Mix It Up: Colors

DESIGNED BY: Andress Carter-Sims, Virginia Pack Elementary

1) CORE CURRICULUM OBJECTIVE(S):  Predict various ways colors are produced.  (5SPS-6)

GRADE LEVEL: Five           SUBJECT: Science

2) OVERVIEW: Students will mix food coloring and filter paper together to observe what causes different colors and how those different colors are produced.

3) FOCUS/ESSENTIAL QUESTION(S): What causes color? How are colors produced?

4) TIME FRAME: Two Fifty Minute Class Sessions

5) RESOURCES/MATERIALS:

Scholastic Science Place: Light pages 34-39
Food coloring: yellow, red, blue for each group
Four medicine cups per group
Water for each medicine cup
Toothpicks for each group
Paper for painting of picture *Paper for filter paper activity also
Red, Blue and Green 3in. x 3in. Filter Paper for each group
Flashlight
Tape
Markers

6) CULMINATING ASSESSMENT:

Mix It Up: Colors is an introductory activity to light. Students will be assessed by accurate completion of the data sheets. They will also be assessed on how they use the terminology during discussions in class (on going assessment). Students will also be asked to provide an explanation of what they learned during the activity.

Mix It Up Rubric

Relate, Compare and Contrast the two experiments

7) INSTRUCTIONAL ACTIVITIES:

Activity One:

Before beginning the activity, the teacher should become familiar with the following terms as they relate to this activity. The teacher will encourage and reinforce the use of correct terminology by students. Using the new terminology appropriately during the lesson is an effective tool for students to understand the concepts.

Prior to lesson become familiar with the following terms.

Transmit = the color that results from a mixture of food coloring or the color that passes through the filter paper.

Filters = different colors of plastic paper in which light can travel through.

Pigments = color

Primary Colors = red, green and blue are primary colors and can produce the colors on the color spectrum.

Superimpose = to place on top of each other, to put, lay or stack on top of something else.

Launch Activity:

The teacher will give the students a piece of paper, a paintbrush, and only two colors of paint. The teacher will ask the students to paint a picture and include at least five different colors in the painting.
*NOTE: Each student should receive the same two colors. Use red and green or green and blue or blue and red.

As students hear the directions, some may instantly realize that the task is impossible while other students may try. Encourage students to try the task. Depending on the type of class, you may change the directions.

Option to Launch Activity:

Provide students with two colors and ask them to paint a picture with as many colors in the picture as possible.

Try to avoid any long or detailed directions so that the students will be pushed to explore and investigate the process. Additional paper may be provided so that students may practice as they try to create different colors.

Discuss with students their results. Allow them to share their pictures and the number of colors they were able to create with their classmates.

Display their artwork in the class during the color experience.

Activity Two: Small Group Activity

During this activity each small group will need four medicine cups. Students will place water in medicine cups. Each group will also need a toothpick for each individual cup so that the solutions will not become mixed together.
*NOTE: Try to place the same amount of water in each cup for each small group. They will also need yellow, blue and red food coloring. Place students into small groups no larger than four.

Each group should label the medicine cups one, two, three and four.

In cup one, the students should place a drop of yellow and red food coloring. Students should use a toothpick to stir the solution and record the resulting color. *NOTE: Students should try their best to place equal drops into each cup. They should also use the same toothpick each time to keep the solutions separate.

Students will be given the Mixing Color Data Sheet to record their results.

In cup two, the students should place a drop of yellow and blue food coloring. Next, they should use a different toothpick to stir the solution. The students should once again observe and record the color.

In cup three, the students should place a drop of red and blue food coloring. Students should use a toothpick to stir the solution and record the color they observe.

In cup four, the students should place a drop of yellow, red and blue food coloring and stir with the toothpick. Students should make observations and record results.

Mixing Color Data Sheet Cup Number Food Color Drops Results

1. 1 yellow + 1 red

2. 1 yellow + 1 blue

3. 1 red + 1 blue

4. 1 yellow + 1 red + 1 blue

Once the data sheet is completed the groups will share their results with the class. The teacher will record each group's results for the entire class to visually view.

The small groups should go back to each cup and add one more drop of each color into the cups. *NOTE: Example: In cup number one another yellow drop and another red drop of food coloring should be added.

Mixing Color Data Sheet Cup Number Food Color Drops Results

1. 2 yellow + 2 red

2. 2 yellow + 2 blue

3. 2 red + 2 blue

4. 2 yellow + 2 red +2 blue

Once the data sheet is completed, the groups will again share their results with the class. The teacher will also share the results visually with the entire class.

The class will discuss what happened as they added more color (pigment) to the cups. They will also discuss why they observed these changes. Analysis of why the changes occurred will be generated.

Students will discuss in small groups the cause of their results and how their results were produced.

Small groups will then share their conclusions with the large group. As needed the teacher will guide the discussion with facts about the activity.

Activity Three:

During this activity, the students will again work in small groups. Each group will be given a flashlight and red, blue, and green filter paper.

The teacher will explain that in order to do this activity the lights in the classroom must be turned off so that the room will be as dark as possible.

The teacher will then explain to the students that they must place one filter on top of another (superimpose) to see what color will result (transmit). *NOTE: the teacher should, as often as possible, use the new terminology during the lesson, as well as encourage students to use the terminology.

Each group needs to be close to a wall in the classroom. In the area where they will work, the group should place a sheet of white paper against the wall. The group should be no further than one foot away from the wall.

The teacher will explain that each group should have their one piece of red and one piece of blue filter paper on top of each other (superimposed) in one person's hand.

The students should turn on their flashlight and point it towards the white paper that has been taped on the wall.

Now the teacher should turn off his/her light. The students should then hold the red and blue filter paper in front of the flashlight and observe the color.

Once each group has observed the color, the teacher will turn on the light and the students will record the color that they saw (the color that was transmitted).

Another student in the small group will place the red and green filter in his/her hand. The teacher will turn of the light. The students will place the filter paper in front of the flashlight which is shining at the white paper and record the color observed.

Next, the teacher and students will continue the same process for the green and blue filter. The same process will be repeated again for the red, blue and green filter paper. *NOTE: Remind the students to record their results.

Superimposed Filter Data Sheet Test Filters Results

Superimposed Number 1 Red + Blue Filters

Superimposed Number 2 Red + Green Filters

Superimposed Number 3 Green + Blue

Superimposed Number 4 Red + Green + Blue