I. Curricular Framework

Concept:

Attributes

Essential Question:

How does color help us identify objects?

Bridge:

Party Balloons

Content:

Color Mixing

Outcomes:

II. Standards Aligned

III. Instruction and Assessment

1. Connect: Connecting to the Concept Experientially

Objective: To listen to story, then create their own chameleon.

Activity: Read THE MIXED-UP CHAMELEON, by Eric Carle. Then the children can create their version of the chameleon.

Assessment: Did they get the idea to use lots of colors?

2. Attend: Attending to the Connection

Objective: To see if the children can name the primary colors and which ones you can mix to make new ones.

Activity: Ask the children if they can name the three primary colors. Ask them if they can tell you which ones when mixed together make orange, green, purple, brown, and black.

Assessment: Did they name the primary colors? Could they name any of the mixtures used to create new colors?

Assessment, Phase One, Level of Engagement, Fascination:

3. Image: Creating a Mental Picture

Objective: To listen to a poem and then design a balloon of their own. Stress the color words.

Activity: Read PARTY BALLOONS. Party balloons, party balloons. It's my birthday today! I have balloons for all my friends, When they come over to play. Here is a pretty round blue balloon. Blue as the bluest skies. Here is a shiny red balloon, just about your size. Here is a happy yellow balloon, Yellow as bright sunshine. Here is a lovely purple balloon, Like purple grapes on a vine. Here is a little orange balloon, Like oranges from a store. I have one more green balloon and I don't have anymore. Let children explore with one or more of the following activities:
-Bubbling Balloons: Pour 1/4 cup of dishwashing liquid into a container. (An empty cottage cheese carton works great.) Add small amounts of water and tempera paint until the color is intense. Place a straw in the paint mixture and blow carefully until the bubbles start to overflow. Gently place the paper over the bubbles, then lift carefully. The broken bubbles leave a beautiful design. Repeat the procedure with several colors, overlapping the designs.
-Spin Designs: Sprinkle a small amount of three colors of dry tempera paint near the center of a piece of paper. Place another piece of paper over the paint. Press down firmly, turning the top sheet one complete circle. Lift the top sheet. Both pieces of paper will have circular designs. Spray them with fixative or hair spray. -Powder Painting: Put various colors of dry tempera powder in small containers. (Empty margarine tubs work well.) Paint a sheet of paper with liquid starch. Using a slightly damp paintbrush, pick up the paint powder and dab it onto the starch-covered paper. Repeat with other colors. An interesting textured painting will result.

Assessment: Did they participate in any of the projects?

Assessment, Phase Two, Seeing the Big Picture:

4. Inform: Receiving Facts & Knowledge

Objective: To show the children how two or more colors mixed together can create another color.

Activity: Teacher shows the children how to mix two or more colors to create a new color. Materials needed: three large jars; water; red, blue, and yellow food coloring; large spoons or sticks for stirring.
1. Fill the jars with water. Put a few drops of yellow food coloring in the first jar. Take your time doing this. Students will enjoy the swirl design the food coloring makes as it mixes with the water.
2. Add red food coloring to the yellow water a few drops at a time until the water is colored orange.
3. Repeat the steps above mixing red and blue food coloring to make purple, and yellow blue coloring to make green.
4. If the group is mature enough to handle mixing colors to make brown or black, the teacher can show them how to create these colors.

Assessment: Can the children name the colors that can be mixed together to create a new color?

Assessment, Phase Three, Success with Acquiring Knowledge:

5. Practice: Developing Skills

Objective: To check the children's ability to mix colors.

Activity: The worksheet could have color words on it. Have the children choose two color words and use their colors or can use markers to color with. Have them overlap the colors to demonstrate what colors create a new color. They could use colored cellophane shapes (such as circles, squares, rectangles, etc.) to show the teacher how to overlap two colors to create a new color. Be sure to include the colors that they will need to overlap to show the mixing.

Assessment: Can they demonstrate, show or illustrate the mixing process?

Assessment, Phase Four, Success with Acquiring Skills:

6. Extend: Extending Learning to the Outside World

Objective: To make their own design using tissue paper overlapping the paper to create new colors in their design.

Activity: Tissue-Strip Window Designs Materials needed: waxed paper, liquid starch or watered-down white glue, large paintbrushes, thin strips of tissue paper in primary colors. Directions:
1. Cut waxed paper into sheets about 16" in length. Two sheets are needed for each design. 2. Place one sheet of waxed paper on a sheet of newspaper and paint with a thin coat of liquid starch.
3. Place strips of tissue paper on top of liquid starch before it dries. Arrange the red, yellow, and blue strips in an overlapping design. The strips do not have to lie flat.
4. When the design is complete, place the other sheet of waxed paper on top and press to seal completely. Let dry.
5. Point out the new colors made by overlapping tissue strips. (The children could do this.)

Assessment: Did their design show new colors due to the overlapping of tissue strips?

7. Refine: Refining the Extension

Objective: To complete the window design.

Activity: The children will trim the edges and then make a frame from construction paper strips to put around the design. They can put a hanger on the frame. If time, they can write or dictate a simple description to be added to the design.

Assessment: Did they make the frame? Can they give a simple description of their design?

8. Perform: Creative Manifestation of Material Learned

Objective: To share their work with others.

Activity: The children can display their window designs in the windows in the hallway or in their rooms. If there are not enough windows, they may be hung from the ceiling in a hallway where there is a lot of light.

Assessment: How do their designs look?

Assessment, Phase Five,Performance, Creative Use of Material Learned: