Secondary Colour Explorers

Overview

In this seventh lesson of Light and Colour Explorers, students build on their understanding of primary colours and how light interacts with materials. They investigate how mixing colours can make orange, green and purple, noticing that paint and light mixtures may produce different results.

Learning intentions

• WALT identify the secondary colours orange, green and purple.
• WALT find out which primary colours mix to make each secondary colour.
• WALT show and talk about a colour mixture.
• WALT use observations to help build a class colour wheel.

Success criteria

• I can name orange, green and purple.
• I can explain which primary colours make each secondary colour.
• I can show a colour mixture.
• I can share what I noticed using words, pointing, drawing or demonstration.

Curriculum links

• Physical Science — light and colour: understanding that light is needed to see objects and that materials interact with light.
• Physical Science — behaviour of light: using diagrams and models to show how objects are visible.
• Science learning practices: observing, exploring, describing patterns, sharing evidence and communicating explanations.
• Supports the refreshed curriculum emphasis on curiosity, practical investigation and making sense of the natural and material world.

Lesson structure (45 minutes)

1. 0–5 min · Welcome and colour hook. Open with the colour mystery hook and show two primary-coloured objects or lights. Ask, “What new colour might we make?” Students make a prediction with a partner, using colour cards, gestures or words.

2. 5–10 min · Teach and model. Revisit red, yellow and blue as primary colours. Model mixing red and yellow paint, then introduce the word “secondary” for a colour made by mixing two primary colours. Show the class colour wheel in the colour wheel teaching slides and rehearse aloud: “red plus yellow makes orange; yellow plus blue makes green; blue plus red makes purple.” Students copy the actions and repeat the phrases rhythmically.

3. 10–30 min · Investigation stations. Explain safety and movement routines using station instruction slides. Divide students into four groups of five and rotate approximately every five minutes:

• Paint mixing: combine small amounts of primary paints and observe the new colour.
• Coloured water: mix primary-coloured water in clear cups or bags.
• Transparent overlays: overlap coloured transparent sheets and hold them towards the light.
• Colour paddles: overlap or turn coloured paddles to explore light mixtures.

At each station, students make one mixture, name or match the result, and tell a partner which primary colours they used. Teachers and adults prompt: “What did you mix? What changed? Is this the same as your prediction?” Remind students that light mixtures can look different from paint mixtures; the important evidence is what they observe.

4. 30–37 min · Build the class colour wheel. Gather students on the mat. Place the primary colours around a large colour wheel, then invite pairs to add orange, green and purple between the appropriate primary colours. Use the colour wheel observation sheet for students to colour or match their own partially completed wheel while the class model is built. Students explain a placement using the sentence frame, “___ and ___ make ___.”

5. 37–42 min · Show and explain. Invite several students to demonstrate a station mixture or point to a matching colour pair. Ask the class to agree or offer a correction with evidence. Students complete the worksheet by drawing, colouring or dictating one mixture and its result. Scribe explanations where needed.

6. 42–45 min · Plenary and check. Return to the review and reflection slides. Display one secondary colour at a time and ask students to show the two primary colours with cards, actions or pointing. Finish with a choral rehearsal of the three colour equations and ask, “What did you notice about paint and light?”

Resources

• the colour mystery, teaching, station, and review slides
• the colour wheel observation sheet
• Red, yellow and blue washable paint
• Clear cups, trays, droppers and water
• Red, yellow and blue transparent overlays
• Coloured paddles or translucent colour tiles
• Large class colour wheel and coloured paper
• Colour cards, cloths, aprons and handwashing supplies

Assessment

• Listen during station talk for accurate naming of primary and secondary colours, and note whether students can identify the two colours used.
• Check the class colour wheel and worksheet for correct matching, colouring or drawings. Accept oral explanations, pointing, gestures or scribed responses.
• During the final review, ask individual students to show or explain one mixture. Record students needing further support with colour vocabulary or colour matching.

Differentiation

• Provide a partially completed colour wheel, clear colour samples and matching cards. Begin with colour-only matching before introducing written colour names.
• Use partner support, small-group adult prompting and the sentence frame “___ and ___ make ___.” Offer paintbrushes, droppers, overlays and textured colour materials for multisensory sorting.
• For dyslexia-friendly access, use a large visual colour wheel, uncluttered worksheet layout, strong colour contrast, minimal text, rhythmic oral rehearsal and scribed explanations. Do not rely on colour names alone; include visual samples.
• Support students with sensory or motor needs by offering gloves, larger-handled tools, sealed coloured-water bags, a seated station or an observation role. Keep mixtures small and use washable materials.

Extension

• Challenge students to investigate a tertiary colour by mixing a primary colour with a nearby secondary colour, then describe what they notice.
• Invite students to create and explain a repeating colour pattern using primary and secondary colours.