The lesson plan aims to teach pre-K students about primary and secondary colors. Students will identify and mix primary colors (red, blue, yellow) using paint in plastic bags to create secondary colors (green, orange, purple). The teacher will introduce colors and color mixing, have students experiment with mixing in bags, then on paper to reinforce concepts. The lesson evaluates if students can identify primary/secondary colors and demonstrate understanding of how secondary colors are created by mixing primaries.
The lesson plan aims to teach pre-K students about primary and secondary colors. Students will identify and mix primary colors (red, blue, yellow) using paint in plastic bags to create secondary colors (green, orange, purple). The teacher will introduce colors and color mixing, have students experiment with mixing in bags, then on paper to reinforce concepts. The lesson evaluates if students can identify primary/secondary colors and demonstrate understanding of how secondary colors are created by mixing primaries.
The lesson plan aims to teach pre-K students about primary and secondary colors. Students will identify and mix primary colors (red, blue, yellow) using paint in plastic bags to create secondary colors (green, orange, purple). The teacher will introduce colors and color mixing, have students experiment with mixing in bags, then on paper to reinforce concepts. The lesson evaluates if students can identify primary/secondary colors and demonstrate understanding of how secondary colors are created by mixing primaries.
The lesson plan aims to teach pre-K students about primary and secondary colors. Students will identify and mix primary colors (red, blue, yellow) using paint in plastic bags to create secondary colors (green, orange, purple). The teacher will introduce colors and color mixing, have students experiment with mixing in bags, then on paper to reinforce concepts. The lesson evaluates if students can identify primary/secondary colors and demonstrate understanding of how secondary colors are created by mixing primaries.
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Name(s): Andrea, Danielle, Christa
DAILY PLAN Lesson Title: Identifying and understanding color Grade Level:Pre-K
S & S Statements: This activity is created in order to reinforce students’ understanding with basic, or primary colors, and to teach the color wheel. We will be focusing on the students understanding how to mix the primary colors, red, blue, and yellow, in order to create secondary colors. The lesson plans to serve the students as an introduction to colors and their mixing properties. Pre- kindergarteners experience a lot of their visual culture through colors, whether it be from cartoons, to clothing and their picture books. Students at this age need to understand their colors and how to mix them in order to learn not only how certain colors come to be that they see in their own lives but also so they can use color to express themselves, as well as develop motor skills with brushes and paint as they are still developing at this time. These painting motor skills can transfer in how to hold other materials properly such as pencils, markers or crayons as well. Concepts and Skills: Concepts: Primary colors are used to mix secondary colors Primary colors cannot be made by mixing any other colors Skills: Brush cleaning skills Color mixing skills
Academic Language: Color mixing - adding two or more colors together to make a new one Primary colors- red, yellow, blue Secondary colors- Green, orange, purple Paint- liquid color that covers a surface
Purpose of Lesson (Overall Lesson Objective): The students will successfully identify the primary colors, as well as showing understanding to how create three secondary colors using paint.
Learning Objectives (List National Standard(s):
Conceptual Objectives:
Students will be able to clearly explain that primary colors are used to mix secondary colors
Students will be able to clearly explain that primary colors cannot be made by mixing other colors.
Students will be able to accurately identify the location of primary and secondary colors on the color wheel. Technical Objectives:
Students will be able to mix secondary colors from the primary colors to achieve a midpoint color between the primaries on the color wheel.
Students will be able to consistently clean brushes to maintain clean colors.
Assessment Criteria: Accurately identifying primary and secondary colors Clearly explain the origin of secondary colors Demonstrate the control of color mixing process Maintain clear colors while mixing
Teaching Resources Needed to Support the Lesson:
Colored paper Stained glass example “Mix it up!” by Herve Tullet Color Wheel example (to be left up during the lesson)
Art Materials Necessary for the Lesson:
Red, blue and yellow tempera paint Plastic zip lock bags Clear tape Paint brushes paper plates butcher paper water cups Teacher Directed Activities Student Activities
Introduction (5 to 10): Introduction
Go around the room and say your name and Go around the room and say your name and favorite color. Then ask if students if they are favorite color, and share if they know the aware of how they get their favorite colors and get answer on how they get certain colors. a baseline of where the students are at in their development. Then showing examples featuring stained glass, as well as use the book, “Mix it Up” and display a color wheel as a visual aid in mixing colors.
Development: Development: Students will follow along by manipulating the After properly going over the color wheel, we will paint in the bag, and then holding up to the hand out pre-filled bags with primary colors placed light to see how it affects their color wheel. inside. Next, we will go over on how to manipulate the paint through the bag with their hands. We will The bags will be left on their desks as a explain how mixing primary colors create reference and each student will be provided a secondary colors and instruct students to hold their plate with the primary colors and work bags to a nearby window or light to see their own together painting and mixing colors on the stained glass creations. butcher paper.
To reinforce the ideas of color mixing, as students
are finishing their paint bags, there will be paint prepped on paper plates and a large piece of Conclusion: Students will review the butcher butcher paper laid out over the desks/floor. We will paper from their seats, we will ask students to go over on how to hold a paint brush properly as comment on the different colors that they well as review color mixing on the paper and have notice from their peers to bring the lesson full students color mix and quiz them on how they are circle to the initial color wheel discussion. creating their colors as a review.
Conclusion: Students will review the butcher paper
from their seats, we will ask students to comment on the different colors that they notice from their peers to bring the lesson full circle to the initial color wheel discussion.
Critical Comments and Reflections:
(Problems, successes, differentiated learners, and what to think about for next lesson) While assisting Christa with her lesson, I reflected on the importance of time management, but also how you may need to switch gears for the students in order for them to stay on track. In Christa’s lesson, I worked on making sure all parts of the classroom were smooth transitions. For each step, I thought of how much time it may take. I laid out the smocks for the students to quickly put them on, and to pre-fill water so we could quickly deliver to the students. During my lesson, I realized how fast the students may get off track. They would start to get distracted with play, so I would “freeze” the students, ask them a question or to reflect. In that moment, they would stop and then get excited to go back to the project. Something I need to work on for myself is not feeling terrible when using my harsh voice. I used it and felt terrible. Asking my peers, they said that it did not sound mean at all, and not to feel bad. During my lesson, I felt there were moments of complete chaos, and felt disappointed in myself for not having a completely quiet classroom. I did successfully bring it back, but for the chaos to happen again. In the future, I need to understand that the students being happy is not always bad. A manageable roar is okay. Students will never be 100% when they are with their friends. Overall, I need to lower my expectations for myself because I feel that I am suffering of first time teacher syndrome. Not everything will go as planned. The chaos you planned for won’t happen, because another kind of chaos will. For the next class, I need to plan for bathroom time the students. The students were loud, especially the boys. My group and I met for coffee, and we decided together that we needed to plan what the assistants are doing and when in order to help the main teacher. While teaching, it’s hard to know what time it is, or when you should be moving onto the next step. By the helpers assisting and doing X job at this time, it would be a cue for the main teachers. Finally, something that happened during my class was a student was pulled back. At first, he told me that he did not want to paint but liked the other step. I grabbed an extra and allowed him to do that step again. He was happy. Later, he mentioned to the helper that he doesn’t have food at home. The school was aware, and he got a meal because he was hungry. From this I realized that you truly never know what is going on at home, even at such a young age. My heart was broken, and from this experience I now truly know that as a teacher you can’t predict anything in the class.
Degree/Achievement: The kids will be able to identifiable the three different secondary colors as well
as create them.
Behavior/Product: The kids will be able to learn how to mix their own colors as well as identify them
properly.
Context/Condition: The paint will be placed in a plastic bag and the students will use their hands to
manipulate and push the paint around, letting colors touch and mix together.
Skill objective: Given red, blue and yellow paint in a bag and paper plate as a “palette,” the students will identify the primary and successfully demonstrate understanding of color mixing in to create secondary colors through review and application onto paper.
