Exploring Colour Week

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Day 1: Introduction to Colour (Monday, 1.5pm - 4.30pm)

Learning Outcomes

• AC9S3U01: Recognise and describe observable properties of materials.
• AC9S3I01: Explore how light can be reflected, refracted and absorbed.
• Literacy: Use scientific vocabulary related to colour and light.
• Numeracy: Measure and record observations.
• Critical and Creative Thinking: Describe and predict effects of light on colour.
• Intercultural Understanding: Introduce Aboriginal perspectives on colours in nature and art.

Literacy/Numeracy/ICT

• Literacy: Introduce and document colour-related words.
• Numeracy: Record measurements of light/reflection.
• ICT: Use tablets or cameras to capture colours in environment.

Focus for Learning

• Understand how light affects the perception of colour.
• Introduction to Aboriginal and Torres Strait Islander use of colour.

Core Activities

• Engage: Show colourful images from nature and Aboriginal art; discuss colours noticed.
• Explore: Conduct simple experiments with prisms to split white light into colours.
• Explain: Teacher explains that white light splits into colours (rainbow spectrum).
• Elaborate: Students explore reflective materials and record observations.
• Evaluate: Group discussion on how light changes what colours we see.

Pedagogy/Teaching Strategies

• Inquiry-based learning with hands-on experiments.
• Use of storytelling to share Indigenous connection to colour in culture.
• Visual aids and concrete materials for concept development.

Diversity/Differentiation

• Provide tactile materials for students needing sensory access.
• Use visuals and simple key vocab cards for EAL/D students.
• Extension: Challenge advanced learners to research Aboriginal artworks’ colour symbolism.

Resources

• Prisms or CDs to create a spectrum.
• Reflective materials (mirrors, foil).
• Tablet devices or cameras.
• Samples of Aboriginal artworks or photos.
• Worksheets with colour vocabulary.

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Day 2: Mixing Colours (Tuesday, 1.5pm - 4.30pm)

Learning Outcomes

• AC9S3U02: Investigate the effects of mixing colours.
• AC9S3I04: Explore how colours can be created through light or pigment.
• Literacy: Writing instructions and describing experiments.
• Numeracy: Counting and comparing quantities of colour used.
• Critical and Creative Thinking: Experimenting with colour mixing ideas.
• Intercultural Understanding: Explore traditional Aboriginal painting techniques and colour use.

Literacy/Numeracy/ICT

• Literacy: Write steps taken in colour mixing.
• Numeracy: Measure paint quantities.
• ICT: Video students’ experiments or use drawing software to mix colours digitally.

Focus for Learning

• Understand primary and secondary colours through paint mixing.
• Connect to Indigenous arts where natural pigments are used.

Core Activities

• Engage: Show primary colours and examples of secondary colours made by mixing.
• Explore: Hands-on mixing of paints to create secondary colours.
• Explain: Teacher clarifies difference between mixing light colours (additive) and paint (subtractive).
• Elaborate: Create artworks using mixed colours inspired by Aboriginal dot painting.
• Evaluate: Students share their colour creations and explain how they made them.

Pedagogy/Teaching Strategies

• Guided experimentation.
• Collaborative group work.
• Use linking Aboriginal art to engage cultural understanding.

Diversity/Differentiation

• Provide premixed colours for students who need support.
• Use colour mixing apps for those who prefer digital exploration.
• Encourage verbal explanation for students with writing difficulties.

Resources

• Paints: Primary colours (red, blue, yellow).
• Mixing palettes and brushes.
• Paper for art.
• Images of Aboriginal dot paintings.
• Tablets with drawing apps.

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Day 3: Colours in Nature (Wednesday, 1.5pm - 4.30pm)

Learning Outcomes

• AC9S3I01: Investigate how materials and objects reflect or absorb light.
• AC9S4U01: Describe how patterns and colours help animals survive.
• Literacy: Discuss and describe natural colours found.
• Numeracy: Classify and count different coloured objects.
• Critical and Creative Thinking: Observe and explain the purpose of colour in nature.
• Aboriginal and Torres Strait Islander Histories and Cultures: Explore local Indigenous knowledge of animal and plant coloration.

Literacy/Numeracy/ICT

• Literacy: Use descriptive writing.
• Numeracy: Label and sort colours on a chart.
• ICT: Use cameras or tablets to document nature colours.

Focus for Learning

• Explore how colour and pattern relates to animal survival.
• Understand Indigenous knowledge about animal and plant colours.

Core Activities

• Engage: Share stories/images about animals and their colours from Indigenous perspectives.
• Explore: Nature walk to find and photograph colours in plants and animals.
• Explain: Discuss camouflage, warning colours and attraction.
• Elaborate: Students create posters showing animal colours and their purpose.
• Evaluate: Present posters and discuss findings.

Pedagogy/Teaching Strategies

• Outdoor experiential learning.
• Storytelling linked to Indigenous culture.
• Collaborative poster creation.

Diversity/Differentiation

• Provide alternative indoor activity with colour photos for students unable to join outdoor.
• Use sentence starters for writing support.
• Visual aids for classification.

Resources

• Colour charts.
• Cameras/tablets.
• Paper and art supplies for posters.
• Storybooks or videos about Indigenous animal stories.

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Day 4: Science of Colour and Light (Thursday, 1.5pm - 4.30pm)

Learning Outcomes

• AC9S3I04: Explore how light affects how colours appear.
• AC9S4I01: Describe how light sources and angles affect colour and shadow.
• Literacy: Use scientific language to describe observations.
• Numeracy: Record and graph light experiments data.
• Critical and Creative Thinking: Hypothesize and experiment with shadows and light.
• Aboriginal and Torres Strait Islander Histories and Cultures: Study traditional uses of light and colour in ceremonies.

Literacy/Numeracy/ICT

• Literacy: Label diagrams.
• Numeracy: Graph shadow lengths.
• ICT: Use light sensors or apps to measure light intensity.

Focus for Learning

• Understand how light and shadow affect colour perception.
• Connect to Indigenous ceremonial uses of fire and light.

Core Activities

• Engage: Show videos/pictures of light and shadow in nature and Aboriginal ceremonies.
• Explore: Use torches to shine light on coloured objects at different angles; observe shadow changes.
• Explain: Discuss reflection, absorption and refraction in simple terms.
• Elaborate: Create a light and shadow sculpture using coloured objects.
• Evaluate: Write or draw how light changed the colours and shadows.

Pedagogy/Teaching Strategies

• Guided inquiry with materials.
• Discussion and explanation.
• Hands-on creation tasks.

Diversity/Differentiation

• Use large, colourful objects for visibility.
• Provide charts with simple descriptions.
• Allow verbal or drawing-based evaluations.

Resources

• Torches or lamps.
• Coloured transparent materials or objects.
• Whiteboards or paper for drawing.
• Light sensors or light measuring apps.

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Day 5: Colour Celebration and Presentation (Friday, 1.5pm - 4.30pm)

Learning Outcomes

• AC9S3I04 & AC9S4I04: Communicate investigations and explanations of colour and light.
• Literacy: Create and present multimodal texts.
• Numeracy: Use data collected throughout week in presentations.
• Critical and Creative Thinking: Reflect on learning and design creative displays.
• Intercultural Understanding: Celebrate Indigenous contributions to understanding colour.

Literacy/Numeracy/ICT

• Literacy: Oral presentations with prepared scripts.
• Numeracy: Incorporate charts/graphs.
• ICT: Use presentation software or digital storytelling tools.

Focus for Learning

• Synthesize knowledge of colour, light and cultural significance.
• Share learning with peers and community.

Core Activities

• Engage: Recap week’s learning through a group chat.
• Explore: Prepare group presentations using collected work.
• Explain: Rehearse and refine presentations with teacher support.
• Elaborate: Students present their projects to class or parents.
• Evaluate: Reflective discussion on what was learned about colour and its meanings.

Pedagogy/Teaching Strategies

• Collaborative project-based learning.
• Scaffolded presentation practice.
• Encouragement of peer feedback.

Diversity/Differentiation

• Allow choice of presentation mode (oral, digital, artistic).
• Provide templates and sentence starters.
• Support speech practice for nervous students.

Resources

• Project materials collected during the week.
• Digital devices with presentation tools.
• Props or artworks created.
• Reflection journals or worksheets.

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This 5-day Science Week plan focuses on the topic of COLOUR, strictly aligning with Australian Curriculum (v9) learning objectives for Years 3 and 4, including AC9S3U01, AC9S3U02, AC9S3I01, AC9S3I04, AC9S4U01, AC9S4I01, AC9S4I04. It incorporates General Capabilities such as Literacy, Numeracy, Critical and Creative Thinking, and Intercultural Understanding, with cross-curriculum links to Aboriginal and Torres Strait Islander Histories and Cultures.

The lesson uses the 5E instructional model for each day: Engage, Explore, Explain, Elaborate, and Evaluate, supporting gradual conceptual development appropriate for 8–10 year olds. Differentiation and diversity considerations ensure accessibility for all students, with varied modalities and scaffolds. Resources are carefully selected to enrich hands-on and digital learning experiences, giving teachers a classroom-ready plan to explore the rich scientific and cultural aspects of colour in an immersive week-long program.

If required, I can provide the detailed timetable breakdown per 180-minute session day or additional worksheets and specific assessment ideas.