created and observe how water changed the color.
Students wrote names with crayon on the special paper and had a plain paper underneath to help soak up extra water and make it easier to put to on the drying rack. The “after image” on the paper below is just as cool. Prepare for messy clean up.
Conclusion and Reflection Discussion
We were cleaned up with 10 min to spare each class. K-1 would get 3 small squares of the primary colored cellophane to bring home. We used them to see our primary colors and talk about transparency. Students could look through them, but when all three were layered, they had a tougher time. We connected that layering transparent materials makes it harder to see through. When the students spoke about the water and markers, we connect that adding clear water made the “opaque” colors transparent. I know that for some- the concept goes over their head, but its all about building the platform for future connections.
2-3 really do grasp onto the idea that we can change transparency to the point of opaqueness. We talk more about how colors mix and connect with primary meaning, “no colors can mix to make red, blue, or yellow.” Yes, I’m aware that’s not entirely true in the RGB and CMYK perspective, but it is in the Elementary Paint Mixing world. Color, Light, and the way that we see is something I save for 4th-6th.