Alanah Carroll

UNIT PLAN Colours of the Sky

Phrase Lesson Summary
ENGAGE Lesson One Topic - What is in the sky?
- Story book What the sky knows
- Brainstorm and class discussion
- Worksheet
Curriculum links
- Science
- English
EXPLORE Lesson Two Topic - Why is the sky blue?
- Class discussion
- Experiment
- P.O.E Worksheet
Curriculum links
- Science
- English
EXPLAIN Lesson Three Topic - Investigate why the sky changes colour
- Class discussion
- Scientific explain
- Worksheet
Curriculum links
- Science
- English
ELABORATE Lesson Four Topic - Colours
- Class discussion
- Mixing colours
- Painting
Curriculum links
- Science
- Art
EVALUATE Lesson Five Topic - Sky colour paintings
- Class discussion
- Sky painting
Curriculum links
- Science
- English
- Art
 Alanah Carroll

LESSON 1 PLAN Colours of the Sky

LESSON IDENTIFICATION
YEAR LEVEL: 1 DURATION: 45 minutes DATE: _________________
LESSON TOPIC: Engage What is in the sky?

Victorian Curriculum OUTCOME STATEMENT(S)

Science Understanding Earth and Space Sciences Observable changes occur in the sky and
landscape (ACSSV019)

Science as a Human Endeavour Nature and development of science Science involves asking
questions about, and describing changes in, objects and events.

English Expressing and developing ideas- Compare different kinds of images in narrative and
informative text and discuss how they contribute to meaning (ACELA1453)

English Responding to literature- Discuss characters and events in a range of literacy texts and
share personal responses to these texts making connections with students, own experiences
(ACELT1582)

English Text in context- Respond to text drawn from a range of cultures and experiences
(ACELY1655)

LESSON OBJECTIVES:
Students can relate sky colours to everyday life
Students can recall information from spoken literature

ANTICIPATED PROCEDURE:
INTRODUCTION
Today we are going to read a book about what the sky knows?. The teacher will read the book to
the class. After the teacher has finished reading the book the class will start a discussion, the teacher
will ask students about the sky and what are things that are in the sky. This will start a brainstorm on
the whiteboard, students may pick out elements that were mentioned in the book such as colour, or
things that werent mentioned.

Can anyone remember any colours the sky was in the book? Students then will list colours that were
mentioned in the book.

What are some colours that you have seen in the sky that might not have been in the book? The
teacher will then list these colours on the board.
 Alanah Carroll

LESSON CONTENT
After we have completed the brainstorm on the whiteboard, the teacher will hand out the worksheet
(Appendix 1) called the lifecycle of the sun. The teacher will have a larger copy of this worksheet and
put it on the board for all students to see.

The class will complete the first part of the worksheet as a class which is when Im sleeping the
teacher will draw a picture of them sleeping and show that is dark outside when they are sleeping.
Students will then go back to their tables and complete the other sections of the worksheet. The
teacher will be observing and helping the students with their drawings.

REVIEW
Everyone come back down to the floor with you sheets and we will have some show and share time.

A few students will come up the front and explain what their picture is.

Where is the sun in your picture of you going to school?

RESOURCES:
Story Book What the Sky knows by Nike Bourke
Worksheet Lifecycle of sun (Appendix 1)
Whiteboard markers
CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT:
Students have completed the worksheet successfully
Students contribute to group discussion
 Alanah Carroll

LESSON 2 PLAN Colours of the Sky

LESSON IDENTIFICATION
YEAR LEVEL: 1 DURATION: 45 minutes DATE: _________________
LESSON TOPIC: Explore - Why is the sky blue?

Victorian Curriculum OUTCOME STATEMENT(S)

Science Understanding Earth and Space Sciences Observable changes occur in the
sky and landscape (ACSSU019).
Science as a Human Endeavour Nature and development of science Science involves
asking questions about, and describing changes in, objects and events (ACSHE021).
Science Inquiry Skills Questioning and predicting - Respond to and pose questions, and
make predictions about familiar objects and events (ACSIS024).
Science Inquiry Skills Processing and analysing data and information Through
discussion, compare observation with predictions (ACSIS212).
Science Inquiry Skills Evaluating Compare observations with those of others
(ACSIS213).
Science Inquiry Skills Communicating Represent and communicate observations and
ideas in a variety of ideas, such as oral and written language, drawing and role play
(ACSIS029).
English Text in context Response to text drawn from a range of cultures and
experiences (ACELY1655).
LESSON OBJECTIVES:
Students learn to predict and make observation about events.
Students learn to conduct experiments.
Students begin to become familiar with scientific language.

ANTICIPATED PROCEDURE:
INTRODUCTION
Review the last class by remind the students of this units topic. At the moment we are
looking at the sky and why/how it changes colour.
What were the different colours that the sky can be? (Ask for student responses)
Today we are going to conduct an experiment that will help us discover the different colours
of the sky.
 Alanah Carroll

LESSON CONTENT
To conduct this experiment we will be using the predict, observe, explain format. First we
will predict what we think will happen, then we will do the experiment and observe what
happens and to finish will be explain why this happened.
Today we will be doing the predict and observe stages and next class we will investigate
and explain how this happened.
To do this experiment you will need a glass jar, teaspoon, water, milk and a torch.
1. First you will need to collect all of you materials and take them to your table.
2. We will then come around and half fill your jar with water.
3. You will then need to put a few drops of milk in the jar and stir it around.
4. Switch on the torch and shine it down into the water. What colour is the water?
5. Then go to the side of the jar and shine the light through the jar. The torch should be
in the middle of the jar. What colour is the water now?
(Do a quick demonstration and point out the piece of equipment they will need but not a full
demonstration because it is good to let the students discover the solution for themselves).
(Write instructions on the whiteboard so that the students can refer to this during their
experiment).
Okay before we begin who has a prediction about what will happen when we shine the torch
into the milky water. ?? (Brainstorm on the board as a class).
Does anyone have any questions? Before you go it is important that you do not drink any of
the milk or the water, this is to be used for you experiment only. If you spill anything raise
your hand and we will come over and help you clean it up. Here are the worksheets
(appendix two), once you have filled in the prediction section, come and show us and you
can then begin your experiment.
(We will be roaming around the classroom, helping students and monitoring their conduction
of the experiment).
Once students are finished their experiment, they will complete the observation questions
and drawings.

REVIEW
Students will then pack up their tables and sit on the floor.
Discuss with another group of partners what your discoveries where during the experiment.
Would anyone like to share their observations?
Next lesson we will be investigating and explaining why and how this occurred.

RESOURCES:
Jars, milk, water, teaspoons, torch
P.O.E worksheet (appendix 2)
Whiteboard and markers
CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT:

Student successfully complete experiment and worksheet.

Student can follow instruction and make logical predictions.
Student can explain observation about an event.
 Alanah Carroll

LESSON 3 PLAN Colours of the Sky

LESSON IDENTIFICATION
YEAR LEVEL: 1 DURATION: 45 minutes DATE: _________________
LESSON TOPIC: Explain Investigate why the sky colour changes

Victorian Curriculum OUTCOME STATEMENT(S)

Science Understanding Earth and Space Sciences Observable changes occur in the
sky and landscape (ACSSU019).
Science as a Human Endeavour Nature and development of science Science involves
asking questions about, and describing changes in, objects and events (ACSHE021).
Science Inquiry Skills Questioning and predicting - Respond to and pose questions, and
make predictions about familiar objects and events (ACSIS024).
Science Inquiry Skills Processing and analysing data and information Through
discussion, compare observation with predictions (ACSIS212).
English Text in context Respond to text drawn from a range of cultures and
experiences (ACELY1655).
LESSON OBJECTIVES:
Student can investigate how the sky changes colour.
Student learn how light effect the sky colour in different positions.
Student can answer question relating to an investigation.

ANTICIPATED PROCEDURE:
INTRODUCTION
Begin the class by reviewing the experiment from lesson two.
Last class we did an experiment to discover why the sky is blue? As we did an experiment
we followed the process of P.O. E.
What did the P stand for? Predict We all made a prediction about what we thought would
happen? What did the O stand for? Observe We then did the experiment and wrote down
what happened? Can you all remind me

What happened when we put milk in the water?

What happened when we shined the torch down into the water?
What happened when we shined the torch through the class?
Now we are up to the E stage. What did you think the E stands for? Explain.
Today we are going to look at why the sky looks red at sunrise and sunset and blue during
the day. Does anyone have any ideas about what might affect the skys colour change?
Think about our experiment
(Brain storm on the white board as a class).
 Alanah Carroll

LESSON CONTENT
Use the students predictions to move into the scientific explanation.
Use the the sequence of the sun diagram (appendix 3) as a visual aid for the explanation.
The sun produces white lights which is made up of seven different colours. These are the
colours we see in a rainbow red, orange, yellow, green, blue, indigo and violet.
The light is a wave and each of these seven respond to different frequency and therefore
wavelength of light.
Red, orange and yellow have a lower frequency which means longer wavelength, therefore
it is red, orange and yellow at sunrise and sunset.
Violet, indigo and blue light have a higher frequency which means shorter wavelength there
it looks blue during the day.
When the white light from the sun, shines through the Earths atmosphere and combines
with gas molecules. There molecules are what scatters the light. When the blue light
scatters it pushed the red light away. Therefore, as the sun position changes the sky
appears different colours.
In our experiment we put milk in the water because it contains molecules that cause the
light to scatter in the same way the atmosphere does.
We moves the torch position to act as the sun moving around the earth. (Use the diagram
on the worksheet to assist in the explanation. Colour the light and the beams so the children
can then copy this on to their sheets).
As a class answer the explain questions on the sheet.
1. Why is the sky red when the sunrises? The red light response when the sun is lower and the
wave length is longer.
2. Why is the sky blue during the day? The blue light responses when the sun in higher and the
wave length
3. Why is the sky red when the sunsets? The red light responses when the sun is lower and the
wave length is longer.

Students will then go back to their tables and fill out the explain worksheet. They will answer the
questions and colour the drawing. The example one will stay on the board so the students can use
that to prompt their responses.
REVIEW
Students will stick their work in their books and come back together on the ground.
On the projector play the YouTube video of the Sunrise and Sunset time lapse. This
video will be a great way for students to see the Suns movement and the colours of the sky
as it changes throughout the day.
Fist of five Ask students how much they understand how the sky changes colour. Put up
zero fingers if you have no idea how the sky changes colour and five fingers if you know
exactly how the sky changes colour and any number in between.

RESOURCES:
25 x Sequences of the sky work sheet (appendix 3)
Whiteboard and markers
 Alanah Carroll

Coloured pencils and writing pencils

Projector and laptop
CRITERIA FOR ASSESSMENT OF ACHIEVEMENT:

Student successfully coloured the worksheet and answered the questions.

Student could describe in their own words what colour the sky is at moments in time.
Student could hold up a number of above 3 in their fist of five on understanding.
 Alanah Carroll

LESSON 4 PLAN Colours of the Sky

LESSON IDENTIFICATION
YEAR LEVEL: 1 DURATION: 45 minutes DATE: _________________
LESSON TOPIC: Elaborate Colours

Victorian Curriculum OUTCOME STATEMENT(S)

Science Understanding Earth and Space Sciences Observable changes occur in the sky and
landscape (ASSV019)

Science Understanding Chemical Science- Everyday materials can be physically changed in a

variety of ways (ACSSV018)

Science as a Human Endeavour Nature and development of science- Science involves asking
questions about, and describing changes in, objects and events (ASCHE021)

Science Inquiry Skills Questioning and predicting- Respond to and pose questions, and make
predictions about familiar objects and events (ACSIS024)

Science Inquiry Skills Planning and conducting- Participate in different types of guided
investigations to explore and answer questions, such as manipulating materials, testing ideas, and
accessing information sources (ACSUS025)

Science Inquiry Skills Processing and analysing date and information- Through discussion,
compare observations with predictions (ACSIS212)

Science Inquiry Skills Evaluating- Compare observations with others

Arts- Creating and Making- identify and create colour groupings including secondary colours, natural
colours, warm and cool colours

Arts- Creating and making- mix pigments together with water/binder to create paints

LESSON OBJECTIVES:
Students learn to create new colours using primary colours.
Students can categories colours into warm and cool.
Student practice making informed predictions.
 Alanah Carroll

ANTICIPATED PROCEDURE:
INTRODUCTION
Children will begin sitting on the floor.

Who can think of some colours in the rainbow? Students will then call out colour to the teacher the
teacher will then write the list of colours on the white board and form a list.

We are now going to decide which of these are warm colours and cold colours

The teacher will then call out colours that the students have listed on the board

If you think red is a warm colour go to the computer side of the room if you think it is a cold colour go
to the other side of the room

Teacher will call out all the colours students have listed on the board, and tell them if it is a warm or
cold colour once they go to either side of the room.

Great job! Lots of you knew your warm and cold colours, but now this one is tricky does anyone
know any primary colours?

Students may call out answers; the teacher will circle the primary colours, as they will be in their list
of the colours on the board.

These colours are special because they help us make other colours

Teacher will write up equations on the board

Red+ Yellow = ______

Blue + Red =________

Blue + Yellow = _______

Students will then talk in partner and make predictions on what they colours may make.

Teacher will then write students predictions on the board next to the equations.

LESSON CONTENT

(There will be watercolours and worksheets (appendix 4) set out on tables before the class has
started)

Now we are going to find out what these colours make, back at your tables there are worksheets
with pictures just like the one I have drawn on the board, on one side of the circle you will paint it red
(Teacher will then colour one of their circles with red whiteboard marker to demonstrative what
students will be doing with their watercolours) and then on the other side you will paint blue then in
the middle where the circles overlap you will mix both colours in their so you can find out what that
colour makes

Students will be only given primary colours to mix with so they can workout the equations that are on
the board.

(This may create a discussion on tables as some students may get light green, orange, purple or
dark colours. This will then create another discussion on why did some get dark colours and some
get light).
 Alanah Carroll

REVIEW

Students will then come back and sit on the floor.

Lets see if we can work out these colour equations now?

The teacher will ask individual students ______ what happened when you mixed the Red and the
blue? What colour did you see?

The teacher will then go back to the predictions, who guessed that red and blue made purple?

Next class we will still be looking at colours that are in the sky, have a look in the sky over the next
week to see what colours is may change into?

RESOURCES:
White board markers
Water colours
Paint brushes
Paint pots with water
Worksheet (Appendix 4)
CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT:
Students make appropriate predictions.
Students complete worksheet successfully
Students can identify warm and cool colours
 Alanah Carroll

LESSON 5 PLAN Colours of the Sky

LESSON IDENTIFICATION
YEAR LEVEL: 1 DURATION: 45 minutes DATE: _________________
LESSON TOPIC: Evaluate Sky colour paintings

Victorian Curriculum OUTCOME STATEMENT(S)

Science Understanding Earth and Space Sciences Observable changes occur in the sky and
landscape (ACSSU019).

Science as a Human Endeavour Nature and development of science Science involves asking
questions about, and describing changes in, objects and events (ACSHE021).

Science Inquiry Skills Questioning and predicting - Respond to and pose questions, and make
predictions about familiar objects and events (ACSIS024).

Science Inquiry Skills Processing and analysing data and information Through discussion,
compare observation with predictions (ACSIS212).

English Language for interaction Understand that there are different ways of asking for
information, making offers and giving commands (ACELA1446).

English Creating literature - Recreate texts imaginatively using drawing, writing, performance and
digital forms of communication (ACELT1586).

English Interacting with others - Use interaction skills including listening while others speak, using
appropriate voice levels, articulation and body language, gestures and eye contact (ACELY1788).

Arts- Creating and making- manipulate art images in diverse ways using traditional and ICT related
media; for example, copying and re-arrangement, tracing and enlargement, de-construction and
reconstruction, repetition and re-arrangement to create new artworks

LESSON OBJECTIVES:
Students practice mixing primary colours to create new colours.
Students begin to utilise their knowledge on the sky to create art.
Student practice giving positive feedback to peers.
ANTICIPATED PROCEDURE:

INTRODUCTION

Todays lesson is designed to summaries the students learning about the sky and the different
observable colours we see. Begin the lesson with a class discussion on the sky. Ask a number of
open ended questions and students can discuss with the person next to them and then some
students can share with the class.

- What colours do we usually see in the sky?

- When do we see these colours?
- Can anyone draw on our diagram where the sun is when the sky is red? (Students draw on
whiteboard).
- Can anyone draw on our diagram where the sun is when the sky is blue? (Students draw on
white board).
Before commencing the final activity ask students what they know about colours?

- What colours can we use to make.? etc

- Review primary colour, warm and cool colours. (Review of the previous lesson). What are
they etc?
 Alanah Carroll

LESSON CONTENT

The main activity for today is an art activity. We are going to split into three groups and paint a picture
of the sky. One group of student will paint a sunrise, one group will paint the blue sky and another
group will paint a sunset.

The tables will be set up in three different groups and on each table there will be photo examples of
the sunrise, blue sky or sunset (appendix 5 shows examples of these images). Students will then
paint A3 pictures of the sky using primary colours and the colours they practiced mixing last lesson. A
set of primary colour paints will be on each table and some spare containers so students can
carefully mix them to create their new colours.

Students will be reminded that they are only to mix two colours at a time, creating purple, green and
orange. They will each be wearing an art smock so they do not damage their clothing.

We will walk around the classroom during this time to observe students and assist them with their
creations. This task will allow students to independently work with the assist of the teacher if they
require.

REVIEW

Once student have completed their painting the will leave them on their tables to dry and students will
carefully go on an art gallery walk. This is where students walk around the room looking at each
others work. They can give positive compliments to each other. This will be a great way to practice
giving feedback and communicating with their peers.

Student will then pack up their tables and we will put away the paint to prevent spillage.

Once the paintings are dry they will be placed on display in order of when we view them in the sky.
Progressing from the sunrise to blue sky to sunset. This will be a fantastic visual aid for the students
and will brighten the classroom and help consolidate their learning.

RESOURCES:
Whiteboard and markers
25 x blank A3 pages
Coloured paints
Newspaper to protect table from paint
Paint brushes
Photos of sunsets, the blue sky and the sunset (appendix 5)
Containers for mixing paint

CRITERIA FOR ASSESSMENT OF STUDENT ACHIEVEMENT:

Students can successfully mix primary colours and create art work.
Students can produce an image of the sky using the correct colour palette.
Students can give and receive positive feedback.
 Alanah Carroll
Appendix 1
The lifecycle of the
sky
When Im sleeping

While Im eating
When Im going to
dinner
school

While Im eating
my lunch
When I need my
umbrella
Appendix 2
Alanah Carroll

Why is the sky blue? P.O.E. (Predict Observe Explain)

Predict Observe

What do you think will happen when you put the What happened when you added the milk in the water?
milk in the water?

What do you think will happen when you shine the What happened when you shined the torch in the top of
torch down in the water? the water?

What do you think will happen when you shine the What happened when you shined the torch through the
torch through the glass? glass?
Alanah Carroll
 Alanah Carroll
Appendix 3

Why is the sky blue? P.O.E. Predict

Observe Explain
Explain
1. Why is the sky red when the sunrises?

2. Why is the sky blue during the day?

3. Why is the sky red when the sunsets?

________________________________________________________________
Appendix 4
What colours
Alanah Carroll

can you
make?
 Alanah Carroll

Appendix 5

Sunrise

Blue sky

Sunset
Alanah Carroll