# Slides 4.8: Color in the Home Slide outline for Lesson 4.8. Day 1 has thirteen slides; Day 2 has eleven. Slide 2 is the three-rooms reveal and needs three images of the same room in three palettes. [Sal: photograph the six finished wall panels at the end of Day 2. They become the color review slides before the Design Vocabulary Check in Lesson 4.10.] # Day 1 ## Slide 1: Color in the Home - Lesson 4.8, Day 1 - Today: the color wheel, tints and shades, and what color does to a mood - Tomorrow: you mix your room's colors in frosting Image: a color wheel next to a tub of white frosting and three squeeze bottles of gel. ## Slide 2: Do now - On your index card: two colors for a CALM room at home - Two colors for an ENERGETIC room - One sentence each on why - Three minutes Notes: Yesterday's index card ("what color is your favorite room") comes back today. Read two of those out loud while students write. ## Slide 3: Same room, three times - Which one feels calmest? Hand vote. - Which one feels most exciting? Hand vote. - All three are the same room. The only thing that changed was the paint. Image: three copies of one living room photo, one in blues, one in reds, one in yellows. Notes: Take the vote before the reveal. Then hold up the gel bottles and the white frosting: "In FACS we use the same color wheel a pastry chef uses, a fashion designer uses, and an interior designer uses. Tomorrow you paint your room with frosting." ## Slide 4: The wheel: primary colors - Red, yellow, blue - You cannot mix them from anything else - Every other color on the wheel starts here Image: a color wheel with only the three primary wedges filled in and labeled. Notes: Pass out the handout. Students label the primaries on the blank wheel, Part 1. ## Slide 5: The wheel: secondary colors - Red plus yellow is orange - Yellow plus blue is green - Red plus blue is purple - Two primaries, one new color, every time Image: the same wheel with arrows from each pair of primaries into the secondary between them. ## Slide 6: Tertiary colors - A primary plus the secondary beside it - Red plus orange is red-orange - Blue plus green is blue-green - The pattern keeps going around the wheel Image: the full twelve-part wheel with the six tertiary wedges labeled. Notes: Grade 6 students only need to name the pattern. Grade 8 should be able to mix one tomorrow. ## Slide 7: Warm side, cool side - Warm: reds, oranges, yellows. Energy, appetite, welcome. - Cool: blues, greens, purples. Calm, focus, rest. - Draw the line across your wheel and label both sides Image: the wheel with a line through it, a sun icon on the warm half and a water drop on the cool half. Notes: Walk the room and check every wheel before the next slide. A wheel missing a primary or a secondary gets fixed in place. ## Slide 8: Tint and shade - Tint: a color plus white. It softens and lightens. - Shade: a color plus a touch of a dark color. It adds weight. - Pink is a tint of red. Brick is a shade of orange. - Write both on the handout, Part 2 Image: one orange square with a row of paler squares going left and a row of deeper squares going right. ## Slide 9: Color and mood - Warm colors push energy and appetite: kitchens, dining rooms, game rooms - Cool colors calm and focus: bathrooms, bedrooms, offices - A tint on a big wall keeps the visual weight low - A shade on one wall makes a focal point - The place you live in changes how you feel. Color is part of that place. Notes: This links back to the principles from Lesson 4.7: visual weight and focal point. The state's wellness line says environment affects social and emotional health. Say it in plain words, do not read the standard out loud. ## Slide 10: Predict with your partner - White frosting plus blue plus red makes what? - Check the wheel before you answer - Then: how would you lighten it? How would you deepen it? - Two minutes Notes: Purple, then add white for lavender, then the smallest touch of blue or brown for a deep plum. Cold call three pairs. ## Slide 11: Watch the demo - Spoon of white frosting on a plate - One drop of red, one drop of yellow: orange - More white: a peach tint - The smallest touch of blue: a brick shade - Too much blue: gray. Watch this part. Image: four paper plates in a row showing white, orange, peach, and brick. Notes: Say every step out loud before you do it and make them predict. The gray mistake is on purpose. Use a toothpick of gel, not a squeeze. Students write each result on the handout. ## Slide 12: Tomorrow's rules - Design, not food. Nobody eats. Nobody licks a spoon. - Allergy check: I check the roster and the frosting label before I buy. Tell me today if frosting is a problem for you. - Parchment covers every table and stays on it. One wet wipe per person at every station. - Only the colors on your table: white frosting plus red, yellow, and blue gel, plus brown if we have it - Everything goes in the station trash bag, not the sink - Tempera paint version at the same station for anyone who cannot touch frosting, for any reason, no explanation needed Notes: Say all six lines out loud today, not just tomorrow. The tempera option is stated to the whole class so nobody has to ask for it in front of anyone. ## Slide 13: Your Room Card - Each sub-team gets one card - Room Cards: Bathroom, calm. Kitchen, warm and welcoming. Game Room, energetic. Home Office, focused. - Challenge Cards: a bedroom for a grandparent with low vision. A shared bedroom for two kids who fight. - Plan: at least one secondary, one tint, and one shade - Draft the sentence: "We chose ___ for the ___ so the family can ___." Notes: Five minutes. Hand the Challenge Cards to grade 8 sub-teams where you can. ## Slide 14: Exit card - The first color your team will mix tomorrow - Exactly how you will make it - One word for your room's mood Notes: Three students read theirs. Any team that writes "purple, with red and yellow" gets a wheel on their desk tomorrow. # Day 2 ## Slide 15: Lab day - Lesson 4.8, Day 2 - Mix, paint the panel, pitch it in 30 seconds - Roles are assigned at your station Image: a paper plate painted to show a wall, a floor, and a couch in three mixed colors. ## Slide 16: Do now - In your own words: what is a tint? What is a shade? - Then write the first color your team will mix and exactly how you will make it - Four minutes Notes: One student per station reads their answer. One minute total. Leave the definitions on the board for the whole period. ## Slide 17: The rules, again - Design, not food. No tasting, no licking. - Wash hands before and after - Parchment stays on the table. Everything on the parchment. - Only your station's colors. Do not visit another station's cart. - Trash bag, not the sink Notes: Read it once, fast. Then check that every student on the tempera version has paint and a plate before you start the timer. ## Slide 18: Your station roles - Station Manager: materials and the timer - Mixer: holds the mixing plate - Painter: the wall panel - Recorder: the pitch sheet - At seven students: Second Mixer, Second Painter, Cleaner Notes: Three minutes for hand washing and roles. Roles are per sub-team, so two sub-teams share a station and each has its own panel. ## Slide 19: The lab, 17 minutes - Every student makes a practice swatch on a small plate first - Mix on the mixing plate: at least one secondary, one tint, one shade - Paint the wall panel: show the wall, the floor, and one piece of furniture - Recorder finishes the justification sentence - At 12 minutes I call "last color." At 17 minutes, spoons down. Image: a station laid out on parchment: frosting tub, three gels, mixing plate, wall panel, small plates, spoons, wipes. Notes: Circulate to every station at least twice with the rubric clipboard. Push the words: primary, secondary, tint, shade, warm, cool, mood, function. A toothpick of gel, not a drop. ## Slide 20: While you mix, I will ask - What are the three primary colors? - How did you make orange? Green? Purple? - What is the difference between a tint and a shade? - Which side of the wheel is your room on? - Which color did you make first, and how did you get there? Notes: These are the monitor questions. Every student should be able to answer all five by the end of the period. ## Slide 21: The harder questions - Your room needs to feel calm. Why does adding white help with that? - How would your colors change if there were a newborn in this room? - The grandparent with low vision needs to see the edge of the bed and the door. Does a calm tint help her or hurt her? What is the fix? - If you were a pastry chef plating dessert for this mood, would your colors change? - Why is it useful to know the whole wheel comes from three primaries? Notes: Ask the low-vision question at the Challenge Card table and then ask it again to the whole room during the pitches. The answer is contrast at the edges. ## Slide 22: The 30-second pitch - Hold up your panel - Say: the room, the mood, the family, the colors you used, and why - Use the words primary, secondary, tint or shade, warm or cool - Six pitches, 30 seconds each Notes: One deepen question after each pitch. Score Objective 3 on the clipboard as each pitch runs. Grade 6 sub-teams may read the frame off the sheet in 20 seconds. ## Slide 23: The vote - Thumbs up: the colors fit the room and the family - Thumbs sideways: not sure - Vote on the other five panels, not your own Notes: If a panel gets mostly sideways, ask the class what would fix it in one sentence. Do not let it become a judgment of the team. ## Slide 24: Clean up, 4 minutes - Scrape frosting into the trash bag - Fold the parchment in on itself and bag it - Wipe the table, wash hands - Station check before anyone sits down - Panels and pitch sheets come to me Notes: Never cut this. A station left with frosting on it is the story the custodian tells the principal. Photograph the six panels before they go in the trash. ## Slide 25: 3-2-1 exit card - 3 colors you mixed and what you mixed to get them - 2 ways color affects how a family lives and feels in a room - 1 question you still have about the color wheel Notes: Collected at the door. Sort into "got it" and "needs more." The leftover questions open Lesson 4.9, and every term here is on the Design Vocabulary Check in Lesson 4.10.