Color Creation: Experiment, Report, and Name Your Hue

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Color Creation: Experiment, Report, and Name Your Hue

Grade 6English1 days

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In this 6th-grade project, students become color scientists to discover, name, and explain the creation of a unique color. They conduct experiments to mix colors, research color combinations, and evaluate claims in informational texts about color theory. The project culminates in a detailed report that describes their experiment, findings, and the unique characteristics of their newly created color, fostering skills in scientific inquiry, writing, and critical thinking..

Color MixingColor TheoryExperimentationInformational TextsReport WritingColor Creation

Want to create your own PBL Recipe?Use our AI-powered tools to design engaging project-based learning experiences for your students.

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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as color scientists, discover, name, and explain the creation of a unique color through experimentation and research?

Essential Questions

Supporting questions that break down major concepts.

What color combinations create purple, orange, and green?
How can I conduct an experiment to discover new colors?
How do I write a report that clearly explains my experiment and findings?
How can I effectively name and describe a new color I create?
How do I evaluate the arguments and claims in informational texts about color theory?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:

Conduct experiments to create purple, orange, or green by mixing colors.
Research and document the color combinations required to produce target colors.
Write a detailed report describing the color experiment process, findings, and the creation of a new color.
Evaluate and trace arguments and claims made in informational texts about color theory.
Name a newly created color and provide a descriptive explanation of its unique characteristics and creation process.
Write informative/explanatory texts with clear organization and structure

Common Core Standards

RI.6.8

Primary

Trace and evaluate an author’s argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not.Reason: This standard aligns directly with the project's requirement to research color combinations and evaluate claims made in informational texts about color theory.

W.6.2

Primary

Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: This standard directly supports the project outcome of writing a report that explains the color experiment, findings, and the creation of a new color, emphasizing clear organization and informative content.

Entry Events

Events that will be used to introduce the project to students

Welcome to the Color Lab

The classroom is transformed into a 'Color Lab,' complete with lab coats and safety goggles. Students embark on a series of guided experiments involving color mixing, recording their observations and hypotheses in lab notebooks, fostering a sense of scientific exploration and discovery.

Decoding Color in Masterpieces

Students analyze famous paintings that prominently feature purple, orange, and green, discussing the artists' color choices and their intended effects. This activity encourages critical thinking, visual literacy, and an appreciation for the power of color in art.

The New Toy Color Challenge

Present students with a scenario: A toy company wants to create a new line of toys with unique colors and the students have to come up with new colors. They must mix colors, name them and write a report to the toy company.

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Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.

Activity 1

Color Claim Investigators

Students will read different texts that discuss color theory, focusing on the creation of purple, orange, and green. They will identify the author's main arguments and claims, and determine whether these claims are supported by evidence.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Select 2-3 informational texts about color theory and color mixing.

2. Read each text carefully, highlighting key arguments and claims made by the author.

3. For each claim, identify the evidence provided by the author to support it.

4. Evaluate whether the evidence is sufficient to support the claim. Note any biases or unsupported statements.

5. Complete a worksheet or graphic organizer for each text, summarizing your findings.

Final Product

What students will submit as the final product of the activityA completed worksheet or graphic organizer for each text, outlining the author's claims, supporting evidence, and the student's evaluation of the argument's strength.

Alignment

How this activity aligns with the learning objectives & standardsCovers RI.6.8 (Trace and evaluate an author’s argument and claims).

Activity 2

Report Blueprint Architects

Students will plan and outline their color experiment report, focusing on clear organization and logical structure. They will determine the sections of their report (introduction, methods, results, conclusion) and what information to include in each.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review the structure of informative/explanatory texts.

2. Decide on the main sections of your color experiment report (e.g., introduction, materials, methods, results, discussion, conclusion).

3. For each section, list the key information you want to include.

4. Organize the information in a logical order within each section.

5. Write transitions between sections to ensure a smooth flow of ideas.

Final Product

What students will submit as the final product of the activityA detailed outline of the color experiment report, including the main points to be covered in each section.

Alignment

How this activity aligns with the learning objectives & standardsCovers W.6.2 (Write informative/explanatory texts with clear organization).

Activity 3

Color Mixing Mavericks

Students conduct their own color mixing experiment focusing on purple, orange, or green. They document the process, materials, and results meticulously, noting any challenges encountered and solutions applied.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Gather materials: primary color paints (red, blue, yellow), mixing palette, brushes, water, and paper or canvas.

2. Choose a target color (purple, orange, or green) and research the color combinations required.

3. Experiment with mixing different ratios of primary colors to achieve the target color, documenting each attempt.

4. Record the exact amounts of each color used, the mixing process, and the resulting color. Take photos if possible.

5. Note any challenges faced during the mixing process and how you overcame them.

Final Product

What students will submit as the final product of the activityDetailed experimental notes, including materials used, steps followed, observations made during color mixing, and the final color achieved. This serves as the foundation for writing the methods and results sections of their report.

Alignment

How this activity aligns with the learning objectives & standardsCovers W.6.2 (Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content).

Activity 4

Color Naming Novelists

Students will create a descriptive name for their new color and write a paragraph explaining its unique characteristics, inspired by the color mixing experiment.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Reflect on the color you created in your experiment. What makes it unique?

2. Brainstorm names that capture the essence of the color. Consider using figurative language like metaphors or similes.

3. Choose the best name for your color.

4. Write a paragraph describing the color in detail. Include information about its appearance, the colors used to create it, and what it evokes or represents.

Final Product

What students will submit as the final product of the activityA creatively named color with a well-written descriptive paragraph that includes details about its appearance, the colors used to create it, and what the color evokes or represents.

Alignment

Activity 5

The Grand Color Chronicle

Students will compile all their work – the color claim investigations, report outline, experimental notes, and color description – into a final report. They will write an introduction and conclusion, synthesize their findings, and ensure the report is well-organized and clearly written.

Steps

Here is some basic scaffolding to help students complete the activity.

1. Review your color claim investigations, report outline, experimental notes, and color description.

2. Write an introduction that introduces the topic of color mixing and the purpose of your experiment.

3. Write the methods section, describing the materials and procedures used in your experiment.

4. Write the results section, presenting your findings and observations.

5. Write a discussion section, interpreting your results and drawing conclusions about color theory.

6. Write a conclusion that summarizes your main points and reflects on what you learned.

7. Edit and proofread your report for clarity, organization, and grammar.

Final Product

What students will submit as the final product of the activityA complete and well-organized color experiment report that includes an introduction, methods, results, discussion, conclusion, and a creative color name and description. The report should demonstrate an understanding of color theory and the scientific process.

Alignment

How this activity aligns with the learning objectives & standardsCovers RI.6.8 (Trace and evaluate an author’s argument and claims) and W.6.2 (Write informative/explanatory texts with clear organization).

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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Color Mixing and Reporting Mastery Rubric

Category 1

Research and Evaluation

Assessing the student's ability to research and evaluate authors' claims about color theory as related to informational texts.

Criterion 1

Claim Identification and Evidence Evaluation

Traces and evaluates an author’s arguments and specific claims in a text, distinguishing supported claims from unsupported ones.

Exemplary

4 Points

Identifies all claims with precision, thoroughly evaluates evidence supporting each claim, and provides insightful analysis of the author's arguments.

Proficient

3 Points

Identifies most claims accurately, evaluates evidence for most claims, and provides a clear analysis of the author's arguments.

Developing

2 Points

Identifies some claims, attempts to evaluate evidence but may miss key points or analysis lacks depth.

Beginning

1 Points

Struggles to identify the claims or evaluate evidence, shows little understanding of the text's arguments.

Criterion 2

Use of Graphic Organizers

Effectively uses graphic organizers to summarize claims and evidence from texts on color theory.

Exemplary

4 Points

Uses graphic organizers strategically and effectively summarizes all claims, evidence, and provides comprehensive insights.

Proficient

3 Points

Uses graphic organizers adequately to summarize most claims and evidence, showing clear understanding.

Developing

2 Points

Uses graphic organizers inconsistently, summary may lack detail or clarity.

Beginning

1 Points

Rarely uses graphic organizers or provides unclear summaries.

Criterion 3

Evaluation of Arguments

Ability to evaluate arguments by identifying biases and unsupported statements in the context of color theory.

Exemplary

4 Points

Expertly identifies biases and unsupported statements with complete rationalization and suggests improvements.

Proficient

3 Points

Correctly identifies most biases and unsupported statements and offers some rationale.

Developing

2 Points

Identifies a few biases and unsupported statements but misses or misinterprets others.

Beginning

1 Points

Struggles to identify biases or unsupported claims, provides limited rationale.

Category 2

Experimentation and Observation

Assessment of students' ability to conduct color mixing experiments and document observations.

Criterion 1

Documenting Experimental Process

The ability to meticulously document the color mixing process, challenges, and outcomes.

Exemplary

4 Points

Comprehensively documents each step of the experiment, challenges faced, and outcomes with clear, detailed notes and visual aids.

Proficient

3 Points

Accurately documents the experimental process and outcomes with clear notes, includes some visuals.

Developing

2 Points

Documents the process with some gaps in detail or clarity, visuals may be incomplete.

Beginning

1 Points

Provides incomplete or unclear documentation of the experiment process and results.

Criterion 2

Outcomes and Solutions

The ability to reflect on outcomes, identify challenges in the color mixing process, and describe solutions applied.

Exemplary

4 Points

Provides a thorough reflection on outcomes, clearly identifies challenges, and expertly describes solutions applied.

Proficient

3 Points

Reflects on outcomes well, identifies challenges, and describes solutions with clarity.

Developing

2 Points

Reflects on some outcomes, identifies few challenges and solutions, may lack detail.

Beginning

1 Points

Limited reflection on outcomes, struggles to identify challenges or solutions.

Category 3

Report Writing and Communication

Evaluation of the ability to write a well-organized, clear, and informative report detailing the color experiment findings.

Criterion 1

Organization and Structure

The organization and logical flow of the color experiment report, covering all essential sections.

Exemplary

4 Points

Excellently organized report with all sections detailed and logically connected, including smooth transitions.

Proficient

3 Points

Well-organized report with all major sections present and transitions that connect ideas clearly.

Developing

2 Points

Organized report with some sections incomplete or lacking logical transitions between ideas.

Beginning

1 Points

Poorly organized report, missing key sections and lacks coherence.

Criterion 2

Content and Explanations

The richness of content and clarity in explanations regarding the color mixing experiment and newly created color.

Exemplary

4 Points

Provides rich, detailed content with clear, precise explanations, covering all aspects of the experiment and new color.

Proficient

3 Points

Provides detailed content with clear explanations of the experiment and new color.

Developing

2 Points

Content includes some details with explanations often lacking clarity or completeness.

Beginning

1 Points

Content is sparse, with unclear explanations and lack of detail.

Category 4

Creativity and Innovation

Assessment of students' creativity in naming their new color and describing it descriptively.

Criterion 1

Color Naming and Description

Ability to creatively name and descriptively explain the unique characteristics of the newly created color.

Exemplary

4 Points

Innovatively names the new color, providing an exceptional, descriptive explanation that vividly captures its essence.

Proficient

3 Points

Names the new color creatively with a descriptive explanation that clearly conveys its characteristics.

Developing

2 Points

Offers a basic color name with a simple description that may lack vividness or thoroughness.

Beginning

1 Points

Struggles to creatively name or describe the new color, offering minimal detail.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning

Question 1

How did your understanding of color theory change after conducting the experiments and reading the informational texts?

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Question 2

What was the most challenging part of the color mixing experiment, and how did you overcome it?

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Question 3

How effective was your color report in explaining your experiment and its findings?

Scale

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Question 4

If you could repeat this project, what would you do differently in terms of your experimental approach or report writing?

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