Objectives (5 - 7 minutes)

1. Understand the concept of primary colors: Students should acquire a solid understanding of what primary colors are, how they are defined, and why they are considered fundamental in color theory.

2. Identify the primary colors: Students should learn to identify the primary colors in the color spectrum. They should also be able to recognize the primary colors in different contexts, such as in paintings or everyday objects.

3. Apply knowledge about primary colors: Students should be able to apply their knowledge of primary colors in practical activities, such as mixing colors to create new shades or identifying which primary colors were used in an image or object.

Secondary objectives:

• Develop critical thinking skills: By learning about primary colors and how they relate to other colors, students will also be developing their critical thinking skills.

• Stimulate creativity: By working with colors, students will be encouraged to explore their creativity and express themselves in different ways.

Introduction (10 - 12 minutes)

1. Review of previous concepts: The teacher should start the lesson by reviewing basic concepts of light and color that were previously covered. This includes the idea that white light is composed of various colors and that different colors are perceived due to the absorption and reflection of different wavelengths of light. This review can be done through a brief quiz or classroom discussion. (3 - 4 minutes)

2. Problem situations: Two situations can be presented to arouse students' interest and contextualize the importance of studying primary colors:

   • First situation: The teacher can show an image or object that appears to have a single color, but is actually composed of several primary colors. The challenge will be for students to identify what these primary colors are.

   • Second situation: The teacher can present a fictional situation where an artist needs to create a realistic painting, but only has access to three ink colors: red, yellow, and blue. Students will be challenged to think about how the artist could create all the other necessary colors from these three primary colors. (4 - 5 minutes)

3. Contextualization: The teacher should then contextualize the importance of primary colors, explaining how they are used in various areas of knowledge and everyday life. Some examples may include art, design, photography, printing, television, and computers. The teacher can share interesting stories or trivia about the use of primary colors in different contexts to maintain students' interest. (2 - 3 minutes)

4. Engaging students' attention: To arouse students' curiosity and interest, the teacher can share some curiosities or interesting facts about primary colors, such as:

   • Curiosity 1: 'Did you know that the primary colors we learn in school - red, yellow, and blue - are different from the primary colors used in light? In light, the primary colors are red, green, and blue. This is known as the RGB color model (Red, Green, Blue).'

   • Curiosity 2: 'Have you ever wondered why printers use ink cartridges cyan, magenta, yellow, and black, instead of red, yellow, and blue? This is because printers use the CMYK color model (Cyan, Magenta, Yellow, Black), which is a variation of the RGB model and is more efficient for printing.'

At the end of the Introduction, students should be curious and motivated to learn more about primary colors.

Development (20 - 25 minutes)

1. Primary colors mixing activity (10 - 12 minutes):

   • Necessary materials: Disposable cups, water, brushes, white paper, paints in primary colors (red, yellow, and blue).

   • Organization: Students should be divided into groups of three or four. Each group will receive the necessary materials for the activity.

   • Instructions: The teacher should instruct the students to fill each cup with water halfway and add a primary color to each cup (red in one cup, yellow in another, and blue in another). The students should then mix the colors with their brushes to create new colors. They should record the colors they can create by mixing the primary colors on a piece of paper.

   • Objective: This activity aims to allow students to experiment with mixing colors to create new shades. They will discover that by mixing all three primary colors, they can create a color close to black. Additionally, they should also realize that mixing two different primary colors creates a secondary color.

2. Color classification activity (5 - 7 minutes):

   • Necessary materials: Colored cards in various shades, markers.

   • Organization: Students remain in the same groups as the previous activity.

   • Instructions: Each group should receive a set of colored cards in various shades. The students should then classify the cards into three groups: primary colors, secondary colors, and other colors. They should use the markers to identify the groups.

   • Objective: This activity aims to reinforce the concept of primary and secondary colors, as well as allow students to practice identifying these colors in different shades.

3. Color wheel creation activity (5 - 6 minutes):

   • Necessary materials: Sheets of paper, colored pencils or markers in primary and secondary colors.

   • Organization: Students continue in the same groups as the previous activity.

   • Instructions: Each group should receive a blank sheet of paper. They should draw a large circle in the center of the sheet and divide the circle into six equal parts. The students should then use the colored pencils or markers to fill each section with a different color, starting with the primary colors, then the secondary colors, and finally the other colors. They can use the previous activities as a reference to choose the correct colors.

   • Objective: This activity aims to help students visualize and remember the order of primary and secondary colors. Additionally, it allows them to explore their creativity by creating their own color wheel.

At the end of the Development, students should have a clear understanding of the concept of primary colors, as well as the ability to identify, mix, and classify these colors. They should also have developed their teamwork, critical thinking, and creativity skills through group activities.

Feedback (8 - 10 minutes)

1. Group discussion (3 - 4 minutes): The teacher should lead a group discussion, where each group shares their findings and conclusions from the activities carried out. Each group will have up to 2 minutes to present and discuss what they have learned. During this discussion, the teacher should encourage students to explain their ideas and listen carefully to others' ideas. The teacher can also ask questions to stimulate critical thinking and deepen students' understanding of the subject.

2. Connection to theory (2 - 3 minutes): After all groups have shared, the teacher should review the activities, highlighting how they connect to the theory of primary colors discussed in the Introduction. The teacher should emphasize the key points and concepts that students should have learned, and clarify any misunderstandings or misconceptions that may have arisen during the activities.

3. Individual reflection (2 - 3 minutes): To conclude, the teacher should propose that students reflect individually on what they have learned. The teacher can ask questions such as:

   1. 'What was the most important concept you learned today?'
   2. 'What questions have not been answered for you yet?'
   3. 'How can you apply what you have learned about primary colors in your daily life?'

   Students should be encouraged to write down their answers, which can be used as a basis for future classes or studies on the subject. The teacher can also collect students' responses and review them later to assess the effectiveness of the lesson and make adjustments if necessary.

4. Teacher feedback (1 minute): The teacher should then provide overall feedback on the class's participation and performance during the lesson. This may include praise for effort and collaboration, suggestions for improvements, and motivation to continue learning and exploring the subject.

At the end of the Feedback, students should have a clear understanding of what they have learned and how they can apply their knowledge of primary colors. They should also feel encouraged to continue learning and exploring the subject independently.

Conclusion (5 - 7 minutes)

1. Summary and Recapitulation (2 - 3 minutes): The teacher should start the Conclusion by summarizing the main concepts covered during the lesson. This includes the definition of primary colors, the identification of these colors in the color spectrum, and the mixing of primary colors to create new shades. The teacher can review the activities carried out and the students' discoveries, reinforcing the concepts learned.

2. Connection between Theory and Practice (1 - 2 minutes): Next, the teacher should highlight how the lesson connected the theory of primary colors with practice. The teacher can mention how the color mixing and classification activities helped students visualize and better understand the theory. Additionally, the teacher can emphasize how the color wheel creation activity allowed students to apply their knowledge creatively.

3. Additional Materials (1 minute): The teacher should then suggest additional reading or study materials for students who wish to deepen their knowledge of primary colors. This may include art books, educational videos online, science websites, and practical activities. For example, the teacher may suggest that students explore more about the RGB and CMYK color models, or try to create their own paintings using only primary colors.

4. Importance of the Subject (1 - 2 minutes): Finally, the teacher should summarize the importance of studying primary colors and how they apply to everyday life. The teacher can mention examples of the use of primary colors in various areas, such as art, design, fashion, advertising, printing, television, and computers. The teacher can also highlight how understanding primary colors can improve visual perception and appreciation of art and the world around us.

In Conclusion, students should have a clear and comprehensive understanding of the concept of primary colors, as well as the ability to identify, mix, and classify these colors. They should also be motivated to continue learning about the subject and explore its application in their daily lives.