Exploring Colours (an overview of the unit)

Tahmiscic

Dzenana

General outcomes

Essential questions:

Rationale

Early Literacy:
ELA 1.1. Discover
and explore
ELA 2.1. Use
strategies and cues
ELA 3.3. Organize,
Record and Evaluate

What colours and shade

of colors do we find in
the world around us?

Early Numeracy:
Sorts a set of
objects based on a
single attribute, and
explains the sorting
rule.

Students generated
questions, e.g
(ongoing):

Color is a topic that

captures childrens
imaginations. The
purpose of this unit
is to deepen
childrens
understanding of
color and how colors
can be combined
and created.

Creative expression
(Alberta
Kindergarten
Program
Statement):Experim
ents with a variety
of art materials to
create two and
three dimensional
forms

Specific outcomes:
ELA: Determines
information needs
(asks questions to
satisfy personal
curiosity)

What does
red/blue/green/ remind
you of?

How do you get

different colors by just
using red/blue/yellow/

Students will
practice
scientific skills as
they learn about
colors.
They will:
*Observe, describe
and
sort various objects
by color.
*Predict and
compare
changes in color.
*Do simple
experiments,
talk about
cause and effect

Lessons:
(Intro to colour mixing- St. Patricks art,
displayed on the bulletin board)
Week 1: Students explore primary colors and
generate questions.

-Evaluates
information (shares
new learning with
others)
-Records information
(represents and
talks about ideas
and information;
dictates to a scribe.
Math: Uses direct
comparison to
compare 2 objects
based on a single
attribute (color)
Differentiation:
All students benefit
from working with a
variety of art
materials, tools and
contexts when
constructing
meaning of colour
mixing.

Lesson 1-2: Students explore colours by using

different art mediums, such as play-dough,
food-colouring, tempera, plastic squares at the
light table and Mr. Sketches markers. Students
work in pairs at different science stations. The
teachers visits different while asking students
to make predictions about colours they are
about to mix. At the end of their explorations,
using Think- Pair- Share and self-reflection we
reflect and discuss our findings. Time will be
provided for student to freely explore each set
of materials listed above preferably on
different days. Working with a variety of
materials, they will gradually build a basic
understanding of mixing colors and making
shades of the same color.

Week 2: Painting wooden sticks

Lesson 3-4: Students paint wooden sticks by
mixing three primary colours in order to make
their favourite colour. The teacher records their
understanding. After the sticks have dried,
later in the day we will sort them. This activity
reinforces one of the important goals we have
been working in Math this year Sorting by
Kinesthetic:
colour. Then we will incorporate The Seven
Movement breaks
Habits, Habit #2 Begin with the end in mind
with song about
and record student goals for the reminder of
colours (Gummy
the school year. Make a beautiful mirror with
Bear Song) which
wooden stick and write inspirational verses of
allows students to
grasp the concept of Micheal Jackson song to go with it.
colours.
Week 3: Spring, outdoors explorations
Lesson 5-6:
Tactile: By using
Students explore outdoors in search for colour
various methods of
shades and signs of spring. Students gain
art, such as playappreciation for colors in nature and discover
dough, tempera,
food-colouring, light sunlight makes the colors stronger and the
experience more satisfying. Helping students
table squares,
students experience make connections between their indoor and
outdoor color explorations reinforces the
the science of
concept.
colours.

Visual: Light table

explorations with
colour,art work
samples which
demonstrates
students
understanding of
colour

We reflect on our discoveries and brainstorm

ways to depict our findings. Each student is
given 2 sheets of watercolor paper for this
project. Students are asked to use only
primary colours and represent spring on one
sheet of paper. Upon completion. They will mix
colors to represent Spring in appropriate colors
(i.e. green leaves with yellow/blue combination).
(Note: KWL Start the chart this week with
documentation of students work.)
Week 4: If I could be any plant in Mrs.Ts
Garden, its colour would be
Lesson 7-8: This week we will be reading a
book called My Garden Kevin Henkes.
Students are going to imagine all the things
they would plant in a Mrs. Ts garden. Students
will be given magazines to cut pictures in order
to make a big collage (Mrs. Ts garden). This
learning activity will reinforce students
knowledge of colours as they will be asked to
write the name of their favourite colors.
Week 5: Exploring shadows
Lesson 9-10: By using a variety of different
materials and 2/3D objects student experiment
with shadows in the classroom. We will then
explore our shadows outdoors in 2 periods of
the day, early morning and in the afternoon.
This will spark conversation of shadows
changing and the positioning of the Sun.
Week 6; Review. KWL chart
Lesson 10-11: Review with students their ideas
about colour that are on charts both at the
beginning of the Explore Color unit and after
mixing colors of water (food coloring).
Encourage them to add new information and
ideas to KWL chart.

Assessment
Teachers
observation and
discussion
- Work samples
- Participation
- KWL chart
-Journal entries
-Self-reflection
-Peer assessment

Home School Link:

Parents will be informed
about our color mixing
experiments and will be
asked to support us by
exploring colours at
home or in community.

Technology:
Students will record
their explorations
and understandings
on iPads.

Week 1
Students explore primary colours and generate questions.
General learning outcome: ELA 1.1. Discover and
explore
I can make a new colour by using 2 primary colours
Specific learning outcome
-Determine information needs (asks questions to satisfy
personal curiosity)
-Evaluates information (shares new learning with others)
Methods of teaching:
*Inquiry: Reggio approach is visible in provocation of
students interest. The environment is set with enough

provocation to fuel childrens minds with new thinking about

colours around us. Students are given freedom to choose
centers they wish to explore. Centers for explorations are
differentiated, such as play-dough (tactile), light table
squares and samples of students work (visual), Mr. Sketch
Markers, paint, food-colouring.
*Shared practice: Providing students with an opportunity to
collaborate within the group and check for understanding
allows them to grasp the concept in depth.
Introduction:
1. Opening discussion: What are three primary colours?
2. Moving break: Students identify three primary colours in
our classroom.
Body of the lesson:
3. The teacher explains the goal of todays lesson: I can
make a new colour by using 2 primary colours. Different
centers and rules of explorations will be introduced to
students. Each center accommodates 2 students. Stress the
importance of making predictions while working in a center.
Students choose a center they wish to explore and find a
nice quiet area to work.
4. Students work on exploring colours. The teacher circulates
and engage individual kids in small groups discussions, for
example: What do you think will happen if you add some
more clear water to this colored water? Encourage children
to describe and compare the colors. Record their findings on
iPad.
Assessment and closure:
Invite students to the carpet to share their discoveries. Ask
students to self-reflect: Put your hand close to your heart, if
you think you were able to mix 2 colours to make a new
colour give yourself thumbs up, if you think you can do
better next time, thumb sideways. Discuss self-reflection and
share findings. Use Think -Pair Share. Have examples of
childrens work at hand as children talk about their

discoveries while mixing colors of paint. Students might be

prompted to compare their experiences with mixing colors of
paint and mixing colors of water
(food-colouring). How were those two experiences different
and similar?