BY
JODY POWELL AND MICHELLE WARDEN
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"I do not want ART for a few any
more than Education for a few, or freedom for a few."
-William Morris
This curriculum module is designed for young children who have very
little experience with computers as an interactive learning tool.
This module will enhance students perceptions of the colors they experience
on a daily basis in their environments. Color is a magical world
brimming with learning and discovery opportunities for young children.
The module is theme-based integrating several subjects and learning styles.
Students will engage in hands-on activities, classroom discussions, cooperative
groups and independent work on the computer.
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Students will know the eight basic colors: red, blue, yellow,
green, orange, purple, white, and black.
Students will become more accustomed to viewing the computer as a resource
and learning tool.
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It is essential for primary students to be able to name and identify
the eight basic colors in order to explore,
and learn about their world. Color learning activities are often
the first experiences young children have when they begin school.
This module would also enhance student's comfort level with computers.
This is especially important for young learners whose natural curiosity
is easy to tap and their lifelong learning habits are still being formed.
Further, this module affords parents the opportunity to be actively involved
in their child's education.
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1. Students will identify the primary colors and secondary colors.
2. Students will be able to tell what colors to mix to get the secondary
colors.
3. Students will be able to create patterns using colors.
4. Students will gain confidence as independent computer users.
Illinois State Goals and Chicago Academic Standards
STATE GOAL 1:
READ WITH UNDERSTANDING AND FLUENCY.
CAS A.
Use a wide variety of strategic reading behaviors to comprehend the literal
and nonliteral
meaning of text to be informed, to perform a task, and for literary experience.
CFS
1.Retell stories from writing, reading, or pictures.
2.Identify main idea from oral stories and pictures.
6.Make predictions using oral stories and pictures.
STATE GOAL 2:
UNDERSTAND EXPLICIT AND IMPLICIT MEANING IN LITERATURE
REPRESENTING INDIVIDUAL, COMMUNITY, NATIONAL, WORLD,
AND HISTORICAL PERSPECTIVES.
CAS A.
Distinguish among literary terms, techniques, and forms in significant
types of literature.
CFS
1.Distinguish reality from make-believe.
STATE GOAL 4:
LISTEN AND SPEAK EFFECTIVELY IN A VARIETY OF SITUATIONS.
CAS A.
Listen and respond appropriately to oral messages.
CFS
1.Follow one-step, two-step, and three-step oral directions.
2.Listen to develop strategies for asking questions.
3.Demonstrate attentive listening in a variety of situations.
STATE GOAL 5:
USE THE LANGUAGE ARTS FOR INQUIRY AND RESEARCH TO
ACQUIRE, ORGANIZE, ANALYZE, EVALUATE, AND COMMUNICATE
INFORMATION.
CAS A.
Conduct basic research using a variety of technological tools and research.
CFS
2.Locate information in reference materials:
examine pictures and charts.
STATE GOAL 6:
DEMONSTRATE AND APPLY A KNOWLEDGE AND SENSE OF
NUMBERS, INCLUDING BASIC ARITHMETIC OPERATIONS, NUMBER
PATTERNS, RATIOS, AND PROPORTIONS.
CAS A.
Relate counting, grouping, and place-value concepts to whole numbers and
simple
decimals.
CFS
1.Count, read, write, and order whole numbers to 100.
3.Represent numbers using physical models.
STATE GOAL 8:
USE ALGEBRAIC AND ANALYTICAL METHODS TO IDENTIFY AND
DESCRIBE PATTERNS AND RELATIONSHIPS IN DATA, SOLVE
PROBLEMS, AND PREDICT RESULTS.
CAS A.
Recognize, describe, create, replicate, and extend a variety of patterns
including attribute,
number, and geometric patterns using manipulatives (e.g., blocks and shapes),
diagrams,
and symbols.
CFS
1.Classify and sort objects by common attribute (e.g., color, shape, and
size).
STATE GOAL 11:
HAVE A WORKING KNOWLEDGE OF THE PROCESSES OF SCIENTIFIC
INQUIRY AND TECHNOLOGICAL DESIGN TO INVESTIGATE
QUESTIONS, CONDUCT EXPERIMENTS AND SOLVE PROBLEMS.
CAS A.
Understand that science involves asking and answering questions and comparing
experimental results to what is already known.
CFS
1.Conduct simple experiments and observe and explain what was discovered.
2.Read and discuss science-related materials from a variety of sources.
CAS B.
Design and conduct simple scientific investigations in which observations
are made, data
are gathered and organized, and reasonable conclusions are drawn.
CFS
2.Describe and compare objects using the five senses (e.g., for color,
shape, texture,
size).
4.Compare observations of individual and group results.
CAS C.
Understand and apply the concepts, principles, and processes of technological
design.
CFS
1.Construct objects using component parts (e.g., model building, building
blocks).
STATE GOAL 12:
HAVE A WORKING KNOWLEDGE OF THE FUNDAMENTAL CONCEPTS
AND PRINCIPLES OF THE LIFE, PHYSICAL, AND EARTH/SPACE
SCIENCES AND THEIR CONNECTIONS.
CAS C.
Describe and compare the properties and interactions of matter and energy.
CFS
1.Compare solids, liquids, and gases and describe how some change from
one state
to the other.
2.Examine, describe, classify, and compare large-scale physical properties
of matter
(e.g., size, shape, color, texture, odor, flexibility, state of matter).
STATE GOAL 13:
HAVE A WORKING KNOWLEDGE OF THE RELATIONSHIPS AMONG
SCIENCE, TECHNOLOGY, AND SOCIETY IN HISTORICAL AND
CONTEMPORARY CONTEXTS.
CAS D.
Follow basic safety rules.
CFS
1.Explain the need for order, cleanliness, and safe practices during an
experiment.
Kindergarten through first grade students will be our main focus.
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Students should have some experience using a computer mouse.
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Within the Fine Arts students will learn the significance of primary
and secondary colors.
The lessons will also integrate Math, Language Arts, and Science objectives.
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There are two types of learning modes used in this module. The
first encompasses hands-on activities, some to be completed individually
and some as a class. The other mode will involve individuals or small
groups working on the computer. For the first computer activity,
the teacher may want to demonstrate using the network assistant, if available.
Gradually students will progress to independent use of the computer.
Final evaluation should consist of the color quiz on the student page of
the module. The teacher may also choose to use one of the many hands-on
activities.
Note: See teacher and student pages for specific lessons and
activities.
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Classroom computers or lab
Crayons
Tempera Paint (red, blue, yellow, black, white)
Art Paper
Babar's Book of Colors by Laurent De Brunhoff
Mouse Paint by Ellen Stoll Walsh
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Ongoing assessment will take place through observation during lessons.
Final evaluation will consist of a color quiz on the student page.
Students will use the computer mouse to identify secondary colors that
result from the mixing of two primary colors. Students should be
able to complete this quiz with 100% accuracy.
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Resources
Several web sites were used to create this module please see the teacher
guide.
Literature connection-See materials list.
Glossary
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