Science

Grade 1
Unit Plan: Creating Colour
2018
Taylor Little Mustache

Unit Plan
Unit Introduction:

Unit Overview

Students explore coloured materials, learning about different colours, how they are created,
what happens when they are mixed and how they can be transferred from one material to
another. Students learn to distinguish and describe colours and work with a variety of
materials to create, modify and apply colours. In the process, students learn that different
materials have particular properties and that the properties and interactions of materials
have to be taken into account when they are used for a specific purpose.

GENERAL OUTCOME

1-5 Identify and evaluate methods for creating colour and for applying colours to different
materials.

SLO

1. Identify colours of natural and manufactured objects

2. Compare and contrast colours, using terms such as lighter than, darker than, more blue,
brighter than.
3. Order a group of coloured objects, based on a given colour criterion
4. Predict and describe changes in colour that result from the mixing of primary colours and
from mixing a primary colour with white and black
5. Create a colour that matches a given sample, by mixing the appropriate amounts of two
primary colours
6. Distinguish colours that are transparent from those that are not. Students should recognize
that some coloured liquids and gels can be seen through and are thus transparent and that
other colours are opaque.
7. Compare the effect of different thicknesses of paint. Students should recognize that a very
thin layer of paint, or paint that has been watered down, may be partly transparent.
8. Compare the adherence of a paint to different surfaces.
9. Demonstrate that colour can sometimes be extracted from on material and applied to
another.
10. Demonstrate at least on way to separate sunlight into component colours.

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Rationale for the Unit

In creating colour, a variety of activities are provided to teach the children about the different
colours, colour mixing and transferring colour. As well, students learn about the properties of
different materials and how they interact.

Special Considerations

This unit will be fun, the only consideration would be to make sure none of the products are
consumed and that we don’t leave a mess when class is done.

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 Lesson GLO SLO Activities/ Strategies Safety Assessment
Considerations
Week 1: L1 1-5 1 Colour Words 1. Appropriate - Class discussion
 Match the colour crayons clothing
 Colour Scavenger hunt 2. Awareness of - Are they engaged
personal and in the activity?
general space
3. Ensure that the
area is free of
obstructions
Week 1: L2 1-5 1 A world of Colour Same as above - Class discussion
 What is Blue
 Sorting through magazines - Are they engaged
in the activity?

Week 2: L3 1-5 1 Green, Green What is Green? Same as above - Class discussion
 Green, Green, What is green?
- Are they engaged
in the activity?

Week 2: L4 1-5 1 Colour graph Same as above - Class discussion

 Graph the students favorite colour
- Are they engaged
in the activity?

Week 3: L5 1-5 1 Natural and Manufactured objects Same as above - Class discussion

- Are they engaged

in the activity?

Week 3: L6 1-5 2,3 Lighter and Darker than Same as above - Class discussion

- Are they engaged

in the activity?

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 Lesson GLO SLO Activities/ Strategies Safety Assessment
Considerations
Week 4: L7 1-5 4 Mixing Primary Colours Same as above - Class discussion

- Are they engaged

in the activity?

Week 4: L8 1-5 4 Corn syrup squish Same as above - Class discussion

- Are they engaged

in the activity?

Week 5: L9 1-5 4 Adding white and Black Same as above - Class discussion

- Are they engaged

in the activity?

Week 5: L10 1-5 6 Transparent and Opaque papers Same as above - Class discussion

- Are they engaged

in the activity?

Week 6: L11 1-5 9 Natural Dyes Same as above - Class discussion

- Are they engaged

in the activity?

Week 6: L12 1-5 10 Making a Rainbow Same as above - Class discussion

- Are they engaged

in the activity?