Science Notebooks: Painting a Rainbow

I created this mini-unit as a way to get my kindergartners really excited about science and to give them more practice participating in inquiry-based science investigations. Having kids record in their own notebooks is optional at this point. I think modeling how to record on chart paper and leaving the journals tucked away is a very good idea. I think the value of this unit is in practicing those key skills: asking questions, developing a plan, making predictions and analyzing evidence/making claims.

One more thing--although it has a "rainbow" theme, it is not actually about rainbows. (We learn about rainbows later in the year during our weather unit).

Day 1: Mixing Colors

This is a very simple activity that involves mixing colored water to create new colors.

I start by posing a problem: Yesterday, I painted a rainbow. I really like my rainbow, but it's not very colorful because I only have 3 colors of paint--red, yellow and blue. I wish I had more colors so that I could make a really pretty rainbow.

That should activate the children's prior knowledge (schema) on colors. I bet many of them already have experience mixing colors. I write what they already know on chart paper and then we work together to generate a list of questions about colors. Then we choose a focus question. I already know that I want the focus question to be something like "How can we mix red, yellow and blue to make new colors?" So I manipulate guide them to that question.

Now, we make a plan to investigate this question. Again--I know that I want the kids to mix colored water together to make new colors. I tell the kids that I don't have very much paint and want to save it to make a new rainbow. But I have plenty of water and food coloring. I "guide" them into coming up with the "correct" plan!

Because I want the kids to be independent, I put them in charge of most of the prep work. But they are, after all, still 5 years old--so I use the Super Scientist Procedure to guide them. For example: Scientist #1, please fill up 3 cups with water. Scientist #2, please squeeze 5 drops of red food coloring into one cup of water. And so on. You will find the procedure that works best in your class. Yes, there will be spills! But it's only water! (Wait 'til we get the really messy stuff out!)

Basically, for each table, you want a cup of red water, a cup of blue water, a cup of yellow water and at least 3 empty cups.

At this point, stop and have the kids make predictions about what will happen when the colors are mixed, and record them on the chart paper. You can also have them record their predictions in their own science journals.

Now direct the students to mix the colors and observe the results. For example--Scientist #3, please pour some yellow water in an empty cup. Then pour a little blue water in the same cup. Stop and talk about the results and whether or not their predictions were correct. Record the results on chart paper and/or in the science notebooks. Repeat for all 3 secondary colors.

When all the data, or evidence, has been collected, work with the kids to make "claims"--i.e. "We claim that red and yellow make orange because when we mixed the red and yellow water, it turned orange."

Now the kids are probably full of new questions--the most obvious being "What will happen when we mix all the colors together?" (You know you have to let them try it, right?) Record their new questions on the chart paper and either give them some time to investigate now or save for later investigation/research.

Day 2: Now Try Paint!

We start by reflecting on yesterday's investigation. Then I pose a new problem:

So, we know that mixing red, yellow and blue water will make green, orange and purple water. But I  tried painting a rainbow with the water, and it did NOT work!

So now, guide the kids to come up with the question:

What will happen if you mix yellow, red and blue paint?

Time for the plan. I already know I want them to mix the colors in a zippered bag, but I want them to think it was all their idea (is that cheating?) So, I guide them by showing them the paint and baggies and tell them that I don't have a lot of paper (I am such a liar!) and so on until we have resolved to put a little squirt each of red, yellow and blue paint in a bag and zip it up.

Note: I am all for independence, but I'm also not stupid! I squirt the paint in and double check that the bag is sealed before I let them smush!

We talk about the best plan for mixing the paint--should they squish it all together at once, or should they mix little areas one at at time so that they can clearly see the results? 

Before I let them squish, we make predictions about what will happen and record them on chart paper and/or in our science notebooks.

Then squish, observe, record data on chart paper and/or in science notebooks, make claims ("We claim that blue and yellow make green paint because when we mixed them, they made green paint"), reflect, ask new questions...you get the drill!

Day 3: Painting a Rainbow

Today I give each kid a plate with a squirt of red, yellow and blue paint and let them mix colors and paint their own "colorful" rainbows. I even give them a squirt of white and black paint and let them experiment.

Rather than doing a whole formal lesson, I just walk around the room and talk to the kids as they work--having them tell me their "plans" and make predictions and claims. I use that language, because I want them to become competent at using it. After they have dried, we glue the rainbows in their science notebooks. (By the way--because this activity is not actually about the science of "rainbows," I do not worry about ROY G. BIV. I just want them to experiment mixing the colors).

Day 4: What About Markers?

Today, I have the kids do a chromatography experiment. If you've never done this, it's a lot of fun! Here is a website that has a simple procedure for completing this activity. I have the kids work in table groups and use the Super Scientist routine to manage them.

Pen Colors: A Homemade Chromatography Experiment

Basically--you color some marker on the end of a paper towel about 1 inch up (I cut my paper towels in half and do 3 colors on each). Then you stick it in a glass with about an inch of salt water. The water will travel up the paper towel, and as it does, it will carry the ink with it. But some colors in the ink travel further up the paper towel than others, thus "separating." You have to look closely, but you can see the red and yellow in the orange, etc.

Problem: I start by having the kids reflect on what they've already learned about mixing colors. Then I show them a green marker, and ask how they think it is made. I let them tell me what they know, and then ask their questions, recording it all on chart paper.

Question: I guide the kids into developing the following focus question: Is a (green; orange; purple) marker made from (blue, yellow; red, yellow; blue, red)?

Plan:Obviously, most 5 year-olds will not have a lot of experience with chromatography and will not know how to separate out ink colors. So I show them by separating out the colors in a black marker (It separates into several colors!). Then I have them develop a plan for separating out the colors in the green, orange and purple markers. (You might want to experiment on your own before this lesson. Some markers work better than others. I used plain Crayola (not washable) but have had success with others, also)

Prediction: Have the kids predict what will happen when you do the experiment with the orange, green and purple markers.

After you have finished with the experiment, record the results on chart paper and/or in the science notebooks. Reflect on the results and ask new questions for further investigation/research.

A fun extension is to have the kids predict what, if anything, will happen to the red, yellow and blue ink.

Day 5: Open

I'm going to leave this last day open so that we can possibly explore other questions the kids come up with. If they don't have any other questions, we'll mix colored play-doh or something! I might also read some books about colors (which I don't want to do before the kids have had a chance to explore).

Mouse Paint by Ellen Stoll Walsh

White Rabbit's Color Book by Alan Baker

I realize that these activities are planned out almost entirely by me--which defeats the whole purpose of "inquiry-based" science. But it's only the beginning--as the year goes on and the kids have had more practice with these skills, I will give up more and more "control"--I will, really! Have fun!

Comments

[ColleenM]

I am moving from fifth to kindergarten this year. Having used science notebooks with the older kids I am looking forward to using them with my younger kids this year. I love how you have these lessons set up. I will be using many of your ideas. Thank you so much for sharing you ideas so freely with us.

[Tharon]

Another activity to do with colors is to put food coloring into white Karo syrup. They can use small parts of plastic straws to mix the primary colors together. The colors stay really bright. The kids just have to understand that they can't take anything home.

[Jacy]

Great idea! Thanks! I will be trying this with my class this year!!

[Kathryn]

Another activity to do with colors is to put food coloring into white Karo syrup. They can use small parts of plastic straws to mix the primary colors together. The colors stay really bright.
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That sounds great! I'll have to try that!

[Susan]

Wonderful!

[Kris]

Awesome ideas, Kathryn. Thank you so much for sharing them so generously. I am soaking them up like a paper towel in rainbow colored water!

[Julie Kate]

I am so excited about all of your great ideas! I have a group of students who are "come-back kids," all students coming back for their 2nd year of Kindergarten. These ideas will be perfect for their different learning styles. Three of my students from last year won't have to worry about doing the same stuff we did last year, too! :) Keep up the great work!

[Melanie Perkins]

We are switching to full-day kindergarten this year, so I FINALLY get to teach science! Your ideas are wonderful, and will find their way into my classroom....
Thanks!

[chris]

more please

[Tanya]

Wow! These are great ideas and I can't wait to add them to my color unit! Thanks for sharing your printables!
❤Tanya
Ms. Solano's Kindergarten

[Brenda]

If you put clear containers of the 3 primary colors on an overhead, then in 3 other clear containers mix the colors to make the secondary colors...the "Halo" of the overhead will project a rainbow on the ceiling. I have used this with a weather unit by posing the question to my students, " Do you think I can make a rainbow in our classroom?" I do this after I "make rain and a cloud" in the classroom, with experiments.

[Patti Holloway]

Something I do to extend mixing primary colours is add an experiment for states of water. Day one we make two small Baggies of red, yellow and blue water. We talk about the state of water being a liquid. Predict what will happen of we put these bags in the freezer. The next day get them and talk about solids. Then take a bag of frozen yellow and cut the bottom corner of the bag and put it in a large ziplock bag. Then add the bag of frozen red water cutting corner in the ziplock with the yellow ice. Do this for the other bags with two colours in one large ziplock. The children love watching the primary colours melt and mix together to make secondary colours. I hang thr ziplocks in the window so students can observe, They love this science project.