Unit Plan- Science

Unit Focus: Changes in Unit Dates: January 9-

Grade(s): 1 Teacher: Mr. Jordan Logan
Seasons and Colour January 26
Overview:
The unit will be shared between 2 parts: the first being a continuation of the colour unit that was started earlier I the
year, and the second being the season changes (winter) portion that will slowly introduce different aspects of the
curriculum to the students already acquired knowledge on seasonal changes. The seasonal changes unit will slowly
progress through different stages and effects that winter has on the world around the students. The colour unit will
further the understanding of the students, with the final task being the amalgamation of the students knowledge of
colour and the effects that they have on physical world around the students. There will be plenty of student hands-on
exposure in both units that will require the students to apply their knowledge and understanding to achieve the desired
tasks.
Rationale:
The colour unit will further develop the knowledge base of the students who have been exploring the basics of colour
and how they are present in the world around them. This unit will further the knowledge base of the students by
providing them with more terminology and expanding the applications that the students will be able to apply their
knowledge of colour in the real world. I have chosen many tangible examples for the students to experience throughout
the unit that will hopefully bring experiences that the students will be able to associate with the content for time to
come.
The season changes unit will continue the annual on-going lessons that the students have been studying thus far. The
unit will bring real-life examples of the effects of winter and how things are effected by the seasonal change. I have
chosen several activities that will cause the students to reflect upon their own experiences with winter and hopefully
insight different responses in which provide that classroom some diversity in the discussions and different learning
experiences.
Objectives / Learner Outcomes:
1-1, 1-2, 1-5, 1-6
Key Teaching and Learning Activities:
The colour unit is created to scaffold up to a creation of work that incorporates the different colour techniques that the
students have been exposed to. The creation will coincide with the art curriculum and work as a cross-curricular
experience for the students as they become exposed to the different desired outcomes that are established in the PoS.
This creation of colour and different artistic design will e the culminating project that will become the emphasis of
summative assessment for the unit.
The season changes unit will be a 2-month unit that will slowly expose the students to different real life examples of
how winter effects the students lives. There will be several different hands-on activities that will create a
comprehensive exemplar for the students to hinge their knowledge and learning experiences upon.
Resources: Planning for Diversity: Assessment and Evaluation:
Alberta Program of Studies. One student who requires Formative assessment will be included
 Everything for Early Learning
(Grades 1-2)
assignments to be printed on
throughout the classes and different learning
colour paper for visual
activities that will take place. . Summative
purposes. Other
assessment will consist of a rubric to be
accommodations will be made
included later that evaluates the students
with students who require
knowledge (see below).
assistance with the material.

Lesson Description Learn Types of Assessment Planning Resourc

Number, ing for es and
Name, Outc Diversity Material
and omes s
Date
Lesson Overview: The lesson will be used 1-1, Formative: One Alberta
#1 as a pre-assessment of the 1-2, This period will be used student Program
January students knowledge within colour 1-5 as a base-line who of
10 and the different scientific aspects formative assessment requires studies,
assignmen
Colour of them. The lesson will begin with on where the students Everythin
ts to be
Review a quick review of what each colour progress is with the printed on
g for
is and associated objects that are colour unit within the colour Early
known for that colour. This will PoS. Any notable faults paper for Learning
transition into a definition of what a within the content will visual (Grades
primary colour is and ensuring that be recorded and purposes. 1-2),
the students have an understanding addressed in the future Other Other
at what the primary colours are. lessons. accommod materials
The class will then discuss what Summative: ations will specific
colours appear and are lighter and There is less emphasis be made to lesson
darker than each other and try to on the formative with specified
students
place the along a spectrum. To assessment portion of in lesson
who
finish the class will draw a picture this lesson, however require plan and
using the 3 different primary every lesson will assistance prepared
colours as the base and mixing contribute to the with the before
them as necessary. The class will summative grade on material. lesson.
finish with the previous activity as the students attitude
the teacher circulates and assists toward learning.
students where necessary.
Lesson Overview: The lesson will begin 1-1, Formative: One Alberta
#2 with an introduction to what the 1-2, The lesson will be used student Program
January four seasons are and how the 1-6 as a baseline who of
11 changes from summer to fall were assessment to gauge requires studies,
Winter like. The class will then break into a the students assignmen Everythin
Intro. discussion about the changes the understanding of the ts to be g for
students think winter will bring and students knowledge. printed on Early
how it will effect the world around The teacher will provide colour Learning
paper for
them. There will be different feedback throughout (Grades
visual
discussions that the students will the lesson as the purposes.
1-2),
discuss within their groups and the students engage in Other Other
teacher will be able to record some conversations. accommod materials
of the responses and provide Summative: ations will specific
feedback for further formative The summative be made to lesson
assessment. The discussions will assessments will come with specified
lead into the different preparations later in this portion of students in lesson
that are made for winter and how the unit. There will be who plan and
the students prepare for the an associated rubric require prepared
season. The lesson will end with the that will be attached assistance before
with the
students drawing a picture of what and referred to when lesson.
material.
winter means to them and how they assessing the different
view winter. concepts of learning.
Lesson Overview: This lesson will begin 1-1, Formative: One Alberta
#3 with a review of the different colour 1-2, The students will be student Program
January that were reviewed in the prior 1-5 formatively assessed who of
12 week. The teacher will then explain by the teacher through requires studies,
assignmen
Colour the concept of transparency and the class conversations Everythin
ts to be
Transpa how things that are see through and recall of the printed on
g for
rency are all around us. The students will previous concepts that colour Early
then be separated into groups in were learned in the paper for Learning
which the students will be provided prior lesson. The visual (Grades
a set of different paints and teacher will record purposes. 1-2),
transparency papers. The students different notable Other Other
will use the different paints as responses and provide accommod materials
instructed by the teachers to feedback as necessary ations will specific
exemplify how different paints (gels, to the students. be made to lesson
pastels, etc.) have different levels Summative: with specified
students
of transparency, and then also how The summative in lesson
who
the thickness of paint, both in type assessment that will require plan and
and application, effect the take place later in the assistance prepared
transparency factor. The class will unit will correlate with with the before
transition through different some of the concepts material. lesson.
conversations in which the students learned in this lesson
 will discuss their thoughts on why as the students final
the colours behave the way they project will culminate
do. The class will finish with the the different colour
students cleaning up the materials concepts learned in this
and ensuring all paints are cleaned lesson.
up properly.
Lesson Overview: This lesson will begin 1-1, Formative: One Alberta
#4 with a quick recap on the paint 1-2, The teacher will student Program
January concept and transparency lessons 1-5 formatively assess the who of
17 that were learned prior. The students knowledge requires studies,
assignmen
Paint students will be split up into groups, through the guided Everythin
ts to be
Adheren much like the prior lesson, where discussion points. The printed on
g for
ce the students will be provided with a teacher will give colour Early
sample set of materials that the feedback to the paper for Learning
students will paint on. The students individual students visual (Grades
will be instructed by the teacher to where necessary and purposes. 1-2),
paint on a selected material and record any outstanding Other Other
between each set there will be a areas that the students accommod materials
conversation on the adherence of may need to be ations will specific
the paint to the material. The readdressed. be made to lesson
students will be given some time to Summative: The with specified
students
discuss with their group members summative assessment in lesson
who
why or why not the paint adheres that will take place require plan and
well to the material. Following this, later in the unit will assistance prepared
class will discuss how different correlate with some of with the before
materials are better than others the concepts learned in material. lesson.
when it comes to paint adhering to this lesson as the
its surface. The teacher will then students final project
demonstrate to the class how paint will culminate the
can be extracted from materials different colour
using special solvents. concepts learned in this
lesson
Lesson Overview: This lesson will begin a 1-1, Formative: One Alberta
#5 series of lessons where the students 1-2, The teacher will provide student Program
January will apply their own knowledge to 1-6 feedback throughout who of
18 the lesson. In this lesson the the lesson and requires studies,
assignmen
Winter teacher will open discussion to the discussion of the Everythin
ts to be
effect different environmental impacts of environmental impacts printed on
g for
on winter. The discussion will then lead of winter. The students colour Early
plants to the effects that the different will also be guided paper for Learning
environmental impacts will have through self- visual (Grades
specifically on plants- daylight, assessment in their purposes. 1-2),
water freezing, etc. The class will reflection of their Other Other
brainstorm different changes they experiences with accommod materials
see happen to the different plants winter. ations will specific
and trees in the environment Summative: be made to lesson
around them. This list will act as a The summative with specified
students
saving point for lessons in the assessments will come in lesson
who
future and attribute to the later in this portion of require plan and
summative assessment that will the unit. There will be assistance prepared
take place. The lesson will end with an associated rubric with the before
the class placing a cup of water that will be attached material. lesson.
outside and seeing how the water and referred to when
reacts to the cold weather and how assessing the different
it will progress in later lessons concepts of learning.
(permitting cold weather).
Lesson Overview: The lesson will be 1-1, Formative: One Alberta
#6 separated into two parts, and will 1-2, The students will be student Program
January begin with the teacher representing 1-5 provided feedback from who of
19 to the students how sunlight the teacher throughout requires studies,
assignmen
Painting separates into different colours. The the initial discussion Everythin
ts to be
Intro students will get a chance to see and demonstration of printed on
g for
the separation of light through the separation of light. colour Early
different sets of prisms and discuss In the second portion paper for Learning
the different colours that are the students will self- visual (Grades
created. This demonstration will assess their knowledge purposes. 1-2),
also include a review of the colour of the colour concepts Other Other
concepts that were learned prior. in the brainstorming of accommod materials
Following the demonstration, the their projects. The ations will specific
teacher will explain the colour teacher will provide be made to lesson
painting assignment. The students feedback to the teacher with specified
students
 will have to create a painting that as they circulate who in lesson
includes all 3 primary colours and throughout the require plan and
mixing them to create other brainstorming period. assistance prepared
colours. The students will be Summative: with the before
material.
provided materials in the later The summative lesson.
lessons and given time to create assessment will be
their paintings. The paintings will included and detailed
then be put on in a show case as in the provided rubric
the students describe what their that will structure the
painting is and how they created guidelines and
the different colours. For the rest of evaluation of the
this specific lesson the students will project.
be given time to brainstorm their
paintings, run past their ideas to
the teacher, and start creating a
rough draft for their project.
Lesson Overview: This period will be the 1-1, Formative: One Alberta
#7 direct continuation and work period 1-2, The teacher will provide student Program
January for the painting project. The lesson 1-5 constant formative who of
24 will begin with a recap of primary feedback throughout requires studies,
assignmen
Painting colours and how mixing them can the lesson. The Everythin
ts to be
work create other colours. The students feedback will be aimed printed on
g for
period will then be provided time to work and challenging the colour Early
on their projects. While the students student to push the paper for Learning
work the teacher will be able to boundaries of their visual (Grades
circulate and assist students as understanding and purposes. 1-2),
necessary, and provide feedback to take risks with their Other Other
the students. The students will be colour mixtures. accommod materials
encouraged to experiment with Summative: ations will specific
different mixtures. The emphasis The summative be made to lesson
that will be placed throughout the assessment will be with specified
students
lesson will be on the students included and detailed in lesson
who
ability to explain their project and in the provided rubric require plan and
the different colours that have that will structure the assistance prepared
created it. guidelines and with the before
evaluation of the material. lesson.
project.
Lesson Overview: The lesson will begin 1-1, Formative: One Alberta
#8 with the class revisiting to the cup 1-2, The teacher will provide student Program
January of water that was placed outside for 1-6 feedback throughout who of
25 the class to observe the changes. the lesson and requires studies,
Winter The class will revisit the changes to discussion of the assignmen Everythin
effect the environment and plants list that environmental impacts ts to be g for
printed on
on the class created in the prior lesson. of winter. The students Early
colour
animals In continuation the class will discuss will also be guided paper for
Learning
how plants and animals may be through self- visual (Grades
alike, and then how the seasonal assessment in their purposes. 1-2),
change of winter effects animals. reflection of their Other Other
The students will brainstorm ways experiences with accommod materials
in which they have observed the winter. ations will specific
changes impact on animals in their Summative: be made to lesson
experiences. The class will create a The summative with specified
list that will be used in future assessments will come students in lesson
lessons as the students revisit the later in this portion of who plan and
require
effects that seasonal changes has the unit. There will be prepared
assistance
on animals. The concept of an associated rubric with the before
seasonal impacts on plants and that will be attached material. lesson.
animals will be revisited in future and referred to when
lessons and further developed. assessing the different
concepts of learning.

Lesson Overview: The lesson will begin 1-1, Formative: One Alberta
#9 with a review of the assignment for 1-2, The formative feedback student Program
January the students and a recap of how the 1-5 will be incorporated in who of
26 showcase will work during the the work period of the requires studies,
assignmen
Painting period. The students will be given lesson. The teacher will Everythin
ts to be
showcas some time as a work period to finish ensure that the printed on
g for
e their project, and to prepare what feedback is able to give colour Early
they plan to say in front of the the students paper for Learning
class. The teacher will help any confidence to present visual (Grades
students who require some their project in front of purposes. 1-2),
finalizing touches on their the class. Other Other
presentation prior to the showcase Summative: accommod materials
portion. Emphasis of the class The summative ations will specific
should be on creating a safe sharing assessment will be be made to lesson
space for the students so they dont included and detailed with specified
students
feel nervous or undesired to share in the provided rubric in lesson
who
their project. The rest of the lesson that will structure the require plan and
 will be used as the presentation guidelines and assistance prepared
portion of the students project as evaluation of the with the before
the students share their hard work. project. material. lesson.
The teacher will finish the rubric
portion of the assessment for future
use.

Science Unit Assessment: Changes in Seasons and Colour Student

Name:_____________________
Outcomes: Formative Assessment Summative Assessment
1-1 Bring focus to investigative activities, based on their own Score: 1 2 3
questions and those of others. 4

1-2 Describe materials and objects that have been Score: 1 2 3

observed and manipulated, and identify what was done 4
 and found out:
Focus
ask questions that lead to exploration and investigation
predict what they think will happen or what they might find
Explore and Investigate
manipulate materials and make observations
recognize and describe steps followed
Reflect and Interpret
describe what was observed, using pictures and oral
language
identify questions being investigated and identify what was
learned about each question
1-5 Identify and evaluate methods for creating colour Score: 1 2 3
and for applying colours to different materials. 4
Compare and contrast colours, using terms such as lighter
than, darker than, more blue, brighter than.
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.
Distinguish colours that are transparent from those that are
not..
Compare the effect of different thicknesses of paint.
Demonstrate that colour can sometimes be extracted from one
material and applied to another
Demonstrate at least one way to separate sunlight into
component colours.
1-6 Describe seasonal changes, and interpret the effects Score: 1 2 3
of seasonal changes on living things: 4
Describe the regular and predictable cycle of seasonal changes:
changes in sunlight,
1 changes in weather.
Identify and describe examples of plant and animal changes
that occur on a seasonal basis: changes in form and
appearance, changes in location of living things, changes in
activity
Identify human preparations for seasonal change and identify
activities that are done on a seasonal basis.
Record observable seasonal changes over a period of time.