True Colors at the Museum A Brain Targeted Teaching Unit

1. True Colors at the MuseumA Brain Targeted Teaching Unit David Hovan Joseph Garner Kerry Anne Kedzierski Sandra Strittmatter Stephanie Wienhold

2. 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?

3. 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,"

4. 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.

5. 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.

6. A Holistic Look at Color Art Physics Psych Color Bio Math

7. Concept Map: The Physics of Color Physics

8. Concept Map: The Physics of Color

9. 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: 5.4.1The 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

10. Thinkaboutthis…! Does color exist?

11. 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.  

12. 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? ???

13. 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!

14. 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.

15. Brain Target 4: Teaching for Mastery – Continued • You mix magenta and yellow paints together. What new color is created? ???

16. Brain Target 4: Teaching for Mastery – Continued • You mix magenta and yellow paints together. What new color is created? Answer: RED!

17. 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.  

18. Brain Target 4: Continued • You shine a blue light on a red piece of paper. What color does the paper appear to be now?

19. 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!

20. 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

21. 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.

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

23. 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.

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

25. 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

26. 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

27. Brain Target 6: Evaluating Learning

28. Brain Target 6: Evaluating Learning

29. Brain Target 6: Evaluating Learning

30. True Colors at the Museum “The Art of Physics”