DAVID HOVAN JOSEPH GARNER

KERRY ANNE KEDZIERSKI SANDRA STRITTMATTERSTEPHANIE WIENHOLD

True Colors at the MuseumA Brain Targeted Teaching

Unit

Warm-Up

If you could paint your bedroom any color you would like…what color would you pick? Why?

Why do artists choose to use certain colors?

Brain Target 1: Setting the Emotional Climate

Establish routine; begin class each day by welcoming students at the door, posting a drill/warm-up, music playing, established procedures for collection of homework.

Begin class with a welcome to students.Gauge mood and give individualized attention as

appropriate.Unit specific starter question:

Ask if they could choose any color to paint their bedroom, what would it be and why?

Share behavior specific praise as appropriate such as, "I'm so glad to see that you were all on time today,"

Brain Target 2: Designing the Physical Learning Environment

Music playing as students enter the classroom For this unit, "True Colors" in relaxing flute arrangement

Select poster sized works of art and hang them around the classroom.

Maximize the use of natural lighting, supplement with lamps where appropriate.

Maintain a clean and tidy classroom. Group student desks to facilitate collaboration.Use peppermint scents to stimulate attention.

Brain Target 3: Designing the Learning Experience

Concept Map / Advanced Organizer:

 Concept maps to share unit goals, expectations, and learning activities.

Introductory “Big Picture” Activity/Assessment of Prior Knowledge

Give students a blank graphic organizer with the word "color" found in the center.

Ask students to brainstorm how color can be explored through various disciplines, such as biology, physics, psychology, math, and art. By completing this web as a class, students will gain an understanding of prior knowledge as well as introduce the holistic approach to studying color.

A Holistic Look at Color

Color

Psych

Bio

Physics

Math

Art

Concept Map: The Physics of Color

Physics

Concept Map: The Physics of Color

Brain Target 3: Designing the Learning Experience

Goal 5 Concepts Of Physics: The student will demonstrate the ability to use scientific skills and processes (Core Learning Goal 1) to explain and predict the outcome of certain interactions which occur between matter and energy.

Expectation 5.4: The student will explain and demonstrate how vibrations and waves provide a model for our understanding of various physical phenomena. Indicator: 5.4.1 The student will compare

qualitatively how waves are propagated and transmit energy. Assessment limits:

Physical v. electromagnetic (transmission media, relative speeds, examples such as sound and light)

Longitudinal v. transverse (direction of vibration relative to direction of transmission, examples such as sound and light) Indicator

Indicator 5.4.2 The student will describe wave characteristics using both diagrams and calculations. Assessment limits:

Wavelength Frequency (including relationship to period

and energy transmitted) Velocity Amplitude (including relationship to energy

transmitted)

Indicator 5.4.3 The student will qualitatively describe the physical behaviors of waves. Assessment limits:

Reflection (apply the law of reflection, represent image formation for plane and concave surfaces using a ray diagram)

Refraction (causes and resultant behavior, which may include ray diagrams for behavior at a plane boundary and for double convex lenses)

Diffraction (causes and relationship between wavelength and size of opening)

Interference (constructive and destructive) Polarization (relation to type of wave, effect

on intensity of light) Doppler effect (examples and explanation

including frequency shift)

Physics Skills & Processes Formulate a working hypothesis. Identify appropriate methods for conducting an

investigation. Select appropriate units to describe quantities. Select appropriate instruments and materials to

conduct an investigation. Express small and large quantities using scientific

notation. Read and interpret a technical selection. Analyze data to make predictions or draw

conclusions.

Source: MD HS Core Learning Goals http://mdk12.org/assessments/high_school/what_will/index.html

Think about this…!

Does color exist?

Brain Target 4: Teaching for Mastery

(Objective 1)   Describe, discuss, and explain color produced from wavelengths using light & pigments

Activities: Students will use the three basic colors of light (red, green and

blue lenses with flashlights) to explore light and the mixing of the three primary colors of light.  

Students will use the primary colors of pigment (magenta, cyan, and yellow) and make finger paintings to explore pigments and the mixing of the three primary colors of pigments.

Students will use the electromagnetic spectrum charts to link color to wavelength, speed and frequency.  The students will be given a worksheet with practice problems.

Students will compare and contrast the primary and secondary colors of light and pigments.  The discussion will focus on the secondary and primary colors of each being opposites of each other.  

Brain Target 4: Teaching for Mastery – Continued

You shine a red light on the same spot as you shine a green light. What color does spot appear to be?

???

Brain Target 4: Teaching for Mastery – Continued

You shine a red light on the same spot as you shine a green light. What color does spot appear to be?

Answer: YELLOW!

Brain Target 4: Teaching for Mastery – Continued

(Objective 2) Examine, describe, and discuss the perception of color.

Activities:Using a flashlight and a dark box, students will mix

light to make secondary colors of light.  Students will describe their observations as they relate to the reflection and absorption of light off of a surface.

Students will make a new color  from the three primary pigments.  Students will describe their observations as they relate to the reflection and absorption.

Students will explain why forming light and forming pigments from similar starting colors results in different perceived colors.

Brain Target 4: Teaching for Mastery – Continued

You mix magenta and yellow paints together. What new color is created?

???

Brain Target 4: Teaching for Mastery – Continued

You mix magenta and yellow paints together. What new color is created?

Answer: RED!

Brain Target 4: Teaching for Mastery – Continued

(Objective 3) Examine, discuss, and explain how light affects color selection.

Activities: Using colored pencils, students will create a color

wheel for primary an secondary colors of light and pigments.

Using a prepared worksheet, students will predict what colors will predict what will happen when a colored light is projected on a colored paper.  (e.g. blue light projected on a red paper will cause the paper to appear black.

With the completed worksheet, students will use the black boxes, colored flashlights, and colored paper to confirm their predictions.  

Brain Target 4: Continued

You shine a blue light on a red piece of paper. What color does the paper appear to be now?

Brain Target 4: Continued

You shine a blue light on a red piece of paper. What color does the paper appear to be now?

Answer: BLACK!

Brain Target 5: Teaching for the Extension and Application of Learning

What color do you perceive?Natural light Red filtered light

Blue filtered light Yellow filtered light

Brain Target 5: Teaching for the Extension and Application of Learning

Activities for Extension and Application of Knowledge

Objective #1: Describe, discuss, and explain color produced from wavelengths using light & pigments Students will use flashlights on the walls of the

classroom to generalize color perception changes to novel lighting.

Students will use flashlights with filters on construction paper (different colors) to observe and explain color perception changes on different colors.

Activities for Extension and Application of Knowledge

Objective #2: : Examine, discuss, and explain how light affects color selection. Students will use flashlights on the finger

paintings to generalize color perception changes in pigments exposed to novel lighting.

Consider how the knowledge learned from Activities 1-3 could be used in one example of lighting or painting in an entertainment setting to change the customer’s perception

Brain Target 5: Teaching for the Extension and Application of Learning

Brain Target 5: Teaching for the Extension and Application of Learning

The Scenario: Faced with an Assistant Director who suddenly got ill, the Museum Director has approached your group of interior design consultants for advice in helping him prepare for next week’s exhibit. Not only does he want a recommendation on enhancing the lighting in his dark museum, but also an explanation on how it all works so that he can look smart in an upcoming interview with Science Magazine.

Activities for Extension and Application of Knowledge

Objective #3: : Examine, discuss, and explain how light affects color selection. Use lighting in the black box theater to first predict and

then generalize color perceptions changes in pigments painting on paint posters (single or paired color chosen by the teacher) exposed to novel lighting.

Use lighting in the black box theater to generalize color perception changes in pigments painted on artwork (chosen by the teacher) exposed to novel lighting.

Use lighting in the black box theater to decide on an optimum lighting choice for a painting installation.

Brain Target 5: Teaching for the Extension and Application of Learning

Brain Target 6: Evaluating Learning

Assessments for BTT#4 Objective #1: Describe, discuss, and explain color produced

from wavelengths using light & pigments Selected Response: Matching Feedback: worksheet with practice problems Scoring: discussion Rubric

Objective #2: Examine, describe, and discuss the perception of color Selected Response: Matching Feedback: worksheet with practice problems Scoring: Rubric

Objective #3: Examine, discuss, and explain how light affects color selection Constructed Response: Colorwheel Feedback: worksheet with predictions Scoring: Rubric

Brain Target 6: Evaluating Learning

Assessments for BTT #5 Objective #1 &2: Apply concepts of perception to real world

scenarios; Examine, describe, and discuss the perception of color Constructed Response: performance task Feedback: concept map Scoring: Rubric

Objective #2: Examine, discuss, and explain how light affects color selection & apply knowledge to PBL scenario - True Colors in the Museum Constructed Response: Presentation & letter - Each group will

present their recommendations in a short demonstration and provide the Museum Director with a written explanation - in the form of a letter – summarizing the Physics involved.

Feedback: Checklist Scoring: Rubric

Brain Target 6: Evaluating Learning

Steps Methods ChecklistRead, analyze and understand the problem scenario.

Check your understanding of the scenario by discussing it within your group. A group effort will probably be more effective in deciding what the key factors are in this situation. Because this is a real problem solving situation, your group will need to actively search for the information necessary to solve the problem.

List what is known.

Start a list in which you write down everything you know about this situation. Begin with the information contained in the scenario. Add knowledge that group members bring. (You may want a column of things people think they know, but are not sure!)

Develop a problem statement.

A problem statement should come from your analysis of what you know. In one or two sentences you should be able to describe what it is that your group is trying to solve, produce, respond to, or find out. The problem statement may have to be revised as new information is discovered and brought to bear on the situation.

List what is needed.

Prepare a list of questions you think need to be answered to solve the problem. Record them under a second list titled: "What do we need to know?" Several types of questions may be appropriate. Some may address concepts or principles that need to be learned in order to address the situation. Other questions may be in the form of requests for more information. These questions will guide searches that may take place on-line, in the library, or in other out-of-class searches. State your assumptions.

List possible actions.

List recommendations, solutions, or hypotheses under the heading: "What should we do?" List actions to be taken, e.g., question an expert, get on-line data, visit library.

Analyze information.

Analyze information you have gathered. You may need to revise the problem statement. You may identify more problem statements. At this point, your group will likely formulate and test hypotheses to explain the problem. Some problems may not require hypotheses; instead a recommended solution or opinion (based on your research data) may be appropriate.

Present your findings.

Prepare a report in which you make recommendations, predictions, inferences, or other appropriate resolution of the problem based on your data and background. Be prepared to support your recommendation.

Brain Target 6: Evaluating Learning

Brain Target 6: Evaluating Learning

“THE ART OF PHYSICS”

True Colors at the Museum