Hannah

Aguilera
EDU 214
Technology Lesson Plan- Final

Importance of Primary Colors
Concept/ Topic to Teach: The Power of Primary colors, and how to make Secondary Colors
General Goals:
-

Review the primary colors through Primary Color Song

Discuss what primary colors mix together to equal secondary colors

Look at pictures to see the colors used

Popsicle paintings using only primary colors

Specific Objectives:
1. Identify the primary colors and secondary colors
2. Select the primary colors that create orange, green, and purple
3. Examine paintings to identify what colors were used
4. Develop 3 popsicle paintings including secondary colors, but using only primary
colors
Required Materials:
-

Instruction Powerpoint (includes song link and paintings)

Colorwheel handed to each child on paper

White construction paper

Popsicle sticks

Tempera paint (red, blue, yellow)

Paintbrushes, washcloths, cups of water

Computer, projector, projector screen

Anticipatory Set (Lead-In)

-Show painting of a bedroom from the projector. Ask children what colors they see.

Discuss how all those colors (green, purple, brown, orange) and made with only 3 other colors,
the primary colors.
Step-By-Step Procedures:

Instructor will upload PowerPoint onto computer, and set it up to show from projector

onto a screen. She will pass out a color wheel, with both primary and secondary color names, to
each child. The first slide on the Powerpoint will contain a video about the primary and
secondary colors. Play it and have the children watch. The video is 1:30, and it children want to
watch it again, play it once more.

Instructor will ask what the video was about. Discuss the 3 primary colors, red, blue,

yellow, and switch to slide 2. Ask questions, like whats in the room that is red? What in here
is blue? Is anyone wearing something that has yellow on it?

Instructor will switch the slide to 4th slide, featuring a painting of trees, and a woman

walking a dog. Ask what colors the children see. Name certain colors that werent named by
children, especially any secondary colors (purple, orange, green). Point at the screen if your
finger when naming the colors. Instructor will then move to the next slide, which shows a
picture of a butterfly on purple flowers. Ask what color is the butterfly, the flowers, the leaves

in the background. Then say Do you think you know where the color purple comes from? The
only way the color purple can be made is by primary colors; blue and red.

Instructor will pass out tempera paint to each table, only red and blue. As a class, each

student will paint red on the section of their color wheel that says red. Then, the section that
says blue. After each student has done so, the teacher will ask what name is on the section in
between those two colors? (purple). Teacher will demonstrate on her paper that mixing
red+blue plaint= purple. After she shows class, switch to the next slide showing this. Ask
students do make purple in the purple section of their sheet. Keep reminding/asking what two
colors make purple. And ask what are red and blue (primary colors). Help student mix their
colors together if they need help. After the class has painting in their red, blue, and purple,
sections on color wheel (which looks like this)

Instructor will ask what is the last primary color (yellow) if students have difficulty
remembering or pointing to the yellow section, instructor will go back to the slide featuring all
the primary colors. Pass out yellow paint to each table. Ask the students to paint their yellow
section. Then ask the students how to make the color orange, like the butterfly (move back to
the slide featuring the butterfly picture.) Discuss what is on both sides of the orange section
(red and yellow); mixing red and yellow creates orange. Have students mix yellow and red paint
to create the secondary color orange. When walking around helping, stress that orange is a
secondary color.

Instructor will ask what is the last color name on the color wheel (read aloud with class),

and then ask who thinks they know how the create green. Switch to next slide, which features
blue+yellow=green. Walk around helping students to paint green. After each student has
painted their color wheel, go to last slide, which features a painting of popsicles. Instructor will
pass out construction paper, which has outlined popsicle shapes. Explain how each student will
choose a secondary color to paint the middle of their popsicles, review secondary colors. Ask
children how they would paint purple? Do an example, painting each end of the popsicle, one
end blue, and the other end red, and mix both colors to get purple in the middle, like so

 Show the finished product to the class, and have them start painting their
own popsicles inside the outlines on the construction paper.3 popsicles outlines on each
construction paper, tell students to make a secondary color on each one. Put up last slide so
students can see what the 3 secondary colors are. Go around and help students with
difficulties. After most have finished, let popsicles dry. Explain after the popsicles dry, we will
cut them out and glue a popsicle stick on the back.
Plan for Independent Practice:

Instructor will collect wet popsicle paintings and allow them to dry. Independent

practice is passing out a blank white sheet of paper to each child. Ask students to paint a
personal painting that has all 3 primary, and all 3 secondary colors. Give examples of picture
they could paint, such as a butterfly, trees, a dog, flowers, painting different shapes, or anything
they like or want to paint. But each painting has to have all the colors listed on their color
wheels. Allow 10-20 minutes for this portion. After children are done, ask them to share what
they painted to their neighbors. Go around to each table and look at what colors students have
used, ask the students how they made certain colors, and ask if that color is primary or
secondary.

Closure (Reflect Anticipatory Set):

Show the last slide to the class, which features the opening painting showed to the

class. Ask again what colors the students see, but now have them explain how do they make
each of those colors (reviewing what are primary, and what how the secondary colors are
made.)
Assessment Based on Objectives

Using a Rubric based on if students meet the criteria of the objectives. Assessment is

taken verbally, if students are answering questions during lesson, particularly in anticipatory,
examining the paintings, answering what color+ what color= certain color, personal/popsicle
paintings, and closure. In a sense, the assessment is in the form of class discussion. Heres the
rubric used for assessment of students:
Final Rubric
Criteria

25

15

10

Identify Primary and

Secondary Colors

Students are able to

identify all the
colors on the color
wheel without
assistance from
teacher
Students can
answer what 2
primary colors mix
together to create
all 3 secondary
colors when asked
during popsicle
painting.
Students participate
in anticipatory
setting and during
PowerPoint, and
correctly answers
and identifies all
colors in closure.

Students are able to

identify at least 4
colors on the color
wheel without
teacher assistance

Students are able to

identify 3 colors on
the color wheel
without assistance

Students are able to

identify less than 3
colors on the color
wheel

Students can
answer what 2
primary colors mix
together to create 2
of the secondary
colors when asked.

Students can
answer what 2
primary colors mix
together to create 1
of the secondary
colors when asked.

Students can select

one of the primary
colors that create
any one of the
secondary colors.
(i.e. red goes into
orange)

Students participate
& contributes
answers minimally
in anticipatory
setting; correctly
identifies at least 6
colors in closure.

Student does not

participate in
anticipatory setting,
or during
PowerPoint but is
able to identify at
least 3 colors in the
closure painting.

Student takes no
participation in
examine painting
during anticipatory,
closure setting, or
during the
PowerPoint.

Select the primary

colors that create
orange, green,
purple

Examine Painting
and identify which
colors were used

Develop paintings
utilizing 3 primary
colors to create 3
secondary colors

Student paints 3
popsicles, correctly
using primary colors
to create green,
purple, orange. Is
able to create own
painting utilizing all
6 colors from color
wheel, without
teacher assistance.

Student paints at
least 2 popsicles
correctly. Is able to
create painting
utilizing all 6 colors
from color wheel
needing teachers
assistance.

Student paints 1
popsicle correctly
using primary colors
to create a
secondary color.
Needs assistance
from teacher during
personal painting,
or does includes 45 colors from wheel.

Student paints no
popsicles with
correct primary to
secondary colors,
or student uses 3 or
less colors from
color wheel in
personal painting.

Possible connections to other subjects:

Although this is an art lesson, it could be connected to observation skills and breaking

down the parts of something to understand it better. We see that a color on a painting might
be purple, but this lesson allows the student to learn what purple is made of, and then
recreate that themselves. The subject of science is connected to art, through exploration and
observing, so these skills learned and built on in this lesson can be beneficial in science lessons.
Special Needs Accommodation:

The special need is a learning disability, neurologically-based processing problems. The

child does not have a physical handicap, but has difficulties recalling/organizing information,
and reading. I will meet this special need in the classroom by providing a larger print color
wheel for them. I will also provide a sheet of paper that lists all 3 secondary colors and how to
create them, and give it to them before the popsicle and personal painting portion of the
lesson. More observing what he is doing during the popsicle/ personal painting portion, and if
he is overwhelmed at a large table with a group, bring an individual desk and place it near a
table, so he has his own space, but still close enough to the table to talk with others if he
wanted to.