Lesson plan

Bright and Beautiful Colors

In this fun colour-infused lesson, year one students will practise turning their ideas into primary colour masterpieces!
GradeSubjectView aligned standards

Students will be able to identify the primary colors.

(5 minutes)
  • Gather the students together for a read aloud.
  • Display the image of the painting (or actual painting if available) and ask students to identify the colors that they see.
  • Ask a few students to share how they can tell the differences between the different colors.
(5 minutes)
  • Explain that ColourIs a way that we describe things, colour is created through the reflection of light.
  • Demonstrate reflection by bouncing a small rubber ball against a wall or hard surface. Explain that just like the wall bounces back, sunlight bounces back against objects and reflects different colors that we can see. ReflectionMeans that the light bounces back in one colour that we can see.
  • Explain that while there are lots of different colors, there are only three Primary colors, or colors that cannot be created by mixing other colors together. These colors are red, blue, and yellow. We use the primary colors to make other colors.
  • Use visuals of the three primary colors to demonstrate your talking points.
(10 minutes)
  • Read aloud the book Let’s PaintBy Gabriel Alborozo
  • When you finish reading, ask the students follow up questions about the story, such as "Where do ideas come from? What happens when you want to create something and it doesn’t turn out the way you hoped?"
(20 minutes)
  • Explain that students will get to create their very own primary colour masterpiece. Tell students that just like in the story, they should think of an idea and use the paint to explore the idea on their paper.
  • Pass out paper, paintbrushes, and water to each student.
  • Provide pairs or small groups of students with each of the three primary paint colors to share.
(5 minutes)
  • Explain that ColourIs a way that we describe things, colour is created through the reflection of light.


  • Provide sentence stems for students to utilize when participating in the classroom discussion such as "In the story I heard ____, I think that one place my ideas come from is ____."

  • Provide translations of colour words into students primary language if non-native English speakers.


  • Have students write a sentence to describe the idea they used in their primary colour painting.
(5 minutes)
  • Ask students to identify the three primary colors throughout the independent work portion of the lesson.
  • Assess whether students are able to create a painting using primary colors.
(5 minutes)
  • Ask the class to review what the primary colors are as a group.
  • Allow several students the opportunity to share their idea and the resulting painting as time allows.

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