SUBMISSION TEMPLATE FOR MINI UNIT PLAN

PROJECT AND COURSE RATIONALES

Name of submitter: Kayla Bouchard
Name of other Group Members: Brenna Kelly & Kayla
Bouchard
GRADE OF MINI UNIT: One
TOPIC TITLE: Colours & Seasons

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

Mini Unit
Plan
(ASSESSME

Teacher

Brenna, Julia, and Kayla

Subject

Science/English Language Arts

Topic/Focus

NT)

Creating Colour & Seasonal Change

Overarching
Question

How do colour and seasons affect the world around us?

Learner
Consideration
s

pre-learning or diversification?

Performance
Task Overview

Students will complete posters that include four sections, one for
each season. They will colour, cut and paste images and phrases
provided, as well as add their own original seasonal drawings and
words. Once they have completed each season section of their
poster, students will complete a short interview recorded with an
iPad that is completed with teacher assistance and prompting.

Learner Outcomes
General
Outcomes
A. Science:
Creating Colour
General Learner
Expectations
Students will: 15
Identify and evaluate
methods for creating
colour and for
applying colours to
different materials.

Brenna Kelly
Bouchard

Specific
Outcomes
Specific
Learner
Expectations
Students will:
1. Identify colours
in a variety of
natural and
manufactured
objects.
2. Compare and
contrast colours,
using terms such
as lighter than,
darker than, more
blue, brighter
than.
3. Order a group

Assessment
Criteria

Links to
Overarching
Question/sub-
questions
Students see colours
in their everyday
lives, it is important
for them to
understand how these
colours are made.
Understanding the
names of each colour
and how colours are
made becomes a
foundation for the
understanding of
other skills, such as
sorting, categorizing
and differentiating
objects. The
experience of mixing

Julia Johnstone

Students provide
evidence of their
learning as they

Sort and
organize
objects based
on colour
(Rainbow and
Art Walk
Handouts)
Experiment
with mixing
colours
Create a colour
pallet
Participate in
discussion
involving
questioning
Kayla

B. Science:
Seasonal
Changes
General Learner
Expectations
Students will: 16
Describe seasonal
changes, and
interpret the effects
of seasonal changes
on living things.

Brenna Kelly
Bouchard

of coloured
objects, based on
a given colour
criterion.
4. 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.

colours also supports

students gaining
confidence in
experimenting
procedures, with peer
and teacher
assistance.

Specific
Learner
Expectations
Students will:
2.Identify and
describe
examples of plant
and animal
changes that
occur on a
seasonal basis:
Changes in
form and
appearance
Changes in
activity; e.g.
hibernating
animal (Old Bear)
3. Identify human
preparations for
seasonal change
and identify
activities that are
done on a
seasonal basis.
4. Record
observable
seasonal changes
over a period of
time.

Students are affected

by seasonal changes
and need to be made
aware of the
preparations they
need to make to
adapt to different
environmental
elements. It is also

important for students

to understand how
animals and plants
are affected (i.e.
animal migration and
the availability of

seasonal food
products). Seasonal
conditions also affect
the types of activities
students can
participate in and the
appearance of the
world around them.

Julia Johnstone

Art Walk
handout will
include
observations
students make
about peer
activity
paintings
Participation in
class
discussions and
SmartBoard
interactive
game
Identify and
describe
human, animal,
and plant
changes
throughout the
seasons within
their
performance
task

Kayla

English Language
Arts
General Outcome 1
Students will listen,
speak, read, write,
view and represent to
explore thoughts,
ideas, feelings and
experiences

1.2 Clarify and

Extend
-group ideas and
information into
categories
determined by an
adult
- listen and
respond
appropriately to
experiences and
feelings shared
by others

The classification of

coloured objects into

a given colour
criterion allows to
students to
understand the world
around them.
Students gain
knowledge by
listening to others and
responding to
discussions, which
may expand their
perspectives of the
surrounding
environment.

Grouping items
into categories
through the
rainbow walk
and art walk
handouts, as
well as the
performance
task poster
allows students
to express their
knowledge
about
classification
and
categorization.
Teachers can
effectively
assess
students
organization
skills by
assessing
products.

English Language
Arts
General Outcome
2 Students will
listen, speak, read,
write, view and
represent to
comprehend and
respond personally
and critically to oral,
print and other
media texts

2.1 Use
Strategies and
Cues
- preview book
cover, pictures
and location of
text to assist with
constructing and
confirming
meaning

Reading a book
provides examples
and context for how
colours appear within
seasons, as well as
the ability for
students to visualize
how these two
concepts relate.

This can be
assessed
through the
teacher's
questioning of
student
understanding.

General Outcome 5
Students will listen,
speak, read, write,
view and represent to
respect, support and
collaborate with
others.

5.2 Work within a

Group
- work in
partnerships and
groups

Collaboration allows
for students to learn
from one another in
their effort to
understanding their
surrounding
environment.

Through
classroom
conversations
the teacher can
formatively
assess the
students skills

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

on respect,
support,
speaking and
listening.

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

Student Task Description

Performance Task: The Four Seasons
Teacher's Guide
Materials:
The Four Seasons Poster instruction sheet
Four Seasons Poster Template (Appendix 1) copied onto an 11x17 sheet of paper
Seasonal images and phrases handouts (Appendix 2)
Glue
Scissors
Pencil Crayons/markers
Pencils
iPad
An assortment of resources for students to consult for inspiration for their own
phrases and images (books, previous assignments, etc.)
Provide students with the instruction sheet for The Four Seasons Poster. Also give each
student a copy of the Four Seasons Poster Template (Appendix 1), along with the
seasonal images and phrases handouts (Appendix 2). Students are to colour, cut and
paste each of these images and phrases onto the correct category on The Four Seasons
Poster. Once students have completed this portion of the assignment they are to make
their own additions. This includes at least one original image for each season as well as
a minimum of one original word or phrase, however students are encouraged to add as
many elements as they would like. Students can use the checklist on their instruction
sheet for guidance.
In order to ensure that students have gained a true understanding of the unit concepts
they will be interviewed by the teacher and asked to explain WHY they placed items in
each season. The instruction handout outlines a series of questions students can keep
in mind to prepare them for this interview (included below for reference). The interview
will also be recorded on an iPad allowing the opportunity for the teacher to revisit the
students responses. It also provides further evidence of student learning in addition to
the poster itself.
The following are examples of questions the teacher can ask students during the
interview. The teacher may also prompt students with other questions related to the
process of how they sorted elements on their posters.
What colours did you put in each season? Why?
What words did you write for each season? Why?
What kind of weather did you put for each season? Why?
What kind of clothes did you sort into each season? Why?
What pictures did you draw? Why?
Where did you place the activities? Why?
Brenna Kelly
Bouchard

Julia Johnstone

Kayla

Students being able to accurately sort, draw, and write words will demonstrate to the
teacher the knowledge they have gained throughout the unit. This knowledge is further
emphasized through the students interview explaining the justification of their choices.
The sections such as weather and activities may have more than one correct response,
for this reason it is important to hear the students rational for each of the choices that
they made (i.e. the sun can be seen in all seasons, or it can be representative of a hot
summer). This performance task can be considered reliable and valid, as it uses
triangulation through observation, conversation and a variety of products over a period
of time (Davies, 2011).
Time for completion: This project will be completed over the course of 3 one hour
science periods. Most students will be completed or close to completion by the third
lesson, allowing time to conduct approximately 1 minute video interviews with at least
some of the students. The timing of the video can also be adapted to fit student needs
(ie. ELL, speech impediments etc.). The remainder of the interviews will be conducted
during class work periods in which students can momentarily step away from their work
to be interview at the teachers desk. Note: all of this information should be explained
to students in steps while giving instructions for the performance task.
Help Allowed: This activity is to be completed individually in order for the teacher to
summatively assess the poster and video products on an individual basis. If the student
is having a hard time sorting objects and thinking of ideas, the teacher can suggest that
the student use books or other class resources. During the video interview the teacher
can also assist students in getting their rationale across by asking prompting questions.
Considerations:
Some students may not feel comfortable conducting these interviews with a
chance for their peers to overhear their answers. In such cases the teacher will
simply set up an alternate time to interview this student (i.e. recess, lunch, etc.)
Some students may freeze on the spot when being prompted with questions. It is
important for teachers to be patient and to ask direction questions that will help
students uncover their thought processes.
If possible it would be a good idea to try and include parent volunteers or teacher
assistants in this activity as it would make the interviewing process more efficient.
If you have a large class size it is important to consider how the logistics of the
interview process will occur in order to complete the project in a timely manner.
This performance task could only be completed under the assumption that further
lessons would need to be taught after the three lessons we have provided. Our
lessons represent the sequential introduction of an entire unit and would require
further elaboration in order to fairly assess students understanding.
Note: Students understanding of colour will be formatively assessed rather than
assessed in the performance task. They will be asked about colour in their
performance task interviews, however the rubric only outlines specific learning
some outcomes from the science season curriculum.

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

Davies, A. (2011). Making classroom assessment work (3rd ed.). Bloomington, IN:
Solution Tree Press.

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

The Four Seasons Poster

Instructions:
Colour, cut, and paste the pictures and words into each season on your Four Seasons
poster. Add in pictures and words of your own. Look at the checklist to make sure you
have everything you need. Think about what we see, how we dress and what activities
we do in each season.
In each season you need:

A tree
Clothes
Human activity
Animal activity
A month
Weather
One drawn picture
One written word

When you are done making your poster, you will be interviewed about it in an iPad
video. Think about how you sorted pictures, what you drew and words you wrote for
each season, and why.
What colours did you put in each season? Why?
What words did you write for each season? Why?
What kind of weather did you put for each season? Why?
What kind of clothes did you sort into each season? Why
What pictures did you draw? Why?
Where did you place the activities? Why?

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

Appendix 1

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

Appendix 2

Keegan, L. (2014). The four seasons: Comparing winter, spring, summer and fall. Retrieved
from: https://www.teacherspayteachers.com/Product/Seasons-1054057

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

Assessment Criteria
Rubric
Level
Criteria
Appropriate
ness of
Categorizati
on
(1-6.2.3.4)
X2

Oral
Rationale
(1-6.2.3.4)
X4

Student
Additions
(1-6)
X1
Brenna Kelly
Bouchard

4
Excellent

3
Proficient

2
Adequate

1
Limited

Insufficie
nt/ Blank

Categorize
elements
in a way
that
precisely
captures
its
respective
season.

Categorize
elements
in a way
that
effectivel
y captures
its
respective
season.

Categorize
elements
in a way
that
appropri
ately
captures
its
respective
season.

Categorize
elements
in a way
that
inappropr
iately
captures
its
respective
season.

No score
is
awarded
because
there is
insufficie
nt
Evidence
of
student
performa
nce
based on
the
requirem
ents of
the
assessme
nt task.

Provides a
comprehe
nsive and
accurate
explanatio
n of
categorizat
ion.

Provides a
logical
and
appropri
ate
explanatio
n of
categoriza
tion.

Provides a
suitable
and
cursory
explanatio
n of
categoriza
tion.

Provides a
basic and
unsupport
ed
explanatio
n of
categorizat
ion.

Images
and
phrases
are
pertinent
to the

Images
and
phrases
are
relevant
to the

Images
and
phrases
are
reasonab
le to the

Images and
phrases
are
unrelated
to the
correspond

Julia Johnstone

Kayla

correspond correspon
ing season. ding
season.

correspon
ding
season.

ing season.

* When work is judged to be limited or insufficient, the teacher makes decisions about appropriate intervention to help
the student improve.

Brenna Kelly
Bouchard

Julia Johnstone

Kayla

C&I Mini Unit plans

Part A: Inquiry Question:
How do colour and seasons affect the world around us?

Part B: Focusing Question:

1.

Rationale for the colour and seasons unit in grade one.

What makes this relevant to students? Students see colours in their everyday
lives, it is important for them to understand how these colours are made.
Students are also affected by seasonal changes and need to be made aware of
the preparations they need to make to adapt to different environmental elements.
It is also important for students to understand how animals and plants are
affected (i.e. animal migration and the availability of seasonal food products).
Seasonal conditions also affect the types of activities students can participate in
and the appearance of the world around them.
What is the purpose of the unit within the course? This unit is right at the
beginning of a student's learning journey, being a curricular outcome for a grade
one class. Courses in grade one provide a foundation of the students
understanding for future learning. The basic grade one units are building blocks
for further student understanding in lessons and units completed within the year.
How do you envision it addressing the key elements of your subject discipline?
Science throughout a child's education is largely scaffolded off of the basis of two
substances mixing together to create a new substance. For example the idea of
yellow and blue mixing together to make green parallels to the later learning in
high school of the combination of calcium and sulfur creating calcium sulfate. The
early understanding that temperature and weather change throughout the year to
create four seasons acts as a basis for many later complex ideas such as
ecosystems, life cycles, planet orbitals, environmental science, and plant growth.
The understanding of English Language Arts (ELA) in education is also scaffolded
throughout the school years. The general outcomes in ELA for elementary school
are designed to be incorporated cross curricularly with an increase in complexity
as the grade levels progress.
How does your unit engage students in deep questions about science (as opposed
to simply delivering predetermined knowledge)? In our lesson we give students
the opportunity to discover the results of the colour mixing for themselves before
we show the colour YouTube video. Thus ensuring that the lesson is not prescripting their knowledge. In our Rainbow Walk activity we first allow students to
explore outside before addressing the lesson information. Our methods of
teaching throughout the lessons allows students the opportunity to explore,
experience and possibly have the opportunity to answer their own questions.
After we allow students to experience the learning, we then encourage

conversations to create wonder, in the aim to solidify their understanding. Our

method of teaching is very indicative of the learner centered ideology as we
encourage the idea of experience over basic knowledge acquisition.

2.

Key questions:

A.
How do the appearance of colours change throughout the seasons?
How are different colours created?
How does environmental change within each season influence plants and animals
adaptation?
How does environmental change within each season influence human adaptation?
How and when does the production of young occur on a seasonal basis?
How does the position of the sun affect all life on earth?
B.

What knowledge/skills are you assuming are in place?

As exemplified by the Kindergarten program of studies students should have a general

knowledge of colours, their names and how to paint. We are assuming that before our
lessons, students will understand the appropriate ways in which to work on the
SmartBoard during activities. They will also have an understanding of respect in the
classroom. Students will be aware that they must raise their hand when they want to
speak, listen when others are talking, be open to new ideas and know that it is
inappropriate to touch work or items that are not theirs without permission.

3.

Connection to Program of Studies

The Critical Inquiry Question: How do colour and seasons affect the world around us?
Science Outcomes
A. Creating Colour
General Learner Expectations Students will: 15 Identify and evaluate
methods for creating colour and for applying colours to different materials.
Specific Learner Expectations Students will:
1. Identify colours in a variety of natural and manufactured objects.
2. Compare and contrast colours, using terms such as lighter than, darker than,
more blue, brighter than.
3. Order a group of coloured objects, based on a given colour criterion.
4. 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.
B. Seasonal Changes
General Learner Expectations Students will: 16 Describe seasonal changes,
and interpret the effects of seasonal changes on living things.
Specific Learner Expectations Students will:
2.
Identify and describe examples of plant and animal changes that occur on a
seasonal basis:
Changes in form and appearance

 Changes in activity; e.g. hibernating animal (Old Bear)

3. Identify human preparations for seasonal change and identify activities that are
done on a seasonal basis.
4. Record observable seasonal changes over a period of time.
Grade One English Language Arts
General Outcome 1 Students will listen, speak, read, write, view and represent
to explore thoughts, ideas, feelings and experiences
1.2 Clarify and Extend
group ideas and information into categories determined by an adult
listen and respond appropriately to experiences and feelings shared by
others
General Outcome 2 Students will listen, speak, read, write, view and represent
to comprehend and respond personally and critically to oral, print and other
media texts
2.1 Use Strategies and Cues
preview book cover, pictures and location of text to assist with constructing
and confirming meaning
General Outcome 5 Students will listen, speak, read, write, view and represent
to respect, support and collaborate with others.
5.2 Work within a Group

Work in partnerships and groups

Student knowledge, skills and attitudes:

Observing
Discussing
Experimenting/discovering
Participating
Producing
Questioning
Listening
Sorting/organizing
Reading
Writing
Respecting

Draw attention to how you address diverse learning needs, multiple ways for students
to show what they know (formative and summative assessment):
We address diverse learning needs by allowing students to work in pairs or by
themselves during the colour mixing activities. We also give students the option to
either write words or draw pictures during the Rainbow Walk, Art Walk and performance
task. We also include Think, Pair, Share into our lesson for those students that may not
feel comfortable raising their hand in class. These choices address diverse learning
needs as they give students a variety of options to support how they learn best.
Formative assessment is embedded throughout each lesson when students give
responses to prompting introduction and closing questions, the creation of products and

the completion of handouts. The performance task at the end of the unit includes a
summative assessment, based on the appropriateness of sorted images and students
rationale for how they completed their poster elements in a recorded interview.

Resources that can be used (teacher resources, student resources, possible literature).
This should be included with one or 2 sentences of what the resource is and how it
could be used.
Lesson One:
Old Bear book: This book is a great resource, as it tells the story about a bear
throughout each season. This book not only shows the changes that happen to the
environment throughout the seasons, but also the changes that occur in how Old Bear
lives. This can be linked to ideas about how animals prepare for different seasons. This
book also connects well to colours, as the illustrations show a variety of ways in which
colours appear in different seasons.
Rainbow Walk Handout: This handout is a good resource for students to organize their
thoughts during the Rainbow Walk activity. They are asked to initially write or draw
objects from the classroom as a group and then move outside to add objects they see
outside. This is a good way for students to explore colour both in and outdoors. It also
offers a handout that teacher may take in as formative assessment in order to see if
students are placing coloured objects in the correct portion of the colour wheel.
Lesson Two:
YouTube Colour Song Video: This video shows the students what primary, secondary,
cool, and warm colours are. It also describes how each secondary colour is made
through the use of the primary colours. We use this video to solidify the students
understanding of colour mixing after they have had a chance to experience it
themselves.
Colour Palettes: These are the plates that we give out to the students which outline
what colours they need to learn how to make. We use the finished product as formative
assessment so the teacher can discern how well the students have grasped the concept
of mixing paints.
Lesson Three:
Art Walk Handout: The Art Walk handout guides the students thinking as they walk
around and interact with their classmates artwork.
Interactive Seasonal Game: The seasonal game gives students the opportunity to
demonstrate their knowledge of the different seasons, what months occur in these
seasons, what the weather looks like in the seasons, and the clothing a person may
wear during the season. Teachers can use this activity as formative assessment to see
where their students understanding is at.

Part C: 3 Lesson Plans

Lesson One
Overarching Question for entire Mini Unit: How do colour and seasons affect the
world around us?
Grade: One
Activity: Rainbow Walk
Lesson Duration: 60 Minutes
Goals/Key questions
Goals: Students will be able to identify and recognize colours in nature and in the
classroom and how these colours appear in each season.
Objectives: Students should gain the ability to recognize colour in the world around
them and how colours
can appear differently. Students will compare animal activities and preparations through
the seasons.
Focusing Question
How do the appearance of colours change throughout the seasons?
Grade One Science
General Learner Expectations Students will: 15 Identify and evaluate methods for
creating colour and for applying colours to different materials.
1. Identify colours in a variety of natural and manufactured objects.
3. Order a group of coloured objects, based on a given colour criterion.
General Learner Expectations Students will: 16 Describe seasonal changes, and
interpret the effects of seasonal changes on living things
2. Identify and describe examples of plant and animal changes that occur on a seasonal
basis:
Changes in form and appearance
Grade One English Language Arts
General Outcome 1 Students will listen, speak, read, write, view and represent to
explore thoughts, ideas, feelings and experiences
1.2 Clarify and Extend
group ideas and information into categories determined by an adult
General Outcome 2 Students will listen, speak, read, write, view and represent to
comprehend and respond personally and critically to oral, print and other media texts
2.1 Use Strategies and Cues

preview book cover, pictures and location of text to assist with constructing and
confirming meaning

Pre lesson Considerations

Lesson overview of main ideas to be learned and pre-learning required:
Students should have knowledge of colour names and be able to identify a variety of
coloured objects.
Materials needed/pre-set up required/logistical considerations needed:

White board and coloured markers (or poster board and standard markers) Appendix 1
Rainbow Walk worksheet Appendix 2
A variety of different coloured paint swatches (found at home building centers)
Old Bear Kevin Henkes. Video link for reference: https://youtu.be/bGK5w2w5R2Q
Seasons Rhyming Reader booklet https://www.teacherspayteachers.com/Product/SEASONS-Rhyming-Reader-FREE1816075 (to be used as extra time activity)

Content:
What is the teacher doing?
Introducti
on
Time
estimation
: 10
minutes

1.

2.
3.

4.

5.

Before class, draw a colour

wheel on the whiteboard. This
colour wheel will be constructed
of the three primary and three
secondary colours. Refer to
appendix 1 for an example
diagram.
The teacher will hand out the
rainbow walk worksheet to each
student (See appendix 2)
The teacher will then ask
students what colours they see in
objects around the classroom (i.e.
a red apple, a yellow pencil, a
purple water bottle). The teacher
will write each item students
suggest in the appropriate colour
wheel section. Students are to
also write or draw the classroom
objects on their worksheets.
Once one classroom object is
in each colour wheel category,
explain that the students will be
moving outside to find coloured
objects in nature.
Students will now be given a

What are the students

doing?
1. Students will participate in an
activity from their desks.
2. Students are listing items that
they see in the classroom and
the colour category those
items fall into.
3. They will write or draw their
classroom object ideas on the
rainbow walk worksheet along
with the teacher.
4. Students will complete the
rainbow walk outside to find
colours in nature. In addition
they will also compare colours
in nature to a paint swatch,
trying to find a colour that
may match their swatch.

paint swatch in either blue,

green, or yellow (as these are the
most prevalent colours found in
nature). Use these to
demonstrate to the students that
there are different variations
within each colour (i.e. there are
different shades of blue).
Encourage students to compare
colours in nature to the colours
on their paint swatch to see if
there are any similarities.
6.
Explain that students must try
and find at least one outdoor
object for each colour section
(students may have difficulty
finding objects to fit in the purple
and orange sections, this is a
topic of discussion that can be
addressed once the students are
back in class)
Transition
considerat
ion
Time
estimation
: 8 Minutes

As students will be moving into the

school yard for the next portion of
the lesson they will need time to get
changed into weather appropriate
clothing and walk outdoors.

Activity 1
Rainbow
Walk
Time Est:
16 Minutes

1. Guide students outside and allow 1. Using their rainbow walk

them to find coloured objects in
worksheets, students will
nature using the worksheet found
either write or draw coloured
in appendix 2.
objects they find in nature
into the corresponding
coloured section of their
worksheet while comparing
these items to the coloured
paint swatches they received
in class (if applicable).

Transition
considerat
ion
Time Est:
8 Minutes
Activity 2
Time Est:
8 Minutes

Students will need to change out of

their outdoor clothing to resume
the rest of the lesson indoors.

1. Ask students about the different

objects they found outside:
What colour did you see most

1. Students will gather on the

carpet with their rainbow
walk handouts

often?
Did you find any colour matches
to your paint swatch? Was it a
light or dark shade on your colour
swatch?
Were there any colours that were
hard to find?
Do you think colours appear
differently in each season (use a
tree as an example, green leaves
in summer, red and yellow in the
fall)

Conclusion 1. Read the book Old Bear by Kevin

Time Est:
Henkes, which talks about
15 Minutes
seasons
2. Ask students questions about the
book?
What are the four seasons?
In what order do the seasons
occur?
What did you notice about the
colour changes in the book?
How were these colours
represented outside during your
rainbow walk?
What happens to the bear in
each season?
What do you notice about the
plants in the book throughout
each season?

Handouts will be taken in at the

end of class as formative
assessment (the teacher will
consider that students may have
worked together when
completing their worksheets)

1. Students will respond to

questions about their
worksheet and the book.
Students responses to the book
will be taken in as formative
assessment.

Assessment: Formative assessment is embedded throughout the lesson. The rainbow

walk worksheets will be taken in and conversations will be stimulated through
discussion questions in both activity 2 and the conclusion.
Accommodations/Modifications: If available the rainbow walk would be great to
complete with buddies from an older grade.
Extension and extra time activity: If time permits, the teacher can hand out the
Seasons Rhyming Reader booklet (downloadable for free here:
https://www.teacherspayteachers.com/Product/SEASONS-Rhyming-Reader-FREE1816075). Students can begin colouring the pictures inside.
Connection to next lesson: The seasons and colours discussed in this lesson will be
revisited in the next lesson as inspiration for students to create paintings of their
favorite seasonal activities.

Appendix 1
This colour wheel can be created on a whiteboard or poster board and filled in while
prompting students with questions. Suggestions of classroom colored objects can be
written in each section of the colour wheel (i.e. Red classroom objects will be written in
the colour wheels red section). Resources permitting, different coloured pens can be
used to write the respective colours and objects in the colour wheel sections.

Appendix 2
Description provided in image

Lesson Two
Overarching Question for entire Mini Unit: How do colour and the seasons affect
the world around us?
Grade: One
Activity: Discovering and mixing colours
Lesson Duration: 60 Minutes
Goals/Key questions
Goals: Students will learn the concepts of primary and secondary colours, as well as
what happens when different colours are mixed with one another
Objectives: Identify and distinguish different colours and colour mixing outcomes.
Students will be able to demonstrate colour mixing.
Focusing Question: How are different colours created?
Grade One Science
General Learner Expectations Students will: 15 Identify and evaluate methods for creating
colour and for applying colours to different materials.

Specific Learner Expectations Students will:

2. Compare and contrast colours, using terms such as lighter than, darker than,
more blue, brighter than.
4. 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.
Grade One English Language Arts
General Outcome 1 Students will listen, speak, read, write, view and represent to
explore thoughts, ideas, feelings and experiences
1.2 Clarify and Extend

Listen and respond appropriately to experiences and feelings shared by

others

Group ideas and information into categories determined by an adult

General Outcome 5 Students will listen, speak, read, write, view and represent to
respect, support and collaborate with others.
5.2 Work within a Group

Work in partnerships and groups

Pre lesson Considerations
Lesson overview of main ideas to be learned and pre-learning required:
Students should have a general knowledge of colours and their names. Students should
have a working knowledge of how to paint.
The teacher will create colour pallets prior to class for each student group in order to
support lesson flow.
Materials needed/pre-set up required/logistical considerations needed
(seating arrangement):

YouTube Video nature and colourshttp://www.sheppardsoftware.com/presc

hool/colors/colorgame.swf

Pre-made pallets


Washable acrylic paints (All primary
colours and black & white)

Paint shirts

Paint brushes

Cups for water

Paper towels
Content:

Paper to paint on

Smart board and Interactive game

(for use as an extra time activity) http://www.learnalberta.ca/content/tlfmc/
index.html

Black sharpie

What is the teacher doing?

Introducti
on
Time Est:
8 minutes

1.

The teacher will ask students:

What do you know about colour?
Where do you see colours?
What do colours make you feel?
What are the three primary colours?
What are the three secondary colours?

Answers will be taken as formative assessment

What are the

students doing?
1. Students will
remain at their
desks and
participate in a
class discussion
2. Students are
actively engaged
in responding to
questions

2. Think, Pair, Share: Get students to turn to a

partner and share what their favourite colour is.
Ask students to brainstorm ideas about how their
favorite colour might be made. (ie. purple = red
mixed with blue)
Note: students may not know how colours are
made, however this will be investigated in the
next activity through colour mixing with paints.
Transition Teacher will prepare paint pallets to be handed
Considerat out to students once an example of paint mixing
ion
is completed.
Time Est:
5 Minutes

Students will be
asked to put on a
paint shirt and return
to their desks. They
will be partnered up
with the student(s)
who sits next to them
and given one set of
materials to work
with. Working in
partners will be
beneficial because it
will give students the
ability to work
collaboratively and
come up with the
appropriate paint
mixing solutions. This

can also aid in

mitigating challenges
related to learning
disabilities, however
if some students feel
more comfortable
working alone, they
are free to do so.
Activity 1
Paint
Mixing
Time Est:
37 Minutes

1. The teacher will demonstrate an example of

colour mixing, so students know how colours
are to be appropriately mixed in this activity.
The teacher will take the primary colour blue
and mix it with white paint from plate number
one in order to display how to make light
blue, which is indicated as a colour to create
on plate number two (see appendix 1).
2. Teach students the importance of cleaning off
their brushes with water and paper towel
between mixing each colour.
3. Once the demonstration is complete, the
teacher will provide students with the pre
made colour pallets at their desks. The three
primary colours, as well as black and white
will be given to each student on the first
plate.
4. The second plate will have blank circles, each
section labeled with sharpie. Students are to
create each indicated colour through mixing
paints. These circles will include: Orange,
green, purple (secondary colours). Light red,
light blue, dark yellow.
5. Instruct students to create the colours that
are labeled on the second plate, using the
paint provided on the first plate.
6. Once all colours on plate two are completed,
the teacher will assess each group to ensure
the mixing was done correctly.
Correct colour mixing will be taken as Formative
Assessment
If colours are mixed incorrectly the teacher will:
Ask students what colours they mixed and
what colour resulted
If it is a new colour, the student can share it
with the class and explain how it was made
The students will then be given a new plate
and asked to create the colour(s) they missed

1. Students will
watch the teacher
complete the first
example
2. Students will get
into pairs and will
work together to
fill out the colour
pallet
3. Students will
demonstrate their
knowledge of
colour mixing.
4. When students
are done their
activity they will
assist in cleanup
of the classroom

on the plate. If necessary help can be given

through peer and teacher assistance.
7. Upon successful completion of colour mixing
the students will be given a sheet of paper to
paint on. Students are asked to paint a
picture of their favorite outdoor activity in
their favourite season using the paints on the
plates. Tell students they can recall examples
of colours from the seasons seen in the book
they read last class (Old Bear).
8. Once they are finished with their painting
they will be asked to clean up their work
stations and materials
Transition
considerat
ions

The teacher will ask students to turn their

attention to the SmartBoard

Conclusion The teacher will be reviewing the colours

Time Est:
students created by showing them a short video.
10 Minutes The teacher will ask students to recall the class
discussion from the beginning of the lesson and
keep the questions discussed in mind while they
watch the video:
Show The Colour Song video:
https://www.youtube.com/watch?
v=N8yuyekP_So
Video follow up questions:

What are the three primary colours?

What are the three secondary colours?

What are warm colours?

What are cool colours?

1. Students will
watch the video
keeping in mind
the discussion
from the
beginning of the
lesson
2. Students will be
actively engaged

Answers will be taken as formative assessment

Assessment: Formative assessment has been embedded throughout the activities (as
noted above). Consistent Observation of the students progress throughout the
partnered paint mixing and painting would also serve as another type of formative
assessment.
Accommodations/Modifications:
We are hoping many accommodations/ modifications needed will be mitigated
through the use of partners
If necessary, partner groups can be made with more intention to assist students
that may have differing learning needs, or student can work individually if
preferred.
Extension and extra time activity: Use this digital resource if there is need for an
extra time activity http://www.learnalberta.ca/content/tlfmc/index.html. This resource
provides an interactive example of colour mixing for the students to engage with.
Connection to next lesson: The images students have created with their paints will
be taken up again in the next lesson. Each student was asked to paint an image of their

favorite outdoor activity, in the future lesson we will discuss what seasons each of these
activities fall into and what colours were used.

Appendix 1
These are examples of the plates that with be handed to the pairs of students. Plate one
will have the primary colours as well as white and black. These will be used to mix the
colours that are labelled on plate two. Each student must fill in the labelled areas on
plate two with the appropriate colours.

Plate One

Plate Two

Lesson Three
Overarching Question for entire Mini Unit: How do colour and seasons affect the
world around us?
Grade: One
Activity: Art Walk
Lesson Duration: 60 Minutes
Goals/Key questions
Goals: Students will reinforce their understanding of seasonal changes by developing
their understanding of the human activities and preparation that occur for each season.
Objectives: Students will identify and distinguish appropriate clothing, and activities
for each of the four seasons.
Focusing Question: How does environmental change within each season influence
human adaptation?
Grade One Science
General Learner Expectations Students will: 16 Describe seasonal changes, and
interpret the effects of seasonal changes on living things.
3. Identify human preparations for seasonal change and identify activities that are done
on a seasonal basis.
Grade One English Language Arts
General Outcome 1 Students will listen, speak, read, write, view and represent to
explore thoughts, ideas, feelings and experiences
1.2 Clarify and Extend
listen and respond appropriately to experiences and feelings shared by others
Pre lesson Considerations
Lesson overview of main ideas to be learned and pre-learning required:
Teacher will set up the students artwork throughout the classroom for art walk.
Students will understand the appropriate ways in which to work on the
SmartBoard. Students will have an understanding of respect in the
classroom. They will be aware that is it inappropriate to touch work
that is not theirs without permission.
Materials needed/pre-set up required/logistical considerations needed:
Students paintings of their favorite outdoor activities
SmartBoard
Art walk handout (appendix 1)
Interactive game link
http://schoolmediainteractive.com/view/object/interactive/FA4EBC9477190E7924
DDF23D78C9FB44/0850F375A9E7E06AA02CC1EB4F6B4AD2

Content:
What is the teacher doing?

Introducti
on
Time
estimation
:
8 minutes

1. Students will be in their desks.

The teacher will ask one or
two students (by raise of
hands) to verbally share what
they painted in their picture
from the previous class and
why. She will also encourage
students to talk about the
season that they painted, and
why their activity is done in
that certain season.

What are the students

doing?
1. Students will participate in
answering questions and
will listen while their peers
share their responses.

Transition
The teacher will distribute the
considerati handouts for the Art Walk (See
ons
Appendix 1)
Time
estimation
: 2 minutes
Activity 1
Art Walk
25 minutes

1. Handouts will consist of a chart

that students will be asked to fill
out during their art walk.
Handouts will have a chart with
rows for each students name, in
the columns students will be
asked to fill out which season
they think each students painting
takes place in, along with another
column where they list all of the
colours each of their peers used
in the painting.
2. The teacher will review colours
and seasons with students by
asking:
What are the four seasons?
List some colours we have seen
Teacher will write these words on
the board for students to use as
reference while completing this
activity (may help with spelling)
3. Teacher will ask students to

1. Students will quietly and

respectfully walk around and
observe.
2. Students will record the
season each painting takes
place in, as well as the
colours used in the painting.
Handouts will be collected and
used as formative assessment.
3. Students will gather on the
carpet for a classroom
discussion.

quietly circulate throughout the

room and record their findings
from their peers paintings.
4. When Art walk is finished
students will be collected at the
carpet and teacher will lead a
class discussion. The teacher can
review:
What season did you see most
often?
What colours were used more
often?
What are some activities you saw
in
o spring
o summer
o fall
o winter
What colours were used less
often?
What clothing were people
wearing during outdoor activity?
5. Teacher then explains to the class
that they will be playing an
interactive game on the
SmartBoard to learn a little bit
more about the seasons and the
clothing people might wear
during the seasons.
Transition
considerati
ons
Time
estimation
: 2 minutes

Teacher prepares SmartBoard

Students sitting on the carpet
activity
shift their attention to the
http://schoolmediainteractive.com/vi SmartBoard
ew/object/interactive/FA4EBC947719
0E7924DDF23D78C9FB44/0850F375
A9E7E06AA02CC1EB4F6B4AD2

Activity 2
Interactive
game
Time Est:
18 minutes

1. Instructions appear on the screen

of the digital resource as soon as
it is opened
2. This resource uses months of the
year, weather, nature, and
clothing to outline the varying
characteristics of each season.
The teacher will act as the
operator of the resource while

1. Students are answering the

teacher's questions in an
attempt to complete all of
the components of each
season
2. Students who are actively
and respectfully participating
may be asked to come up to
the SmartBoard and

asking the students prompting

questions (e.g. what months are
in winter, fall, spring, and
summer)
3. There are four sections to this
resource:
Months
Weather
Nature
Clothing
4. The teacher guides the selection
of the weather and nature
sections of the resource.
Note: this activitys timing can be
flexible as more or less examples
can be completed
Conclusion
Time Est:
5 minutes

complete the activity

themselves (this can
incentivize the students to
remain engaged and act
appropriately)
Student responses to this
activity will be taken as
formative assessment

The teacher will review with

students:
What similarities/ differences do
you see between your artwork
and the interactive game?
Student responses will be taken as
formative assessment

Assessment: Formative assessment is embedded throughout the lesson. The art walk
worksheets will be taken in and conversations will be stimulated through discussion
questions in both activities and the conclusion.
Accommodations/Modifications: If there are students who have difficulty writing
then they may draw symbols and coloured pencil crayons on their handouts in order to
complete the Season and Colours Used sections.
Extension and extra time activity: Link to YouTube video touching on the topics of
migration and hibernation to be discussed in the next lesson
https://www.youtube.com/watch?v=mfbIPJMQr8Y
Connection to Next Lesson: Future lessons will focus on changes in plants (seeding
and changes in appearance) and animals (dormancy, migration and the creation of
young)

Appendix 1.
Art Walk Handout:
Name of
Student
Nicole

Carter

Anya
Freddie

Julia
Jared
Haley

Season

Colours Used

C&I RATIONALE/REFLECTION
Part D: Personal reflections (rationale)(Individual reflection)
ON YOUR OWN, Look at the unit plan you have created. Think about your 3 lessons and
connect them back to your original key question and what you were hoping students
would learn from this. Review the mini unit analyzing the consideration given to
knowledge and skills you have gained in 3501 with respect to ideologies, planning,
instruction, promotion of engaging students in deep, meaningful learning opportunities
and the establishment of a positive learning environment.
Use you mini unit to point to evidence that you have been purposeful in giving thought
to the above mentioned ideas we have taken up in the class. This is your opportunity
to demonstrate your learning from 3501 has guided you in the process of planning for
students.
To guide your response give thought to the following:
1. How is your mini lesson plan designed to explore overarching and sub-question
of the unit?
2. How is your lesson designed to enhance student engagement?
3. The reflection should be approx. 500 words
4. Put the name of each persons reflection on top of each reflection. Include your
group members names (so I can go to the mini unit plan and follow along). Also
include your own website link so I can look at it there as well.
kaylasedportfolio.weebly.com

C&I Rationale/Reflection

Kayla Bouchard
The over arching question guiding my minni unit How do colours and seasons affect
the world around us? is a very broad question but it can be taken into depth from so many
directions, ensuring that every angle of the program of studies gets covered. We first discover
in the first lesson how important colour is in the world, along with all of the places that we can
find colours in nature and in the classroom. This lesson will help students to compare and
contrast colours, as well as the paint swatches allow students to explore lighter than and
darker than colours. Then later in the first lesson we read the book the old bear to introduce to
the students the different expressions of colour in each season as well as the way the earth
changes throughout each season. The book the old bear also gives an introduction to the way
humans and animals behaviors change throughout the seasons. Then in the second lesson we
learn how to mix colours. Allowing students to hold a sense of independence when learning
which colours to mix. Giving students this independance will help students build autonomy
which is prominent part of the grade one curricular outcome for language arts. In lesson two
we also personalize it by allowing students to paint a picture of themselves doing their favorite
outdoor activity. This will in turn lead to discussions about the time of year they are able to do
that outdoor activity and the colours that they used in the picture possibly reflecting the
season they drew. The third lesson begins with an art walk where students walk around and
observe their classmates art. This builds skills in students for peer assessment, observation,
along with learning about respect and proper behavior.
The conversations that we incorporated in majority of our lessons fulfills a grade one
language arts outcome promoting speaking skills, listening skills, along with helping them
express thoughts, ideas and experiences. By touching on these outcomes in our lesson we are
helping our students build qualities that they can take along with them throughout the rest of
their education careers. Our lesson is filled with activities that we feel students will find
engaging, we have them up and moving around a lot, in activity one they actually get to go
outside. We also filled our lessons with prompting questions during discussion allowing

students to share about themselves, and about their interests. For example we ask our
students what their favorite colour is in lesson two. We incorporated questions about the
students because they tend to be more engaged when you make learning more personable
and relatable. Overall I feel like our mini unite well very well designed to hit a variety of
curricular outcomes while keeping students engaged.

ASSESSMENT RATIONALE
For this aspect of the assignment, you now need to view your lesson plans from an assessment perspective. Review
each lesson plan analyzing the consideration given to knowledge and skills you have gained in 3504 with respect to
the use and design of formative assessment strategies, assessment information use, and scaffolding toward
summative tasks. To guide your response give thought to the following.
1. How is your lesson designed to scaffold toward your final performance tasks?
2. What core assessment concepts are guiding your design choices?
3. How are you using formative assessment strategies and the information collected from them to guide your
sequence of lessons.
Ensure that you fully defend each salient point you wish to bring out.

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 1:
Description

Lesson
Overvi
ew:

Lesson
Outcome:

Lesson
Descriptio
n:

Instructi
onal
Processe
s

How does your lesson

What core assessment
scaffold to your
concepts inform your
performance task?
design choice?
Lesson one scaffolds to
This lesson mainly utilizes
our performance task
formative assessment. This
through proper usage of assignment regarding the
colours in each season, Or colour wheel is well
rainbow walk helps
organized and layes out
students discover where the students expectations
different colours belong in in a fair and reliable manor.
nature as well as the book We explain the
Old Bear gives an
expectations well and
introduction to how
provide the students with
colours can be present in enough background
different places during
information to complete
season change.
the task. I believe that this
isHow
a very
reliable
andofvalid
What formative
does
your use
assessment techniques
formative assessment
will you be using? What
reflect key assessment
information will you be
concepts?
collecting? How will
you use that

Description
of what
teacher is
doing:

The teacher will be

The teacher is to collect
collecting the colour wheel these colour wheels to
that students will be filling ensure that students
out during the rainbow
understand how to sort.
walk. If a student did not Along with the assessment
fill out the colour wheel
of students general
properly or seemed to no knowledge of colour. The
grasp the concept the
prompting questions that
teacher will pull them
the teacher will be asking
aside in another lesson
will be another forum of
and review their work with formative assessment to
them in order to restore
ensure students
clarification. The teacher understanding of this
will also fill their lectures lessons content.
with prompting questions
that will help guide

Description of
what students are
Rationale: Assessment
doing:

Students will be
This colour wheel
listening attentively chart is a very
and answering
effective tool to
introduction
prepare students for
questions while
the performance
Lesson 2:
learning how to labeltask. The
Description
How does
yourin
lesson
What
core assessment
things
the
performance
task
scaffold classroom
to your
concepts
your
with
requiresinform
sorting
and
performance
task?
design
choice?
colour. Once
organization very
students
have
similar to
this task. is
This lesson
helps students
Formative
assessment
Lesson
Lesson
learned
howwhich
to sort
Weduring
tried to
make
understand
colours,
used
this
task. We
Overvi
Outcome:
items
according
towillthis
lesson reflect
also
is
very
relatable
to
be
assessing
the
ew:
Sequence of
What colour did you see most
the new
paradigm
seasons. Students are
students
colour
mixing
key
often?
by pallets
makingto endure that
asked
to
paint
a
picture
of
paint
questions:
Did you find any colour
Lesson
everything
them to
doing
yourtheir
paintfavorite they were able to mix all of
Descriptio matches
interconnected
and
outdoor
activity
which
will
the
colours that were
swatch? Was it a light or dark
n:
creating
relatability
help
that asked
of them.
shade
onthem
your understand
colour swatch?
for our students. By
humans
may
do
different
Were there any colours that
asking questions
activities
in different
were
hard to find?
and having
seasons.
Do you think colours appear
classroom
differently in each season
discussions students
(use a tree as an example,
are able to be active
Instructi
What
formative
green
leaves
in summer, red How does your use of
participants
in their
onal
assessment
formative
assessment
and yellow
in thetechniques
fall)
learning,
they are
Processe
will you
be using?
What
reflect
key assessment
1. Read
the book
Old Bear
given
the
s
information
will
you talks
be
concepts?
by Kevin
Henkes,
which
opportunity to think
collecting?
about
seasons How will
deeply and critically
you
use thatquestions
2. Ask
students
about the content
about the book?
that they are
What are the four seasons?
learning. Although
In what order do the seasons
we do not provide a
occur?
rubric for this
What did you notice about
activity, I do believe
the colour changes in the
that it laid out fairly
book?
nicely with the
How were these colours
categories showing
represented outside during
exactly what is
your rainbow walk?
expected of them
What
happens
to the bear
in
The opening
beginning
with
Evidence of
discussions of students
Lesson
background information.
Components
Then we move into the
(opening,
activity where students can
closing,
demonstrate their
content,
knowledge. Then we close
timeline)
with a book and prompting
questions that leave the
students with a little bit of
wonder and inquiry for future

Scaffolding Lesson Plans

Description
of what
teacher is
doing:

Description of
what students
are doing:

Sequence of
key
questions:

The teacher is actively

This lesson is largely
observing that her
focused on the new
students are on the right paradigm where students
track, making herself
are allowed to explore and
available to help students learn from experience. By
when they need it. The
allowing students to mix
teacher is also asking
colours on their own rather
students deep and
than directing them
prompting questions to
through step by step
help promote deep
students are able to learn
thinking during this
in a more rich and effective
activity. The teacher will way. This method strays
formatively assess and
from the old paradigm
confirm that the students where students were
have successfully
lectured at and expected
completed all of the colour to retain information. We
mixing pallets before they now realize that students
Students first engage in
are way more likely to
conversation and learning
retain information through
about which colours need
experiences.
to be mixed in order to
create secondary colours.
Then students are working
together or in pairs or
alone to complete the
colour mixing pallet.
What do you know about
colour?
Where do you see colours?
What do colours make you
feel?
What are the three
primary colours?
What are the three
secondary colours?
Ask students what colours
they mixed and what
colour resulted
Video follow up questions:
What are the three
primary colours?
What are the three
secondary colours?
What are warm colours?
What are cool colours?

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

The introduction of the

lesson promotes
conversation and
collaborative learning,
allowing students to share
their thoughts and ideas
about what they already
know about colour mixing.
Then the colour mixing is
an exploratory approach
where students can learn
about colour mixing
through experience. Then
the closing with the colour
song video allows for
students to consolidate
their knowledge about

Rationale: Assessment

Scaffolding Lesson Plans

Lesson 3:
Description

Lesson
Overvi
ew:

Lesson
Outcome:

How does your

What core assessment
lesson scaffold to
concepts inform your design
your performance choice?
task?
By
observing their In every single lesson we have
peers artwork
utilized triangulation very
students are able to effectively. During activities we
explore the idea
have it set up where teachers can
that different
effectively observe students
colours are more
learning. Throughout all of the
prevalent in
lessons the teacher is observing
different seasons. the students learning through
As well as that
formative assessment. In the
humans do different third lesson the teacher is able to
outdoor activities at formatively assess through taking
different times of
in the charts from the art walk.
the year. This will
The teacher is always collecting
help students with work in every lesson as well. This
the categorization allows her to have hard evidence
performance task on if a student is understanding
where they need to the material or not. Through
categorize different multiple class discussions
animals, people,
teachers are able to see who is
months, weather, feeling comfortable with the
trees and activities material and who is not. Through
into seasons.
work that was handed in a

Instructi
onal
Processe
s

Lesson
Descriptio
n:

Description
of what
teacher is
doing:

What formative
How does your use of
assessment techniques
formative assessment
will you be using? What
reflect key assessment
information will you be
concepts?
collecting? How will
youteachers
use that will take in Through the amount of
The
the art walk handouts and formative assessment I
use it as formative
feel like we really do give
assessment to see if
our students a chance to
students are
really connect with the
understanding the
material before they are
content. The teacher will summatively assessed on
also actively assess during it. This class we have our
the artwalk students
students engaging with
behavior seeking out
their peers artwork
language arts outcomes of allowing them to learn
respect, listening, and
from each other. Students
effectively observing.
will create a deeper
During discussion the
connection to this lesson
teacher will be looking for because learning from
the additional language
their classmates is
arts outcomes of speaking meaningful and fun.
skills, listening skills, and
expression of thoughts,
ideas and experiences.
The teacher will also be
able to assess the
participation of students
during the interactive
game. If students are
participating and

Description of
what students
are doing:

Sequence of
key
questions:

Students will be
completing the art walk in
this lesson by filling out
their art walk sheet. They
will be circulating the
room observing their
classmates artwork while
quietly and respectfully
filling out their art walk
sheets. Students will later
participate in discussions
that are derived from
questions about their art
walk experience. Students
will participate
respectfully and
responsibly
the
What are theinfour
seasons?
What season did you see
most often?
What colours were used
more often?
What are some activities
you saw in spring,
summer, fall, winter
What colours were used
less often?
What clothing were people
wearing during outdoor
activity?
What similarities/
differences do you see

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

The introduction begins

with prompting questions
about the seasons and
what students already
know about the seasons.
Then the art walk activity
has students actively
investigating which
colours and activities are
done in each season by
observing their classmates
artwork. The conclusion
includes prompting
questions about trends
and observations that the
students may have
noticed throughout the art
walk. Then we also close
with an interactive game
that solidifies students
knowledge about seasons

Rationale: Ed Psychology Defense

Scaffolding Lesson Plans
Lesson 2 title: Discovering and Mixing Colours

Lesson
Overview
:

Description: Lesson Two Discovering and Mixing

Colours (Grade One)

Connections to Learning
Theories & Demonstration
of Attention to a Classroom
Structure and Climate

Lesson Outcome:
Goals: Students will learn
the concepts of primary and
secondary colours, as well as
what happens when different
colours are mixed with one
another.
Objectives: Identify and
distinguish different colours

This lesson uses an exploratory

method, wherein students rely
on their experience to enhance
their previous knowledge and
understanding. The conscious
placement of the YouTube
video at the end of the lesson
is to ensure that we are not
providing students with the

and colour mixing outcomes.

Students will be able to
demonstrate colour mixing
with paints.

answers but rather

encouraging independent
thought, thus ensuring that the
video is not prescriptive.
Having the video prior to the
lesson would result in students
Lesson Description: Lesson validating understanding
Two
before they are able to
experience it themselves. This
Students learn how to mix
lesson also provides
colours, as well as how to
opportunities for students to
lighten and darken colours.
self-discover and explore with
Students mix paint and end
colours. Although students are
the lesson by painting a
asked to create specific
picture with the colours they
colours, the teacher is also
have previously mixed.
open to student interpretation
of colours they create. If they
create a new colour the
teacher does not label it a
mistake, but rather an
opportunity for students to
share their learning with the
rest of the class. Acceptance of
students variability
encourages students selfexpression and acceptance in
the classroom.
Putting students in pairs allows
for consideration of a variety of
stages of development.
Students have the opportunity
to work collaboratively to solve
problems, thus mitigating
issues surrounding students
who may be at a lower level of
development.
Instructio
nal
Processe
s

Description of what
teacher is doing: Teacher is
engaging students in deep
thinking about how
secondary colours are
created. Teacher will ask
students prompting

Strategies used by the

teacher:
Modeling- The teacher
demonstrates to the class how
combination of two colours can
result in creating an entire new
colour. This provides an

questions that will facilitate

thinking and learning.

example of how students are to

complete the activity. This
supports Banduras social
cognitive view that teachers
serve as models who can
facilitate self-regulated
learning (Woolfolk, Winnie &
Perry, 2013).
Collaboration- Teacher is giving
students some freedom to
complete this activity in pairs
allowing them to explore and
collaborate together without
too much guidance. If
necessary, pairs can be
constructed with purpose by
the teacher in order to help
struggling students (i.e.
students with fine motor
issues). This also creates a
positive learning community
that everyone can be involved
in.
Preparation and Organization The teacher is thoughtful in
preparing and organizing the
materials for students in order
to facilitate lesson flow in a
manner that will hold their
attention.

Description of what
students are doing:
Students are actively
engaged in mixing paints to
experiment with how
different colours are created.
(The use of primary colours
to create secondary colours,
the use of white and black to
make colours darker or

In this lesson, students are coconstructing their knowledge

through working in pairs. This
parallels Banduras social
cognitive theory in that a
students role in learning is to
construct their understanding
with others and themselves
(Woolfolk, Winnie & Perry,
2013). Bandura also discusses

brighter). Once colours are

mixed, students are asked to
create a painting of their
favourite outdoor activity.

Sequence of key
questions:
Overarching Question for
entire Mini Unit: How do
colour and the seasons affect
the world around us?

that students are active

thinkers, explainers and
interpreters of their learning
(Woolfolk, Winnie & Perry,
2013). This lesson enables
students to explore
independently and take on
responsibility for their learning
through an exploratory
approach to mixing colours.
Students are motivated in this
lesson by having the
opportunity to express
themselves through their
painting. The teacher
facilitates the painting by
giving the students a topic to
paint on (outdoor activity) but
ultimately allows the students
to use their own creativity to
create their painting, resulting
in an increase of motivation for
the students.

In this lesson, students are

asked a series of questions at
the beginning and then end.
The questioning in the
beginning allows students to
connect to their prior
knowledge about colours to
Lesson Two Key Questions:
communicate their individual

What do you know about ideas, as well as give the

colour?
teacher insight into the

Where do you see

students understanding.
colours?
Students also pull from prior

What do colours make

knowledge when they begin to
you feel?
paint their outdoor activity
What are the three primary
pictures. The teacher
colours?
encourages them to recall

What are the three

seasonal colours that were
secondary colours?
discussed when reading the
Ask students to recall the
book Old Bear in class. At the
colours from the seasons in
end of the lesson the teacher
the book they read last class also closes by asking a few of

(Old Bear) to inspire their

activity paintings

the key questions again to help

solidify prior or gained
knowledge.
As this lesson is at an
introductory level, the
questioning could be
considered level one according
to Costas level of questioning.
This is to ensure that students
are creating a base of
knowledge to build on in future
lessons.

Evidence of Lesson
Components
Opening: Questioning
Content: Exploratory
approach to colour mixing;
creation of personal painting
Timeline: Appropriate
amount of time given for
tasks
Closing: Video and
questioning for review

Opening the class with

questioning allows students to
express prior knowledge
representing a direct form of
inquiry. Also provides students
with a sense of wonder for the
information that they didn't
already know.
The content throughout our
lesson is representative of a
cyclical structure as it takes
past and future lessons into
consideration in an effort to
solidify student understanding.
In this lesson the references
back to Old Bear allows
students to recall previously
inherited knowledge and
reaffirm their understanding.
The paintings the students are
completing will also be taken
up in a future lesson, thus an
indication to students to keep
building on their work. This
shies away from using
strategies in which
assignments are completed
and then disregarded.

Ending the class with the

YouTube video allows students
to solidify the knowledge that
they gained throughout the
lesson. Questions also help
students reflect on the
knowledge that they gained as
well as reflect on the extent of
their understanding.

Rationale: Communications Technology A

Scaffolding Lesson Plans
Lesson 3: Art Walk

Lesson
Overview
:

Technology: Interactive
Seasonal Game Linkhttp://schoolmediainteractive.co
m/view/object/interactive/FA4EB
C9477190E7924DDF23D78C9FB
44/0850F375A9E7E06AA02CC1E
B4F6B4AD2

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
for using technology.

Lesson Outcome:
Goals: Students will reinforce
their understanding of seasonal
changes by developing their
understanding of the human
activities and preparation that
occur for each season.

An interactive game is
played on the SmartBoard
at the end of the lesson to
solidify student
understanding of the
human activities and
preparation that occur
throughout each season.
This is a great way for
students to engage in a
highly visual activity that
provides examples for their
learning, as well as
opportunities to problem
solve. This technology also
supports the idea of play in
the classroom, as it takes

Objectives: Students will

identify and distinguish
appropriate clothing, and
activities for each of the four
seasons.

Lesson Description: Students

begin the lesson by completing

an Art Walk to review the
seasonal activity paintings they
completed in a prior class. They
will discuss similarities and
differences as a group and then
the lesson with transition into
discussing clothing and activities
humans do in each season, as
well as weather patterns and
months of the year. The
interactive seasons game is
used to support this learning.

Instructio
nal
Processe
s

the form of a matching

game.
This interactive game is also
useful as it provides an info
section for teachers that
allows for it to be inspiration
for cross curricular
Describe any potential
downsides to using this
technology.

Description of what teacher

is doing:
The Teacher is facilitating the
activity and coordinating
students turns on the
SmartBoard. The teacher makes
it clear to the students that in
order for them to have the
opportunity to come up and
complete a component of the
game themselves, they must be
actively engaged in participating.
Along with turns being awarded
to students that are modeling
positive behaviour (raising their
hand, sitting still etc.).

The teacher must act as

the facilitator to take
action if students are not
engaging with the activity,
or alternatively are
engaging inappropriately
by shouting out responses.

Description of what students

are doing:
Students are coming up to the
board one by one to sort
clothing, accessories, months,
and weather into the appropriate
seasons within the interactive
game.

One challenge to using this

interactive game is that it
only allows for one student
to participate at a time.
However, we believe it is
still a very engaging
resource, as it is built on
the idea of play and allows

for visualization of
examples. Students are
also motivated to listen
and participate to be able
to have the opportunity to
interact with the
SmartBoard themselves.
Sequence of key questions:
What months are in spring?
Summer? Winter? Fall?
What kind of clothing would you
wear in this season?
What kinds of tools (rake) do you
use in this season?
What Kinds of activities can you
do in this season?

These questions help

facilitate the activity and
encourage students
participation. They also
ensure that the students
are furthering their
knowledge in the topic,
subsequently linking back
to the accomplishment of
the lesson outcomes.

Evidence of Lesson
Components Closing: closed
the lesson
Timeline: flexible

This technology is used as

a closing activity to
learning about seasons and
the different activities and
surroundings you may
have in each season. This
interactive game solidifies
students understanding of
months that may occur in
each season. The weather
outside for each season. A
tree's appearance in each
season. Along with the
different clothing the
children wear in each
season.
This game is also a very
flexible resource when
considering lesson
timeline. The teacher may
make the activity last by
doing many examples with
the class. On the other
hand, if the class is losing
interest, the teacher has

the ability to shorten the

time spent playing the
game.