All About Colours Curriculum Map
Click the buttons below to download our the Curriculum Map for All About Colours. There are two versions of the map. The outline and map are also both viewable on this page.
Teaching colour recognition and colour words is an ideal starting point for building  early literacy skills in Grade 1. Each lesson is organized into clear, easy‑to‑teach   sections that introduce a new colour through poems, stories, and guided activities. These mini‑lessons fit naturally into your daily literacy block and help students connect meaning, vocabulary, and visual cues.
This resource provides an engaging, hands‑on approach to learning nine colours and their upper‑ and lower‑case colour words. As students explore each colour, they also strengthen essential early‑learning skills—including visual discrimination, phonics, rhyming, classification, motor skills, and word recognition—while meeting Grade 1  curriculum expectations across all Canadian provinces and territories.
Introduction:
- Learning Expectations
- Teacher Assessment Rubric
- Student Self-Assessment Rubric
- Teacher Notes:
- About this resource
- Lesson Plan Components
- Teacher Input Suggestions
- List of Vocabulary
- Teaching the Recognition of a Colour and Its Name
Lessons:
Teaching the Recognition of a Colour and Its Name
- Lesson One: Introduction to Colours
- Booklet Cover
- My Book of Colours
- Colour Story Book
- Colour Listening and Following Directions Activity
- Colour Awards
- Lesson Two: The Colour Red
- Lesson Three: The Colour Yellow
- Lesson Four: The Colour Blue
- Lesson Five: The Colour Green
- Lesson Six: The Colour Purple
- Lesson Seven: The Colour Orange
- Lesson Eight: The Colour Brown
- Lesson Nine: The Colour Black
- Lesson Ten: The Colour White
Colour Recognition Review Activities
- Word/Colour Recognition Matching Activity
- Colour Word/Picture Matching Activity
- Rhyming Picture/Colour Word Matching
- Colour Word/Shape Box Matching
- Tracing/Printing Colour Words
- Visual Discrimination of Colour Words
- Mathematics Activities
- Reading Activities
Curriculum Expectations:
|
Province / Territory |
Subject Area |
Expectations Met (Plain Language) |
|
Ontario (ON) |
Visual Arts |
Identify and use colour as an element of design; explore primary/secondary colours; mix colours to create new ones. |
|
 |
Science |
Observe and describe properties of materials (including colour); explore light and how we see colours. |
|
 |
Language |
Use colour words in speaking, reading, and writing; write simple descriptive sentences about colours and objects. |
|
British Columbia (BC) |
Arts Education |
Explore colour as an element of visual art; use colour to express ideas in artwork. |
|
 |
Science |
Investigate light and colour; describe objects using colour and other attributes. |
|
 |
ELA |
Build vocabulary with colour words; read and create simple texts using descriptive language. |
|
Alberta (AB) |
Art |
Identify primary colours; experiment with mixing colours; use colour to show ideas and feelings. |
|
 |
Science (Creating Colour) |
Explore how colours are made and changed; observe and describe results of colour mixing. |
|
 |
ELA |
Use colour adjectives in oral and written language; describe pictures and objects. |
|
Saskatchewan (SK) |
Arts Education |
Use colour, line, and shape to create images; talk about how colour changes the look and feeling of art. |
|
 |
Science |
Describe objects using properties like colour, size, and texture. |
|
 |
ELA |
Use descriptive words (including colour) in stories and responses. |
|
Manitoba (MB) |
Arts Education |
Explore colour as part of visual expression; mix and apply colours in artwork. |
|
 |
Science |
Observe and describe materials using colour and other attributes. |
|
 |
ELA |
Use colour words in reading and writing; respond to colour‑themed texts. |
|
Quebec (QC) |
Arts Education |
Use visual arts language (colour, line, shape) to create and talk about artworks. |
|
 |
Science & Tech |
Observe and describe objects using senses, including colour. |
|
 |
ELA / Français |
Use colour vocabulary in oral and written communication. |
|
Nova Scotia (NS) |
Arts Education |
Identify and use colour as an element of design; create art using primary and secondary colours. |
|
 |
Science |
Describe objects and materials using colour and other properties. |
|
 |
ELA |
Use colour words in reading, writing, and speaking activities. |
|
New Brunswick (NB) |
Art |
Use colour to communicate ideas and feelings; explore colour combinations. |
|
 |
Science |
Observe and describe objects using colour. |
|
 |
ELA |
Use descriptive language, including colour words, in simple texts. |
|
Prince Edward Island (PEI) |
Art |
Experiment with colour mixing; use colour in drawings and paintings. |
|
 |
Science |
Describe and sort objects by colour and other attributes. |
|
 |
ELA |
Read and write using colour vocabulary. |
|
Newfoundland & Labrador (NL) |
Art |
Explore colour as a key element of visual art; create images using varied colours. |
|
 |
Science |
Observe and describe materials using colour. |
|
 |
ELA |
Use colour words in oral and written tasks. |
|
Yukon (YT) |
Arts / Science / ELA |
Follows BC outcomes: colour as element of art; light/colour in science; descriptive language in ELA. |
|
Northwest Territories (NWT) |
Arts / Science / ELA |
Follows AB‑based outcomes: creating colour in science; colour in art; descriptive language in ELA. |
|
Nunavut (NU) |
Arts / Science / ELA |
Similar to NWT/AB: colour in art and science; descriptive language in ELA, with potential links to Inuit art and culture. |
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