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ED 4738 Lenae Olson

Grade 1 Science
Unit A
Creating Color

How do I
understand my
world?



ED 4738 Lenae Olson


ED 4738 Lenae Olson























Creating Color:
1-5 Identify and
evaluate methods for
creating color and
for applying colors to
different materials
Grade 1
Science
General
Outcomes
Unit A
(Creating
Science Inquiry:
1-1 Bring focus to investigate
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.
Attitudes:
1-4 Demonstrate
positive attitudes
for the study of
science and for
the application of
science in
responsible ways

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Program of Studies Summary

SCIENCE INQUIRY FOCUS
Overview:
-Process of finding answers to questions
-Skills: asking questions, proposing ideas, observing, experimenting, and
interpreting the evidence that is gathered
-Initiated by: question from teacher or student
-When an unexpected observation is made or a procedure does not work,
there is opportunity for new ideas to emerge and a new set of
procedures to be followed

General Learner Expectations:
Students will:
1-1 Bring focus to investigate 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.

Specific Learner Expectations:
Students will:
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

ATTITUDES:
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General Learner Expectations:
Students will:
1-4 Demonstrate positive attitudes for the study of science and for
the application of science in responsible ways

Specific Learner Expectations:
Students will: show growth in acquiring and applying the following traits:
Curiosity
Confidence in personal ability to explore materials and learn by
direct 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
Respect for living things and environments, and commitment for
their care

UNDERSTANDINGS:
Topic A: Creating Color

Overview: Students will explore colored materials, different colors, how
they are created, what occurs when colors are mixed, and how color is
transferred. Students will understand the properties of different
materials, how to modify colors, and how interactions of materials should
be taken into account.

General Learner Expectations- Students will:
1-5 identify and evaluate methods for creating color and for
applying colors to different materials
Specific Learner Expectations- Students will:
1. Identify colors in a variety of natural and manufactured objects
2. Compare and contrast colors using terms such as: lighter than,
darker than, more blue, brighter than
3. Order a group of colored objects, based on a given color criterion
4. Predict and describe changes in color that result from the mixing
of primary color with white or with black
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5. Create a color that matches a given sample, by mixing the
appropriate amounts of 2 primary colors
6. Distinguish colors that are transparent from those that are not.
Students should recognize that some colored liquids and gels can
be seen through and thus transparent and that other colors 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 (papers,
fabrics, plastics)
9. Demonstrate that color can sometimes be extracted from one
material and applied to another (extracting 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
colors

Key Questions:
1. How are different colors created?
2. Is this color transparent or opaque?
3. Is this color found in/on a natural or manufactured object?
4. How do we know if a color is lighter or darker than another?

Vocabulary:
Natural
Manufactured
Transparent
Opaque
Primary color
Secondary color
Lighter than
Darker than
Adherence
Hue
Shade

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Timeline: September & October 2014 (20 teaching days for science, unit A: Creating Color)

Subjects MONDAY
2 hours
TUESDAY
1.5 hours
WEDNESDAY
1 hour
THURSDAY
30 minutes
FRIDAY
1 hour
Orientation
Team Teach
1

2 3 4 5
Social 8 9 10 11 12
Science 15
-Introduction to
science: What is
science?
-Color names and
words
-Favorite color
activity (with
journaling)
16
-Color match
(worksheet,
interactive
activity, and
book reading of
One)
17 SLO 1
-Natural vs
Manufactured
colored objects
(worksheet and
scavenger hunt
recordings in
journal)
18 SLO 1
-Natural vs
Manufactured
(review, and
group exercise)
19 SLO 2
-Compare and
contrast colors
(crayon sort)

Social 22 23 24 25 26
Science 29 SLO 2 & 3
-The Day the
Crayons Quit
book activity
(compare &
contrast, order
colors)
30 SLO 2
-Light and Dark
colors
(worksheet,
landscape
drawings day vs
night)
1 SLO 4
-Primary Colors
(coloring activity,
crayon scramble)
-Work on stories
2 SLO 4 & 7
-Paint mixing
(creating
secondary colors
with paint)
-Journaling

3 SLO 4
-Making
secondary
colors using
food coloring
(milk
experiment)
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-Start story
assignment based
on book
-Work on stories
task

-Finish stories

Social 6 7 8 9 10
Science 13 SLO 4
-Making
hypotheses
(What color will
it make?
journaling and
worksheet
Magic Colors)
14 SLO 4 & 7
Paint the
butterfly (Paint-
by-number
worksheet)
A color problem
(activity)
15 SLO 5
-Match the paint
chip Performance
Task (students
make a paint
sample that
closely resembles
a paint sample
provided by
teacher)
-Journal time
16 SLO 6
-Investigating
different
materials
(transparent or
opaque?)

17 SLO 6
-Transparent vs
Opaque
scavenger hunt
(journal
experience)

Social 20 21 22 23 24
Science 27 SLO 8
-Adherence
(define and give
examples)
-Does it stick?
(Adherence of
paint to
different
materials)
28 SLO 9
-Tie-Dye shirts
-Vegetable prints
29 SLOs 1-9
-Review of
concepts
(centers)
-Review using
paint program on
computers to
make groups of
colors, ordering
them, and
30
Unit A test

31 SLO 10
-How rainbows
work (make
rainbows using a
prism)
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determining how
they were created





Materials and Supplies
*All worksheets are taken from Edmonton Public Schools Resource and are made into a student booklet to
use daily*

Day Resources Needed
1 (Sept 15) Color Words (word wall), Youtube video (Color Song)
2 (Sept 16) Color Match Worksheet, One (book)
3 (Sept 17) Natural and Manufactured Words (word wall), Scavenger hunt sheets, N vs M
worksheet
4 (Sept 18) N/A
5 (Sept 19) Extra Crayons, Crayon sort worksheet
6 (Sept 29) Crayons, The Day The Crayons Quit (book) (have in class all week for stories)
7 (Sept 30) Light and Dark Colors worksheet, large white paper
8 (Oct 1) Extra crayons, Primary Colors worksheet, Primary colors Words (word wall)
9 (Oct 2) Paint and paper towel (Secondary colors Words (word wall)
10 (Oct 3) Milk, food coloring, tin pan
11 (Oct 13) Magic Colors Worksheet, paint, paint brushes, and cups of water
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12 (Oct 14) Paint the Butterfly worksheet, paint, paint brushes, cups of water
13 (Oct 15) Paint, paint brushes, paper, cups of water, paint chip samples
14 (Oct 16) Transparent and Opaque materials, recording data sheet, Words for word wall
15 (Oct 17) Scavenger hunt clues and recording sheet
16 (Oct 27) Adherence materials (fabric, plastic, cardboard, Styrofoam, tissue paper), word wall
word
17 (Oct 28) Halved vegetables (print making), t-shirts, clothing dye, water, paper towel, elastics
18 (Oct 29) Smart Board Review, computer lab (paint program)
19 (Oct 30) Unit Test
20 (Oct 31) Prism and worksheet


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Detailed Daily Schedule

Day 1: INTRODUCTION
Start the class off by introducing science as a new subject (where
we investigate why things are the way they are). Next I will introduce our
topic for the next two months of school (Creating Color), and the big
idea/question we will investigate: How do I understand my world?
I will then start introducing the theme of colors by asking students
to name the colors I am wearing today. Then with their elbow buddy they
will identify the color of each others clothing. I will show students
where the color words are located in the room and that it is important
that we learn to spell them. We will journal what colors we are all wearing
by each child drawing him or herself in their journal and color each piece
of clothing appropriately, and label with the correct color name.
I will play the Color Song on Youtube for students to join in on.

Assessment: formative observation *Connection to
ELA

Day 2: REVIEW of introductory information
The class will start with students identifying different colors on
their clothing and sharing with a partner (same as the previous day).
Students will then sing-along to the Color Song once again and journal
todays wardrobe colors. As a large group we will also make a graph
showing how many people are wearing blue, red, yellow, green, orange,
etc.
A new activity introduced today is student workbooks where
various worksheets are found I will explain the purpose and importance
of these workbooks to the students. Students are to complete the first
worksheet titled Color Match. I will read the book titled White Rabbits
Color Book to the class to introduce color words and the idea of mixing
color.

Assessment: formative observation and questioning *Connection to
ELA & math

Day 3: SLO 1 (Natural vs Manufactured)
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Today students will gain an understanding on the difference
between objects with natural color and manufactured color. Students
will complete a worksheet first to gain the knowledge required for the
next activity (scavenger hunt outside to find different objects). Students
will have a sheet in their workbooks to record one natural and one
manufactured product the color of: yellow, red, blue, green, and brown.

Assessment: formative (use checklist to see if students are grasping
concepts)
*Connection to
ELA

Day 4: SLO 1
Again, students will explore the difference of natural and artificial
color by creating artwork depicting both types, and acting out short
tableaux skits being various objects found in the previous days scavenger
hunt.

Assessment: formative observation *Connection to art

Day 5: SLO 2
Today students will learn how to compare and contrast colors
(lighter than, dark than, etc.) To do this, students will dump their box of
crayons onto the floor with a partner and will have to organize crayons
based on color (all blue together) and then sort darkest to lightest.
Students will choose one color set (all of the blues) and color in squares
into their workbooks showing they can order them darkest to lightest.
Students will work in small groups to find different
objects/materials in the classroom to compare and contrast as well.

Assessment: formative observation

Day 6: SLO 2 & 3
Activities based on the book The Day the Crayons Quit read the
story to the students, discuss the different colors, how they are feeling,
what they experience, etc. In small groups students will put the crayons
into different categories based on their color. Students then pick a color
to do their story on. Today students will start on their assignments by
choosing a color: If I was a crayon, I would be (insert color name).
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Assessment: formative observation *Connection to ELA

Day 7: SLO 2
Today students will complete a worksheet in their books on light
and dark, and will understand the terms lighter than, and darker than.
We will talk about what kind of mood is depicted from dark and light
colors and how they are different. To illustrate their knowledge on the
topic they will create two landscape pictures (one in the day, and one at
night). If there is extra time, students can continue working on their
stories.

Assessment: formative observation *Connection to art and ELA

Day 8: SLO 4
Today students will work on their stories, as well as start on the
topic of primary colors. After talking as a large group what the primary
colors are students will again do a crayon scramble and find all the
primary colors. Students will then travel around the classroom and find
where primary colors are found. Students will also work on their color
stories if they are not finished yet.

Assessment: formative observation *Connection to
ELA
Day 9: SLO 4 & 7
Mixing primary colors to create secondary colors. Students will
experiment with the paint colors provided and learn how mixing two
primary colors can give you a new color. To start, they will do a fun
activity where one student has one primary color of paint on his/her hand
and their partner has a different primary color. When the two students
shake hands they will create a secondary color. After some
experimentation I will interject and give a more formal whole group mini
lesson on how it works and why we might want to do this. I will hand out
multiple venn-diagrams for students to use their crayons to make a
legend for them to follow (put a primary color in each big circle and color
in the middle overlapping circle with the secondary color it would make).

Assessment: formative observation & questioning

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Day 10: SLO 4
Again students will experiment with making secondary colors using
food coloring. Students will be required to make predictions on what will
happen wen two primary colors are mixed (record in their journals
collect these afterwards to see who grasped the concept from the day
before). I will also do the colors in milk with detergent experiment (Steve
Spangler Science) to bring some excitement and curiosity to class! I will
also bring up the idea of shades (we have organized our crayons based on
light and dark, how does one become darker than the other?) After the
question is posed I will give students time to brainstorm and think about
it. If there is time, we will experiment with paint adding black and white.

Assessment: formative observation

Day 11: SLO 4
Magic Colors worksheet what color will these two make? More
review of what was taught in the previous weeks. This will give students
a chance to experiment again and remind themselves of concepts learned
previously.

Assessment: formative observation

Day 12: SLO 4
Paint the butterfly worksheet again, offers time for students to
create secondary colors, and to advance it they will be given black and
white to change the shade of the colors.

Assessment: formative observation

Day 13: SLO 4 & 5
Performance task: Match the Paint Chip students will be given a
paint chip, paint, and a recording sheet, their job is the mix paint in order
to match the paint sample. This is considered a summative assessment
both observation and taking the assignment in for grades will occur.

Assessment: summative

Day 14: SLO 6
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Today we will look at transparency vs opaque. The class will start
off with learning the two new words, and adding them to our science
word wall. Different materials will be set up at tables throughout the
classroom and students will circulate the tables in small groups to
experiment with the materials to discover if they are transparent or
opaque. Recordings will be made in their workbooks.

Assessment: formative observation *Connection to
ELA

Day 15: SLO 6
Still on the topic of transparency, students will go on a classroom,
hallways, and outdoor scavenger hunt to find items that are either
transparent or opaque. They will record their findings in their
workbooks.

Assessment: formative observation *Connection to
ELA

Day 16: SLO 8
The topic for today is adherence. Students will be put into small
groups and there will be centers around the classroom where students
will participate in my testing to see whether paint will adhere (or stick) to
various materials. Each center will have different materials to test.

SLO: formative observation

Day 17: SLO 9
Students will explore how color from one object can be extracted
and transferred to another object. Again, the class will be set up into
centers and students will either be tie-dying a t-shirt or making prints
using vegetables.

Assessment: formative observation

Day 18: SLOs 1-9
Today students will review concepts learned in the unit in
preparation for their unit test the next day. There will be various centers
set up around the room where students can explore topics discussed
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previously: natural vs manufactured, grouping colors, categorizing them,
primary colors, making secondary colors, color matches, transparency,
and transfer of color to another material or object.

Day 19: SLOs 1-9
Unit test

Assessment: summative

Day 20: SLO 10
Today we will explore how sunlight can be separated into
component colors. We will talk about the nature of light and what makes
white light. We will use spectrographs to see rainbows and use a CD
pointed at the light as well.

Assessment: formative observation








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ASSESSMENT OVERVIEW

A. Introductory Activities
Color words and favorite colors
Introduce the subject of science with questions, discussion,
showing where the science bulletin board is in the classroom
The Day the Crayons Quit Assignment
o After reading the story the students will write a short story
with illustrations titled If I were a crayon I would be (insert
color here). Students will explore that mood and feeling can
be expressed through color. Rubric is attached at the end of
the document

B. Ongoing Activities
Journaling (rubric below)
Student workbooks

C. Concluding Activities
Match the Paint Chip Performance Task more information
attached at the end of the document
Review centers
Tie Dye t-shirts
Unit Test

PERFORMANCE TASK DETAILS

Match the Paint Chip Assignment
-AAC documents attached

RUBRICS
A. Journals - attached

B. The Day the Crayons Quit Assignment attached





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Science Journal Rubric
Category Wow (4)

Thats it (3)

Coming Along (2)

A start (1)

Score
Neatness
and
Organization
1. My printing is neat.
2. I dated my work.
3. I put everything in
order.
1. Printing is
neat most of
the time
2. I date my
work
sometimes.
3. I put most
things in order
1. My printing is
neat sometimes
2. I dont always
date my work.
3. I put things out
of order.
1. My printing
is messy.
2. I dont date
my work.
3. I dont put
things in
order.

Content and
Accuracy
1. I did all journal
activities.
2. I showed what I
learned.
1. I did most
activities.
2. I sometimes
show what I
learned.
1. I did some
activities
2. I dont show my
learning all the
time.
1. I didnt do
the activities.
2. I didnt
show my
learning.

Illustrations
and
Diagrams
1. I drew all diagrams
neatly, colored them,
and labeled them.
1. I didnt draw
my best.
Sometimes I
forgot to color
and label.
1. My drawings are
not finished, some
are colored, and I
dont label all of
them.
1. I didnt
draw, color, or
label.

Sentence
Structure
2. My sentences have
capitals and periods.
2. Most
sentences have
2. Some sentences
have capitals and
2. My
sentences

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capitals and
periods.

periods.

dont have
capitals, or
periods.

The Day the Crayons Quit Rubric

Category Wow (4)

Thats it (3)

Coming Along (2)

A start (1)

Score
Neatness
and
Organization
1. My printing is neat.
2. I dated my work.

1. Printing is
neat most of
the time
2. I date my
work
sometimes.
1. My printing is
neat sometimes
2. I dont always
date my work.

1. My printing
is messy.
2. I dont date
my work.


Content and
Accuracy
1. I wrote my short
story about color using
wow words, and color
words.
2. I used my knowledge
about color to write
my story.
1. I wrote my
story using
some wow
words and color
words.
2. I sometimes
show what I
know about
color.
1. I wrote my story
without many
wow or color
words.
2. I didnt show my
knowledge about
colors very well.
1. I didnt use
wow or color
words.
2. I didnt
show my
knowledge
about color.

Illustrations 1. I drew all diagrams 1. I didnt draw 1. My drawings are 1. I didnt
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and
Diagrams
neatly, and colored
them.
my best.
Sometimes I
forgot to color.
not finished, and
only some are
colored.
draw or color.
Sentence
Structure
2. My sentences have
capitals and periods.

2. Most
sentences have
capitals and
periods.

2. Some sentences
have capitals and
periods.

2. My
sentences
dont have
capitals, or
periods.


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Resources

Print
1. Edmonton Public Schools: Grade 1, Unit A
2. The Day The Crayons Quit (by: Drew Daywalt) story book
3. White Rabbits Color Book (by: Alan Baker) story book

Additional Stories to use as sponge activities:
1. Mice in Paint big book
2. Purple, Green, and Yellow Robert Munsch
3. A Color of His Own Leo Lionni
4. Little Blue and Little Yellow Leo Lionni
5. Chameleons Colors Chisato Tashiro

Electronic
4. Alberta Education Program of Studies
http://education.alberta.ca/media/654825/elemsci.pdf
5. Lets Do Science: Creating Color
http://letsdoscience.com/content_pdf/Grade1CreatingColour.pdf
6. Alberta Assessment Consortium http://www.aac.ab.ca/
7. Pinterest
Colored Ice Marbles
http://www.flickr.com/photos/queenvannacreations/6802953349/
Color in Milk
http://indulgy.com/post/yEzmaJ9sE1/drop-vinegar-tinted-with-food-
coloring-onto-a-pa
Mixing Color with our Hands
http://elementaryartfun.blogspot.ca/2012/01/mixing-colors-with-
mlk.html
Color Shades and words
http://ohboy3rdgrade.blogspot.ca/2011/09/4-rswriting-rounding-
robots-and.html
Fireworks in a jar
http://www.adayinfirstgrade.com/2013/08/reviewing-color-words-
with-science.html
Colors Song
https://www.youtube.com/watch?v=k-2X98IsdNY&feature=share
Creating Secondary Colors with paint
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http://www.victoriabattagliahofmann.com/pointillism.html

**ATTACHMENTS BELOW**

Alberta Assessment Consortium Resources:

Colour Mixing

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!
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Outcome Correlation: Colour Mixing
Grade One Science

ASSESSMENT AND EVALUATION OF STUDENT LEARNING
This performance task is designed to gather assessment evidence for the
following learner expectations (shown in Times New Roman font) from the Alberta
Science Program of Studies (1996).
Note: Where text is grey, that portion of the outcome is not specifically
addressed in this task.

Learner Expectations Criteria for Evaluation
*






Students provide evidence of
their learning as they:
General Learner Expectation 1-2
SKILLS Science Inquiry
Describe materials and objects that have been observed and manipulated, and identify
what was done and found out.

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
1-2.2

UNDER-
STANDINGS
1-5.4
Focus
predict what they think will happen or what they might find

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.
make predictions
SKILLS
1-2.3


UNDER-
STANDINGS
1-5.4

1-5.5
Explore and Investigate
manipulate materials and make observations that are relevant to
questions asked


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.
create colour
UNDER-
STANDINGS
1-5.4
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.
describe changes in colour
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Rating Scale: Colour Mixing

Student ___________________________________________________________
Criteria Description of Criteria


Yes!
A
good
start

Not
Yet
Teacher Comment
Make
predictions
(1-2.2, 1-5.4)
Makes predictions
appropriate to mixing
two primary colours.











Create
colour
(1-2.3, 1-5.5)
Mixes colours to match
selected secondary
colour chip









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Describe
changes in
colour
(1-5.4)
Explains steps taken in
creating a secondary
colour.












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Science Assessment Manual Edmonton Public Schools

**This is a summary of what one of the worksheets looks like to find
actual worksheet visit U of L currlab lesson plan database. Did not
include actual sheets in order to keep everything in one document.**

Schoolyard Walk
Background: Identify colors in a variety of natural and manufactured
objects

Skills: Predict what they think will happen or what they might find

Attitudes:
Curiosity
Appreciation of the value of experience and careful observation
Inventiveness

Materials:
1 copy of worksheet per student
Pencils
Crayons

Student Handout

Name:
Date:

Allison is walking around the school and the community park with her
friends. She noticed that many things she saw are natural. She also saw
some things which are manufactured.

For each color below, write down what Allison could see on her walk on
each line and draw a picture in each box.

Red


Natural
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Manufactured






Same boxes are included in handout for: brown, green, black, and yellow.

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