Mini Unit

Name of submitter: Shane Hawke

Name of other Group Members: Christian Pedersen,
Kyle Bisschop
GRADE OF MINI UNIT: 1
TOPIC TITLE: Investigating Colour
Mini Unit Plan
(ASSESSMENT)

Teacher

Sharon Pelech

Subject

Science

Topic/Foc
us

Colour

Overarching
Question

What is colour and why is it important?

Learner
Consideration
s

Students who are colour blind may find this unit difficult. Many
modes have been considered to alleviate students with colour
blindness and students who learn by seeing examples, by
experimenting themselves, and by repetition.

Performance
Task
Overview

Students will be given a number of options in a Think-Tac-Toe

method that gives them the opportunity to show their learning in
either a presentation or a letter, a painting, and a worksheet or
bring in items and explain their colours.

Learner Outcomes

Links to
Overarching

Assessment
Criteria

Identify and
evaluate
methods for
creating colour
and for applying
colours to
different
materials.

The creation of colour

helps the students better
understand what colour
is.

As the students
explore the process
of color mixing the
teacher would be
formatively
assessing the
students growth
during the lessons.
Learning would also
be evident upon the
completion of the
worksheets and
presentations
incorporated in the
performance task.

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.

As the students learn

more about what colour
is and how to get the
colour they want they
gain a better
understanding of what
colour is.

As students create
colours they show
their understanding
and ability to predict
how to make
different colours and
shades of those
colours.

Create a colour that

matches a given
sample, by mixing
the appropriate
amounts of two
primary colours.

Matching colours help

the students to gain an
understanding of what
the colour is used for, for
example traffic lights.

Through
presentation of the
students summative
performance task
students show their
application of
colours outside the
classroom.

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.

As the students learn

more about what colour
is and how to get the
colour they want they
gain a better
understanding of what
colour is.

As students create
colours they show
their understanding
and ability to
predict how to
make different
colours and
shades of those
colours.

Identify colours in a

As the students learn

Through

variety of natural and

manufactured
objects.

more about colour and

where to find them they
will better understand
why colour is important.

conversations and
observations of the
students
participation in the
classroom
activities.

Performance Task
You must choose one blue activity, the yellow activity, and choose one of the red activities to
complete. Once you have chosen which activities you want to do let your teacher know so they
can help you through it. In total you must have three activities: 1 blue, 1 yellow, and 1 red.

#1
Present your completed sky
colour painting to the rest of
the class. In your
presentation make sure you
identify a minimum of three
secondary colors and what
colours you used to create
these colours.

#2
Present your printed copy of
your chosen online picture to
the rest of the class. In your
presentation make sure you
identify a minimum of three
secondary colours and what
colours you used to create
these colours.

#3
Write a letter to a friend or
family member explaining
why you think colours are
important listing at least 3
specific examples (e.g. traffic
light). Tell them what your
favorite colour is and why.

#4
Write a letter to somebody
famous and share why you
think colours are important
and what the world would be
like without colour. Share
your own favorite colour and
why.

#5
Complete your own sky
colour painting using various
shades (Mandatory but does
not receive a summative
grade). Provide a short
rationale of what you liked
and what you would have
changed about your picture.

#6
Complete the mini colour
mixing quiz worksheet.
When finished find a
classmate who did the same
worksheet and compare your
answers.

#7
Choose three objects from
home that are important to
you that are different colours.
Share with the class what
they are and identify the
colours that they are.

#8
Complete the colour
worksheet identifying the 3
primary colours and the 4
secondary colours. Find
another classmate who did
the same activity as you,
trade your worksheets and
compare your answers.

#9
Bring in 3 objects from
home that are the same
colour but different shades.
Describe which ones are
lighter or darker and identify
what colour would be used to
darken or lighten each object.

Options #1 and #2: Ask teacher for an outline of a fill in the blanks script for your presentation.
Options #3 and #4: Complete in journals, ask teacher for an outline.
Options #6 and #8: Ask teacher for worksheet.

Colour Worksheet

Name:___________________

Colour this picture and make sure that you use the colours appropriately. If
you have any questions, please ask the teacher.

Label the secondary colours that you have created by mixing blue, yellow and red.

Colour Mixing Quiz

Rubric for Performance Task:

Level
Criteria

4
Excellent

3
Proficient

2
Adequate

1
Limited*

Insufficien
t/
Blank

Colour
Identification

Student
accurately &
consistently
identifies all
of the
primary and
secondary
colours.

Student
accurately
identifies the
primary and
secondary
colours most of
the time.

Student
accurately
identifies half
of the primary
and
secondary
colours most
of the time.

Student
incorrectly
identifies
primary and
secondary
colours.

No score is
awarded
because there
is insufficient
evidence of
student
performance
based on the
requirements of
the assessment
task.

Shade
Sorting

Student can
correctly
order 3
shades from
lightest to
darkest and
use the
words light
and dark
to explain
their sorting.

Student can
correctly order
3 shades from
lightest to
darkest and
use the words
light and
dark, when
prompted, to
explain their
sorting.

Student can
correctly
order 3
shades from
lightest to
darkest but
cannot
explain their
sorting.

Student cannot
correctly order
3 shades from
lightest to
darkest.

Shade
Predictability

Students
can
accurately
and
independent
ly identify
what color
to add to
make a
color lighter
or darker.

Students can
accurately
identify what
color to add to
make a color
lighter or
darker with
minimal
prompting.

Students can
accurately
match white
and black to
a color lighter
and darker
when told
that black
and white
were the
colors used.

Students
cannot identify
or match what
color to add to
make a color
lighter or
darker.

Colour
Predictability

Student can
be given all
of the
primary
colours and
consistently
predict how
to make all
3 secondary

Student can be
given all of the
primary
colours and
consistently
predict how to
make 2
secondary
colours.

Student can
be given all
primary
colours and
inconsistently
predict how
to make the
secondary
colours.

Student can be
given all of the
primary
colours but
cannot predict
how to make
secondary
colours.

colours.

OVERVIEW OF MINI UNIT

Part A: Inquiry question- What is colour and why it is important?
Part B: Focusing questions
1.Rationale for the unit
a. What makes this relevant to students?
Our unit on colours attempts to make the topic relevant to students by connecting it to their own
lives and to make them ponder why colour is important to their day-to-day experiences. We
would connect the lessons daily to aspects of the students own lives: favorite colours, colours in
the world around them, and how the different colours influence and affect people. We would
connect the changing of colour to the changing of the season or the ripening of fruit in future
units. Imagine if there were no colors and everything was in shades of black to white? How
would this affect everybody's daily activities?
b. What is the purpose of the unit within the course?
The purpose of the creating colour unit is to create a base knowledge of colors that will be
crucial as they progress through grade 1 and beyond. Students will need to learn how to
distinguish different colours and identify how different colours are created. This unit is a basic
stepping-stone to further inquiry and knowledge for the students.
c. How do you envision it addressing the key elements of your subject discipline?
The full unit would address all of the key elements of the science discipline as it directly
correlates to the outcomes for the grade one program of studies. The unit is also created
strategically so that it will cross over into other disciplines to create a connection between
subjects. Including art, physical education, and technology, which are clearly seen throughout
the three lessons that we have planned here but other subjects, would be compounded upon
throughout the entirety of the unit.

d. How does your unit engage students in deep questions about science (as opposed to
simply delivering predetermined knowledge)?
This unit allows students the opportunity to see that when you mix certain things you get
something different and the properties change from that mixing. This is a stepping stone to
creating chemical solutions in future science studies. The experience from mixing colours gives
students confidence and familiarity with making predictions of what will happen next. This is a
critical skill that is paramount to understanding and working with science.

2.Key Questions
a. These are more specific questions that are derived from the focusing question.
Keeping in mind part of the tension is keeping the unit open for student voice and
interest, what are some key questions that may be explored within this overarching
question?
What do we use colour for? What would the world be like without colour? What is your favorite
colour and why? What do different colours mean? How is using the computer to learn about
colours different than using paint?
b. What knowledge/skills are you assuming are in place? (Look at PofS from earlier
years)
We are assuming that students will of understand a little bit about colors by this time in their
growth.
The Alberta program of studies aims to educate kindergarten kids to be able to: become aware
of colours, shapes, patterns and textures in the environment. Since there isn't a program of
studies for science prior to the grade level of our unit this is most likely the only specific
knowledge they will of obtained to this point. We would gauge the students understanding in the
introduction of the topic and see where they were in regards to understanding colors and the
different types of colors and what they represent.

3. Connection to Program of Studies

a. The critical inquiry question; general learning outcomes; specific learning outcomes
(remember to include the KSAs in outcomes
Throughout our proposed mini unit we have aimed at meeting a number of GLOs and SLOs,
which we have included in our lesson, plans. Our first lesson covered a wide variety of what
would be covered throughout the unit and in the subsequent lessons we narrowed our
outcomes to what would be covered in that lesson particularly. Our overarching question of
What is colour and why it is important? allowed us to focus on these KSAs listed to achieve
the outcomes set in our lesson plans. Through these KSAs we have made our mini unit connect
to the learner outcomes and made our mini unit engaging for student learning.

contextual variables affect teaching and learning. They know how to analyze many variables at
one time, and how to respond by making reasoned decisions about their teaching practice and

students learning
all students can learn, albeit at different rates and in different ways. They know how (including
when and how to engage others) to identify students different learning styles and ways students
learn. They understand the need to respond to differences by creating multiple paths to learning

for individuals and groups of students, including students with special learning needs
the purposes of short, medium and long term range planning. They know how to translate
curriculum and desired outcomes into reasoned, meaningful and incrementally progressive
learning opportunities for students. They also understand the need to vary their plans to

accommodate individuals and groups of students

there are many approaches to teaching and learning. They know a broad range of instructional
strategies appropriate to their area of specialization and the subject discipline they teach, and

know which strategies are appropriate to help different students achieve different outcomes
the purposes of student assessment. They know how to assess the range of learning objectives
by selecting and developing a variety of classroom and large-scale assessment techniques and
instruments. They know how to analyze the results of classroom and large scale assessment

instruments including provincial assessment instruments, and how to use the results for the

ultimate benefit of students

the importance of guiding their actions with a personal, overall vision of the purpose of teaching.
They are able to communicate their vision, including how it has changed as a result of new
knowledge, understanding and experience
b. Draw attention to how you address diverse learning needs, indigenous knowing,
multiple ways for students to show what they know (formative & summative)
Different students learn through different modes. We have given students who learn through
knowledge, technology, the actual mixing of colour, and through a fun activity to learn what
colour is and why it is important. The repetition that is provided throughout the unit will allow
every student to learn the topic in a way that is conducive to them and they are given the
challenge to better comprehend the content in a way that they may be unfamiliar with. As
students perform the activities and tasks provided it will be clear through observations and
conversations with the teacher if the students are understanding the concepts of colour and why
it is important. Students can then present their knowledge in a way that feels comfortable to
them. This presentation provides an opportunity for the teacher to evaluate the understandings
of each student.
c. Resources that can be used (teacher resources, student resources, possible
literature). This should be included with one to 2 sentences of what the resource is and
how it could be used.
Mixing colours online activity: This is an interactive activity found through Learn Alberta that
involves the mixing of colours to paint a picture with ease and no mess. This is used as a
stepping-stone to further understanding of the use of colours and more practice while having
fun.

Sky Colour Book: is a story about a boy who didnt have the colour blue, but still wanted to paint
a picture of the sky. The point of the story is to inspire creativity and is used as an exemplar of
how to use various shades of a colour to paint a picture.
Red: A Crayons Story by Michael Hall is a picture book about a blue crayon that has been
mislabeled as a red crayon. This story could be used to help students recognize other colours
and how each colour can be used to draw different objects.

Part C: 3 Lesson Plans

Mixing Colours (Lesson 1)
(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Belmont, CA:
Wadsworth Cengage Learning, p. 321)

Goals:

Students will differentiate between primary and secondary colours.

Students will learn to make new colours when mixing other colours.
Students will explore different colours and how they are used in the
world.

Main Ideas:

What are primary colours and what happens when you mix them?

Procedures:
Engage

Relate to home life by posing question Why is color important?

Explore
Students will use the colors they know to mix them together to create new
colours.
Explain
There are many different colours in the world. We use these colours to help make
life easier. For example traffic lights help us to get from place to place safely because
they tell us when to stop and go using colour.
Elaborate
This activity will help students to go beyond recognizing the colours of the world
and allow them to know how colours are made.
Evaluate
Students will use the web tool provided to paint a picture of their choice using
different colours and shades of that colour or to match the colours and shades on a
picture provided.
Grade: 1

Activity: Colour Mixing and Painting

Goals/Key questions
Goals: Students will experiment with mixing primary colours to purposely make secondary
colours. This activity will engage the students and make them excited to learn more about
colour.
Objective (connected to PofS): Students will know what the primary colours are. Students will
explore colours that can be created by mixing the primary colours together. Students will also
understand how to make a colour lighter or darker using white or black.
GLO: Identify and evaluate methods for creating colour and for applying colours to different
materials.

SLO: Predict and describe changes in colour that result from the mixing of primary colours and
from mixing a primary colour with white or black.
Create a colour that matches a given sample, by mixing the appropriate amounts of two
primary colours.
Art Outcomes: Level 1
Component 3 D. Colour variation is built on three basic colours (red, yellow, blue).
Component 6 C. Primary colors can be mixed to produce new hues.

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:

Materials needed/preset up required/logistical considerations needed (seating

arrangement):
Smart Board- http://www.learnalberta.ca/content/tlfmc/index.html
Computer Room- set seating arrangement
Printer

Content:

Introduction
Time: 20 min.

What is the teacher

doing?

What are the students doing?

Assign students to pick

one object in the room to
discuss. Have them share
the main colour(s) of that
object. Have them also
share how colour makes
things more exciting form
just black and white. The
teacher will give a
demonstration of how
these questions can be
answered.

Students are using think-pair-share

to answer initial questions from first
activity. Students are actively
engaged in conversation with
teacher
Also looking for different objects
around the room that have a colour.

When group is back

together as a whole
discuss answers that the
class came up with. If
more than one person
picked the same colour
then discuss how the two

Students will link their

understanding of colours to objects
found in the classroom. They will be
able to describe different shades to
compare objects.

items are different (lighter

or darker). What could
make this happen?
Introduce the term shade.
Can you find two different
shades of
yellow/green/etc.?
Transition
considerations

Activity 1
Time: 10 min.

Transition
considerations

Activity 2
Time: 25 min.

Technology works and

smart board is working.
(Set-up and check before
lesson begins)
Teacher shows the class
how to access and use the
online resource.
Are red, yellow and blue
the only colours we found
in our classroom? Why
would those be the only
colours you have to work
with? What if I want to
make green grass? So
what colours could I mix?
Have a volunteer come to
the front to see if they can
make green using the
primary colours. Ask
students if they have any
questions?

Students watch teacher

demonstrate how to use online
resource on smartboard. Students
can ask questions if they are
unclear. Students will explore how
to mix colours for themselves.

Move to computer lab in

school. This may take
some time...

Walk quietly and not disturb

different classes. They will log on to
computers and access website for
this activity.

Students will be given time

to explore different colours.
Once students seem
confident (~10 min.)
teacher will regain
attention of the students.
Teacher will ask students
what colours they made
and how they made them.

Students will use their time to figure

out how to make secondary colours
and different shades of the same
colour.

Students will learn through

observation how to make 1
secondary colour and will have to
figure out how to make the other
secondary colours through
exploration.

Students will engage in

conversation and share what
colours and shades they have made

Make sure to touch on all 3

secondary colours. Tell
students that red yellow
and blue are the primary
colours. Ask students why
they think that they are
called the primary
colours? Ask if any student
made different shades of a
different colour? How did
you do that? Ask clarifying
questions such as... You
used white to make things
lighter? Students will then
be asked to use at least 7
different colours and
shades of different colours
to paint a picture that they
choose. Show students
how to select different
pictures. Tell students that
they are going to be artists.

Conclusion
Time: 5 min.

Have students move to the

carpet/reading area and ask
students what are the
primary colours? What
colours are secondary
colours? How do we make
lighter and darker colours?
If I see 2 different purples in
the classroom how could I
describe how they are
different? (Lighter/darker)
What is the word we use to
describe the differences?
(shade). Tell students that
next time we will use the
skills we learned today to
make an actual painting.

and how they made them.

Students will be artists and mix

colours and create shades to add
colour to a black and white drawing.

Students will engage in discussion

and answer questions. They will
demonstrate their learning through
answers to questions.

Assessment: Printed picture that shows use 7 different colours/shades. (formative during
lesson and show the teacher once completed).

Accommodations/Modifications: The pictures on the online resource have three levels of

difficulty. Do matching activity on same resource. If computer problems or no technology access
can do the lesson with paint instead.
Extension and extra time activity: Colour a matching picture if time. This can be found on the
resource near the top of the page. Can show one student how to do this, and they can show
other students how to access it as they get to this activity.
Reflection on how the lesson went.
Resources: http://www.learnalberta.ca/content/tlfmc/index.html - Colour mixing web tool

Lesson 2-Art Lesson with paint

(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Belmont, CA:
Wadsworth Cengage Learning, p. 321)

Goals:
Main Ideas:

Students will examine why different colours are useful. Students

will continue to explore why color is important.
Students will apply previous knowledge by mixing primary paint
colours to make their artwork more interesting (vs. black and
white).

Procedures:
Engage
Look at examples of work created by students from the previous class.
Have a discussion about what the class did in the previous class and what they have learned so
we know what needs to be touched on again more specifically in this lesson.
Introduce new activity and paint by showing examples from an illustrated book entitled Sky
Colour.
Explore
Students will use paint in the primary colours as well as black and white paint to create new
colours and shades.
Students will be given paper to create a sunset picture showing the different colours and
shades of those colours.
Explain
Students will compare the use of paint and the use of the online resource. How does this
change how we use colour in the world around us?
Elaborate
This activity will build on the students experience with mixing colours through an online
resource.
Teacher will draw from the colours seen on objects around the room to understand the value of
different colours.
Evaluate
Students will use paint to create multiple secondary colours and shades shown in a painting of
their interpretation of a sunset.
Grade: 1

Activity: Mixing Paint

Goals/Key questions
Goals: Students will learn how to mix paint to create secondary colors and shades based on
their knowledge from the previous lesson.
Objective (connected to PofS): Students will explore how to mix paint of the primary colours
to make new colours. Students will differentiate shades of colour by adding black and white to
colour.
GLO: Identify and evaluate methods for creating colour and for applying colours to different
materials.

SLO: 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.

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:

Primary and Secondary Colours
How colours mix
There are different shades of the same colour
Familiarize with the term shade
Materials needed/preset up required/logistical considerations needed (seating
arrangement):
Paint separated into colors (red, blue, yellow, black and white) with as many sets as groups of
students
Brushes
Water
Paint Aprons
Paper
Paper towel and other cleaning supplies

Content:

Introduction
Time
estimation
15 min.

Transition

What is the teacher doing?

What are the students

doing?

Review of last class through a paired

discussion and project sharing:
Teacher will ask students to share
their painting with the person to their
left and share what they liked, and a
secondary color they made on their
artwork. They will then find a
secondary color on their partners
work and tell them what colors they
used to make that color. Teacher will
observe students and help as
needed.

Students will pull out their

printed coloring pages from
last class and share 1 thing
about their painting that
they liked with a partner.
They will then point out a
secondary color that they
made and tell their partner
how they created this color.
Students will then point out
a secondary color on their
partners artwork and
predict how they made that
color with verbal feedback
from their partner.

Teacher will have students move to

the carpet as a group on a signal from

Students will move quickly

and quietly. They will put

Consideration
3 min.

Activity 1
Time est:
10 min.

the teacher that sharing time is up.

Reading of Sky Color by Peter H.

Reynolds.
Before beginning reading this book
teacher will ask students, What
colour is the sky? Prompt students
to think about colors other than blue
if they dont mention these on their
own.
Teacher will read the book to the
students and point out different
shades (lighter and darker)
throughout the book and ask them
why these exist. For example, why is
the ground darker under the chair
than it is beside the chair? (Discuss
shadows and how they are shown
through the different shade of grey
used.) Use the term shade
throughout the reading so that
students become comfortable with it.
Have them look at the sky and ask
them how they think the artist made it
darker in some spots and lighter in
others. Reinforce yesterdays lesson
by asking them how to make the
secondary colors that they see on
the last page. For example, Look
there is purple? How do I make
purple again?
Tell students that they will be going
back to their desks to create their
own sky color picture.

Transition
Send students back to their desks to
Considerations paint. Assign 1 student per group

their artwork in their desks

before coming to the carpet.
A variety of students will
answer sky question.
Students will think about
what other colors the sky
can be besides blue.
Students will listen to
reading and take part in
answering questions posed
by the teacher.

Students move in an orderly

fashion to complete

2 min.

Activity 2

Time Est:
25 min.

Conclusion

5 min.

(already assigned seating at group

tables) to grab paint for their table,
another to grab water, another to grab
paint aprons and the last to get
brushes.

assigned tasks.

Inform students that the 2 things youll

be looking for are 1) You create a
color that isnt already on your desk.
2) Their sky needs to use both black
and white mixed into their main color.
Aka different shades.
Teacher will point out what this looks
like using the example from the book.

Students will be
experimenting with their
own mixing and painting.
They will be given a 5minute warning to make
sure that they are able to
complete their work in time.

Compare and contrast the 2 types of

artwork the students have created
(online vs. painting). Ask them how
they are the same and how they are
different. What did you learn about
making colors yesterday? What did
you learn about making colors today?
Explain to students that next class
will be an activity to see if they
remember how to mix and make
certain colours. Leave paintings on
desk at end of day so they can dry
overnight.

Students will describe how

their two different paintings
are different. They will be
engaged in a discussion as
a whole class. If there is
extra time they could do a
think-pair-share activity
with these questions.

Assessment: Formative assessment through asking questions and walking around the room.
Teacher can also observe the painted pictures to ensure that the students meet the criterion that
is expected of them.
Accommodations/Modifications:
Extension and extra time activity:
Reflection on how the lesson went.

Lesson 3 Science Colors in the Gym

(From Koch, J (2010). Science Stories: Science Methods for Elementary and Middle School Teachers. Belmont, CA:
Wadsworth Cengage Learning, p. 321)

Goals:

Main Ideas:

Students will use prior knowledge about colors and color mixing in a fun
and active environment. Students will exemplify understanding of which
primary colors mix to create secondary colors.
The students are familiar with the use of mixing colours. This activity will
allow them to use their knowledge in an interactive environment to
achieve a goal outside of art.

Procedures:
Engage
Draw on the lessons and discussions from previous lessons on colour and introduce the
students to an interactive game to be played in the gym.
Explore
Students will work together as a team and with other teams to work together to achieve a
common goal.
Teams will be made of the primary colours and throughout the game the teams will mix to form a
secondary colour to achieve their goal.
Explain
Students will understand the importance of teamwork as they practice their knowledge of
colours.
Students will connect their activity to examples outside the school.
Elaborate
The mixing of teams based on colour will allow the students to analyze how the world changes
around them and to prepare for these changes.
This will be compared to the changing of seasons or the changing of traffic lights as examples
outside of the classroom.
Evaluate
Based on the success of each team and their effectiveness of mixing with the correct team by
the colour combinations called out by the teacher.
The teacher will observe the knowledge and practice of the mixing of colours.
Grade 1

Activity: Colors in the Gym

Goals/Key questions
Goals: Have students remember what has been taught in previous lessons about the mixing of
colours. Have the students engage in a physical activity that will have them work together and
against one another to achieve a goal.
Objective (connected to PofS): Students will explore the use of teamwork. Students will recall
which primary colours mix to create new secondary colours.
GLO: Students will demonstrate an understanding of basic rules and fair play for simple games
SLO: Predict and describe changes in colour that result from the mixing of primary colours

Pre lesson Considerations

Lesson overview of main ideas to be learned and prelearning required:

Knowledge of primary colours
Experience with colour mixing
Experience with the game of tag
Materials needed/preset up required/logistical considerations needed (seating
arrangement):
Pinnies (Blue, Yellow, Red)
Gym
Whistle
Large pieces of paper (orange, purple, green, brown) in each corner of the gym

Content:
What is the teacher doing?

What are the students

doing?

Time est:
5 min.

Students do a warm up running 2

laps around the gym. They then sit
in the circle in the middle of the gym.
Teacher asks how do we make
orange, purple and green?

Students are listening

while sitting in the middle
circle of the gym. Teacher
blows whistle to get their
attention. Students are
answering questions
teacher asks of them.

Transition
considerations

Tell students that we are going to

play a game with colours.

Students will get excited

about playing a game.

Ensure students know how to mix

the primary colours. Have each
corner of the gym a different colour
(green, orange, purple, brown). With
all of the students sitting in the circle
in the middle of the gym, the teacher
will call out a colour and the
students wearing the pinnies that
match the secondary colour will run
to the correct corner of the gym, and
then run back to the circle as quick
as they can. Switch pinnies with
someone else twice so all students
have an opportunity to be each of
the primary colours.
The type of locomotion that the
students use to get to the corner and

This activity will be played

until it seems like the
students are competent
with all of the different
colours.

Introduction

Activity 1
Time est:
22 min.

back to the circle can be changed as

the game goes on (skipping,
jumping, galloping, etc.). The
students will also have to find a
partner that they combine with to
create the corresponding color when
they get to the corner, the teacher
can change the way that these
students meet mix (e.g. high-five,
jumping jacks, touch elbows etc.).
Transition
considerations

Activity 2

Time Est:
23 min.

Conclusion
Time Est:
10 min.

Explain new game below.

Students will remain

seated in the middle of the
gym.

3 students will take off their pinnies

and go the secondary colour corner
that they are assigned to. When the
whistle blows each student in the
corner will run to the middle circle,
pick 2 people that mix to make their
secondary colour and run back to
their corner with those students.
They will repeat this with a second
pair of students. To start this game
the teacher will help with a
demonstration of game so that all
students understand how to play.

Students will listen to

directions and watch as
teacher helps to
demonstrate the game.
Students will participate in
the game and follow the
rules. Students will ask
questions if needed.

At the end of the game students will

all gather back in the middle of the
circle and have a discussion to
make sure that they know the
primary and secondary colours.
For example the teacher can ask is
red a primary or secondary colour?
How do you know? This is a good
point to tie discussion back to
overarching question (why is colour
important?).

Students will be engaged

by answering questions
and having a discussion
about colour. They will be
able to link their previous
knowledge and new
knowledge from today to
how colour is important in
their lives.

Assessment: Observations of students activity, cooperativeness, and effectiveness.

Accommodations/Modifications: This is a gym class with a gym lesson. The use of colour
mixing is secondary.

Extension and extra time activity: Have the students engage in different forms of locomotion
as they run to their corners. Add in a tagger who can catch the other students as they run to
their corners.
Reflection on how the lesson went.

Part D: Personal reflections (rationale)(Individual reflection)

Mini Unit Reflection by Shane Hawke

Other group members: Christian Pederson, Kyle Bisschop

The overarching question for this mini unit is What is colour and why is it
important?. This overarching question is quite broad and it allowed us a lot of opportunity
to explore different avenues and modes to explore the concept of colour in a Grade 1 sense.
One of our biggest goals as we prepared our mini unit was to allow our students
opportunities to learn the content in different ways. Not every student learns the same way
and we aimed to alleviate that problem by teaching the content in multiple ways to allow
repetition of knowledge in different modes.
We saw the value of each ideology when considering what we were teaching and we
incorporated each of these ideologies throughout the three lessons that we have prepared
for the students. The scholar academic ideology is mainly based on the transfer of
knowledge from the student to the teacher. Each lesson had a time for the teacher to
provide effective instruction of the knowledge that is necessary for the students to
understand the overarching question of what colour is. These moments of transfer are then
followed by activities of the knowledge in action. Whether it be with the computer, paint, or
in the gym students are then given the opportunity to apply their knowledge and develop
the skills that come with that knowledge. Social efficiency was our aim when it came to
these activities. Its good for our students to have the knowledge of how to mix colours but
throughout the activities there is formative assessment to ensure the students know how to
use that knowledge. We had difficulty creating a summative piece for students that allowed
differentiation of students learning modules as well as showing fully what the students have
learned. We had a second look at a learner centered ideology and it became clear to us that
if we gave students options of what they would like to do to be assessed on we could find
the appropriate differentiation we were looking for. Our tic-tac-toe performance task allowed
the learner centered ideology to also be represented through our mini unit. Lastly the social
reconstruction ideology is evident in our use of our class reflections at each lesson. Students

are given the opportunity to think critically about what is being taught and how it compares
to the other lessons. They can identify what mode works best for them and show how they
feel or what they would change. This is revisited in the performance task for example the
option of writing a letter to someone famous and tells him or her what the world would be
like without colour.
We made all of our lessons with engaging activities and allowed opportunities for
classroom collaboration. These lessons provide the material and the students are given
chances to get out of the lesson what they would like while having fun doing it. The
prediction and use of colour will provide students with the knowledge of what colour. The
activities and reflections help them to better understand how these colours and mixing is
used in the world around them or in other words why colour is important. Not just to the
world but to the students on a personal level as well.

Rationale: Assessment

Scaffolding Lesson
Plans
Lesson 1: Mixing Colours
Description

Lesso
n
Overvi
ew:

Instruct
ional
Process
es

Lesson
Outcome:
Lesson
Descript
ion:

How does your

lesson scaffold to
your
performance
task?
This lesson is mainly
based on formative
assessment as we
introduce the concepts
of new colours and
colour mixing. This
lesson is a steppingstone to more learning
by providing the basic
knowledge that those
students will use to
complete their
performance task. We
begin with the end in
mind as suggested by
Davies. We keep the
performance task in
mind as we learn the
basics.

What formative
assessment
techniques will
you be using?
What
information will

What core
assessment
concepts
inform your
design choice?
We use a lot of
triangulation of
assessment throughout
this lesson. We start and
finish the lesson with a
class conversation then
allow them to focus on
their task as we observe
them struggle and
succeed. At the end of
the lesson the students
provide a product of
what they have achieved
that provides an
understanding of where
the students are in their
knowledge of colours.

How does your

use of formative
assessment
reflect key
assessment
concepts?

you be
collecting? How
will you use that
information?
Descriptio
n of what
teacher is
doing:

Students will create a

picture using a template
found on the online
resource. This template
will be a finished
product for the teacher
to collect to assess how
each student is doing
and how much
exploration they are
undergoing in the use of
colour. This knowledge
will be used in
subsequent knowledge
by affecting the criteria
looked for in the use of
paint.

The picture the students

provide is a valid
representation of their
use of colour because
they are given options to
use other colours and
they must mix the three
primary colours to make
more. If they only use
the primary colours it is
evident that they do no
understand that colours
mix. This is reliable
because it is the
students creating the
pictures for their own
learning and enjoyment
so they will be engaged
in doing their best to use
the knowledge they have
gained.

Rationale: Assessment

Scaffolding Lesson
Plans
Lesson 2: Art Lesson with Paint
Description

Lesso
n
Overvi
ew:

Instruct
ional
Process
es

Lesson
Outcome:
Lesson
Descript
ion:

How does your

lesson scaffold to
your
performance
task?
The previous lesson
dealt with primary
colours and their use.
This lesson builds on
that knowledge with the
use of shades of the
same colour. Students
will have more insight
and knowledge of
secondary colours and
how they are used.

What formative
assessment
techniques will
you be using?
What
information will
you be
collecting? How
will you use that
information?

What core
assessment
concepts
inform your
design choice?
Once again we mainly
focused on triangulation
of assessment to better
understand where the
students are in their
knowledge of colours
and their use.

How does your

use of formative
assessment
reflect key
assessment
concepts?

Descriptio
n of what
teacher is
doing:

Students provide a
picture of a sunset that
they have created with
paint. This is something
they will have to submit
later for their summative
assessment but students
hand in picture to the
teacher to hang up in the
classroom. Based on the
behaviour in the
classroom and the quality
of the colour mixing
shown in the sunset
pictures the teacher can
have a better idea of what
needs to be relooked at in
future lessons.

Students are able to

compare and contrast how
they felt about the
previous lesson compared
to this one. They are able
to self-assess how they
are doing with colours and
which modes work best for
them. They are given
opportunities for other
students to examine and
compliment their work as
well in an informal peer
assessment.

Rationale: Assessment

Scaffolding Lesson
Plans
Lesson 3: Science Colours in the Gym
Description

Lesso
n
Overvi
ew:

Instruct
ional
Process
es

Lesson
Outcome:

How does your

lesson scaffold to
your performance
task?

What core
assessment
concepts inform
your design
choice?

Students examine a
situation outside of
colouring to see how
colour is used. This
provides them greater
insight to know how the
world uses colour in other
ways than just painting or
creating a picture.

We really wanted to have

students work together
and assess each other in
the use of colours while
using the colours in a
situation other than
creating or painting a
picture. The use for
teamwork and
collaboration allows the
students to be involved in
their own assessment and
teaching as described by
Gareis and Grant.

What formative
assessment
techniques will
you be using?
What
information will
you be
collecting? How

How does your

use of formative
assessment
reflect key
assessment
concepts?

will you use that

information?
Descriptio
n of what
teacher is
doing:

The main form of

information that will be
collected through this
lesson is classroom
discussion. Students will
be able to think critically
and apply different
colour to the objects
they see at home. They
will learn more about
why colour is important
and how it allows
everyone to work
together. This is a
precursor to future
lessons about the
change of colour with
seasons and how colour
is used around the world
or the meaning of colour
in terms of mood and
countries flags.

Assessment must be a
fair representation of the
students learning in
terms of the curriculum.
The assessment needs
to be valid and reliable
as all the reading we
have done have talked
about. This lesson is an
example of cross
curricular learning and
allows the assessment of
physical education and
science to work together
that our observations
and discussions may
provide a fair
assessment. It provides
a challenge to all
students and is a reliable
assessment because the
students have to work
together so no one
student is outlying the
work of the rest of the
class. It will be apparent
that the students are
either understanding the
use of colours or not by
their performance or
confusion making this
assessment valid.
Combining the
assessment gained here
with what has been
determined in the
previous lessons the
teacher will have a fair,
valid, and reliable
representation of what
the students have

learned.

Rationale: Ed Technology

Scaffolding Lesson
Plans
Lesson #1: Mixing Colours
Description

Lesso
n
Overvi
ew:

Lesson Outcome: Students

will spend time using the online
resource in class to discover
new colours for themselves.
This activity will engage the
students and make them
excited to learn more about
colour.

Lesson Description:
Students will use the web tool
provided to paint a picture of
their choice using different
colours and shades of that
colour or to match the colours
and shades on a picture
provided.

Describe how
communication
technology used in the
lesson/s, will promote
student engagement
toward the identified
learner outcome(s). This
should provide a strong
rationale for using
technology.
The online resource that we found
and chose to use is very interactive.
The students are able to make
different colours using different
combinations of the primary colours
and white to paint a picture. This use
of technology allows the students to
make mistakes or create colours they
may not have wanted and easily
change their choice. This resource
does a very good job at introducing
students to the use of colour and
allowing them to try something new so
when they do have to use paint they
can plan ahead and better understand
how to mix colour so they do not have
a big blob of brown or black. Students
will make mistakes and thats good,
this mixing colours tool helps them to

realize that as they learn about colours

and have fun while doing it.

Instructi
onal
Process
es

Describe any potential

downsides to using this
technology.
Description of what
teacher is doing:
Demonstrating on a smartboard
different colours what primary
colours are.
Demonstrating what happens
when colours are mixed together.
Give an overview of tool they are
about to use in the computer lab.
Students will be given time to
explore different colour mixing on
online resource. Have students
move to the carpet/reading area
and discuss what they have
learned about colours and mixing
colours in todays class.

Description of what
students are doing:
Students are actively engaged
in conversation with teacher
Also looking for different objects
around the room that have a
colour. Students watch visual
representation on smartboard
and are involved in answering
questions. Students will use
computer to make different
colours. They will use colour
mixing ability to digitally paint a
picture and have 11 different
colours mixed. Students will
engage in discussion and
answer questions.

Sequence of key questions:

For this tool to work effectively and to

stop future confusion it is necessary
for the teacher to demonstrate how the
tool is used which can result in
impatience for the students. If the
computer lab is unavailable this lesson
would be very difficult to perform.

Students may need help logging onto

learnalberta to gain access to the
resource so every student can use the
resource themselves.

Students can be distracted by the

Discussion with students about what

colour is? What objects in the room
have specific colours? Why is colour
important? Discuss why mixing
would be important to an artist. Talk
about how they will become artists
and use the skills that they have
learned.

concept of going to the computer lab

and can lose attention to the
questions being asked. This tool
does not go into depth of how
different artist use paint or the
textures of different surfaces to paint
on.

Evidence of Lesson
Components (opening,
closing, content,
timeline)
Introduction talking
about colours 10 min.
Demonstrate how to use
web tool and explain
what is expected before
going to the computer
lab 20 min.
Allow students to use
and explore the use of
colour with online
resource. 25 min. Discuss

This resource is not a full experience

of colour. Children need the
experience of using paint and making
a mess but this resource does
provide a good stepping stone to the
use of colour and paint.

why mixing would be

important to an artist. Talk
about how they will become
artists and use the skills that
they have learned 5 min.

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans
Lesson 1 title:

Lesson
Overview:

Description

Connections to Learning Theories &

Demonstration of Attention to a
Classroom Structure and Climate

Lesson Outcome:
Students will explore how to
mix paint of the primary
colours to make new
colours. Students will
differentiate shades of
colour by adding black and
white to colour.

Students are given the chance to explore

and create colours that they want to see.
They are motivated by the use of paint
and their fellow students. The students in
this lesson are allowed to self-regulate
how much paint and effort they want to
put into their picture. Which colour
theyre going to use so they can find
themselves and their citizenship as the
Social Learning theory states allows
them to be a contributor to their society
or in this case their class.

Lesson Description:
Students will use paint in the
primary colours as well as
black and white paint to
create new colours and
shades of those colours.
Students will be given paper
to create a sunset picture
showing the different colours
and shades of those colours.
Instructio
nal
Processes

Description of what
teacher is doing: Teacher
will read from Sky Book
by Peter H Reynolds and
assist the students in
identifying different
shades of colour using a
sunset picture, for
example which colour is
darker? Teacher
reinforces learning from
previous lesson. Instruct

The teacher is using repetition of the

use of colour with the students
throughout all three of our lessons. The
importance of reinforcing the students
knowledge and short term memory so
that it can be stored as long term
memory and develop into implicit
memory. This skill they develop through
the repetition and the use of colour
allows the knowledge of colour to
become like second nature; this is the
way colour is for us as adults.

students to create their

own sunset picture.
FInish after activity by
facilitating a discussion
among the students
about how to make and
mix colours. Teacher will
observe students and help
as needed.
Description of what
students are
doing:Students will be
experimenting with their own
mixing and painting.
Students will describe how
their two different paintings
are different. They will be
engaged in a discussion as
a whole class. If there is
extra time they could do a
think-pair-share activity with
these questions.

The students are given the opportunity

to be creative with their use of colour
even though they are given guidelines
and expectation they are allowed to put
themselves and their emotions into their
use of paint. This will help them to be
more creative and innovative in other
subjects or facets of their lives. Creativity
is a complex cognitive process and if we
nurture the students creativity it will
allow them to find more success in their
psychological, physical, social and career
realms.

Sequence of key
questions:
Teacher will ask students to
share their painting with the
person to their left and share
what they liked, and a
secondary color they made
on their artwork. They will
then find a secondary color
on their partners work and
tell them what colors they
used to make that color.
Teacher will read the book to
the students and point out
different shades (lighter and
darker) throughout the book
and ask them why these
exist. For example, why is
the ground darker under the
chair than it is beside the

Erik Erikson had a wonderful theory of

child development and how children
work through stages. Children in grade 1
are around the ages of 5-6 roughly.
Erikson puts them into a category where
they are finding competence and
questioning where they are or how they
can contribute to the world around them.
Our questions we have planned to ask
the students are based on this
knowledge and how we can help them
find their value in the world. They want
to know how the world works and were
there to facilitate that.

chair? Reinforce yesterdays

lesson by asking them how
to make the secondary
colors that they see on the
last page. For example,
Look there is purple? How
do I make purple again?
Compare and contrast the 2
types of artwork the students
have created (online vs.
painting). Ask them how they
are the same and how they
are different. What did you
learn about making colors
yesterday? What did you
learn about making colors
today?
Evidence of Lesson
Components (opening,
closing, content,
timeline)
Students begin by
reviewing last lesson
through peer review of
previous work for 15 min.
Teacher introduces new
activity through the
reading of Sky Book for
10 min. Students are
given chance to create
their own picture with
the use of paint for 25
min. Class comes
together to compare and
contrast the two lessons
and set the students up
for the next lesson for 5
min.

The students are young and when given

paint are bound to make a mess. That is
a good thing. Every mess is a learning
opportunity but with messes come
opportunities for the lesson to get
sidetracked. This can be a gamble but
when we investigate Kohlbergs theory of
moral judgement and development we
are able to determine which students are
where. This is will help as a formative
assessment so as a teacher you can use
your observations from the messes made
and who cleans it up to further your
personal knowledge of your students and
who they are as individuals.