ACCESS Science Concept Planner 1

CONCEPT 1 CONCEPT 2

- Labeling/Naming Colors - Creating color

SCIENCE TOPIC

COLORS
CONCEPT 3 CONCEPT 4

- Emotion/message of color
- Dark and light

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
 ACCESS STANDARDS: Integrated Science Concept Planner 2
REFERENCE MATERIALS: Used to identify & inform the topic

- Hall, Michael. Red: a Crayons Story. Library Ideas, LLC, 2018.

- Tullet, Herve, and Christopher Franceschelli. Mix It up! Allen & Unwin, 2014.
- Boyatzis, Chris & Varghese, Reenu. (1994). Children's Emotional Associations with Colors. The Journal of genetic psychology.
155. 77-85. 10.1080/00221325.1994.9914760.
- Karabey, B., Koyunkaya, M. Y., Enginoglu, T., & Yurumezoglu, K. (2018). Discovering Complementary Colors from the
Perspective of STEAM Education. Physics Education, 53(3).

FIELD WORK:

- Going to the parking lot and charting the colors

- Walking around the building and observing colors, such as how the EXIT signs are always red
- Visit the Dayton Art Institute

EXPERTS:

- Art major friends.

- Teachers who have taught units on color.
- A worker at the Dayton Art Institute.

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
Innovative Educational Solutions, LLC Copyright © 2009 ACCESS Curriculum. All Rights Reserved.
 ACCESS Science Concept Planner 3
Experience: Matching Colors Game (Hook) Experience: Sorting foods by color Experience: Milk, soap and food coloring mixing

Standard: Recognize, duplicate and extend simple Standard: Sort and classify objects by one or more Standard: Make inferences, generalizations
patterns using attributes such as color, shape or size. attributes (color and size). and explanations based on evidence.

Developmental Domain: Cognition and General

Developmental Domain: Cognition and General Developmental Domain: Cognition and General
Knowledge
Knowledge Knowledge

Experience: Match car painting Experience: Crushing foods to create color (red-
CONCEPT CONCEPT cranberry, orange-orange)
Standard: Describe, compare, sort, classify, and order.
- Labeling/Naming - Creating color Standard: Use imagination and creativity to interact
Developmental Domain: Cognition and General with objects and materials.
Knowledge
Colors
Developmental Domain: Approaches Toward Learning

Experience: Sort colors into dark and light category Experience: Layering color on light table

Standard: Sort and classify objects by one or SCIENCE TOPIC Standard: Use creative and flexible thinking to solve
more attributes (e.g., size, number). problems.

Developmental Domain: Cognition and General Colors Developmental Domain: Approaches Toward Learning
Knowledge: Mathematics
CONCEPT CONCEPT

Experience: Using different colors of slime to describe

Experience: Exploring shadows in the sun
how you feel
Standard: With modeling and support, explore the
CONCEPT 3 Standard: Recognize and identify own emotions and
properties and characteristics of sound and light.
- Dark and light - Emotion/message the emotions of others.
CONCEPT 3
Developmental Domain: Cognition and General of color Developmental Domain: Social and Emotional
Knowledge: Shadows
Development

Experience: Create a sensory glow in the dark bottle Experience: Explore the parking lot to observe Experience: Create switchable colored emotion eggs
different colors and their meanings.
Standard: Ask questions to seek explanations about Standard: Communicate a range of emotions in socially
phenomena of interest. Standard: Identify patterns and relationships. accepted ways.

Developmental Domain: Approaches Toward Leaning Developmental Domain: Cognition and General Developmental Domain: Social and Emotional
Knowledge: Science Development.

Developed by: Shauna M. Adams, Ed.D, Joy Comingore, MA, Joni L. Baldwin, Ed.D. and Mary Kay Kelly, Ph.D.
CONCEPT
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ACCESS Curriculum. All Rights Reserved.
CONCEPT 3
LEARNING CENTER STANDARDS ADDRESSED
DRAMATIC PLAY: Pretend play that you are an artist and make and sell Approaches Toward Learning: Creativity: Innovation and Invention: Use creative and
your artwork. flexible thinking to solve problems.

ART: Mixing Colors with paint, food coloring, and other authentic Approaches Toward Learning: Creativity: Innovation and Invention: Use imagination and
materials. creativity to interact with objects and materials.

WRITING: Writing names with paint. Language and Literacy: Writing: Writing Process: With modeling and support, print letters
of own name and other meaningful words with mock letters and some actual letters.

SCIENCE & DISCOVERY: Mixing milk, food coloring, and dish soap to Cognition and General Knowledge: Science: Science Inquiry and Application: Inquiry:
understand the reactions. Engage in simple investigations.

MATH: Counting the different colors that the student and another student Cognition and General Knowledge: Mathematics: Number Sense and Counting: Number
used in their art work. sense: Demonstrate one-to-one correspondence when counting objects up to 10.

BLOCKS: Use different colored blocks to create a building or object of the Approaches Toward Learning: Creativity: Innovation and Invention: Engage in inventive
student’s choice. social play.

SENSORY TABLE: Colored noodles in sensory table. Physical Well Being and Motor Development: Motor Development: Sensory Motor:
Regulate reactions to external sensory stimuli in order to focus on complex tasks or
activities.

READING/CLASSROOM LIBRARY: Books about colors. Ex. Red by Michael Hall Language and Literacy: Reading: Print Concepts: Demonstrate an understanding that print
carries meaning.

COMPUTERS: Play the color game to match colors. Approaches Toward Learning: Initiative: Planning Action and Reflection: Develop, initiate
http://www.sheppardsoftware.com/preschool/colors/colorgame.htm and carry out simple plans to obtain a goal.

LISTENING CENTER: Listen to description of objects and match it to the Language and Literacy: Listening and Speaking: Receptive Language and Comprehension:
color it is describing. Follow two-step directions or requests.

SONGS/MUSIC/MOVEMENT: Listen, dance, and sing to Colors Song - Color Physical Well Being and Motor Development: Motor Development: Large Muscle: Balance
Song for Children - Kids Songs by The Learning Station and Coordination: Use non-locomotor skills with control, balance and coordination during
active play (e.g., bending, stretching and twisting).
POSSIBLE CIRCLE TIME ACTIVITIES/DISCUSSIONS: Simon says with colors. Social and Emotional Development: Relationships: Peer Interactions and Relationships:
What is your favorite color? When you feel _____ what color would you Demonstrate socially competent behavior with peers.
pick?

ACCESS: Investigative Learning Centers Form 4

Investigation: __Colors____ Learning Centers: _______________________
Date: ______