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The Real Primary Colors-

Part 2: Let There Be Light

A Third Grade STEM lesson

Danielle Van Derlaske

6/27/23

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Notes for teachers

*Follow the link for the printable of the journal.

*You can use the premade slidedeck while teaching this unit if you would like. Primary Predicament - The REAL Primary Colors - Part 2

*This unit is 3 parts and has been developed using the 5E Instructional Model. This Primary Predicament Unit goes through two complete 5E lessons. If you would like more information on the 5E model you can visit this website: https://bit.ly/5Emodelofinstruction

Lesson 1 Lesson 3

List of Materials

For each student:

Journal 2: Let There Be Light (printed double-sided, flipped on the SHORT edge, folded and stapled)https://stemazing.org/wp-content/uploads/2022/11/Primary-Colors-3rd-Grade-Journal-2.pdf
Colored markers, crayons, or pencils

For the Class:

Bulk bag of M&M’s or a multi-colored bag of pony beads
Paper plates
3 Remote Control LED Flood Lights (Like these or similar: http://bit.ly/20WLEDFloodLights
Chart Paper
Post-its
You will need a completely dark room for this lesson. Cover any windows or cracks with dark paper so no light shines through.

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Standards

3.P2U1.1: Ask questions and investigate the relationship between light, objects, and the human eye.

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Objectives:

Students will work to discover an understanding of the part light plays in seeing color. They will work with looking at colors in red and blue light. They will expand on what they explore during these sessions when they move on to Part 3.

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Agenda

Estimated Time: In each part, there are lessons which may be a little shorter or a little longer than the estimated length. Some sessions can also be split into two for shorter sessions.

Part 2: Let There Be Light– 3 sessions of approximately 15-30 minutes each. Part 2 will take you through the probe and the engage portion of the second 5E Unit.

*Probe-Complete Probe first. (15 minutes)

*Engage/Phenomena-Sort M&M’s in blue and red light. (This can be one long session of about an hour or it can be split into two 30 minute sessions.)

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Probe/Pre Assessment

Have students complete the “Apple in the Dark” probe found on page 2 of “Let There Be Light” Journal 2.

Have students place a post-it on their vote on a chart on the wall for which answer they select and leave posted for later discussion or to document changes in thinking over time.

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Driving Question-What are the Primary Colors? Are there different primary colors for paint and light?

Engage

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Sorting in Red Light

Pass out paper plates and a handful of either M&Ms or multi-colored pony beads. Students will cover their plate with their journal, then turn out the lights and shine red light from all three of the LED lights. Walk around while students sort the M&M’s or pony beads into groups which appear to be the same color.

After they have sorted the objects, turn the white room lights back on and let students draw the groups they have with colored markers, crayons, or pencils on page 3 in their journal. Have them record what they notice and wonder on pages 3 and 4.

Engage

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Sorting in Blue Light

Have students draw a prediction for what colors they will be able to distinguish and which will look the same when sorting the objects using only blue light on Journal 2 page 5.
Have students sort either M&Ms or multi-colored pony beads into groups that look the same in a very dark room with only blue light from your LED flood lights turned on.
After they have sorted the objects, turn the white room lights back on and let students draw the groups they have with colored markers, crayons, or pencils in the actual half of their observations box on page 5.
Have the student record what they notice and wonder on page 5 and 6.

Engage

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Making Sense

After sorting in red light and blue light, you can let students answer the questions on page 7. Have students work together to come up with answers to the prompts and compare responses, especially to the final question.
It is not necessary to correct any thinking at this point. This will be revisited later in Part 3.
Students will revisit the probe at the end of Part 3.

Engage

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Formative Assessment- Class discussion on the questions on page 7 after they are done.

It is not necessary to correct any thinking at this point. This will be revisited later in Part 3.

Students will revisit the probe at the end of Part 3.

Assessment

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Differentiation

*If you know you have students who will not be able to resist the urge to eat M&M’s, pony beads will work just as well and can be used as a replacement.

Allow students extra time to process new or discrepant information.

Remediation

Extension/Enrichment

*You can have students sort the M&M’s in different light colors besides red and blue.

*Have students compare the groups they made with their M&M’s in the different light colors before a class discussion on what they found. Make a list of similarities between partner M&M groups and differences.