Primary Colours Mix

Overview

In this sixth lesson of Light and Colour Explorers, students investigate red, yellow and blue as primary colours and explore what happens when two colours are mixed. They use paint, water, light and transparent materials to make and describe new colours, building on earlier experiences of observing light and colour.

Learning intentions

• WALT name red, yellow and blue as primary colours.
• WALT investigate how two colours can be mixed to make a new colour.
• WALT use our senses and tools to observe and describe colour changes.
• WALT share our observations using words, pictures or photographs.

Success criteria

• I can name red, yellow and blue as primary colours.
• I can mix two colours.
• I can describe the new colour I made.
• I can tell someone what I observed.

Curriculum links

• Physical Science — Materials and their properties: comparing and grouping everyday materials based on shared physical properties.
• Physical Science — Materials and their properties: materials can be combined to make objects.
• Science capabilities: observing, questioning, investigating, recording and communicating findings.
• Te Mātaiaho learning dispositions: curiosity, collaboration, creativity and careful use of materials.

Lesson structure (45 minutes)

1. 0–5 min · Hook and recall. Open with the colour mystery hook showing three coloured circles and asking, “What new colour might appear if two circles join?” Students turn and talk, then name colours they already know. Briefly introduce the WALT and success criteria using the slide.

2. 5–10 min · Direct teaching and prediction. Use the primary-colour teaching slides to introduce red, yellow and blue as primary colours. Model mixing small amounts of red and yellow, then ask students to predict the result; repeat orally with yellow and blue, and red and blue. Students show a colour card, point to a swatch or give an oral prediction.

3. 10–25 min · Paint investigation. In groups of four, students use red, yellow and blue paint to test two-colour combinations on a shared investigation sheet. Distribute the colour-mixing investigation sheet and model one example without completing the students’ work. Students use a finger, sponge or large-handled brush to mix two colours, observe the result and record it by painting, circling a colour swatch, dictating to an adult or photographing it. Prompt: “I mixed ___ and ___. I made ___.”

4. 25–35 min · Light and transparent materials. Refer to the colour-through-light activity slides and demonstrate placing coloured cellophane over or inside transparent cups. Students use water droppers to add coloured water to cups, carefully combining two colours and holding the cups near a light source. They compare the colour made with their paint result and describe what they notice. Remind students not to look directly at the sun or any bright light.

5. 35–41 min · Finger-paint or sponge-print gallery. Students choose one successful colour mixture and create a finger-paint print or sponge print on the investigation sheet. Pairs practise saying the colour name and explaining which two primary colours made it. Students who prefer a non-messy option arrange magnetic colour discs to show the same combination and may photograph their model.

6. 41–45 min · Share and exit check. Revisit the discussion and plenary slides. Invite several students to share a mixture and observation. For a quick oral exit check, show two primary-colour swatches and ask each student to name or point to the colour they expect when mixed; collect sheets for assessment.

Resources

• the colour investigation slide deck
• the colour-mixing investigation sheet
• Red, yellow and blue washable paint
• Paint palettes, shallow trays, sponges and large-handled brushes
• Water droppers and small containers of water
• Coloured cellophane and transparent plastic cups
• Colour swatches or colour cards with words
• Magnetic colour discs, tablet or classroom camera
• Aprons, table covers, paper towels and handwashing supplies

Assessment

• Listen for students naming red, yellow and blue as primary colours during recall, prediction and partner talk.
• Observe whether students safely combine two colours, identify the colours used and describe the new colour using speech, pointing, swatches, painting or photographs.
• Review the investigation sheets and oral exit responses for evidence that students can connect two primary colours with a newly made colour.

Differentiation

• Support learners with adult modelling, repeated oral vocabulary practice, colour swatches with printed words, no-copy labelling and sentence starters: “I mixed…” and “I made…”.
• Offer only two colours at a time, pre-portioned paint, large-handled tools, sponge printing and extra time for students who need reduced fine-motor or choice demands.
• Provide a non-messy alternative using magnetic colour discs, transparent cups without paint, pointing, photographing or dictated responses. Avoid requiring students to write labels.
• For dyslexia-friendly access, use clear sans-serif words beside colour samples, uncluttered worksheet spaces, spoken instructions, visual demonstrations and acceptance of painting or oral recording instead of copying.
• Extension learners predict and test different proportions of two primary colours, such as one drop of blue with three drops of yellow, and compare how the result changes.

Extension

• Challenge students to make two different shades of the same new colour by changing the proportions of the primary colours.
• Ask students to explain whether their prediction matched the result and give evidence from their painting or transparent cup.