SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

Name of submitter: Christian Pedersen
Name of other Group Members: Kyle Bisschop and Shane
Hawke
GRADE OF MINI UNIT: Grade 1
TOPIC TITLE: Investigating Color

Mini Unit Plan (ASSESSMENT)

Overarching
Question
Learner
Considerat
ions

Teacher Sharon Pelech

Subject Science
Topic/Focu Color
s

What is color and why is it important?

The learner considerations are that the students should have prior knowledge of
colors but are not yet aware of the way colors are categorized. The students are also
not yet educated on mixing colors and how the various colors are achieved.
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.
Students will be given a number of options in a Think-Tac-Toe method that gives them

Performance the opportunity to show their learning in either a presentation or a letter, a painting,
Task
and a worksheet or bring in items and explain their colours.
Overview

Learner Outcomes
Gener
al
Outco
Identify
and
evaluate methods
for creating colour
and for applying
colours to different
materials.

Specific
Outcomes

Links to
Overarching
Question/sub-

Assessment Criteria
Students provide evidence
of their learning as they

The creation of colour helps As the students explore the

the students better
process of color mixing the
understand what colour is. 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
As the students learn more As students create colours
changes in colour that result about what colour is and how they show their
from the mixing of primary
to get the colour they want understanding and ability to
colours and from mixing a
they gain a better
predict how to make different
primary colour with white or understanding of what colour colours and shades of those
with black.
is.
colours.
Create a colour that matches Matching colours help the
As students utilize the online
a given sample, by mixing
students to gain an
resource, there is a matching
the appropriate amounts of understanding of what the
portion where students need
two primary colours.
colour is used for, for
to see a colour and then
example traffic lights.
decide how to make that
colour using the primary
colours.

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 As students create colours

about what colour is and how they show their
to get the colour they want understanding and ability to
they gain a better
predict how to make different
understanding of what colour colours and shades of those
is.
colours.

Identify colours in a variety of As the students learn more

about colour and where to
natural and manufactured
find them they will better
objects.
understand why colour is
important.

Through conversations and

observations of the students
participation in the classroom
activities.

Student Task Description

For this section of the assignment, develop the Performance Task handout that you would
provide to your students. This handout must be written so that it directly addresses the
students (this is not a teacher to teacher description of what you would ask the students, it is
the handout in which you describe directly to students what you are asking of them).
Review the Performance Task Design Checklist to ensure all elements of a good performance
task are accounted for.
On the page the follows develop the rubric or scoring guide that you will be using to evaluate
performance on this task.

Investigating Colours
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).

#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 (Option #8)

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 above that you have created by mixing blue, yellow and red.

Colour Mixing Mini-Quiz (Option #6)

Rubric for Performance Tasks:

Level
Criteria

4
Excellent

3
Proficient

2
Adequate

1
Limited*

Insufficient/
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
independentl
y 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
colours.

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.

C&I Mini Unit plans

COPY AND PASTE YOUR LESSON PLAN MINI UNIT ASSIGNMENT FOR C&I
HERE UNDER EACH OF THE HEADINGS:
OVERVIEW OF MINI UNIT
Part A: Inquiry question
What is a colour, and why is colour 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 (separate pages for each)

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:

Main Ideas:

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.
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.

Transition
considerations

Activity 1
Time: 10 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
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.?

Students will link their

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

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

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.

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?
Transition
considerations

Activity 2
Time: 25 min.

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.

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.
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.

Students will use their time to figure

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

Have students move to the

Students will engage in

conversation and share what
colours and shades they have made
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

Conclusion
Time: 5 min.

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 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:

Students will examine why different colours are useful. Students will continue to
explore why color is important.

Main Ideas:

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
Consideration
3 min.

Activity 1
Time est:
10 min.

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 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

Students will move

quickly and quietly. They
will put 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.

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.

Send students back to their desks

Transition
Considerations to paint. Assign 1 student per
group (already assigned seating
at group tables) to grab paint for
2 min.
their table, another to grab
water, another to grab paint
aprons and the last to get
brushes.

Activity 2

Time Est:
25 min.

Conclusion

5 min.

Students move in an
orderly fashion to
complete 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

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.

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.
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. The
painted pictures are part of the final performance task but will not receive a summative grade.
Accommodations/Modifications: Can bring in a variety of types of paint and different types of paper for
students to explore different materials and substances.
Extension and extra time activity: Students who are finished early will be asked to explore longer or to help
classmates clean up the mess from the lesson.
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:

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.

Main Ideas:

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
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.).

This activity will be played

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

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

Students will listen to

directions and watch as

Introduction

Activity 1
Time est:
22 min.

Transition
considerations

Activity 2

Time Est:
23 min.

Conclusion
Time Est:
10 min.

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.

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.
While students are discussing lead a
stretch/cool down. 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.

REFLECTIONS/RATIONALES
In each of your modules (C&I, Assessment, Ed Psy, Technology) you have been asked to use your
mini unit plan to demonstrate how your learning in each of the areas have informed your planning
to engage students in meaningful learning through your mini-unit plan.
Each instructor will have discussed with you how they wish to have their rationale included in your
project. Use the information below, but if your instructor has modified the information, please use
that as your primary source. Add/change as needed.

C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
C&I Rationale/Reflection: Christian Pedersen
Other group members: Shane Hawke, Kyle Bisschop
We feel our grade 1 unit plan centered around the science topic of colours is a very interactive and
engaging unit. This is very important for teaching this age level as they usually have a shorter attention
span, and I believe learn far better from hands on exploration. Our class structure and climate will already
be established so our kids will all be very well behaved, and very eager to learn in our positive learning
environment. We have structured the majority of our lessons in a learner-centered structure that engages
the students and connects the curriculum matter to their own personal lives and experiences. The inquiry
question, what is a colour, and why is colour important, is a very broad question that will hopefully allow
discussion and creativity from the students. Some of our sub questions are in place to help narrow down the
discussion later on in the unit and have the students relate colours to the world around them and inspire
thoughts about what colour is and what life would be like without any colours.
As we progress through our three lessons we aim to address these questions through a variety of
discussions and by promoting deep meaningful discussion that will increase the students engagement in
what they are learning. Our first lesson is more of an introduction to color and will set the groundwork for the
students to look at colours through a deeper lens. We will get the students to begin thinking about how
colours are used in the real world and then learn how to make their own colors through mixing. We chose to
begin the unit with the online resource as I way to engage the children through a tool that children seem to
enjoy these days, it also allows the students to experiment with color mixing in a much less messy way
initially.
The second lesson begins with a review but then begins relating color to the sky and the world. The
hands on painting is something that everybody of any age enjoys and becomes engaged in. This allows the
students to learn lots about mixing colors in a way that will feel as if they are playing in the class. This
experience of painting will probably be something that takes longer than one lesson and is an activity that
can be put into any open time or opportunity that arises. The lesson also crosses over into arts outcomes
and program of studies so they could continue to work on this in art time.
The final lesson allows the students another engaging environment to reinforce their knowledge and
understanding about colours and mixing them. Bringing the science lesson into physical education will
eliminate many feelings of anxiety as they are once again playing while learning core knowledge. As we
have explored throughout the semester it is very beneficial to intertwine subjects and we have aimed to do
this whenever possible.
The lesson plans that we have created are all focused on keeping students engaged in the learning,
and helping the students relate the outcomes to their own lives. It would be a lot of fun to have the chance
to try out the lessons in a real classroom but I believe they all would be effective and engaging in promoting

meaningful learning for students in a positive and interactive setting.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overvi
ew:

Lesson
Outcome:
Lesson
Descriptio
n:

Instructi
onal
Processe
s
Description
of what
teacher is
doing:

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

Our first lesson provides the The first lesson doesnt

foundation for what we will incorporate a large amount of
be evaluating later on in our assessment other than
performance task. Lesson 1 formative assessment
introduces students to the
throughout the lesson to
differences between primary confirm the students
colours and secondary
understanding. Prior to the
colours, which is critical as computer lab experience
we proceed through the unit. students will know what they
I also think it would be
are supposed to be doing and
beneficial to let the students what they are focusing on.
see the list of performance This leads to more success as
task options before the unit they have identified what
so that they can prepare
they are expected to do.
their work according to what Since there is no major
they may want to choose.
summative assessment piece
This lesson is a very simple the lesson revolves entirely
lesson that allows the
around formative assessment
students to explore with
and this lesson obtains
mixing colors in a safe and evidence of learning through
positive manner. The
triangulation. The
conclusion of our lesson
aforementioned conversation
allows the teacher to get a with the students will
reading on where the
continues throughout the
students are at with their
lesson as the teacher will
acquisition of colors.
continually converse with the
students about the learning
going on. The circulation of
the classroom will allow the
teacher to observe learning
and help improve
understanding where
students are struggling. The

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

How does your use of

formative assessment
reflect key assessment
concepts?

My strategy of formative
assessment technique used assessment reflects a variety
in this lesson is ongoing
of key assessment concepts.
observation of the students It uses ongoing observation
learning. I will be observing of learning, it promotes
the students progression
problem solving in a group,
with their color mixing
and conversations between
throughout their picture
students and myself. These
creation. I will also be asking types of ongoing assessment
key questions in order to
will allow my final
gauge each individual
assessments to be far more
students knowledge and
reliable and valid as I will
understanding. I would also accumulate more evidence of
pick 5 students before class growth throughout the unit.
and keep a close eye on

Description of

Rationale:what
Assessment
students
are doing:

Students are exploring

The use of discussion allows
colours and the results of
the students to feel less risk
mixing colours. Students will in sharing what they think
be sharing their prior
they know about colors.
knowledge of colors.
There is also a variety of
Students will participate in a difficulty levels for the online
How does your lesson resource
Whatwhich
core allows
assessment
quick think-pair-share
for
scaffold
your
concepts levels
informofyour
activity
wheretothe
teacher
differentiated
design choice?
can performance
identify currenttask?
learning.
The second
lessonwill
in our
Once again this lesson is
knowledge.
Students
mini
unit
serves
as
focused on the ability for the
then have the chance to
reinforcement
thethe
base
teacher to perform ongoing
discuss
andbegins
shareof
what
they
Our
lesson
with
in the formative assessment
endknowledge
in mind asdeveloped
we begin by
first lesson.
through observation and
discussing
whatStudents
color is will
relate
the
learning
in
the
conversation with students.
before we move towards
previous
class
to
another
The sky painting that the
more abstract and precise
hands onWe
lesson
discussion.
beginwhere
the they students create will also be
are asking
able to students
explore. Students
handed in so the teacher will
lesson
what
will
relate
colors
to
a
broader
hit every point in the
they know about different
spectrum
of
the
world
and
triangulation process.
colours; when we conclude
everyday
objects
that
Towards the end of the lesson
the lesson we ask the
surround
them.more
The painting it will be very important to
students
to share
that knowledge
is started inabout
this class is discuss the plan for cleanup
precise
the
only
mandatory
of time, and this can be a
colors. This sequence ispart
done
the
final
performance
task.
It convenient time to address
in the hope of getting the
wont
be
taken
in
for
a
clean up and instill guidelines
students engaged in the
Thesummative
whole lesson
is
sorted
grade but it will for this in the future. This
intobe
specific
introduction,
completed
by all kids and strategy of using assessment
body
and
can
be conclusion
used in other options to guide instruction by Davies
sections.
introduce the
for theWe
performance
task. It (Chapter 7) was very
topic
in
the
introduction
allows the students toand
see
interesting to me. It allows
allow
the
students
to
explore
What formative
How does your use of
color casually to begin. We
assessment techniques
formative assessment
then move into a more
will and
youdirectional
be using? What
reflect key assessment
applied
information
will
you
be
concepts?
activity where the students
collecting?
How will
are expected
to apply
you
use
that
themselves to the learning
process. We then finish the
lesson with a quick
conclusion that discussed
what the students learned
and allow the teacher to see
if the lesson was effective.
We also give a quick update
on why today was important
and where it is leading to for
the next class.

Scaffolding Lesson Plans

Lesson 2:
Description

Lesson
Lesson
Overvi
Outcome:
ew:
Sequence of
key
questions:
Lesson
Descriptio
n:

Evidence of
Lesson
Components
(opening,
closing,
Instructicontent,
onal
timeline)
Processe
s

Description
of what
teacher is
doing:

Description of
what students
are doing:

Sequence of
key
questions:

The teacher will once again My use of ongoing

spend the majority of the
assessment throughout the
lesson circulating through
first two lessons helps the
the classroom and
students develop knowledge
formatively assessing the
in an environment where they
learning through observation are comfortable making
and conversation. A new list mistakes. The structure of the
of 5 students to keep tabs on formative assessment hits all
will be monitored today, and three points of triangulation
a key emphasis put on
again and creates a great
making sure the students
amount of evidence for
know to behave with the
learning. The main tool that
colors. The teacher will do
would be used is
this by providing clear
communication about
instructions to the students learning as Davies outlines:
and assessing whether or
there are two types to
not they understand before successful communication
working with the paint. The about learning
teacher will also continually
1. Students collect and
ask questions and create
demonstrate their
Students are exploring
learning
colours. Students are
2. audiences responds
allowed to share with peers
with feedback
about their learning and ask My role as a teacher in this
questions about what there lesson would be to observe
peers have learned.
the students demonstration
Students will also listen to
of learning and give them
the book sky color and
positive and constructive
relate the reading to the sky feedback to further enhance
and world around them.
their learning. Also the lesson
Then students will
has many moments with
experiment with paints and discussion between students
compare
this process
withbe ands teacher, as well as with
Key questions
will mainly
used at the beginning and
one another about what they
ending of the lesson to
are discovering.
bookshelf in the painting
activity in the middle. The
questions at the beginning of
the lesson help to create
wonder towards the world
and following activity. The
questions at the end of the
class serve as a wrap up of
everything that happened
during the class. Questions
will change based on the
progression of the lesson but
will still serve as a way to
gauge the learning of the

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

The lesson strongly identifies

an introduction with
introductory questions to
evoke discussion. The
introduction also relates
back to the learning from the
previous class. Then there is
a definite closing that
discusses what the students
learned both yesterday and
today in their lessons. It is
ended by informing the
students what the class will

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 3:
Description

Lesson
Overvi
ew:

Lesson
Outcome:

Lesson
Description:

How does your lesson

scaffold to your
performance task?

What core assessment

concepts inform your
design choice?

Our third lesson acts as more The main strategy of

of a review class on the
assessment is once again
content that had previously ongoing formative
been discussed. It doesnt
assessment through
take place in the classroom, observation and
as it is a Phys. Ed class that communication. This lesson
incorporates colors and
will be able to really let the
mixing in its lesson. It still
teacher know which kids
serves to reinforce the
have fully grasped the
knowledge the students
concept of color mixing and
have gained which will help which students still struggle.
the students for their
The teacher can observe
performance task options.
which students precede to
the proper spots immediately
and which take time or have
to watch their peers first. The
lesson does enable the
students to work together
cooperatively which is also a
very important tool as
problem solving helps
students grow. It would be
very beneficial to take notes
on which students appear to
be struggling as well as which
color combinations seem to

Instructi
onal
Processe
s
Description
of what
teacher is
doing:

Description of
what students
are doing:

Sequence of
key
questions:

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

How does your use of

formative assessment
reflect key assessment
concepts?

Formative assessment in this

observing the lesson
manner is very effective as it
continuously and taking
allows the teacher to observe
notes of which students
the class in a way where they
appear to be struggling with will feel like they arent being
the content. The lesson is
assessed. This type of lesson
centralized around the
is also a good way to achieve
benefits of physical literacy differentiated learning. Some
and health so even if
students may struggle to
students arent getting every focus and remain engaged in
color right this is ok. It allows a regular classroom setting,
the teacher to notice these but may love physical activity
incorrect moments and
and be able to show their
prepare the following lesson understanding far better in
in order to help students
this environment.
Students are engaging in
physical activity and
hopefully just focusing on
having fun in this
environment. The colours
lesson is a secondary
objective that serves as a
way for the teacher to
assess understanding in
situations where the
students have to think on
the spot. Hopefully as the
class goes on the students
This lesson begins with a
brief overview of colors and
allows students to share if
they are comfortable or
uncomfortable with mixing
colours. The lesson then
concludes with a brief
overview of colours and
reaffirmation that students
understand. The end of the
lesson would be a neat
opportunity to once again
discuss why colour is
important. The change of
setting would hopefully
create more discussion and

Evidence of
Lesson
Components
(opening,
closing,
content,
timeline)

The lesson has a very

traditional structure for a
phys. Ed class. The students
engage in a warm-up, main
activity and cool down. The
warm-up and cool down offer
the best opportunities to
discuss colours while the
activity lets the students
engage and show their
understanding to the
teacher. Since the lesson is
more focused on the chance
to elevate the students heart
rates and get their bodies
moving the science
outcomes and colour
learning is more of a
secondary topic. Saying this
it is still an excellent
opportunity to identify where

^The above charts were very difficult to format; things would disappear and
reappear all over the place.

ED TECH RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from the Ed Technology
perspective. Review a CHOSEN LESSON plan analyzing the consideration given to knowledge and
skills you have gained in 3508 in the broad areas of technology in education. Make sure that in
each facet of your lesson description, you are explicitly clear about how technology is being used in
this lesson. To guide your response give thought to the following.
1.
How is technology being used in each section of the lesson?
2. Have I considered how technology will be used to promote student learning and engagement?
3. Have I considered any problems or limitations with the

Rationale: Ed Technology

Scaffolding Lesson Plans

Lesson #1: Mixing Colours
Description

Lesson
Overvi
ew:

Lesson Outcome: Students will

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
forthat
using
The
online
resource
we found and

spend time using the online resource chose to use is very interactive. The
in class to discover new colours for students are able to make different
themselves. This activity will engage colours using different combinations of
the students and make them excited the primary colours and white to paint a
picture. This use of technology allows the
to learn more about colour.
Lesson Description: Students will students to make mistakes or create
use the web tool provided to paint a colours they may not have wanted and
picture of their choice using different easily change their choice. This resource
colours and shades of that colour or does a very good job at introducing
to match the colours and shades on students to the use of colour and allowing
a picture provided.
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
Processe
s

Describe any potential downsides

to using this technology.
Description of what teacher is doing: For this tool to work effectively and to
stop future confusion it is necessary for
Demonstrating on a smartboard
the teacher to demonstrate how the tool
different colours what primary
is used which can result in impatience for
colours are.
the students. If the computer lab is
Demonstrating what happens when unavailable this lesson would be very
colours are mixed together. Give an difficult to perform.
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
Description of what students are
Students may need help logging onto
doing:
learnalberta to gain access to the
Students are actively engaged in
resource so every student can use the
resource themselves.
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 can be distracted by the concept
Sequence of key questions:
Discussion with students about what of going to the computer lab and can lose
colour is? What objects in the room attention to the questions being asked.
have specific colours? Why is colour This tool does not go into depth of how
different artists use paint or the textures
important? Discuss why mixing
would be important to an artist. Talk of different surfaces to paint on.
about how they will become artists
and use the skills that they have
This resource is not a full experience of
Evidence of Lesson Components
(opening, closing, content, timeline)
colour. Children need the experience of
Introduction talking about colours
using paint and making a mess but this
resource does provide a good stepping
10 min.
stone to the use of colour and paint.
Demonstrate how to use web tool
and explain what is expected

EDUCATIONAL PSYCHOLOGY
Mini Unit Plan Defense for Educational Psychology

Value: 20 10 marks

How to Submit
From your website mini unit defense plan, you will need to complete this section for EdPsych and
submit your url into Moodle.
For this assignment, you now need to view your lesson plans from the Ed Psych perspective. Review a
CHOSEN LESSON plan analyzing the consideration given to knowledge and skills you have gained in
3502 in the broad areas of child development, learning theories, motivation and classroom structure and
climate. To guide your response give thought to the following.
1. What learning theory concepts are evident/incorporated in this plan? Why?
2. Did I consider the development of a child within the lesson? How?
3. Does my lesson have consideration for motivation of a wide range of learners? Explain.
4. Have I considered classroom structure and climate and potential variables that may derail the
lesson? Consider rules, routines, movement within the class, etc.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans
Lesson 1 title:
Description
Lesson
Overview:

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.
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.

Connections to Learning Theories &

Demonstration of Attention to a Classroom
Structure and Climate
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.

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 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.

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.

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

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

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 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?

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.

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

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.

students up for the next

lesson for 5 min.