Grade/Subject: Science 1

minutes

Unit: Creating Colour

Lesson Duration: 30

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES

General Learning Outcomes:
Identify and evaluate methods for creating colour and for applying colours to different materials.
Specific Learning Outcomes:
1-5.3 Order a group of coloured objects, based on a given colour criterion.
1-5.5 Create a colour that matches a given sample, by mixing the appropriate amounts of two
primary colours.
1-5.8 Compare the adherence of a paint to different surfaces; e.g., different forms of papers,
fabrics and plastics.
1-5.9 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.
LEARNING OBJECTIVES
Students will:
Demonstrate Colour Math in practice.
Understand varying degrees of permanence of paint on a variety of objects.
Apply the idea of shading to recreate a picture.
ASSESSMENTS
Observations:
Key Questions:
Read facial expressions before starting
What are the different stations?
experiment for confusion. Answer
What are different way to use paint to create
questions throughout and ask questions
different pictures?
about what the students see.
How can I apply what I have learned so far?
Written/Performance Assessments:
- Rules recap (F.A.)
- Observation booklet (F.A.)
- successful creation of rainbow in chromatography(F.A.)
- successful creation of painted rainbow (F.A.)
LEARNING RESOURCES CONSULTED
Resource #1: Program of Studies
MATERIALS AND EQUIPMENT
- Filter paper cut into strips, small pencil marks denoting where students should draw
- Popsicles strips affixed with aforementioned filter paper strips
- Water based markers (primary colours ONLY)
- Clear plastic cups ( half filled with water for station one, half to be painted at station three)
- Enough computers or iPads for one third of the class
- Projector
- Acrylic paint
- Paint brushes
- A plain white t-shirt
- Large piece of wood

PROCEDURE
What are the different stations?

Introduction (5 min.):
Play iSpy like last class
Hook/Attention Grabber: We have mixed colours with paint, we have seen colours mix with
rainbows, and now we can do both!
Expectations for Learning and Behaviour: Go over rules from the last two lessons, expectations
are consistent. Talk about using the computers responsibly. (F.A.)
Advance Organizer/Agenda: Write on the board what we are doing and the steps of the
experiment. Write steps for the other stations.
Transition to Body: Recap rules, ask students to tell me the steps again. I think youre ready, lets
begin!
Body (20 min.): What are different way to use paint to create different pictures?
Learning Activity #1: Make a rainbow using chromatography. (10 minutes) (S.L.O. 1-5.3, 1-5.9)
- Make one solid line between the pencil marks remember it has to mix to make a rainbow!
- Put the popsicle stick across the top so that the filter paper just touches the water
- Watch a rainbow form!
- Record what you see in or Observation Booklet (F.A.)
Assessments/Differentiation:
Learning Activity #2: Make your picture look exactly like mine! (5 minutes) (S.L.O. 1-5.5)
http://www.learnalberta.ca/content/tlfmc/index.html
- Have all laptops set up (three tabs set up the same so when a student is done they can just
close the tab)
- Have a picture I made up on the projector and tell the students they have 3 minutes to
match the pictures emphasize shade
- Show students how to screen shot and save their finished picture into a folder with their
name so I can look at it later (F.A.)
Assessments/Differentiation: students who have less exposure to technology will require help so a
Tech Star will be assign to each of the three groups to help those students.
Learning Activity #3: Paint me a rainbow on a plastic cup, a T-shirt, and a piece of wood (5
minutes) (S.L.O. 1-5.8)
- Acrylic paint will be provided in ROYGBIV to paint a rainbow on each surface
- The next day I will say that their art it beautiful and I want to make sure it lasts forever
- Will show them how plastic has paint chip off, wood with break apart if jostled at all, but
the t-shirt will serve as a lasting memento (later to be displayed in the classroom)
- Write down which will and wont last and why in Observation Booklet (F.A.)
Closure (5 min.):
How can I apply what I have learned so far?
Consolidation/Assessment of Learning: Observation Booklet
Feedback From Students: Observation booklet and undoubtedly given throughout
Feedback To Students: Comment on all they have learned (Colour Math, Creating Rainbows, and
Paint transfer in regards to opacity)
Transition To Next Lesson: You guys are colour experts and technology stars! Next class we will
put your skills to the test when we read a letter from an intergalactic transfer student!
SPONGE ACTIVITY: Play on the website (show them where to get more pictures) or have them
do chromatography and use white crayon to make designs.

Since the lesson requires the use of stations technology is key to ensure all students are
engaged. Technology was use when on a website that allows for a picture to be coloured in a
variety of shades, these shades can be easily altered to match a given picture (the one I will have
posted on the board). Students can engage with colour creation by playing with how the colours
mix to match a given sample, by engaging in creativity the students are more likely to be
motivated to create the desired result. It is essential for technology to be available for this to
work, if not there will by another station set up that requires much more attention than an online
version. If technology were not available I would have to take the shade matching activity out
and leave it until next class because clean up, set up, and questions from students would not be
feasible in the time frame and with another detail oriented experiment going. Even with
technology students must be prepared and organized to know who is going where and when, this
could prove difficult for classroom management so clear rules have to be set up and tremendous
prep must be done. One potential downside could be if students do not care to match what I have
done and instead play on the site, while they would still be learning they would not be achieving
the intended learning outcome. How I protect against this is by letting the students know that I
will be saving their work and later printing it off for their observation booklet their art matters!