Replicating Colors: Using tints, shades and primary colors
Summary
In this activity, students will choose an item in magazines or in nature that shows a muted color and mix paints to match it. Students must maintain notes of their observations and measurements in order to create a "formula" to match their color. They then share their recipe with others who see if the same color is replicated. Finally students will discuss their observations and determine new questions to pursue. For example: Is there more than one "formula" that can create the same color? Does the order you mix the colors make a difference?"
CollapseLearning Goals
This activity is designed for students to investigate properties of color. Students will be able to observe, describe and compare colors. Students will be expected to accurately measure and record their color recipes so that the final results can be replicated. They should be able to use terms such as "tertiary or secondary" in their descriptions.
Context for Use
Color mixing can be used in grades K-12. For the younger grades, primary and secondary colors are explored; for intermediate grades, tints, shades and tertiary colors are created.
When possible, I like students to observe colors in our butterfly garden before we start our classroom work. The garden could also be used for closure.
When possible, I like students to observe colors in our butterfly garden before we start our classroom work. The garden could also be used for closure.
Description and Teaching Materials
I am adapting a direct instruction art lesson to incorporate measurement and use of the scientific process. I also hope students will formulate new questions that they can extend into a hypothesis and procedures of their own.
Fifth graders would have experience making tints and shades during a previous lesson. They would also have created a tertiary color wheel (p. 53 of TATC) to use as a reference guide.
For this lesson, I use tempera paints and pipettes to measure the paint. (For other lessons, food colors, watercolors, colored pencils or Cray-pas can be used). Pipettes, white paper, tempera paints, foil or foam trays, paint brushes and worksheets would be available for each student or pair of partners.
I might begin the lesson by showing the class a color sample. I would ask what colors they thought had made it and how could we find out for sure. How could they make sure someone else could create that same color later on?
Students are given requirements for participation and good group behavior. Jobs are assigned. After the activity, students discuss their observations and determine new questions to pursue. For example: Is there more than one "formula" that can create the same color? Does the order you mix the colors make a difference?"
Sample Worksheet:
Name __________________________
Match a Color
Part 1
1. Choose an item with a muted color. What colors made it? Lay the item next to the colors on your color wheel and find the best match.
2. Get the primary colored paints you will need to create this color. (Extra Challenge: If you think your color is a tint, get some white paint as well. If you think it is a shade, get a small amount of black paint.)
3. Using a separate pipette for each color, add one drop of color at a time and stir. Continue until you have a good match. Record the number of drops of each color used.
4. Put a sample of the color you made in the space below. Glue your item next to it.
Item: Your Sample: Partner's Sample:
Your Recipe:
Color 1 __________________ Number of drops (tally) _______________________
Color 2 __________________ Number of drops (tally) _______________________
Color 3 (If tint or shade) __________________ Number of drops (tally)__________________
Part 2
Trade this sheet with someone at a different table. They are to follow your recipe and leave a sample next to yours. Were they able to create the same color? Discuss.
Name of Partner ___________________________________________________
Fifth graders would have experience making tints and shades during a previous lesson. They would also have created a tertiary color wheel (p. 53 of TATC) to use as a reference guide.
For this lesson, I use tempera paints and pipettes to measure the paint. (For other lessons, food colors, watercolors, colored pencils or Cray-pas can be used). Pipettes, white paper, tempera paints, foil or foam trays, paint brushes and worksheets would be available for each student or pair of partners.
I might begin the lesson by showing the class a color sample. I would ask what colors they thought had made it and how could we find out for sure. How could they make sure someone else could create that same color later on?
Students are given requirements for participation and good group behavior. Jobs are assigned. After the activity, students discuss their observations and determine new questions to pursue. For example: Is there more than one "formula" that can create the same color? Does the order you mix the colors make a difference?"
Sample Worksheet:
Name __________________________
Match a Color
Part 1
1. Choose an item with a muted color. What colors made it? Lay the item next to the colors on your color wheel and find the best match.
2. Get the primary colored paints you will need to create this color. (Extra Challenge: If you think your color is a tint, get some white paint as well. If you think it is a shade, get a small amount of black paint.)
3. Using a separate pipette for each color, add one drop of color at a time and stir. Continue until you have a good match. Record the number of drops of each color used.
4. Put a sample of the color you made in the space below. Glue your item next to it.
Item: Your Sample: Partner's Sample:
Your Recipe:
Color 1 __________________ Number of drops (tally) _______________________
Color 2 __________________ Number of drops (tally) _______________________
Color 3 (If tint or shade) __________________ Number of drops (tally)__________________
Part 2
Trade this sheet with someone at a different table. They are to follow your recipe and leave a sample next to yours. Were they able to create the same color? Discuss.
Name of Partner ___________________________________________________
Teaching Notes and Tips
It helps to have students wear smocks or aprons
Model use of materials and desired clean up before you start
You need much less of darker colored paints than light colored ones so warn students not to start with large amounts of them when mixing with yellow or white.
Model use of materials and desired clean up before you start
You need much less of darker colored paints than light colored ones so warn students not to start with large amounts of them when mixing with yellow or white.
Assessment
What colors did you use?
Could your color be replicated?
What observations or questions do you have?
Could your color be replicated?
What observations or questions do you have?
Standards
Grade 3:IB Scientific Inquiry
Grade 5:IB Scientific Inquiry
Grade 5:IB Scientific Inquiry