Primary and Secondary

Colors Lesson Plan: How

Are Colors Created?
Submitted by: Angela Watson
Grade Levels: K-3

In this multi-day lesson plan, which is adaptable for grades K-3, students use BrainPOP Jr.
resources to identify primary/secondary colors as well as warm/cool colors and their relationship to
each other. Students will also explore how black and white can be added to colors to create shades
and tints, and analyze how color can be used to express feelings and convey ideas in art.

Students will:

1. Identify primary/secondary colors as well as warm/cool colors and their relationship to each
other.

2. Explain how black and white can be added to colors to create shades and tints.

3. Analyze how color can be used to express feelings and convey ideas in art.

Materials:

 Food coloring drops and several glasses of water

 Projector and internet access for BrainPOP Jr.

 Enough computers for 1/3 of the class to use independently

 Black, white, yellow, red, and blue paint

 Enough paintbrushes for 1/3 of the class to use at one time

 Thick paper for painting

 Photocopies of any activities you want students to complete without the use of a computer

Vocabulary:
shade; tint; primary color; secondary color; self-portrait

Preparation:
Preview the BrainPOP Jr. Colors movie and lesson plan to determine how you can best adapt it for
your students' needs. Determine which, if any, of the stations will be completed without computers
and make photocopies as needed. Set up stations prior to each day's lesson.

Lesson Procedure:

1. Day 1: Ask students if they have ever tried to mix colors of paint or crayons. What
happens? How can new colors be made? Demonstrate what happens when various food
coloring drops are added to water. Ask students to make predictions and make observations
about what they see.

2. Show the Colors movie to the class with the closed captioning on so that students can read
the vocabulary terms.

3. Review what students learned from the movie by displaying the Word Wall. Have
students suggest definitions for each term before you click the word to reveal BrainPOP
Jr.'s definition. Can students name examples of each term?

4. Divide students into three groups to explore colors in different stations:

--The first group can use the Draw About It feature to use color to express a feeling.
--The second group can use the Write About It feature to tell about how the color red makes
them feel and the Talk About It feature to show how different colors, tints, and shades are
made. You can print these directions out for students if you don't have enough computers for
everyone to use.
--The third group should experiment with various paint colors under your guidance. Talk with
students as they explore the concepts they learned in the movie: What effect does white
have on a color? Black? What happens when two primary colors are mixed together? Help
students use their new vocabulary words to talk about what they experience.

5. Allow each group to have about 10 minutes at each station so all students have a chance
to explore all three activities.

6. Day 2: Revisit the Word Wall, displaying the definitions this time and having students
supply the terms.

7. Divide students into three groups to extend their understanding of colors in three
new stations:
--The first group can take the Hard Quiz, play the Matching Game, and revisit any of the
 Colors features (including the movie itself) that they would like to explore further.
--The second group can use crayons to complete the Activity. This can serve as an
assessment to see how well students understand the use of warm and cool colors.
--The third group will play a game as they experiment with various paint colors. Give the
children red, blue, yellow, black, and white paints and thick paper. Have one student create
a color using a combination of two paints while the other group members close their eyes or
turn away. Then have the group members try to recreate the same color. Remind students
to add small amounts of paint–-it's easier to add a color than to take one away.

8. Allow each group to have about 10 minutes at each station so all students have a chance
to explore all three activities.

9. Bring students back to a whole class discussion and show an image of a painting they are
familiar with from a book, movie, or previous unit of study. Invite students to make
inferences about how the artwork was created: Are tints and shades used? Mostly warm or
cool colors? Which primary colors might the artist have combined to create the secondary
colors in the painting? How do the colors help the artist convey a feeling or idea?

Extension Activity:
Encourage students to analyze a favorite piece of art. They can write (or tell) about the colors used
by the artist, how those might have been created, and what ideas and feelings are expressed
through color.

1. A DETAILED LESSON PLAN IN P.E.IV I.OBJECTIVES: KNOWLEDGE/COGNITIVE 1.To

define what is an exercise 2.To understand the benefits of exercise.
SKILLS/PSYCOMOTOR 1.To perform each basic exercise in a correct and safe
manner. 2.To use learned exercises to interact with each other.
ATTITUDE/AFFECTIVE 1.To participate actively in class. 2.To listen and follow
instruction carefully. II.SUBJECT MATTER TOPIC: FITNESS AWARENESS VALUES:
Appreciation for and Acceptance of one’s Physical Ability III.PROCEDURE Learning
Activity TEACHER’S ACTIVITY/STUDENTS ACTIVITY Preparation?. Good morning
class/Good morning Maam. Ask one student to lead a prayer/The students they
participate Please be seated ,and let me check your attendance first before we
go to our topic./Silent A.REVIEW Today we are going to discuss about the benefits
of exercise. B.MOTIVATION
2. 2. I would like to present this illustration of different exercise and analyze the
illustration. Are you aware that overexercising is dangerous?/yes maam
Why?/Because heart beating rapidly for more than10 minutes after
exercise,feeling unusually tired the following day,and experiencing muscle
soreness. Why do you think this happen?/If we cannot follow the instruction.
What possible solution can you suggest to a healthy body and more energy./do
some right exercise everyday maam. Like what?warm-up jogging,push-up,sit-up
 etc. C.LESSON PROPER 1.Discuss the benefits derived from participating in
different physical activities. 2.Group the class into four three and give the
following task to do. A.Develop a concept mapa bout the different benefits of
exercise,let the students explain the various benefits of exercising. B.After a
certain period of time,let the group leader present their output. C.Based on the
students output,lead the class in the discussion of the benefits of exercise.
GROUP 1 PHYSICAL BENEFITS Develops muscular strength and
indurancew,improves blood circulation,controls body weight, GROUP 2
PSYCOLOGICAL BENEFITS Reduces stress,improves self confidence andbody
image,enhances moods,alleviate depression,increases mental alertness GROUP 3
INTELLECTUAL BENEFITS Improvecognitive functioning,reduces the risk of
developing dementia(mental and cognitive impairment),recerses alcohol-induced
brain damage. IV.EVALUATION 1.Give check up activity on page 30-31
3. 3. 2.On a sheet of paper pls answer correctly. ACTIVITIES 1.Reseach further on
exercises,physical activities,and things to be considered in improving your
fitness. 2.As a group,perform safe exercises to improve and maintain your fitness
level. CHECK UP Write T if the statement is true.If the statement is false,write
the word that will make the statement true. 1.Water is the best fluid to take for
replenishing during exercise. 2.Warm up first before stretching. 3.The best time
of the day to exercise is one that fits one’s schedule. 4.As your conditioning level
improves,ailments often occur. 5.Delayed onset of muscular pain occurs most
frguently in poorly conditioned indivividuals. ASSIGNMENTS Have the students
read the next lesson in advance. TOPIC: Developing a Personal Fitness Program
Plan. 1.Discuss the basic steps in developing a fitness program plan. 2.Be ready
to design a fitness program plan.
Recommended

Semi-Detailed Lesson Plan in Physical Education IV

I. Objective:

At the end of the period, the pupils are expected to:

a. enumerate the basic dance positions in the dance activities;

b. develop self-confidence through dancing; and

c. perform some local dances.

*values integration: self-discipline, creativity, self-confidence, appreciation of local

dance

II. Subject Matter:

a. Topic: Local Dances

b. Reference:
c. Materials: CD player, Leron-leron Sinta and Planting Rice music

III. Learning Activities

1. Routines

a. Greetings

b. Prayer

c. Checking of attendance

2. Preparatory Activity

a. Stretching and warm up

The teacher will demonstrate some warm- ups and stretching

· March

· Step touch

· Knee lift

· Slides

· Arm stretch

· Grapevine

· Double arm push

· Overhead elbow pull

b. Review

the students will be grouped into four groups and perform the basic dance steps
assigned to them

group 1 – blecking, close step, touch step, change

step group 2 – heel and toe change step, cut step,

gallop group 3 – skip, waltz, cross waltz

group 4 – step swing, step hop, step-brush-swing-hop

c. Developmental Activity

The students will follow the interpretation and perform the two local dances with the
aid of teacher.

Dance 1 - Kamayan (Shaking Hands)

Music: Leron-leron Sinta

Count: one, two or one and two to measure

Formation: Double circle, boys in the inside circle and facing counterclockwise, girls
on the outside circle and facing clockwise.

Directions:

a. Starting with the right foot, take four step forward, counterclockwise for boys and
clockwise for girls. Arms are down at sides (4 counts). - - - - - - - - - - - - - - - - - - - - - -
2M

b. Stop in front of somebody, that is in front of the second dancer, join Right hands
and shake hands four times giving own name at the same time (4 counts). - - - - - - -
- - - 2M

c. Repeat a and b. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
4M

d. With right hands still joined with the new partner, take four change steps moving
once around clockwise, starting with the right foot. Free hands are down at sides. - -
- - - - 4M

The whole dance is repeated thrice.

Dance 2 – Apat-apat (Four by Four)

Music: Planting Rice

Count: one, two to measure or one, two, three, four to measure.

Formation: double circle, facing counterclockwise (left shoulders toward center), and
boys in the inside of the circle and girls in the outside.

Directions:

a. Partners join inside hands, free hands down at sides. Starting with the right foot,
take four steps forward (4 counts) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
-
- - - 2M

b. Release hands, turn right about. Repeat a. - - - - - - - - - - - - - - - - - - - - - - - - - - - -

2M

c. Release hands, face each other, starting with the right foot, take four steps
backward away from each other, hands down at sides (4 counts) - - - - - - - - - - - - -
-
- - - - - - - -2M

d. Repeat c, moving forward to meet each other. - - - - - - - - - - - - - - - - - - - - - - - - -

-2M

e. Face right so that left shoulders are towards each other. Starting with the right
foot, take four steps forward, girls moving counterclockwise and boy, clockwise.
Hands as in c. (4 counts) - - - - - - - - - - - - - - - - - - - - - - - - - -- - - - - - - - - - - - -- - - - -
-
- - - - - - -2M

f. Repeat a, moving backward. - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

2M

g. Face each other, join right hands, free hands down at sides. Take four steps
forward turning clockwise. Partners finish with Left shoulders towards center.
(4 counts)----2M

h. Starting with the right foot, boys take four step forward to the next girl. The girls
in the meantime, take four steps turning once clockwise in place (4 counts) - - - - - -
- - - - - 2M

The whole dance is repeated thrice.

d. Generalization:
The students will answers the teacher’s question:

· What are the two dances that we performed today?

· How did you find the dance activities?

· Did you enjoy dancing them? Why?

· What values can we derive from learning the local dances in this lesson?

IV. Evaluation

List the Basic dance steps in:

· Kamayan (Shake Hands)

· Apat-Apat (Four by Four)

V. Assignment:

Read the Dance Activity 4 and 5 (Foreign Dances)

#3768. Learning Crescendo and Decrescendo

Music, level: all
Posted Wed May 24 18:54:18 PDT 2006 by Meghan Webb (megs_118@yahoo.com).
Marshall University, Huntington, WV
Materials Required: included in lesson
Activity Time: 35-40 minutes
Concepts Taught: Hearing and visually recognizing the symbols for crescendo and
decrescendo

Daily Lesson Plan:

Elementary Classroom Music Unit Plan
Music Lesson

Day/Date: March 27, 2005 Grade/Class: Third Grade

Concept/Concepts: Hearing and visually recognizing the symbols for crescendo and
decrescendo

Rationale: I want the children to be able to both audibly and visually recognize the
symbols for crescendo and decrescendo.
Goals and Objectives:

1. Instructional Goals: To teach the understanding of crescendo and decrescendo with

the spiritual song Steal Away

2. Objectives/Outcomes: Students will be able to effectively compare/contrast the

differences in crescendo and decrescendo dynamic levels. The students will also be
taught proper concert etiquette in order to prepare them for a field trip.

3. WVCSO:
GM.3.2.4 Recognize the symbols for crescendo and decrescendo.

Strategies/Procedures:

Lesson Intro:
To start off this lesson, the entire class will again dance to the piece Hoe-Down from
Rodeo composed by Aaron Copland. This is a continuation activity from a previous
lesson in this unit.
Note: See Rhythms and Dances for School Age Kids by Susan Kramer

Development:

Crescendo/Decrescendo

1. After the music/dance introduction, have the students sing the American spiritual
Steal Away which explores contrasting dynamic levels. Teacher may then explain the
history of this song to the children. (For example, this song was sung by slaves on
plantations and it focuses on an afterlife with the words “I don’t have to stay here.” Ask
the children to listen to how the mood of the piece changes with the different dynamic
levels. The teacher may direct the students to sing softly the words “I don’t have long to
stay here” and loudly the words “He calls me by thunder; the trumpet sounds within-a
soul.”)
2. After the discussion over the history of the song, the teacher may question the
students about the “V” like symbols that they see in the music.
3. Explain to the students that you (the teacher) will be singing the song, and that they
need to listen very carefully. Ask the students to try to hear how the second time
singing is different from the first. Note: Students should comment on the different
dynamic (crescendo/decrescendo) levels.
4. The teacher may then introduce the different dynamic levels of crescendo and
decrescendo. (Note: Be sure to have a visual drawing of the symbols on the board
representing the way that this concept is notated in music)
5. Be sure to ask the students if there are any questions. Explain to them that they
will be singing the music one more time for fun to see if they can recognize, hear,
and sing the crescendo and decrescendo notations in the music.

Concert Etiquette/Rodeo

6. After the completion of the dynamic level activity, the teacher should inform
the students that they will be attending a symphony orchestra concert at Marshall
University on Friday.
7. The teacher may then go on to explain the proper rules of concert etiquette to his or
her students. (See Attached Handout)
8. Explain to the children that for the next activity, they are going to be listening to one
of the same pieces of music (Rodeo) that they will hear at this concert. Have the
children practice the proper concert etiquette skills before and after the piece.

Concert Etiquette Steps:

• Ask all students to quietly exit the room in a single file line in order to create a concert
entrance/exit scenario.
• Direct the students to enter the concert auditorium (classroom). Note: Teacher should
make sure that the children refrain from talking.
• Politely signal the children to find their seats and wait for the start of the performance.
• Teacher should wait a minute or two to make sure that all of the children are
situated and ready.
• Once the teacher has the full attention of the class, he or she may begin to play the
music.
• Watch the children during the pretend performance. The teacher may use this time to
correct the children’s behavior in order to fix potential problems that might arise during
the field trip.
• Make it fun! Be sure to quiz the children on what they should and what they should
not do.

Note: Teacher should inform the students of the events that will be occurring during the
field trip. For example: Bus ride approximately 20 minutes, lunch at McDonald’s
approximately 1 hour, etc.

*Relating Hoe-Down from Rodeo composed by Aaron Copeland to this lesson

Additional Activity
9. Each student will be asked to sit down and carefully listen to the piece Hoe-Down
from Rodeo composed by Aaron Copeland. Ask the students to try to pick out the
sections of the music that gradually get louder and the sections that gradually get
softer.
10. Play the piece again for the children, and watch carefully to assess what they have
learned. After the piece has ended the teacher can discuss the answers that the
children wrote down.

Reinforcement:

Reinforcement 1:
Teacher can instruct the students to draw the appropriate symbol on a piece of paper
when they hear that dynamic level in the music. For example, when the child hears
crescendo, have the child draw the crescendo symbol on their paper.

Reinforcement 2:
Each student will be asked carefully listen to the piece Hoe-Down from Rodeo composed
by Aaron Copland. Challenge the students to try to pick out the loud and the soft
sections in the music. Watch carefully to assess what the children have learned. After
the piece has ended the teacher can discuss the answers that the children wrote down.

Closure:
For a fun activity, the students could create a short piece of music with classroom
instruments, using different dynamic levels in order to provide contrast.

Assessment:

Materials:

• Rhythms and Dances for School Age Kids by Susan Kramer

• Copies of the song Steal Away
• Rules for Concert Etiquette
• Hoe-Down from Rodeo composed by Aaron Copland
• Paper, Pencils
• CD player
• Optional: Variety of classroom instruments

Procedures for Assessment:

1. Randomly select students throughout the lesson to answer questions during both the
lecture on dynamic levels and proper concert etiquette.
2. Listen and Watch the students while they sing.
3. Assist the students during all parts of this lesson.
4. Challenge each child to reach their fullest potential.
5. Listen to the feedback of the students.
6. If Reinforcement Option 1 is used, the teacher may collect and grade the students
work from that activity.
7. Optional: Unit

Test Materials:

Recordings:
• Hoe Down from Rodeo composed by Aaron Copland
• Copies of the song Steal Away

Instruments: Optional: classroom instruments to provide variation and contrast

Resources:
• Integrating Music Into the Elementary Classroom by Anderson Lawrence
• Rhythms and Dances for School Age Kids by Susan

Kramer Other: none

Modifications for Diverse Learners:

• Hearing Challenged Student: Make sure that the child is sitting close enough to the
front of the class in order to see and hear the read aloud and to understand all the
questions and directions that are being given by the teacher. If needed, the teacher may
provide the students with a personal CD player device to better hear the differences in
dynamic levels. If possible, allow another student to assist a hearing impaired student
during this lesson.

• Physically Challenged: The student should be able to understand this entire lesson.
However, a physically challenged student might have a problem with the intro activity
depending on the severity of the disability. If possible, a teacher or another child could
assist the physically challenged student during the activity.

• Visually Challenged: The child should be able to perform and understand this entire
 lesson with very little assistance from others. If possible, provide the student with a brail
copy of the music for the singing portion of this lesson.

• Gifted Student: Definitely encourage and motivate this child to learn. If the
child excels faster than the other students, have the child assist others.

Note: A gifted student could assist the teacher if he or she needed peer assistance
during this lesson. The gifted student could assist a visually or physically challenged
student.

• Mentally Challenged: If the child is having difficulties completing this lesson assure
them that it is okay. Teacher may want to simplify the work to the student’s level of
learning.

If possible, have the gifted student help the mentally challenged student. Both might
learn more!

Reflections and Revisions:

(To complete After Lesson)

Did the lesson proceed smoothly or are changes needed?

Would you re-use this lesson plan?

Did you need other resources or equipment?

Was the length of the activities appropriate for the group?

Changes:

WVCSO:
GM.3.2.4 Recognize the symbols for crescendo and decrescendo.

Lesson Plan Title : Color Mixing and Color Wheels

Overview and Purpose: Colors and their interaction with one another. Learning the
parts of a color wheel
This lesson will introduce students to the different colors and how they interact with
one another.
Vocabulary
Primary Colors - red, blue and yellow
Secondary Colors - orange, green and purple. Are created by mixing primary colors

Color Mixing with Primary Colors

Goals:

This project will introduce students to the theory of color with a hands-on
experience.
1. Understand Color Mixing
2. Understand the layout of the Color Wheel
3. Understand the order of colors on the color wheel

Objectives:

- Students will learn the primary colors

- Students will mix secondary and tertiary colors from primary colors
- Students will learn about complementary and analogous colors
- Students will draw and paint their own color wheel
- Students will discuss the successful use of color in selected artworks
- Students will learn about the expressive qualities of color
- Students will continue to explore the primary colors
- Students will mix secondary and tertiary colors from primary colors
- Students will show understanding by filling in their own color boxes
- Create a Color Wheel with only the Primary Colors: Red, Blue and

Yellow Resources:

- pencil
- 10", 5" and 2" circle templates
- ruler
- small container for water
- small size paint brush
- yellow, red and blue paint
- Color Box Sheet
- Paint
- Foam/Shaving Cream
- Pictures of colors
- Glue/tape
- Food coloring

Methods

Introduction:

Discuss last lesson- went over the color wheel

Today we are going to build on secondary colors (including primary)

1. Explain and point out primary colors

2. Explain and point out the secondary colors
3. Explain and Point out tertiary colors

Learning Vocabulary :
Achromatic - free of color
Analogous - hues that are next to one another on the color wheel
Chromatic - having color
Complementary - the colors opposite to each other on the color wheel
Cool - the colors on the green-blue side of the color wheel
Hue - another word for color
Monochromatic - having one color
Polychromatic - having many colors
Primary Colors - red, blue and yellow
Secondary Colors - orange, green and purple.
Symmetry - similarity on both sides of a dividing line.
Tertiary Colors - are created by mixing primary colors with secondary colors.
Warm - the colors on the yellow-orange-red side of the color wheel

Engagement:
Showing a color wheel and explaining the vocabulary terms through the model.
Showing the students the correct places for the colors, and briefly demonstrating how
to build the color wheel that they will be putting together.

Verbally give directions, show students example and give them written directions on
board. Check for understanding.

1. Examine the layout of the color wheel

2. Point out how the colors gradually change as eye moves around the wheel
3. Talk about colors that mix together to create a new color

Class Practice:

Letting students create their color wheels with paper, cardboard, scissors, pens,
pencils and paints.

Students will fill in the Color Box sheet using a medium of their choice.

1. Mix 2 primary colors together to make a secondary color.

2. Mix a primary and a secondary color to make a tertiary
3. Try mixing other all the primaries together to create a neutral.

Independent Practice:

There will be a in class assignment to fill in the colors of the wheel to measure their
progress.

1. Students practice mixing primary and secondary colors

2. When they are comfortable with the mixing they can start on their color wheel.

Differentiated Instruction:

Different Mediums- sensory shaving cream- paint- pictures-. Use computer if needed.
Least restrictive- Verbal cues to hand over hand

1. Crayons of all 9 colors can be used to color the color wheel instead of mixing
colors with paint.
2. Primary and secondary colors can be used to create color wheel instead of
mixing only with primary colors.

Learning Checkup:

Secondary and primary colors are well differentiated

Color Boxes have the correct color associated with the color name in the box

1. Students create their color wheel with colors in correct order.

2. All primary, secondary, and tertiary colors are present on wheel.
3. Craftsmanship is present

Wrap Up:

We have learned about primary & secondary colors. Ask for examples.

1. Clean up
2. Explain that the color wheel is the basis of any color ever invented a long
with neutrals. This will all be covered in future lessons.

Evaluation:

1. Students will write a reflection on how they liked/disliked the lesson, what
they learned from it, and how this new information is helpful.
2. Collect and look at Color Box to check for learning. Follow- up if needed.