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Spinning Color Wheels

Spinning Color Wheels

Students will create a cool color-blending trick while they learn about optical color mixing as well as primary and secondary colors.

Lesson Plan

Supplies Needed

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  • String

Steps

  • Step 1

    Review primary and secondary colors with students. Have them name the three primary colors as well as the three secondary colors that result from mixing two primary colors together. Then discuss optical color mixing, the phenomenon that happens when a viewer perceives color in an image as a result of two or more different colors placed near each other.

  • Step 2

    To make a spinning color wheel, have students cut a circle out of heavy paper. They can use a compass or place a round object on the paper, then trace it and cut it out. Next ask them to divide the circle into six wedges, like cutting a pie or a pizza. Ask them to use crayons to color in each wedge, one for each of the three primary and three secondary colors.

  • Step 3

    Have students poke a small hole in the center of the circle. They can use a pencil to do this. Then thread a piece of string through the hole. Ask students to hold one end of the string in each hand and spin it around until the entire length of string is twisted, then give it firm, quick pull which will cause the wheel to spin.

  • Step 4

    Have students describe what they see as the wheel spins. Can they still see each individual color? Do the colors look different? Have they blended into one brownish color? Why do they think this happens?

Standards

LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade level topics and texts, building on others’ ideas and expressing their own clearly.

LA: Consult reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation and determine or clarify the precise meaning of key words and phrases.

MATH: Know relative sizes of measurement units within one system of units including km, m, cm; kg, g; lb, oz.; l, ml; hr, min, sec. Within a single system of measurement, express measurements in a larger unit in terms of a smaller unit. Record measurement equivalents in a two column table.

MATH: Solve word problems involving addition and subtraction of fractions referring to the same whole and having like denominators, e.g., by using visual fraction models and equations to represent the problem.

SCI: Provide explanations of how sense receptors respond to stimuli by sending messages to the brain to be processed for immediate behavior or stored as information.

SCI: Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks.

VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

VA: Use visual structures of art to communicate ideas.

Adaptations

Possible classroom resources include: Color Dance by Ann Jonas; Mouse Paint by Ellen Stoll Walsh; White Rabbit's Color Book by Allan Baker

Invite the school's art teacher to visit with the class to discuss primary colors, complementary colors, etc. Prior to the visit, students write questions for the art expert. After the meeting, students post learning to a class blog.

Encourage interested students to investigate the roll of both the eye and brain in seeing color. Examine how visual perception is affected by the eyes, the optic nerve, and sections of the brain. Students diagram the human eye, labeling each of its significant parts. Students explain how human vision works and use Crayola Colored Pencils to illustrate their findings.

Students dissect a cow's eye. An online dissection is available at http://www.exploratorium.edu/learning_studio/cow_eye/.