Subject Area Science

Evaluation of Student Learning Grade Level 1

Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Stage 1 – Desired Results

GLO(s):

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

Understandings: Essential Questions:

Students will understand that… 1. Can the students recognize colour words?
 Identify colours of natural and 2. What happens when you mix primary colours?
manufactured objects
 Compare and contrast colours, using
terms such as lighter than, darker than,
more blue, brighter than.
 Order a group of coloured objects, based
on a given colour criterion
 Predict and describe changes in colour
that result from the mixing of primary
colours and from mixing a primary
colour with white and black
 Create a colour that matches a given
sample, by mixing the appropriate
amounts of two primary colours
 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.
 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.
 Compare the adherence of a paint to
different surfaces.
 Demonstrate that colour can sometimes
be extracted from on material and
applied to another.
 Demonstrate at least on way to separate
sunlight into component colours.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Prior understandings… Students will be able to…

o becomes aware of the five senses and how
they are used to explore, investigate and
describe the world  Ask manipulate materials and make observations that are 
explores and investigates objects and events relevant to questions asked 
in the environment  identify materials used 
o shows awareness of similarities and
 recognize and describe steps followed, based on 
differences in living things, objects and
independent activity, on directed activity and on observing 
materials
the activity of others 
demonstrates awareness of the properties of
objects and events in the environment, by:
o −describing some properties
o −sorting objects according to common
properties ;e.g.,
o colour, size, shape and texture
o −arranging objects or events in logical
order
o −matching objects or events as being the
same as or going together

o −distinguishing between similar objects,

based on one or more characteristics
becomes aware of the relationship between
cause and effect generates ideas to make
personal sense of objects, events and
relationships.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Where does this lead?

Unit 2 – Seasonal Changes

1. Describe the regular and predictable cycle 
of seasonal changes: 

o changes in sunlight 
o changes in weather. 

2. Identify and describe examples of plant and 
animal changes that occur on a seasonal 
basis: 

o changes in form and 
appearance 
o changes in location of 
living things changes in 
activity; e.g., students 
should recognize that many 
living things go into a 
dormant period during 
winter and survive under a
blanket of snow as a seed,
egg or hibernating animal
o production of young on a 
seasonal basis. 

3. Identify human preparations for seasonal 
change and identify activities that are done 
on a seasonal basis. 
4. Record observable seasonal changes over a 
period of time. 

Stage 2 – Assessment Evidence

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Pre-Assessment

What am I assessing…
 Attitudes, Prior knowledge
Colour words and matching them to the appropriate colour

Activity…
Creating Colour text
Colour Words (Master 1 and Master2)

Quizzes, Assignments, Projects Performance Tasks

Activities
Quizzes/ tests:
1 quiz A world of Colour
The quiz will be on  Brainstorm a list of what is blue
o Colour words  Creating a collage
o Mixing primary Colours
Green, Green What is Green?
Assignments:  Creating a little book of colour

Mixing Primary Colours Colour graph

 What happens when you mix primary
and secondary colours
Adding white and Black
 What happens when you add white of
black to a colour?
 Have the students make a human graph of their
favorite colours
 Record the results in workbook
Jell-0 Jumble
 Mixing jello to create colours

Transparent and Opaque papers Lighter and Darker than or shades of colour
 Testing to see if you can see through  Sorting colours according to their shade
different papers  If the students only have one shade then they
could colour hard and light

Corn syrup squish

 Messy/ cool way of creating and mixing colour

Natural Dyes
 Testing out different foods to get a colour

Making a Rainbow
 The students will make a rainbow

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Other Evidence (observations, work samples, Student self-assessment

dialogues)
Journaling
Thumbs up  I want the students to self reflect on the
 This is an assessment that will be content being read and taught. This will also
used to assure understanding. allow for confidential conversation between
the student and teacher, if needed. It’s a way of
Exit/ entry slips debriefing sensitive material. Or recording
 This assessment will be for the thoughts and ideas learned after each lesson.
teacher to understand where their
students are at, and if they understand
the content. Or a way to address
comments and concerns.
Smart board opinions

Class discussions
 This is an assessment that will be
used to assure understanding.

EDUC 3604 – Unit Assessment Plan Template

 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Assessments
Green, Jell-0 J Lighter and Corn Natu-
Mixing Adding Transparent A
Green umble Darker syrup ral
Entrance/ Primar white and world
Title Journaling What than squish dyes
Learning Exit slips Quizzes y and Opaque of
is
Colours Black papers Colour
Outcomes Green?
Type
(Formative/Summative) F F S S S S F F F F F F
Weighting
N/A 15% 20% 15% 15% 15% 5% 5% 5% 5% 5% 5%
 Identify colours of
natural and
X x x x
manufactured
objects
 Compare and
contrast colours,
using terms such as
X x x x
lighter than, darker
than, more blue,
brighter than.
 Order a group of
coloured objects,
x x x x x
based on a given
colour criterion
 describe changes in
colour that result
from the mixing of
primary colours
x x x x
and from mixing a
primary colour
with white and
black
 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

 Create a colour that

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

 Create a colour that

matches a given
sample, by mixing
x x x x x x
the appropriate
amounts of two
primary colours
 Distinguish colours
that are transparent
from those that are
not. Students
should recognize
that some coloured
x x x x x
liquids and gels can
be seen through
and are thus
transparent and that
other colours are
opaque
 Compare the effect x x x x
of different
thicknesses of
paint. Students
should recognize
that a very thin
layer of paint, or
 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

paint that has been

watered down, may
be partly
transparent.
 Compare the
adherence of a
x x x x
paint to different
surfaces.
 Demonstrate that
colour can
sometimes be
x x x x
extracted from on x
material and
applied to another.
 Demonstrate at
least on way to
separate sunlight x x x
x
into component
colours
 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Assessment Tool Overview

Assessment
Assessment Assessment
Assessment Tool Brief Description FOR
AS Learning OF Learning
Learning
This assessment will be for the teacher to
understand where their students are at, and if
Entrance/ Exit slips they understand the content. Or a way to X
address comments and concerns.
They will use the smart board
I want the students to self reflect on the
content being read and taught. It’s a way of
Journaling X
recording thoughts and ideas learned after
each lesson.
I want to know if the students understand the
key concepts. The quiz will consist of 10 true
Quizzes X
of false questions and 1 picture of a key term.

Mixing Primary What happens when you mix primary and

Colours secondary colours? X

Adding white and What happens when you add white of black to
Black a colour? X

Transparent and
Testing to see if you can see through different
Opaque papers X X
papers

Brainstorm a list of what is blue

A world of Colour
Creating a collage X

Green, Green
What is Green? Creating a little book of colour X

Colour graph Have the students make a human graph of X

their favorite colours
Record the results in workbook
 Subject Area Science
Evaluation of Student Learning Grade Level 1
Unit Assessment Plan Topic Creating Colour
Length of Unit (days) 6 weeks

Jell-0 Jumble Mixing jello to create colours

X

Lighter and Sorting colours according to their shade

Darker than or If the students only have one shade then they
X
shades of colour could colour hard and light

Corn syrup squish Messy/ cool way of creating and mixing colour
X

Natural Dyes Testing out different foods to get a colour

X

Making a
Rainbow The students will make a rainbow X