WHAT COLOUR DO YOU

FEEL?
Term 3 2017
 SKITTLES IN WATER
https://www.youtube.com/watch?v=-BIPZm6az4I
Science L1/2: Properties and Changes of Matter: Observe, describe, and compare physical and chemical properties of
common materials and changes that occur when materials are mixed, heated, or cooled.

We are learning to predict what might happen

I think the skittles will turn white. (Joel)
I predict the plastic container will change colours. (Kasey)
I predict that the water will go rainbow. (Vinnie)

We are learning to use I notice, I think, I wonder to make careful observations

I saw the skittles sinking and the water changing colour. (Vinnie)
I see the water turning into a rainbow like the skittles colours. (Tom)
I can see the colour dissolving off the skittles and turning the water a rainbow colour. (Isaac)
I can see that the skittles colour is being sucked out and changing white. Inside it looks like a flower. (Sontel)
 RED HAT: HOW DO THESE PICTURES
MAKE YOU FEEL?
We are learning to identify what we feel in response to given stimuli and give a reason as to why we feel this way.

Examples of students feelings and reasoning

Puppy? Paragliding?

I feel happy because he can take over the earth with I feel excited because I have never done it before.
cuteness. I feel excited because paragliding is fun.
I feel happy because I love puppies. I feel nervous because something might hit it.
I feel sad because I cant have one.

Getting a Duffy Book? A baby crying?

I feel happy because I can learn new things. I fell angry because he is so loud.
I feel excited because I love books. I feel sad because when babies cry its sad.
I feel happy because I get to keep it. I feel angry because it wont go back to sleep.
 CREEPING COLOURS
https://www.youtube.com/watch?v=-BIPZm6az4I
Science L1/2: Properties and Changes of Matter: Observe, describe, and compare physical and chemical properties of
common materials and changes that occur when materials are mixed, heated, or cooled.

English L1/2: Speaking, Writing and Presenting: Constructs texts that demonstrate some
awareness of purpose and audience through appropriate choice of content, language,
and text form
We are learning to write a set of instructions
Success Criteria:
-Put the events in the correct order
-Use bossy verbs to explain the action at the beginning of every instruction

Whole class shared writing:

Creeping Colours Science Experiment
Materials:
-7 jars
-Water
-Liquid dye
-6 paper towels
Steps:
1. Fill 4 jars with water.
2. Put jars in a line in a patterned order e.g. water, no water, water, no water
3. Pour 4 drops of into each of the waters. Put a different colour in each one.
4. Fold all the paper towels into halves 3 times.
5. Use paper towels to make bridges between each jar putting the ends inside the jar.
6. Watch and see what happens!
 HOT AND COLD COLOURS
Visual Arts L1/2: Developing Practical Knowledge: Explore a variety of materials and tools and discover elements and
selected principles
WALT identify which colours are class and hot colours and which are classed as cold colours

Hot Colours Cold Colours Stimuli given to generate ideas for hot and cold art
Red Blue
Orange Green
Yellow Purple
Pink Silver
Gold
 STUDENTS ART RESPONSES
It is evident in these following examples that students have understood the concept of hot and cold colours. All but one
student understood this concept.
 EMOTIONS, COLOURS AND LINES
Visual Arts L1/2: Developing Practical Knowledge: Explore a variety of materials and tools and discover
elements and selected principles
WALT use a range of lines to express feelings and emotions (music as the stimuli)

As a class, we first talked about how lines can represent emotions. We had a go at using the colours for
different emotions to draw lines that also represented the emotions. It was evident that the students had no
idea as the lines all looked very similar and in turn, didnt represent the emotions. So we brought music into
it. We used music as our stimuli and discussed what the lines might look like based on emotions. These are
the responses:
DRAFT PRACTICE WITH MUSIC AS STIMULI
FINAL ART RESPONSE USING COLOUR AND
LINES TO EXPRESS EMOTIONS
 COLOUR SENSES POEMS
English: Speaking, Writing and Presenting: Language features- Use language features, showing some
recognition of their effects.
English: Speaking, Writing and Presenting: Organise texts, using simple structures to write a poem

WALT describe colour through the senses using adjectives, verbs and nouns, in a poem format.

As a class, we first talked about the 5 senses. We then took one colour and brainstormed some objects that
we could hear, see, smell etc that were of the colour yellow. From there, we talked about adjectives and
their purpose. We chose an adjective to describe each noun. To finish, each student chose one adjective
and noun combination from each sense and turned our descriptions into poems.
The following is our class brainstorming, students group brainstorms and published independent poems:
PLANNING AS A CLASS
GROUP PLANNING