OBJECTIVES:
The student should be able to:
• Discuss and demonstrate how wind can make paint move to create secondary colors.
• Discuss objects that they have seen the wind move, and why the wind moved the objects.
TIME: 45 minutes
MATERIALS
straws (one per student)
paper
thin primary colored paint (yellow, red, blue)
covered work area
hole puncher
Power point containing pictures of items moved by the wind
INTRODUCTION/PREPARATION/ANTICIPATORY SET:
The teacher will present the students with a fan that has streamers attached. She will ask the students to explain what would happen if she turned on the fan. The teacher will turn the fan on and discuss with the children how wind makes the streamers move. She will tell the children that wind can make many objects move.
ACTIVITY:
Teach/Model: The teacher will discuss the concept of wind with the children. Have children blow on their hand to feel wind. Ask the children if they believe that wind can move objects. Discuss objects that they have seen wind move, and why the wind moved the objects. She will show the children a power point that contains pictures of objects moved by the wind. Show and describe primary and secondary colors. Explain and demonstrate how the students will use wind to create secondary colors. The teacher will describe various kinds of secondary colored lines created by blowing the primary colors together.
Guided practice: The teacher will cover a work area with paper. She will place two spots of primary colored paint in the center of each child’s paper. Punch holes at the top of each straw to prevent the children from sucking up the paint. The teacher will monitor as the children blow through the straw to move the paint on the paper. When the two primary spots of paint touch, a secondary color will be created.
Independent practice: The student will indicate which primary colors he/she has used to create a secondary color. He/she will also indicated which secondary color he/she has created. The student will describe various kinds of lines created by blowing the two colors together.
Closure: Discuss air and wind and how breath made the paint move to create various kinds of secondary colors and lines.
EVALUATION/ASSESSMENT:
The students will be asked to color circles indicating the primary colors used to create each secondary color created when he/she blew the paint on his/her paper. The student will color a third circle to indicate the secondary color created.
ART CONTENT/CONCEPTS:
Combining primary colors to create secondary colors. Describe various secondary colored lines created.
National Standards for Arts Education
1 – Understanding and applying media, techniques, and processes
5 – Reflecting upon and assessing the characteristics and merits of their work and the work of others
6 – Making connections between visual arts and other disciplines
COMPREHENSIVE
CURRICULUM, GRADE LEVEL EXPECTATIONS AND STANDARDS/BENCHMARKS:
Visual Arts Standards:
VA-CE-E1 – Explore and identify imagery from a variety of sources and create visual representations
VA-CE-E5 – Draw on imagination, individual experience, and group activities to generate ideas for visual expression
VA-CA-E4 – Express and explain opinions about visual works of others using basic art vocabulary
VA-CE-E6 – Identify relationships among visual arts, other arts and disciplines outside the arts
Science Standards:
Ask questions about objects and events in the environment (e.g., plants, rocks, storms) (SI-E-A1)
Pose questions that can be answered by using students’ own observations and scientific knowledge (SI-E-A1)
Predict and anticipate possible outcomes (SI-E-A2)
Use the five senses to describe observations (SI-E-A3)
MODIFICATIONS | ACCOMODATIONS:
Adjusting Instruction: Students will be grouped heterogeneously to reflect various performance levels of students in the class. Students will be allowed to assist fellow peers as needed. Directions will be repeated as needed.
TEACHER'S REFLECTION:
This lesson was such a fun lesson for all involved. The children loved blowing the paint and discovering primary and secondary colors. The lesson did feel a little rushed and disorganized at times indicating that some parts could be altered to suit the needs and time constraints of the class.
I choose to use a blow dryer instead of a fan with streamers, which worked well because it grabbed the children’s attention. The blow dryer was able to be directed at various items to determine if they would be moved by the wind produced by the blow dryer.
I had originally planned to teach about various types of lines, but could not due to time constraints and the length of the discussion time in my class. Demonstrating how to create secondary colors from primary colors instead of merely explaining which colors were used proved to be very effective. The kids really understood this concept when they got to see the colors mix, and were able to recall which colors they needed to use when they were allowed to create their own secondary colors.
I had two people helping to provide the primary colored paint to each child. This project would not have been completed in the 45 minutes allowed without the extra assistance. In the future, I will need to consider another way of providing paint to each child if there were no extra help available. The children were very excited and had trouble waiting patiently for their turn.
The students really enjoyed blowing the paint and some children even discovered that the colors mixed quicker if they mixed the paint with their fingers or straws. They would become very excited every time a secondary color was created. Be sure to have wipes available for the students who decide to mix their primary colors without the straw provided.
My evaluation portion of the lesson was very rushed and seemed a little disorganized. If I were to do this lesson again, I would provide the children with pre-printed circles to color instead of asking them to make their own color circles. Many of the students became confused when they were asked to create their own circles, and I received several papers with colorful scribbles all over. I was unable to determine if they understood the concepts taught if they did not create orderly circles. Providing circles for them to color would eliminate the confusion.
Overall, I felt like this was a lesson that I could use again. I would definitely need to alter it to fit time constraints and the capabilities of the children involved. The children loved every part of the lesson, and were asking to blow paint every day.
RESOURCES:
http://www.doe.state.la.us/lde/saa/2257.html Louisiana Comprehensive Curriculum, Grade Level Expectations and Standards/Benchmarks
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