Week03 fieldactivity

Module 3 Field Activity: Electronics & Programming: Collaboration and Assessment

In this lesson, students explore additive primary colors (RGB), alongside traditional subtractive primaries (RYB). Through hands-on activities, they’ll learn how these color models influence both digital and physical art, enhancing their understanding of color mixing and its application in various mediums. The lesson will include demonstrations on how to blend light for digital media and paint for traditional art, encouraging experimentation and creative expression.

Students will explore the integration of additive primary colors (RGB) through the use of electric circuits, while also learning how the human eye perceives primary colors. Using simple circuits with red, green, and blue LEDs, students will observe how these colors blend to form other hues when combined at varying intensities. The lesson will also include an explanation of how the retina’s photoreceptors (cones) respond to different wavelengths of light, allowing us to perceive the full spectrum of colors. This will help students understand how the additive color model works in both digital media and the natural world. The project combines science, technology, and art, offering a hands-on approach to mastering color mixing.

Learning objectives

1. Identify the primary colors in both the subtractive (RYB/CMY) and additive (RGB) color systems.

2. Mix colors using both systems—experimenting with paints (RYB/CMY) and LED lights or a digital tool (RGB)—to observe differences.

3. Understand how electric circuit works.

4. Compare and analyze the results of color mixing in each system, explaining why paints create darker colors while lights create brighter ones.

5. Recognize real-world applications of both systems in art, design, printing, and digital media.

6. Apply their knowledge by creating a small project that incorporates both traditional and digital color mixing techniques.

Lesson plan test. o Notes: Successes  First experimentation then explanation strategy, surprised faces, happines of new findings.  Questions students ask  About electricity, is it safe? We Know primaries red, blue and yellow from art lesson, how could it be other way? o my god my eye is lying to me, this yellow is not yellow, its green and red.

ScopesDF_Lighting_UP_colours

Gallery

Reflection questions

1. Collaboration:working with colleague Suzanna Martirosyan was very usefull and productive, as she is working with students during science lessons and knows science curriculum as well.Field I talk to colleage about the basics of colour theory and about that we usually work with traditional art lessons colour theory, we were talking about color vision primaries, tecnolgical praimaries, and We came to conclusion that it will be usefull for sciencel lessons as to understand electric cirquit, the same time to come up with thinking about colour as light, and understanding how digital displays showing colors. I think talks an conversations between different disciplinaries is neccesary, to set up connections.

2. Instructional Challenges: As we started from a little comversation, and jump to the experimentation, engagement was more emotional and explorative, it seems they are playing with colors and lights, after they ask questions about safety and how its working, after they made some predictions, they wewre given explanatioins and descriptions about electric cirquit and components, and jump to the LED screen parts. I think they might be forget electricity part.

3. Diversity: with 3 students we were testing the lesson, one of them was more happy with lighting up, switching on and of the light, and was very happy with play light game, another student was admired how screen is a “lyer”, so it gives us to speak about “illusion”, sceince, and how things could be described, but allways there is apart to explore deeper.

4. Teacher Growth: new skills and strategies developed as a result are about that how WE can make lessons more explorative and emotioamly engaging, to find safe and easy materials for lesson, but thinking about how we can improve teaching model, prototype.

5. AI Usage: I was writting my thoughts,and ask AI make it more grammatically right, its more about language.I cannot compare collaborating with a colleague with collaborating with AI, because its ucomparable.

Assessment Rubric: Color Theory and Digital Fabrication

Competence	Description	Basic	Proficient	Advanced
Select and describe primary colors of subtractive mixing	Identifies and remember primary colors for painting (RYB) colors,	Identifies the primary colors (red, yellow, blue) describe why they called subtractive primaries	Uses and names all three primary colors and mixes them to get secondary colors and tertiary	Paints secondary colors correctly and organizes a structured color chart with primaries and secondaries, apply knowlede when painting with colors
Experiment and define color combinations for additive mixing	Defines RGB primary colors through experiments with LEDs and digital screens	Identifies describe why we call red, green, and blue additive primary colors, describe how light mixing forms secondary colors and white	Remember secondary colors (cyan, magenta, yellow) and apply mixing colors when working with inkscape, explain how color vision is used to create digital colors for monitors	Connects findings to structured assessment criteria and learning goals
Understand electric circuit for lighting up a single LED	Remember some of the components and function of a basic electrical circuit	Lists materials needed for a working circuit (battery, wires, LED)	Remember, understand and correctly connects and explains how the circuit works	Demonstrates a functional circuit and explains the role of each component
Compare printing technologies with digital displays using a microscope	Explores differences between printed images and digital screens	Observes printed materials and screen images under a microscope	Describes what is visible under a microscope and compares RGB vs. CMYK dots	Analyzes and explains the fundamental differences between subtractive and additive color mixing
Experiment with colors in Inkscape to create secondary colors using RGB settings	Uses digital tools to mix and apply colors in design software	Uses the color picker tool to identify colors and RGB values	Adjusts RGB values to mix specific colors	Creates a digital artwork demonstrating an understanding of RGB color mixing

We implemented the lesson in a classroom, gathered feedback from students, and noted observations.

I made iterations of the lesson according to learners’ feedback and my observations from the first lesson. In the first lesson, I didn’t give so much descriptions for mixing colours;we were talking about colour perception,then we started directly with experimentations with primary colors, painting with RYB, and then moved directly to a prepared circuit. We gave short description of electricity and circuit components, then we started experimenting with one RGB LED to get red, green, and blue colors by playing with the legs of the LED. Afterward, we suggested playing with LEDs and trying to switch them together to see how two lights mix and what colors appear.

Later, we discussed the colors and their differences. Some of the kids were surprised and tried to guess the results. They said, “Ok, red and green will be the same as in painting,” while other learners said it would be orange.

The second part added to this activity the use of a digital microscope. From the science part, my colleague introduced vision theory — the trichromatic theory about cones — and then we started to explore their paintings, printed materials, and digital screens under the microscope, discussing what we observed.

We discussed with my colleague that there was interest and engagement. At first, they were playing with the light and enjoying the “magic” part, but they were more focused on mixing colors and lights, and maybe did not remember the circuit part as well.

I decided to make another iteration by asking my kids to start by making circuits using copper tape and round batteries. They made simple circuits by themselves, and then we moved to the “magic” part. This time, they were more focused on the circuits, though we had less time for fun experiments, exploration, and discoveries.

Scopes DF reflections

I have some issues with Scopes DF, When I uploaded Lesson plan, it was displayed, and later some parts of My content disappeared, I tried second and third time, so to avoid I will write it’s also here.