Learning Cycle Lesson Planning Form

Science Topic/Content Area:

Grade Level:

GLEs to be Addressed:

Engineering/Tertiary Color Mixing

NOS: Observation and Inferences

Engineering and Design

1. What concepts/big
ideas do you intend
students to learn?

The student will be able to understand the observation and inference aspects of the nature of science by
learning how to engineer [tertiary] colors by mixing different colors of paint. The student will know that
tertiary colors are made by mixing a primary and a secondary color together, and mixing different
amounts of primary and secondary colors will change the resulting [tertiary] color.
This concept/big idea is acceptable because Lincoln Public Schools kindergarten science standards claim
that students will be able to use their sense of sight to make observations. Furthermore, according to the
Next Generation Science Standards kindergarteners will be able to directly compare two objects with a
measurable attribute in common, to see which object has more of/less of the attribute, and describe
the difference. The standards also support the content and processes of this lesson because the K-1
standards claim that students will be able to ask questions and conduct investigations that lead to
observations and communication of findings.

2. What do you expect

students to
understand about this
concept and be able
to do as a result?

The students will be able to learn about engineering tertiary by understanding the portion of the Nature
of Science related to observations and inferences. Students will be able to show an understanding of
color mixing to engineer tertiary colors by defining that tertiary colors are made by combining a primary
and a secondary color. Students will also show their understanding of color mixing through observations
and inferences of the different colors they engineered during the paint mixing activity. Students will
make sense of their observations through inquiry and making inferences that use evidence from the
activity. Students will understand the nature of science as they use their prior knowledge of color mixing
(from previous coloring mixing activities and beyond - e.g. mixing two primary colors creates a secondary
color), observations of different colors created through color mixing, making inferences about the
differences, and continuing to learn more about colors by testing their inferences through more color
mixing. Students will understand what an observation is by defining that they used their sense,
particularly what they saw, to make observations about the color of the paint. An understanding of
observations will be granted as many students observe the same things about one color; this will teach
students that an observation is something that can be noticed by others. Students will understand that
observations are important because they help scientists make inferences because they are a source of
evidence. Finally, by combining prior knowledge and observations students will understand what an
inference is ,and that learning (science) is never done because these inferences lead us to more

questions that we can try and make sense of through more experimentation!

3. Why is it important
for students to learn
this concept?
(Rationale)

It is important for students to learn about color mixing and the observation and inference aspects of NOS
so they are able to understand, inquire, and contribute to the world around them. This concepting is
important because it teaches students the processes involved in using science to engineer
understanding and new things, thus, giving students the knowledge to be able to use science to
contribute to the world around them. The activity makes this possible because it allows students to make
the connection that the processes they used to engineer specific colors are the same process scientists
use to engineer and understand all inquiries (NOS).

4. Provide an
overview/ explain
what teachers should
know about this topic.
What miscon-ceptions
do students typically
have about this
concept? (Lesson
Background Info)

In short, teachers need to understand and be able to identify the primary, secondary and tertiary colors
and define [how to make] tertiary colors, observations, and inferences. It is also important for teachers
to know that science learning is never ending and that good observations and inferences can be used to
develop science knowledge. Teachers also need to be aware of the misconceptions that science facts are
final and that the only way to create a tertiary color is by mixing a primary and secondary color.
There are three primary colors; the primary colors are red, yellow, and blue. If you mix two primary colors
you get secondary colors. There are three secondary colors; purple, green, and orange. Purple is made
by mixing red and blue. Green is made by mixing blue and yellow. Orange is made by mixing yellow and
red. The primary colors vary in hue strength. Blue is the strongest color, red is the intermediate color,
and yellow is the lightest color in strength.
Tertiary colors are colors that are engineered by combining one primary and one secondary color, or by
combining two secondary colors. Red-orange, yellow-orange, red-purple, blue-purple, yellow-green, and
blue-green are the most well known tertiary colors because they connect to one another on the color
wheel. There are two misconceptions about color mixing that relate to each other and are necessary for
teachers to understand for this lesson. The first misconception is that tertiary colors can only be
engineered by mixing a primary and secondary color; the second misconception is that all engineered
colors containing a mixture of only two primary colors are always secondary colors. Tertiary colors can be
engineered through the mixing of two or three primary colors. The difference between a tertiary color
containing two primary colors and a secondary color, is that one of the primary colors (hues) stands out
more than the other in a tertiary color. Here is an example: The secondary color orange has red and
yellow mixed together in a different amount of yellow parts to red parts; the difference in red parts to

yellow parts balance the hues to make the color orange. You need more yellow parts than red parts to
make a true orange because red is a stronger color than yellow.. If you were to mix equal parts red and
equal parts yellow, you would end up with the tertiary color red-orange. This is because the stronger red
hue will dominate the yellow hue making the orange appear more red than yellow! This is an important
misconception for teachers to know because it can be a great source of inquiry for this lesson as
students use NOS to understand it.
An observation is a distinct quality of something that you, and others, can see, feel, hear, taste, or smell.
For this lesson, students are going to focus on their sense of sight to make observations. Definate
observations can be used as evidence to support claims. An inference is a judgement about something
that isnt explicitly known. We make inferences by combining prior knowledge with observations.
Observations and inferences are two integral principles of the nature of science (NOS). NOS is the
principles and ideas that make science a unique discipline. In this lesson it is important that teachers
understand NOS so they can address the misconception that science facts are final. One of the unique
principles of science that set it apart from other disciplines is this principle of science fact. Unlike a math
fact where 2 plus 2 will always equal 4, a science fact is likely to change. One connection to this unique
principle of science students might be able to use for understanding of this particular NOS principle is the
controversy over Pluto [not] being a planet.
Understanding the above terms, concepts, and misconceptions will allow teachers to facilitate and
inquiry based lesson that fosters an understanding of tertiary colors and NOS.

CoRe Document 5-8

5. What specific activities
might be useful for helping
students develop an
understanding of the
concept in each phase of
the Learning Cycle?

An activity that involves the mixing of paint would be useful for helping students develop an understanding of tertiary colors and
NOS that uses each phase of that Learning cycle. To help avoid falling prey to activity mania, students will participate in a series
of activities that allow them to engage, explore, explain, elaborate, and evaluate the content being learned.
In the beginning of the lesson, students become engaged in the science content to be taught as we read the first half of the book
Mix it Up! by Herve Tullet. This interactive book about color mixing elicits prior knowledge about mixing colors - how to mix
them and what colors to mix. Because this book is interactive, asks questions, and gives out tasks, possible gaps in color mixing
knowledge have to opportunity to be filled. Before, during, and after reading the book, students discuss their current knowledge
of colors and what they learned in previous color mixing lessons about primary and secondary colors. This conversation inspires
inquiry about color mixing, how to make tertiary colors, and what might change the appearance of a color. From here, students
explore the science content by participating in a color mixing activity. Each student is assigned a tertiary color for which they
are to engineer with the colors red, yellow, and blue at their disposal. Students use their prior knowledge to make inferences on

how they can make a specific tertiary color and then they explore in NOS principles as they test and experiment with their
hypothesis on how to make a specific tertiary color. Students continue to explore, by experimenting and making observations
about what they see and what they did to engineer the things they see, until they have created the assigned color. When a student
has created their assigned color they are to raise their hand and wait for a teacher to observe and discuss the color and NOS with
the student; at this point, students have entered the explain phase of the learning cycle. The student is to show the teacher their
color, explain the tertiary color engineered by stating what colors were mixed and how much of each color was mixed, tell the
teacher what they observed, and talk about the things that were going on in their head as they tried to engineer the color. This
explain portion of the lesson involves this one-on-one discussion and open-ended questioning by the teacher. Some of the
questions asked by the teacher are used to clarify the concepts and other questions are asked with the intention of elaboration of
concepts. The activity enters the elaborate phase of the learning cycle as the student and teacher use the now learned concepts of
tertiary colors, observations, and inferences to provide further engagement, exploration, and explanation of tertiary colors and
NOS. The teacher prompts further inquiry by asking the student what they could add to their color to make it a different color
(e.g. how might you make your yellow-green a blue-green?) The teacher highlights NOS by asking the students questions that get
the student to consider observations, inferences, and science processes. For example, What things might you think and do to
make new color, X, that were the same that you did and thought when you made previous color Z? After students have had time
to experiment with the concepts through paint mixing and careful thought, the students clean up and come to the carpet for a full
class discussion. This final, whole class discussion is used for the students to evaluate their understanding of the concepts
highlighted in the activity. Students reflect on the activity in terms of tertiary colors engineered and NOS. Students share how to
make specific colors, observations made about colors and process, inferences, and what things they said and did that were the
same throughout the activity. This is a time for the teacher to wrap up the lesson and explicitly state the important concepts so
students can leave with a solid understanding of what was learned. Further inquiry and interest in color mixing and NOS is
promoted as students read the second half of Mix it Up!; which is about different shades and tints of colors. This final activity
leads the student into the next CLC lesson.
6. In what ways would you
assess students
understanding or confusion
about this concept?

In order to assess students understanding and/or confusion about the concepts of the lesson, students will be asked to share their
results, observations, and inferences with the teacher through a one-on-one conversation that also calls for student think-alouds to
make their thinking visible and assessable. Teachers are to correct misconceptions and clarify misunderstandings with the student
at this point through questioning and conversation as stated in section 5 of the CoRe document. Each phase of the learning
process carried out in this lesson allows for assessment. In the engage phase, teachers can assess students prior knowledge of
colors through the book activity and whole class discussion. Misconceptions and confusions related to prior knowledge can be
address by the teacher here. In the exploration phases of the activity, teachers can assess understanding with a group checklist for
questioning students about the activity. Students will be asked what the purpose of the activity is, what they are trying to find out,
and what do they already know that can help them as they experiment. In the explain phases of the activity, students
understanding and misconceptions are assessed through the one-on-one conversation described in section 5 (What color did they
make? What did they observe? What do they infer? What processes are the same? What happens if). In the elaboration phase,
students are assessed through that same one-on-one conversation with the teacher when they are asked about new colors; and
then, again, as they gather as a group to share and reflect on how to make specific colors, observations made about colors and
process, inferences, and what things they said and did that were the same throughout the activity.

In short, teachers will be able to evaluate students concept understanding by observing their color mixing, one-on-one
conversation with the student, and whole class reflection.

7. What materials/
equipment are needed to
teach the lesson?

Materials required for this lesson plan are as follows: Mix It Up! by: Herve Tullet, red paint, yellow paint, blue paint, 3 paint
pallets, 50 paper plates, box of Qtips, paper towels, soap, and water.
For further information, teachers and students can view the following YouTube video link: https://www.youtube.com/watch?
v=3jT9CIhihbE This is a great source for students who were absent on any of the previous lessons prior to this tertiary lesson in
the color unit. It gives an overview of primary, secondary, and tertiary colors and how to mix them using similar materials to the
ones used in this lesson! It also provides examples on ways that teachers can define and explain tertiary colors and how to mix
them. For more information regarding NOS, teachers and students can go to the website
http://www.teacherlink.org/content/science/class_examples/Bflypages/nos.htm to find definitions and examples of different
elements and principles of NOS. To address additional misconceptions brought up by students not mentioned in the plan, teachers
and student can visit the following website to research misconceptions
https://en.wikibooks.org/wiki/Color_Theory/Misconceptions

8. References (Please list

all resources consulted in
developing this form)

Reference List
Brown, P., & Able, S. (2007, January). Examining the learning cycle.science and children
Color theory/misconceptions. (2015, November 24). Retrieved December 2, 2015, from
https://en.wikibooks.org/wiki/Color_Theory/Misconceptions
Nature of science. Retrieved December 2, 2015, from
http://www.teacherlink.org/content/science/class_examples/Bflypages/nos.htm
Olson, J. (2008, December). Concept-focused teaching: using big ideas to guide instruction in science. Methods
& Strategies
Tullet, H., & Franceschelli, C. (2014). Mix it up!. United States: Chronicle Books.
UAMSart (2013). Painting - mixing primary, secondary, and tertiary colors Available from
https://www.youtube.com/watch?v=3jT9CIhihbE
Weinburgh, M. (2003, March). A Leg (or Three) to Stand On. Science and Children