Mixing colors unit plan
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This document outlines the steps in planning a CLIL (Content and Language Integrated Learning) unit on mixing colors for a 1st grade arts and crafts class. It includes identifying the driving question, previewing unit content including key vocabulary, determining the easiest and hardest sections, connecting to curriculum standards, and incorporating soft skills like listening, turn-taking, teamwork and sharing. Interdisciplinary connections are identified between the topic and languages, math, computers, physical education and music. The goal is for students to understand how to create primary, secondary and tertiary colors and organize them into a color wheel.
Mixing colors unit plan
- 1. 1 Why not CLIL? CLIL UNIT PLAN NAME: MARIONA MESTRES VILÀ SUBJECT: ARTS AND CRAFTS TITLE: MIXING COLORS YEAR: 1rst grade Step 1: The driving question. • Let’s write down your driving question and why you think this is important. Why are colours important for us? How can we create a colour? The first question is just to know their opinions about colours and also to know in which grade are colours significant for children. I think the second question is the important one because we share our unit purpose to students. With this question our students can imagine and think about how they can create new colours. So, we ensure they are focused in. Once they get these first ideas they will be motivated to follow the different steps of the unit. Step 2: The preview of the whole unit • Preview the whole unit. Take a look at the title, headings, and captions to obtain 15-20 basic vocabulary that must be internalized by my pupils at the end of the unit. - Primary colors (blue, red, yellow) - Secondary colors (orange, green, purple) - Tertiary colors - Basic forms: triangle, circle and square - Verbs: mix, paint, obtain - Material: brush/es, pains, plastic bowls, glue, paper, scissors, marker, paper plate,
- 2. 2 Why not CLIL? Step 3: The easiest and hardest section of your unit. I suppose the easiest section would be to mix primary colors and recognise them. But the hardest section would be when they create an organized color wheel with primary, secondary and tertiary colors. Step 4: Law aspects. The LOMCE defines 7 competences: (let’s define some aspects of each competences) • Linguistic competence. Can relate observations, explanations, thoughts, emotions, give opinions and develop arguments. • Mathematical competence and basic competences in science and technology. Can interpret and put into practice processes of mathematical reasoning leading to solving the problems and questions in everyday situations and in different fields to which mathematics can offer answers. • Digital competence. Can access and communicate information using different supports including ICT tools to learn. • Learning to learn. Can apply study skills that include strategic thinking and cooperation and self- evaluation skills. • Social and civic competences. Can understand the social context where she/he lives, cooperate, exercise and share democratic values in a plural society and engage effectively with others in its improvement. • Initiative and entrepreneurship. Can create, initiate, develop and assess individual or collective activities or projects with creativity, confidence, responsibility and critical thinking.
- 3. 3 Why not CLIL? • Cultural awareness and expression. Can understand, perceive and value, critically, different cultural and artistic forms of expression. I will include these LOMCE standards in my unit plan: (try to find it into your Autonomous Community curriculum) Step 5: Content • Which interdisciplinary subjects could be connected to in this unit? Why and how? Languages are always connected because you can describe the process elaborating a text with all the basic steps you need to get a new color or to create a color wheel. Maths can be connected because if we decide to colour a big mural with a secondary or tertiary color we will have to calculate which quantity of the pain is necessary to paint it. Also if we create a color wheel we can introduce geometrical forms to make it. Computers it can be connected too because students can express their opinions about the unit in the bloc. And they can also create new colors with a computer programme. In Physical Education they can represent feelings that we can associate with each color. In Music students can create a melody for each new color, depending of what these new colors transmit to us. Steps 6: Soft Skills. • I will include these soft skills in my unit plan: o Listening o Taking turns o Teamwork o Cooperate o Sharing