Educational Project Plan: "Colors at Christmas"
Grade: 1st Grade (Primary)
Main Issue: Identifying colors in Spanish and English, and decorating a Piñata drawing according to the requested color
Scenario: Classroom
Methodology: Service-Learning
Articulating Axes: Arts and Aesthetic Experiences
| Time | Activities | Description | Adaptation for 1st Grade |
|---|---|---|---|
| 30 minutes | Read a Christmas-themed story with colorful illustrations | Read a simple story about Christmas and colors (e.g., "The Christmas Tree" or "Colorful Christmas") | Use large, colorful pictures; engage children with questions about the colors they see |
| 20 minutes | Show and name Christmas colors in English and Spanish | Use color flashcards with the name in both languages (e.g., "Red / Rojo," "Green / Verde") | Use bright, big flashcards; children repeat aloud; incorporate gestures for each color |
| 10 minutes | Sing a simple Christmas song about colors | Song like "Colors at Christmas" (custom or familiar melody) | Use gestures and visual cues; encourage children to sing along |
Total Time: 1 hour
| Time | Activities | Description | Adaptation for 1st Grade |
|---|---|---|---|
| 20 minutes | Circle discussion: What colors do you know? | Children share their favorite colors in English and Spanish; what they want to learn | Use visual aids; prompt with questions like "Do you know the color red / rojo?" |
| 15 minutes | Draw and tell: Children draw their favorite Christmas color | Children draw a Christmas object in their favorite color and say the color in both languages | Provide coloring sheets; model how to say the colors aloud |
| 15 minutes | Write or say the colors they want to learn | Use simple sentence frames: "I want to learn the color ___" | Use repetition and visual cues to reinforce language learning |
Total Time: 50 minutes
| Time | Activities | Description | Adaptation for 1st Grade |
|---|---|---|---|
| 20 minutes | Brainstorm: How can we help? | Discuss ways to share colors and Christmas cheer, e.g., decorating the classroom | Use simple language; involve children in decision-making |
| 20 minutes | Plan decoration activity | Decide that students will decorate a drawing of a Piñata with colors they learn | Provide materials: crayons, markers, stickers; prepare a large drawing of a Piñata |
| 20 minutes | Assign tasks | Children will choose colors and decorate the Piñata drawing | Use visual aids for each color; facilitate sharing and cooperation |
Total Time: 60 minutes
| Time | Activities | Description | Adaptation for 1st Grade |
|---|---|---|---|
| 40 minutes | Decorate the Piñata drawing | Children color and decorate according to the assigned colors | Supervise and assist; encourage use of both languages during work |
| 20 minutes | Present and explain their decorated Piñata | Each child or group explains their color choices in English and Spanish | Use simple prompts; praise effort and bilingual vocabulary |
Total Time: 1 hour
| Time | Activities | Description | Adaptation for 1st Grade |
|---|---|---|---|
| 20 minutes | Show and tell | Children present their decorated Piñata and say the colors in both languages | Use supportive prompts; encourage children to speak aloud |
| 20 minutes | Group reflection | Discuss what they learned about colors and Christmas | Use visual aids; ask simple questions like "What is your favorite color?" |
| 20 minutes | Write or draw a reflection | Children draw or say what they enjoyed or learned | Use visual prompts; allow drawing or simple sentences |
Total Time: 1 hour
| Phase | Duration | Key Activities |
|---|---|---|
| Sensitization | 1 hour | Storytelling, color recognition, singing |
| Knowledge & Needs | 50 minutes | Sharing colors, drawing favorites, expressing interests |
| Planning | 1 hour | Brainstorming, planning decoration, task assignment |
| Execution | 1 hour | Decorating Piñata, presenting work |
| Reflection | 1 hour | Show and tell, group discussion, drawing/reflection |
This project integrates arts through the decoration activity and promotes aesthetic appreciation, while also fostering social responsibility and cultural awareness through the service-learning approach.