Lesson Plans

Lesson Plans

Lesson Plans: Science: Color Mixing

Grade: Kindergarten-1/ Inclusion

Prerequisite Skills:
• Come to attention
• Sustain attention for 10-12 minutes
• Know basic colors
• Suitable Hand/Eye Coordination
• Coloring skills
• Tracing skills

Focus and Review: For this lesson, students will learn how primary colors can be mixed to form new, secondary colors.

Standards & Lesson Objectives:
Standard 6 - Interconnectedness: Common Themes
Students will understand the relationships and common themes that connect mathematics, science, and technology and apply the themes to these and other areas of learning.
Key Idea 1: Patterns of Change-Identifying patterns of change is necessary for making predictions about future behavior and conditions.
Standard 7 - Interdisciplinary Problem Solving
Students will apply the knowledge and thinking skills of mathematics, science, and technology to address real-life problems and make informed decisions.
Key Idea 1: The knowledge and skills of mathematics, science, and technology are used together to make informed decisions and solve problems, especially those relating to issues of science/technology/society, consumer decision making, design, and inquiry into phenomena.

Lesson Objectives:
1. Given the three primary colors of red, blue, and yellow, students will be able to identify them in visual and written form with 100 % accuracy.
2. Given the cellophane screens and coloring experiments, students will be able to show how with two primary colors a secondary color is formed with 100 % accuracy.
3. Given the cellophane screens and coloring experiments, students will be able to tell how with two primary colors a secondary color is formed with 100 % accuracy.
4. Given three jars and water, students will be able to make the three secondary colors using the three primary colors with 100 % accuracy.

Targeted Goals, Benchmarks & Lesson Objectives:

Student # 1: Amanda

IEP/Annual Goals:
- Amanda will increase and practice her knowledge on colors and the mixing of colors to create secondary colors
- Amanda will explore colors and experiment with them to increase curiosity and imagination
- Amanda will improve her social behavior during academic sessions.

IEP/Benchmark Objectives:
- Amanda will be able to tell which colors are needed to make certain other colors
- Amanda will participate in the whole class without yelling out of turn

Lesson Objectives:
1. Shown three colors and their written names Amanda will be able to identify them with their appropriate name with 100 % accuracy.
2. When each cellophane screen is shown Amanda will be able to tell which colors are mixed to make another color with 100 % accuracy.
3. Throughout the entire lesson Amanda will show interest in the lesson and not yell out of turn.

Materials:
Teacher: three cellophane screens made with paper and cellophane ( one red, one blue, one yellow) , six visual circle shaped pieces of paper ( one red, one blue, one yellow, one orange, one green, one purple), three jars, water, food coloring, visual definition of primary and secondary colors

Students: “Color mixing” worksheet (guided practice), “Coloring Matching” worksheet (independent), “Color Fill in the blank” (evaluation)

Teacher Input:
Teacher: Hello, Class!! Today we will be learning about primary colors and how they mix to make secondary colors. Primary colors are the only colors
that cannot be made by mixing two other colors. There are three. How many are there?

**Teacher puts up a visual of the definition of “primary colors”

Students: Three!

Teacher: Correct! There are three. The three primary colors are red, blue, and yellow. What are the three primary colors?

**Teacher shows the cellophane slides when says the corresponding color

Students: red, blue, and yellow!

Teacher: Right and what are they?

Students: primary colors!

Teacher: Good! What are primary colors?

Students: The only colors that cannot be made by mixing two other colors.

Teacher: Awesome! Yes, red, blue and yellow are the three primary colors. If we combine any of them we will get a secondary color. Secondary colors are made by combining two of the primary colors. How are secondary colors made?
**Teacher puts up visual definition of secondary colors

Students: By combining any two of the primary colors!

Teacher: Exactly! Now, if you mix red and blue together you get purple.

**Teacher or Aide puts up the visual circles on the board to show the combination

What color does red and blue make?

**Teacher puts the two color slides over each other so that the secondary color is made. Teacher does this for every color that is talked about.

Students: Purple!

Teacher: Right! So red and blue are the primary colors and purple is the secondary color because it is made by mixing the primary colors of red and blue. Purple is a what?

Students: secondary color

Teacher: Right and red and blue are what kind of colors?

Students: Primary colors!

Teacher: Good Job! Now for the next set. When red and yellow are mixed they make orange. Orange is the secondary color and red and yellow are the primary colors. What is orange?

Students: a secondary color!

Teacher: Right and what are red and yellow?

Students: primary colors!

Teacher: Good. The last secondary color that can be made is by mixing blue and yellow. Blue and yellow make green. Green is the secondary color. What are the primary colors?

Students: blue and yellow

Teacher: Correct. What is the secondary color?
Students: orange!

Teacher: Wow! You guys are good!!

**Teacher goes over all the colors again and if they are primary or secondary. The colors are displayed on the board showing the mixture. For example, the red circle and the yellow circle are next to each other then a plus sign then the orange circle.

I am going to hand out the colors and you need to put them in the correct place. We will do this until everyone has had a turn.

**Teacher hands out the three secondary colors and students take turns going up to the board to put the corresponding secondary colors with their primary colors

Now, here is a practice worksheet. All you have to do is color in the circles to show the mixture. Everyone put your finger on the directions and we will read them together.
**Teacher reads directions with students

Teacher: Now we are going to do a little experiment. I am going to show how the colors mix. I have plain water in these glasses. If I put the red food coloring in the jar it makes the water red. If I add yellow into the red water what color do you think it will make?

Students: Orange?

Teacher: You think so? Let’s see.
**Teacher performs the experiment

Wow!!! You are smart! You were right. Let’s do the others.

**Teacher does all three sets. Teacher then divides the students into three groups.

You are all going to get to mix the colors by yourself. You will get three classes and three colors of food coloring. When I say to add something then add that color and only that color. Someone else can stir the food coloring into the mixture. We are going to make all three secondary colors just like I did. When you do the experiment take careful notice so that you can draw it afterwards. So, how many glasses are you going to get for your group?

Students: three!

Teacher: Right, and do you add any color without me telling you?

Students: No

Teacher: Good. What do you do after you put the food coloring in?

Students: Stir the water

Teacher: Good

**Teacher and aide pass out materials for experiment and students perform it under teacher supervision and verbal directions

Alright, I’m going to give you paper to draw and label what you have just done. Be descriptive and precise.

Now, here is a matching sheet to practice what we have learned today!

**Teacher hands out independent practice worksheet

Teacher: Alright, let’s review.
**Teacher goes over all three sets with students using the cellophane for a visual and pointing to the experiment.

I am going to give you a worksheet. Take your time and fill in the best answers to the questions. Remember all we have done today. After you are done I will collect them.

Guided Practice:
• Teacher will put up visuals of the colors showing the mixture on the board for all to see
• Teacher will review after each explanation is given about the colors that are mixed
• Primary and secondary color definitions and examples will be reinforced
• Teacher will use cellophane slides to show students how the colors mix
• Students will fill out the color mixing worksheet
• Students will observe the experiment of mixing the colored water
• Students will do the experiment in a group and listen for directions

Independent Practice:
• Students will respond to questions for the teacher about the colors while observing the teacher’s visuals
• Students will put the correct color on the board with the proper primary colors that will mix to get that color
• Students will do the matching worksheet to test their knowledge of definitions and mixtures.
• Students are to record what they have observed when they did their experiment

Evaluation:
• Teacher will make sure all students are partaking in the activities
• Teacher will involve all students
• All students will answer questions revolving around the lesson
• All students will do the experiments with 100% accuracy
• Students will do the “Fill in the blank” worksheet and hand it in for a grade

Homework:
• Students will draw out the equations of the colors. They will use their guided practice as a guide
• Students will go over their experiment drawings to be ready to present them to the class. Each group will get a set of primary colors and tell how their mixing procedure went.

Closure
Teacher: You guys did really well! Tomorrow we will review and then see what colors secondary colors make. For our homework we will draw which colors mix to make secondary colors. Look at your color mixing worksheet. What is our homework?

Students: To draw the how the colors mix.

Teacher: Right! What can you look at for a guide?

Students: our color mixing worksheet.

Teacher: good! Tomorrow should be fun! We’ll do more experiments tomorrow!

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Jessica Drinkwine
Email: drin0348@mail.plattsburgh.edu
Site hosted by: SUNY Plattsburgh
last updated: August 31, 2006