Miss Keira Nelson

November 29
Grade/Subject: Grade 1 Science
Lesson Duration: 1-2:15, 2:30-3

LESSON AGENDA Notes

Colour extraction- “coffee filter fruit tie-dye” experiment; sunlight broken

down into component colours with a CD and flashlight

OUTCOMES FROM ALBERTA PROGRAM OF STUDIES Notes

General Learning Outcomes: ​1-5 Identify and evaluate methods for creating
colour and for applying colours to different materials.

Specific Learning Outcomes: #9: ​Demonstrate that colour can sometimes be

extracted from one material and applied to another; e.g., ​by extracting a
vegetable dye and applying it to a cloth,​​ by dissolving and transferring a
water-soluble paint.; ​#10​​: Demonstrate at least one way to separate sunlight into
component colours.

LEARNING OBJECTIVES Notes

Students will:
● Experiment with extracted dye from fruits
● Demonstrate knowledge of colour transfer through dyes
● Demonstrate a way of separating light into component colours (shining a
flashlight on a CD)

ASSESSMENTS
This lesson is only to be formatively assessed. Notes

Observations:
Are students understanding the concept? Can they make extensions to other
types of fruits/vegetables to make dyes with? Do they understand that dye can
be extracted from one material and applied to another?
 Miss Keira Nelson

Key Questions​​:
How do I pull dye from a material and put it on another? How do colours
transfer?

Written/Performance Assessments:
Students will be making coffee filter tie-dye “shirts” as a performance task

LEARNING RESOURCES CONSULTED Notes

Alberta Education Grade 1 Science Program of Studies

https://www.pinterest.ca/pin/248612841905644087/

MATERIALS AND EQUIPMENT Notes

Coffee filters, strawberries, blackberries, paper towel, small cups for each
student

LESSON

Lesson Preparation Notes

Fruit will be cut up and placed into smaller containers for each student- Coffee
filters will be cut into T-shirt shapes (one for every student)

INTRODUCTION

Expectations for Learning and Behaviour: Notes

Students will NOT EAT THE FRUIT! Gross!!!!!

Students will listen to directions and follow procedure properly.

Attention Grabber: Notes

 Miss Keira Nelson

Reading “Charlie Needs a Cloak”

Who’s ever made a tie-dye shirt before? Where did you get your colours from-
just the store or did you make them yourself?
○ Before we had the option to just buy clothes ourselves, people had
to make their own clothes and dye them too- you didn’t just weave
purple fabric out of nothing!

Assessment of Prior Knowledge: Notes

What do students already know about extracting colours from other materials?

Transition to Body: Notes

Today, we’re going to make a modern version of Charlie Needs a Cloak and
create “Miss Nelson Needs a Shirt”!

BODY

Learning Activity #1- Dyeing Notes

Before stamping and dyeing, students will be asked to make a prediction about
what’s going to happen- what do you think will happen if we mush some
strawberries and blueberries onto these coffee filter shirts?
● Asking WHY- why do you think that will happen?
Each student gets 2 coffee filters- one that is not cut, and one that is cut. The
T-shirt shaped cut one will be for the final product, but the big one is to
experiment and see what shapes of stamps work best! Smear it, stamp it, play
with it, but these are the only berries you’re getting so keep them somewhat nice
for your coffee filter shirt!
DO NOT EAT YOUR BERRIES!

Assessments/Differentiation #1 Notes
 Miss Keira Nelson

● Are students understanding the task? Are they picking up that the colour
is transferring from the fruit to the coffee filter?

Learning Activity #2 - AFTER RECESS Notes

INTRO​​: Who can tell me what’s in a rainbow? ​Line students up in the colours
of a rainbow
What makes a rainbow what it is? Why do rainbows happen?
Light gets bent at an angle when it bounces off of something shiny- this is called
“refraction”
● Not necessary for you to know this, but it’s interesting!
● The light bounces off of the shiny surface like a ball bounces off of the
ground- if I threw it straight down, it comes straight back up, but if I throw
it a bit at an angle, it shoots off at an angle too
Sunlight broken into component colours: process called refraction- We can
break light (which is usually white) down into the colours of the rainbow
● Not by magic, but by SCIENCE!
Rainbows happen when the shiny thing the light hits is rain- maybe it’s just the
little bit of mist that’s still in the air, or maybe it’s falling somewhere else.
BODY:
Students sitting in circle in reading corner- leaving space open in the middle
● Lights off, blinds shut as possible- looking at light shining off of CD
○ Look at the shiny light and see how it breaks down into the
rainbow? The light gets reflected at different paces- some colours
are faster, some are slower- and that’s why we get a rainbow!
● Try with a prism as well- the colours can do the same thing because the
shiny thing is breaking down more of the light inside of the glass

Learning Activity #3- SPONGE

Rainbow colouring sheet- talk about how the rainbow is formed

 Miss Keira Nelson

CLOSURE mins

Consolidation/Assessment of Learning: Notes

What did we see happen to the colour in the fruit? Did it magically appear on the
coffee filter? This was a way of extracting the dye from the fruit and applying it to
another material- like tie-dying a real t-shirt with teabags, beets, or other natural
materials!
Cleanup- Big filters go in the garbage (unless you want to take them home),
T-shirts go on the library table, fruit goes in the garbage- it’s touched too much
to be eaten (and I can get extra if kids REALLY think they need to eat it). Wash
hands and get ready for before recess!

Feedback from Students: Notes

What do you think would happen if you stamped strawberries and blueberries on
your own shirt?

Transition to Next Lesson: Notes

Get lined up for gym

POST-LESSON REFLECTION Notes