Colour?

Date: June 5, 2015

Teacher: Emily Smith

Subject: Integrated Science, Math, L.A, Art

Unit: Our Colourful World

Goal: To pre-assess students ability to identify colours.

Grade: 1
Materials: Brown Bear, Brown Bear, What Do You See? Chart paper, markers, high-five
colour sheets (on 11x17 paper), crayons.
Science GLOs: 1.1 Bring focus to activities, based on their own question and those of
others.
1.4 Demonstrate positive attitudes for the study of science and for the
application of science in responsible ways.
1.5 Identify and evaluate methods for creating colour and for applying
colours to different materials.
Objective: Students will develop meaningful questions about colour.
Students will describe and demonstrate prior knowledge.
Background information: This is lesson 1 of 20 lessons focusing on colour.
Time
Introduction

Smith 23
Greet each student by name as they enter the room. Invite students to join you on
the carpet, sitting so that they can see you read the story in a few minutes.
Encourage students to chat with you or others as they wait for everyone to arrive.
2 min.

Set
Read the story Brown Bear, Brown Bear, What Do You See, encouraging students
to identify the colours used in the story as you read (e.g. let them fill in I see a
____ dog with white). Notice colours that students identify with ease and
difficulty.

10 min

Activities

Explain to students that we are going to spend the next month learning
about colours.
Use chart paper to create a KWL chart.
Think, Pair, Share: invite students to brainstorm what they know about
colours by themselves for 1 minute, to pair up with a student on the carpet
to tell them what they know about colour, and then invite the class to share
what they know about colour. Write down what they Know under the K
on the chart.
o Questions to probe for deeper thinking about colour:
What happens when you mix paints together?
How many colours are there?
Describe your favorite colour
How would you explain colour to someone who couldnt
see?
Give me an example of a colour
What colour would you choose for colouring a lemon? A
Bike? A tree? Why?
What can you do with colours?
Where are some places that colours give people
information?

20 mins.

If students are getting antsy from all the sitting ask them to stand up,
stretch up on their tiptoes, and look for 3 yellow things in the room. Pair
them up so that they can tell someone the items they identified. Then have
the students join you back on the carpet.
Fill in the W (Want to Know) on the KWL chart. Ask students: what
questions do you have about colour? Give 1 minute of think time and then
invite students to share their questions.

Smith 24
30 mins.

Transition students to their desks.

Give students a high-five colour sheet and have them lay the page on their
desk
Call out a colour and have students high-five the corresponding colour and
colour word on their sheet. Circulate to observe students accuracy.
o If this is getting too silly or if you are finding there isnt enough
time to see enough students touch the colours, ask students to touch
the colour with one hand and the colour word with the other,
keeping their hands on the page until you call the next colour.
o Collect high-five pages.

35 mins.

Ask students to get out their crayons or pencil crayons.

Sing A Colour Chorus (from teachingmama.org). Observe how long it
takes students to find the correct colours.
Tune: If youre happy and you know it
If you see a (purple) crayon, pick it out! (find the crayon)
If you see a purple crayon, pick it out!
Stand and wiggle, give a shout (stand up with the crayon, wiggle crayon)
(Purple) is great without a doubt! (hold up crayon)
If you see a (purple) crayon, pick it out!
Repeat with: red, blue, yellow, orange, pink, green, brown, black, white,
gray

42 min.

Closure
Ask students to put away crayons and prepare for the next portion of the day
(e.g. lining up at the door for recess)

45 min.
Evaluation observation of students as they recognize colours in various contexts
Who may need extra help learning to identify colours?
Who identifies colours with confidence and needs a challenge?
What colours are familiar to students, what colours are less familiar?

Smith 25
Follow up I will use this lesson to get an idea of my class prior knowledge about
colours. I will use my observations to guide my teaching in subsequent lessons. Some
extra support or more challenging material will be offered through whole group
instruction, while others will be offered in small groups or one-on-one, according to
what will benefit the unique needs of each child in the room and the class as a whole.

Smith 26
Sample Assessments
Lesson 1 High Five Colours

Smith 27

Purple

Orange

Blue

Gray

Red

Yellow

White

Brown

Black

Green

Pink

Smith 28
Unit Assessment Checklist (Sample)
Check - Yes, theyve got it!
D- Still developing
N- Needs work

Student Names

Julie
Alex
Sarah

Lesson 1
Colour
recognition and
identificationHigh Five Colours
and A Colour
Chorus

Emma
D

Jacob
Simran
Neil

Comments

Names all colours

red
Has difficulty
differentiating
between red and
pink, does not
recognize purple

Knows some basic

colours (blue,
green, red, black,
white) but does not
recognize others.

Lesson 2
Examples of
each colourColour
Collages

Comments

Lesson 3
Lemons Are
Not Red book
page

Comments

Smith 29
Travis
Kelly

Smith 30
Marking Guide- Our Colourful Classroom: A Celebration of Colours
STUDENT REFLECTION: (Read aloud to students and have them circle their answer)
Did I have thoughtful reasons for using the materials the way I used them (painting surface,
thickness of paint)? Science 1.1, 1.2,1.5.7, 1.5.8
Never

Sometimes

Most of the Time

Always

Did I stick with experiments even when they took a long time? Science 1.4
Never

Sometimes

Most of the Time

Always

Most of the Time

Always

Did I go back and fix up my writing or pictures? LA 4.1

Never

Sometimes

Was I a good audience member when people were sharing their work? LA 4.3
Never

Sometimes

Most of the Time

Always

______________________________________________________________________________
Questions for teacher grading:
Does the students rationale clearly explain reasons for choosing specific materials for the
project? Science 1.1, 1.2, 1.5.8
Never
Sometimes
Most of the Time Always
Did the student express their ideas in writing in a detailed and descriptive manner? LA 1.1, 2.4
Never
Sometimes
Most of the Time Always
Did the student make strong connections between a colour and a feeling? LA 2.2, Art Reflection
3C, Expression 4A, 5A
Did the student enhance and improve their work? (i.e. Add words/letters, add information to
make better sense, reprint words, adjust spacing, add details to pictures and writing) LA 4.1, 4.3
Never
Sometimes
Most of the Time Always
Did the student discuss, share, and present their work, ideas, and experiences effectively? LA 4.3,
Drama 2.1, 2.2
Never
Sometimes
Most of the Time Always
Did the student mix primary colours, white, and black purposefully and effectively to create an
original work of art? Science 1.5.4, 1.5.5, Art Reflection 3D, Depiction 3C, 3D, Expression 1D,
5A
Never
Sometimes
Most of the Time Always
Did the student demonstrate painting skill (holding the brush, applying paint, cleaning, mixing
colours)? Art 7B
Never

Sometimes

Most of the Time

Always

Smith 31

Materials
Lesson 1: Chart Paper, markers, high-five colour sheets (on 11x 17 paper), crayons
Lesson 2: EPS Masters 3-14, magazines, scissors, glue

Smith 32
Lesson 3: EPS Master 1, chart paper, markers, Lemons Are Not Red writing templates
Lesson 4: Baskets/boxes of crayons (preferably ones that have been mixed up so that different
groups have different quantities of each colour), crayon colour tallying sheets.
Lesson 5: Clipboards, colour hunt sheets, blank graph for smartboard or whiteboard, printed
colour hunt spinner pages, cardstock, large circle tracers, scissors, arrows,
brads,
Colours KWL chart
Lesson 6: Three jars, water, eye droppers, paper towel, food colouring, crayons, EPS Master 26
Lesson 7: Liquid tempera paint (red, blue, yellow), paint brushes or q-tips, crayons, water,
mixing trays, eyedroppers, pencils, paper towels, Master 27, 28, and 33, small
plastic
bags, twist ties, yellow jell-O, red jell-O, blue jell-O, 3 cookie sheets, waxed
paper,
small plastic knives.
Lesson 8: Paint brushes, tempera paint (primary colours), pre-painted Master 38, water, mixing
trays, eye droppers, paper.
Lesson 9: Crayons or pencil crayons, Master 25, multi-shade paint chips (cut apart and placed in
Ziploc bags), crayons or pencil crayons.
Lesson 10: Tempera paints (primary colours, black, white), paint brushes, paint droppers,
crayons, water, paper towel, mixing trays, Master 34, 35 and pre-painted 39
and 40.
Lesson 11: Paint brushes, tempera paint (primary colours, black, white), water, mixing trays,
paper, blank graph for smartboard or whiteboard, colours KWL chart.
Lesson 12: Cats Colors story templates, tempera paints, blank graph for smartboard or
whiteboard.
Lesson 13: Master 42 and 43, blue tempera paint, water, mixing trays, paint brushes, paper
towel.
Lesson 14: Clear plastic cups, hand soap, corn syrup, kool-aid, elastic bands, ketchup, mustard,
water, tempera paint, vinegar, cola, index cards labelled transparent and
opaque,
lemon juice, sharpie, oil, cellophane, small pictures (magazine
clippings), tea, fruits
and veggies (raspberries, beets, onion skins, carrots), strainer,
large stirring spoons,
bowls, cotton string, coffee, Master 46.
Lesson 15: white Bristol board, Master 48, shallow dish, flashlight, plasticine, water, glass prism,
bubble solution, bowl, straw, CD-ROM.

Smith 33
Lesson 16: Paint, paint brushes, glue stick, Master 45, samples cut into 2 cm squares: white
construction paper, white Bristol board, white tissue paper, wax paper, cotton,
felt,
polyester, cellophane, Ziploc bags, grocery bags, margarine container lids.
Writing
prompt for choosing their painting surface.
Lesson 17: Writing prompt for describing three colours, colour mixing graph templates, paint
(primary colours, black, white), paint brushes, mixing trays.
Lesson 18: Single-colour paint chips, colour feelings writing prompt, colour mixing graph
templates, paint (primary colours, black, white), brushes, mixing trays.
Lesson 19: Various painting surfaces (papers, fabrics, plastics), paint (primary colours, black,
white), paint brushes, mixing trays.
Lesson 20: Tape, KWL chart, markers.

Resources

Smith 34
Books
Brown, Margaret Wise- The Color Kittens
Cabrera, Jane- Cats Colors
Carle, Eric- The Artist Who Painted a Blue Horse
Carle, Eric- The Mixed-Up Chameleon
Cottin, Menena & Faria, Rosana- The Black Book of Colors
Daywalt, Drew- The Day the Crayons Quit
Ehlert, Lios- Planting a Rainbow
Freeman, Don- A Rainbow of My Own
Lionni, Leo- A Color of His Own
Martin Jr., Bill & Carle, Eric- Brown Bear, Brown Bear, What Do You See?
McBratney, Sam- Colors Everywhere
Otoshi, Kathryn- One
Pfister, Marcus- Rainbow Fish
Seeger, Laura Vaccaro- Lemons Are Not Red
Serfozo, Mary- Who Said Red
Seuss, Dr. My Many Colored Days
Stinson, Kathy- Red is Best
Walsh, Ellen Stoll- Mouse Paint
Songs
A Colour Chorus Teaching Mama http://teachingmama.org/10-preschool-songs-colors/
Color Robot Harry Kindergarten https://www.youtube.com/watch?v=TdxBWRuhEIM
Color Words Rap- Harry Kindergarten https://www.youtube.com/watch?v=G5jHECX6uyU
What Color Are You Wearing- Teaching Mama http://teachingmama.org/10-preschool-songscolors/

Smith 35
Website
The Learning Federations Mixing Colours interactive mixing/painting tool. Access through
Learn Albertas resources (search grade one science mixing colours)
http://www.learnalberta.ca/content/tlfmc/index.html
Plans & Masters
Edmonton Public Schools Resource Development Services- Creating Colour: [grade 1, topic A]

KSAs Addressed in the Creation of this Unit Plan

Smith 36
KSA 3: Purpose of Guides to Education and Programs of Study. Planning integrated activities
has helped me become familiar with the grade one curriculum across subject areas.
KSA 5: All students can learn. Thinking through some differentiation strategies for this unit has
helped open my mind to potential supports and modifications that I can implement to support all
students in an inclusive community of learners.
KSA 6: The purposes of short, medium, and long-range planning. This unit plan is an example of
medium-range planning in early childhood integrated (cross-disciplinary) education.
KSA 7: Students needs for physical, social, cultural, and psychological security. In planning
potential ways to differentiate in this unit, I included a number of suggestions to help maintain a
secure and stimulating environment for all learners. For example, I emphasized the need to have
purposeful and flexible groupings for students so that they could feel supported and safe during
group work.
KSA 9: Many approaches to teaching and learning. This unit employs a wide variety of teaching
strategies and resources including group work, independent work, whole class activities, books,
songs, websites, and hands-on experiments.
KSA 10: Traditional and Learning Technologies. Technology has been integrated into some of
the learning activities (i.e. The Learning Foundations interactive mixing tool, graphing on the
smartboard).
KSA 11: Student assessment. A variety of forms of developmentally appropriate assessment have
been included in this unit plan. In many cases, several forms of assessment are available for a
given outcome so that assessment can be differentiated according to student needs, interests, and
readiness.