Unit: Color and Light; 1st grade

1st Grade Science Unit: Color and Light

Composed by: David Knapp
Overall Concept: Light and Color
Students will be able to use hands-on activities to explore perception of colors by adding,
subtracting and manipulating colors.

Iowa Core Performance Expectations

1-PS4-3.
Plan and conduct an investigation to determine the effect of placing objects made with different
materials in the path of a beam of light

Disciplinary Core Ideas

1-PS4-3.
Some materials allow light to pass through them, others allow only some light through and others
block all the light and create a dark shadow on any surface beyond them, where the light cannot
reach.
21st Century Skills
Demonstrate productivity and accountability by producing quality work. (Employability Skills)
Demonstrate initiative, creativity, self-direction, and entrepreneurial thinking to produce
successful outcomes. (Employability Skills)
Communicate & work productively with others. (Employability Skills)

Objectives:
Students will be able to . . .
Explore the color of light produced when light of different colors is combined.
Explore the color perceived through different primary color/clear filters, when different
primary color markers are placed on different primary color/white paper.
Develop creative ways to combine light and color to produce interesting effects.

Sequence: (With Links)

1 - Color Wheel Center
Students will explore mixing primary colors to make secondary colors on a color wheel.
2 - Color to Color *(Link disabled see below)
Students will participate in color combining activities; make predictions before colors are viewed
through various colors/types of filtered light; document results.
3 Hidden Ink
Students will expose the colors inside marker ink through bleeding ink with a coffee filter and
water.
st

nd

rd

Unit Introduction:
Energizer:
Play one of the color movement songs (2 different MP3s attached).
Have students participate in the dance/movement activities standing
by their desks tables.
1. Color Game from Music & Movement with Morah Music
performed by Surie Levilev
2. Color Dance from Roar Like a Lion!
performed by Patty Shukla

Discuss how colors are all around us and what the world might be like without colors. Why do
we see different colors?

Besides colors adding beauty they serve

other functions in our world can you
think of any of these?
(Possible responses include:
warnings- like bright frogs in the
rainforest that are poisonous
and protection like animals and
insects that blend into their
environment to hide from
predators)

Discuss/read aloud one of the fiction or non-fiction thematic books:

Thematic Childrens Literature
Daywalt, D., & Jeffers, O. (n.d.). The day the crayons quit.
DeRolf, S., & Letzig, M. (1998). The crayon box that talked. New York: Scholastic.
Hall, M. (n.d.). Red: A crayon's story.
Lowery, L., & Wood, M. (1969). Light and color. New York: Holt, Rinehart and Winston.
Riley, P. (1999). Light and color. New York: F. Watts.
Tullet, H., & Franceschelli, C. (n.d.). Mix it up!
Walsh, E. (1989). Mouse paint. San Diego: Harcourt Brace Jovanovich.

General Rules for our Science Center Work:

Remember to be a good classmate.
Make sure whoever follows you to work in the center can find the materials back
in the correct places.
When you are working in the center, be sure to use a quiet voice and careful
hands so that your classmates can concentrate on the learning activities they are
doing in other parts of the room.
Be sure to do your best to complete every activity and keep track of your work.

Teacher Notes:
Discuss with the class the rules for using the science center such as: where they should
find the materials (match the materials list to correct day) and how to clean up after their
activity. Pointing out any warning labels on material, the teacher should discuss general safety
and acceptable noise levels. Directions should be given regarding the sequence they will follow
(including how they only need to open one days activity at a time), where they will display their
work, and where they will keep and find their science logs.

Center Set Up:

Within your classroom, there should be a small kidney size table designated for your
students science centers. Located in the back of the room, in a non-distracting area, the space
should include work space for two students, two chairs, labeled material totes for each day, and
an interactive billboard for signs of evidence. Displayed with a large title Hidden Colors, the
backdrop is made with bright colored paper, with color rainbow lettering and accessories.
Each tote is labeled with large text displaying the Day, and title of their activity. Every
tote has a direction sheet, with modeling photos for each student to follow during the activity.
Inside each tote, there is a laminated material list of products that will be in the box for
instruction; this is the same list students will use to return their materials when completed.
Within the boxes, each material will be labeled and stored in large Ziploc bags for students to
easily locate materials; such as filters, glasses, and pre-cut filter paper.
Recording: Science Center Log
Each student will be given a student center log to record their answers to their challenge
questions. Together the class will do a walk through with each question with the teacher, before
they use their own packet for recording their findings. Located underneath the table will be a
small hanging folder for the students to keep their working logs during the process. The file will
be equipped with additional logs if students need new paper for recording.
Display:
Each of the three lessons will have corresponding evidence to be displayed on the wall.
Under Day 1: Color Wheel, Students will display their color wheel plates. Under Day 2: Color
to Color, students will display their charts listing what colors are perceived (how they change)

with different backgrounds and when viewed through different filters. Under Day 3: Hidden Ink,
students will display their different coffee filtered strips, with labeling the original and found
colors.

UNIT CENTER ACTIVITIES

Day 1: Activity Title: Color Wheel (Heather)

Objective:
Student will be able to mix 2 primary colors to find a secondary color.

Challenge Question(s):
1. What do you see when you have 2 different primary colors on a paper plate and spin it around
fast?
2. When using the same 2 primary marker colors, what happens when you use them together
overtop one another? Are the results the same as when they were spun next to each other on the
plate?
3. What happens when you use the same 2 primary colors overtop one another using crayons?
4. What happens when you use the same 2 primary colors overtop one another using colored
pencils?
5. What happens when you mix 2 different primary colors together? Try mixing different colors
together and see what happens.

Day 2: Activity Title: Color to Color (David)

Objective & Lesson details: See below

Day 3: Activity Title: Find the Hidden Color (Julia)

Objective:
Students will expose the colors inside marker ink through bleeding ink with a coffee filter and
water.
Challenge Questions:
1A.
Before: What will happen to the black marker line when we put the filter in water?
1B.
After: From the black line, what color moved the most?
2A.
Before: Repeat with your choice of colored marker. What will you see?
2B.
After: What was different from this color ink, than from the black ink?
3.
Choose a finished ink strip. What clues tell you the original color? How can you check?

Day 2:
Activity Title: Color to Color
(David)

Essential Question: How will changing the color of filters, background paper color and the
color of a mark on a paper interact to change how we perceive the color?

Process Skills: observe, predict, collect data, interpret data, draw conclusions, and communicate
to others

Objective:
Students will participate in color mixing activities; make predictions before colors are mixed;
compare and contrast the results of combining colors of pigments and light; document results
(draw or write about what happens).

Vocabulary:
Primary color, secondary color, flashlight, combine, light, cellophane, predict

Students Will Be Doing:

Students will be asked to predict and then investigate how we see (perceive) colors can
be changed.
Students will be prompted to try different combinations of the colored glasses, markers,
and background paper. They will be documenting their activities and recording their
results.
Students will be asked to generalize their knowledge about how combining color marks,
color background and color filters change color perception to create a secret message.

Materials:
cardboard glasses with red, blue, yellow, clear color cellophane lens (color filters)
(Print glasses template onto cardstock. Hole punch one hole on each side of cardstock
glasses and use pipe cleaners to create glasses legs to wrap around ears in order to stay
on. Cut out lens area and glue or tape colored cellophane to cover the lenses.)
red, yellow, blue markers for Challenges #1 & #2
set of at least 8 marker colors for Challenge #3
red, yellow, blue, white construction or cardstock paper
red, yellow, blue, white, black thin tissue wrapping paper (see through)
red, yellow, blue, clear cellophane wrapping paper
flashlights with red, blue, yellow, clear color cellophane or wrapping tissue taped over
lens (creating color filters)
individual thinking logs/interactive science notebooks, printed challenge cards &
template for data collection (chart)
Miscellaneous items typical for all center work: ex. sharpened pencils with erasers,
scotch tape, scissors, trash/recycle bin, etc.

Center Set-up, Organization, and Management:

Center Set-up & Organization:

There is a lot of preparation needed to make this center run smoothly for 1 st graders!
The science concepts of light and color seem simple but the idea that they interact and can
change perception may be hard for some students who are still operating at a Concrete thinking
level. By observing the concept with real tools they may be able to recognize (but probably not
articulate) the concept so there needs to be a number of fast and easy examples to reinforce the
ideas.

In addition, this activity introduces the use of graphic organizers as a method for recording data
and documenting results. These organizational tools need to be clear enough for students to use
in the independent format of a center.

Prepare Center Materials:

Cut construction paper (white, red, blue, yellow) into approximately 2 x 2 squares. Have these
squares in separate bins or trays.

Make sure there are plenty

of markers (red, blue, and
yellow) available in a bin or
cup (put a note on the bin to
remind students to put
tops back on markers to
prevent them from drying
out).

Prepare cardstock glasses with colored cellophane as filters (see materials). Have multiple sets
of these ready (they probably will get torn) but only put out 2 sets out at a time so students are
not distracted by playing with different ones (check the center periodically to watch for when a
replacement may be needed).

Have additional construction paper for students to create a secret message (challenge 3).
Place sharpened pencils, scotch tape, etc., in the center for students to use when completing their
thinking logs.

Prepare Thinking Logs:

The most efficient way for students to record their results in this activity will be to use charts.
Prepare these ahead of time (see Thinking Log section). Have them either printed out and in a
stack in the center OR (better) have them already taped into their individual thinking logs and
have those (with their names easily seen) in the center.

Center Management:
There should be consistent expectations for classroom and specific learning center behaviors.
Appropriate ways of movement around the classroom, when and how to ask for teacher or peer
assistance, when pencils may be sharpened, where to turn in completed work, etc. should be
thoroughly discussed at the beginning of the year, clearly posted in various places in the
classroom and reviewed frequently. A teacher needs to be able to glance over to the center and
easily see if students are on task and the center is functioning correctly (materials appear to be
in correct order; students seem to be able to complete tasks independently).
Like any set of expectations, center behaviors need be simple, clear and consistently enforced
there should be appropriate consequences directly related to any unwanted behavior(s), i.e. if a
student is disruptive when working independently they will have to work on the material with
supervision another time. Reinforce desired behaviors for learning center activities consistently
as well (with whatever behavior system used in the classroom).
Make sure the center is stocked (if the activities require students to use pencils, crayons,
certain kinds of paper, special glasses, etc. make sure there are plenty resources for every
student to have equal access no one wants to be the last one to get to the center and find some
of the material boxes are empty). In this specific center, have multiple sets of the various colors

of filtered glasses (made from cardstock) with colored lensed (cellophane) obviously these may
become torn with frequent use.

Directions need to be as simple as possible, clearly written and there should be multiple copies.
The directions also need to be accessible to everyone; if needed, there should be braille copies,
audio versions, directions depicted in pictures as well as text, etc. In this center the directions
will be part of the challenge cards and/or thinking log prompts, few additional directions should
be needed to complete activities (other than reminders to discard any trash they have made while
working).

Have a policy for what a student should do if they are unable to complete the activities in the
center; the best center might frustrate some students make sure that students have a positive
way to either ask for help or defer participation until other arrangements can be made.

Background Knowledge Introducing my part of the Center:

Teacher: Have you ever turned off all the light?
Everything is dark and you cannot see colors. If
you turn the lights back on not only can you see
what the objects in the room are they now
have colors.
You cant touch light. But you can see things
when light shines on them. Your eyes see light.
Then your brain tells you what you are seeing.

Light is made of many colors. Some things

bounce all the colors of light off them. These
things look white.

Source: All about Light

Written by: Brian Roberts

Other things soak up all the colors of light. They look black. A red apple soaks up most colors of
light, but not red. This apple only bounces red light back to your eyes, so it looks red.
(Discuss: So why do plants look green?)

Artificial light sources do not produce a full spectrum of light. Light frequencies that are missing
do not reflect off of an object and cannot be seen which gives the object a different color
appearance in artificial light than in full spectrum light.
Every object only reflects the light that it does not absorb- which gives an object its appearance
or color. The reflected light blends and hits your eye. If a frequency is absent and does not reflect
the color cannot be seen as part of the blended whole.

Filters are used to filter frequencies of light. A green filter will block all frequencies except green
from passing through it. If you block light frequencies from reaching your eye by using a color
filter then the object you are viewing will appear differently than in full spectrum light.

Whole Group demonstration:

Take four flashlights and cover the lens with red, yellow, blue, clear cellophane (or see
through tissue wrapping paper). Attach a plain white paper to a wall/Smart board and then turn
off the lights. Project the light from the red and green flashlights on to the white surface
(keeping the colors separate).

Teacher: What colors do you see?

Next aim the two circles on top of another so that red shows on one side, the green shows on the
other side, and the two colors overlap (like in a Venn diagram).
Teacher: What colors do you see? Is there any conclusion they can draw about mixing those
colors of light? (Sample responses should include red light mixed with green light makes yellow
light).

Then project the light from the red and blue flashlights on to the white surface (keeping the
colors separate).

Teacher: What colors do you see?

Next aim the two circles on top of another so that red shows on one side, the blue shows on the
other side, and the two colors overlap (like in a Venn diagram).

Teacher: What colors do you see? Is there any conclusion they can draw about mixing those
colors of light? (Sample responses should include red light mixed with blue light makes light
purple/magenta).
Project the light from the blue and green flashlights on to the white surface (keeping the colors
separate).

Teacher: What colors do you see?

Next aim the two circles on top of another so that blue shows on one side, the green shows on the
other side, and the two colors overlap (like in a Venn diagram).

Teacher: What colors do you see? Is there any conclusion they can draw about mixing those
colors of light? (Sample responses should include blue light mixed with green light makes light
greenish-blue/cyan).

Predict:
* What might we see if use the flashlight that is covered with clear cellophane with any of
these other colors of light?
(Note: the clear flashlight actually adds a white light which fades the color but does not
change the basic color)
** What might you predict would happen if we mix the lights of all three colored
flashlights together?
(Sample responses will vary widely when investigating this experiment aim very carefully
maybe have a circle drawn on the white surface where everyone can target the color flashlights All the lights over one another should white out the colors).

Transition to center work:

Teacher: We have seen how different colors of light mix to create new perceptions of the color.
In todays center activities you are going to get a chance to see how changing the color of
background - and the color/type of filter(s) you look through - can also change the way you
perceive color.

Some questions to think about (hypotheses) before you work in the center (predict) are:
Will background color change the color of something put onto it?
Would looking through a filter change the color of something?
How might changing backgrounds AND filters effect the way a color looks to us?

The center has 3 challenge cards. You need to work them in order (the challenge cards will be
marked with 1, 2 and 3 on the back of each card).

Follow the directions; experiment with the different materials in the center and record ALL of
your findings in your Science Thinking Log (I will have your logs in a box in the center be

sure you have YOUR log when you begin your investigations). I will collect the logs when
everyone has had a chance to work in the center.

* Remember to follow our rules for being a good classmate while working in the center; be sure
to complete each challenge and keep track of your data carefully.

Challenge Task(s)/ Questions & Thinking Log Prompts:

*** Teacher Note: The actual Thinking Log is a separate journal where students keep
data from ALL centers/units. They are included here as a SECOND copy to make it easier to see
how students will use the graphic organizers (charts) to record data.

Challenge 1:
Special Note: KEEP YOUR PIECES OF PAPER from this challenge for the next challenge!

Take your Thinking Log from the bin in the center; document your results in your Thinking Log.
* Use the chart provided. **Add your predictions BEFORE you conduct experiment.

Use a Red marker to make a thick line on a piece of white paper. What color to you see?
Use a Blue marker to make a thick line on a piece of white paper. What color to you see?
Use a Yellow marker to make a thick line on a piece of white paper. What color to you see?

Use a Red marker to make a thick line on a piece of red paper. What color to you see?
Use a Blue marker to make a thick line on a piece of red paper. What color to you see?
Use a Yellow marker to make a thick line on a piece of red paper. What color to you see?

Use a Red marker to make a thick line on a piece of blue paper. What color to you see?
Use a Blue marker to make a thick line on a piece of blue paper. What color to you see?
Use a Yellow marker to make a thick line on a piece of blue paper. What color to you see?

Use a Red marker to make a thick line on a piece of yellow paper. What color to you see?
Use a Blue marker to make a thick line on a piece of yellow paper. What color to you see?
Use a Yellow marker to make a thick line on a piece of yellow paper. What color to you see?

REMEMBER: KEEP YOUR PIECES OF PAPER for the next challenge!

*** Teacher Note: The actual Thinking Log is a separate journal where students keep data
from ALL centers/units. They are included here as a SECOND copy to make it easier to see how
students will use the graphic organizers (charts) to record data.

Thinking Log Entry for Challenge #1:

Color of Marker

Color of Paper

Red

White

Blue

White

Yellow

White

Red

Red

Blue

Red

Yellow

Red

Red

Blue

Blue

Blue

Yellow

Blue

Red

Yellow

Blue

Yellow

Yellow

Yellow

PREDICT the color

Results (color I saw)

Differentiation: students can color with a crayon or marker the color the paper turns instead of
writing the name of color.

Challenge 2:
*** Teacher Note: The actual Thinking Log is a separate journal where students keep data
from ALL centers/units. They are included here as a SECOND copy to make it easier to see how
students will use the graphic organizers (charts) to record data.
Students:
Special Note: USE the PIECES OF PAPER with your colored marks from the first
challenge to complete the tasks in this challenge!
Get your Thinking Log (if you replaced it after the first Challenge) to complete the chart as you
investigate each of the challenges below.
Directions:

Put on the glasses with a clear cellophane filter.

Take the papers you used in challenge #1 and fill in the Thinking Log chart:

Look at the white paper with a Red mark. What color to you see?
Look at the white paper with a Blue marker. What color to you see?
Look at the white paper with a Yellow mark. What color to you see?

Look at the red paper with a Red mark. What color to you see?
Look at the red paper with a Blue mark. What color to you see?
Look at the red paper with a Yellow mark. What color to you see?

Look at the blue paper with a Red mark. What color to you see?
Look at the blue paper with a Blue mark. What color to you see?
Look at the blue paper with a Yellow mark. What color to you see?

Look at the yellow paper with a Red mark. What color to you see?
Look at the yellow paper with a Blue mark. What color to you see?
Look at the yellow paper with a Yellow mark. What color to you see?

Put on the glasses with a Red cellophane filter.

Take the papers you used in challenge #1 and fill in the Thinking Log chart:

Look at the white paper with a Red mark. What color to you see?
Look at the white paper with a Blue marker. What color to you see?
Look at the white paper with a Yellow mark. What color to you see?

Look at the red paper with a Red mark. What color to you see?
Look at the red paper with a Blue mark. What color to you see?
Look at the red paper with a Yellow mark. What color to you see?

Look at the blue paper with a Red mark. What color to you see?
Look at the blue paper with a Blue mark. What color to you see?
Look at the blue paper with a Yellow mark. What color to you see?

Look at the yellow paper with a Red mark. What color to you see?
Look at the yellow paper with a Blue mark. What color to you see?
Look at the yellow paper with a Yellow mark. What color to you see?

Put on the glasses with a Blue cellophane filter.

Take the papers you used in challenge #1 and fill in the Thinking Log chart:

Look at the white paper with a Red mark. What color to you see?
Look at the white paper with a Blue marker. What color to you see?
Look at the white paper with a Yellow mark. What color to you see?

Look at the red paper with a Red mark. What color to you see?
Look at the red paper with a Blue mark. What color to you see?
Look at the red paper with a Yellow mark. What color to you see?

Look at the blue paper with a Red mark. What color to you see?
Look at the blue paper with a Blue mark. What color to you see?
Look at the blue paper with a Yellow mark. What color to you see?

Look at the yellow paper with a Red mark. What color to you see?
Look at the yellow paper with a Blue mark. What color to you see?
Look at the yellow paper with a Yellow mark. What color to you see?

Put on the glasses with a Yellow cellophane filter.

Take the papers you used in challenge #1 and fill in the Thinking Log chart:

Look at the white paper with a Red mark. What color to you see?
Look at the white paper with a Blue marker. What color to you see?
Look at the white paper with a Yellow mark. What color to you see?

Look at the red paper with a Red mark. What color to you see?
Look at the red paper with a Blue mark. What color to you see?
Look at the red paper with a Yellow mark. What color to you see?

Look at the blue paper with a Red mark. What color to you see?
Look at the blue paper with a Blue mark. What color to you see?
Look at the blue paper with a Yellow mark. What color to you see?

Look at the yellow paper with a Red mark. What color to you see?
Look at the yellow paper with a Blue mark. What color to you see?
Look at the yellow paper with a Yellow mark. What color to you see?

Note: Be sure to TAKE all your PIECES OF PAPER with you when you leave the center.
You may keep them or recycle.

*** Teacher Note: The actual Thinking Log is a separate journal where students keep data
from ALL centers/units. They are included here as a SECOND copy to make it easier to see how
students will use the graphic organizers (charts) to record data.

Thinking Log Entries for Challenge 2:

Differentiation: students can color with a crayon or marker the color the paper turns instead of
writing the name of color.

Challenge 3:

Choose a set of colored markers and a RED colored filter (Red glasses).
(Note: Other filter colors work but not as clearly try the other filter colors yourself if you
have time.)
Draw a line in each color on a white piece of paper label each line with its color.

Look at your lines with the colored filter (Red glasses) and note next to your label which colors
appear and which colors disappear.
Use your investigative notes to design a drawing or a message - that can only be seen when
viewed through the color filter.

Then use the marker colors that disappear to try and hide your picture so it cannot be seen when
the filter is not used.

** Attach your secret message to your Thinking Log.

*** Teacher Note: The actual Thinking Log is a separate journal where students keep data
from ALL centers/units. They are included here as a SECOND copy for teacher convenience.

Thinking Log Entry 3: (Teacher Note: Since these questions are at a comparatively higher
reading level, some students may need these prompts read to them or provided in an audio
format they can playback at the center.)

3A.

Was there anything in common between how the color of the glasses

(filter) changes a color and how the background paper changed the color?

3B.

Attach your secret message from Challenge 3 (you may tape it into

the log yourself or place your name on the back of the Secret Message paper and
put it with your Thinking Log and I will tape it in for you).

Teacher Note: Secret Message project reference:

http://www.nsta.org/publications/news/story.aspx?id=53508

Sample Responses to Challenge Questions (The same as Sample Responses to Thinking Log)

Challenge 1:

Challenge 2:

Challenge 3:

3A
It was hardest to see when the marker, background and glasses were the same color.
3B (secret message use red filter = smile)

Bringing out the Big Ideas:

Conclusion: Finding out What Children Have Learned about Color (and Light)
At the conclusion of the study about color and light - after everyone has completed the
center activities - bring the students together in a whole group to discuss what they have
discovered.
Write on chart paper, chalk board or Smart board, Things We Learned about
Color and Light.
Invite students to tell you some things they have learned about color and light.
You may have to ask prompt questions such as:
What colors did we mix together to make a new color?
What factors (filters, backgrounds, etc.) changed how we perceived colors? .
Together make a list of all the things the students learned about color and light on the
chart. Try to make sure all students have an opportunity to share something they have
learned.
Re-read the list when students seem to have added all their information. Ask leading
questions about key concepts such as:
Would colors be different if our sun put off red light?
What experiment did we do that gives you data to support your answer?
What if we used a different color background on the board when we shined different
colors of light with the filtered flashlights?
What investigations did you do that gives you data to support your answer?
Add examples of student products to the chart/board to illustrate the idea (include charts
they made as well as secret messages and the filtered glasses.

Printable Challenge Cards (Day 2 Color to Color):

Challenge 1:

Challenge 2A:

Challenge 2B:

Challenge 2C:

Challenge 2D:

Challenge 3:

Choose a set of colored markers and a RED colored filter (Red

glasses).
*Note: Other filter colors work but not as clearly try the
other filter colors yourself if you have time.

Draw a line in each color on a white piece of paper label each line
with its color.

Look at your lines with the colored filter (Red glasses) and note next
to your label which colors appear and which colors disappear.
Use your investigative notes to design a drawing or a message - that
can only be seen when viewed through the color filter.

Then use the marker colors that disappear to try and hide your picture
so it cannot be seen when the filter is not used.

** Attach your secret message to your Thinking Log.