Objectives (5 - 7 minutes)

1. Identify the primary colors: Students should be able to recognize and name the primary colors (red, blue, and yellow). They should understand that these colors cannot be formed by mixing other colors.

2. Understand the RGB model: Students should understand the concept of the RGB model (Red, Green, Blue). They should learn that all visible colors in the digital world can be produced by the combination of these three primary colors.

3. Create secondary colors: Students should be able to create secondary colors (purple, green, and orange) by mixing the primary colors. They should be able to identify which primary colors are needed to obtain each secondary color.

Secondary Objectives:

• Develop critical thinking and problem-solving skills: Students should be encouraged to think critically about color formation and solve practical problems through the mixing of primary colors.

• Promote teamwork collaboration: Through practical group activities, students should learn to collaborate with each other, share ideas, and arrive at solutions together.

Introduction (10 - 15 minutes)

1. Review of previous content: The teacher starts the lesson by reminding students about the basic concepts of light and color. He may ask questions like 'What is light?' and 'How does light allow us to see colors?' to reactivate students' prior knowledge. This is essential to ensure that all students have a solid foundation before moving on to the specific topic of the lesson.

2. Problem situations: The teacher can propose two problem situations to arouse students' interest and prepare them for the lesson content. The first situation could be: 'If all colors come from the mixture of some basic colors, what are these basic colors?' The second situation could be: 'How are colored images produced on our digital devices, such as smartphones and computers?' These problem situations should be designed to make students think about the topic and motivate them to learn more.

3. Contextualization: The teacher can then explain the importance of studying primary colors, showing examples of the use of these colors in various areas of everyday life, such as art, design, advertising, fashion, etc. He can also mention that knowledge about primary colors is essential to understand the color models used in digital technologies, such as color printing and displaying colors on monitors and TVs.

4. Introduction of the topic: The teacher then introduces the topic of primary colors in an interesting way. He can share some curiosities about primary colors, such as the fact that primary colors are not the same in all cultures (in some cultures, black and white are considered primary colors), or that the concept of primary colors was developed by various scientists throughout history. He can also show some images or videos that illustrate how primary colors are used in different contexts, such as painting, photography, fashion, etc.

Development (20 - 25 minutes)

1. Color Mixing Activity (10 - 12 minutes):

   • Group division: The teacher divides the class into groups of 4 to 5 students. Each group will receive three primary colors (blue, red, and yellow) in the form of gouache paint, markers, or colored pencils.

   • Activity instructions: Students will be instructed to mix the primary colors in different proportions to create secondary colors (purple, green, and orange). They should record the proportions used in a table provided by the teacher.

   • Activity execution: Students start mixing the primary colors according to the instructions. The teacher circulates around the room, providing guidance and clarifying doubts.

   • Discussion and conclusions: After the activity, the teacher leads a class discussion, where each group shares their findings and conclusions. The teacher emphasizes the fact that secondary colors can be created by mixing the primary colors and that different proportions of the primary colors produce different shades of the secondary colors.

2. RGB Model Activity (10 - 12 minutes):

   • Activity preparation: The teacher provides each group with three lanterns of different colors (red, green, and blue) or three different colored LED lights (red, green, and blue).

   • Activity instructions: The teacher explains that the lanterns or lights represent the primary colors in the RGB model. Students should point the lights at a white surface and observe the resulting colors from the overlapping lights.

   • Activity execution: Students follow the instructions, observing the resulting colors from the overlapping lights.

   • Discussion and conclusions: After the activity, the teacher leads a class discussion where students share their observations. The teacher emphasizes the fact that the overlap of the primary colors (red, green, and blue) produces a variety of colors, including the secondary colors (purple, green, and orange) they created in the previous activity.

3. Color Application Activity (5 - 7 minutes):

   • Activity instructions: The teacher presents students with some black and white images and asks them to use their new color mixing skills to color the images. Students should try to create a variety of colors, including primary and secondary colors, using only the three primary colors (blue, red, and yellow).

   • Activity execution: Students work in their groups to color the images. The teacher circulates around the room, providing guidance and feedback.

   • Discussion and conclusions: After the activity, the teacher leads a class discussion where students share their experiences and challenges. The teacher emphasizes the importance of primary colors in creating a wide range of colors and how the proportions of the primary colors affect the resulting colors.

These practical and playful activities help students better understand the concepts of primary and secondary colors, as well as the RGB model. Additionally, they promote teamwork collaboration, critical thinking, and problem-solving.

Feedback (10 - 12 minutes)

1. Group Discussion (5 - 6 minutes):

   • Sharing Solutions: The teacher invites each group to share their conclusions and solutions found during the activities. Each group will have a maximum of 3 minutes to present. During the presentations, the teacher should encourage other students to ask questions and make comments, promoting a collaborative learning environment.

   • Connection to Theory: After the presentations, the teacher should reflect on how the activities connect to the theory studied. He can reinforce the concept that secondary colors can be obtained by mixing primary colors and how this relates to the RGB model. The teacher can also highlight the importance of using the correct proportions in mixing primary colors to achieve the desired color.

2. Learning Verification (3 - 4 minutes):

   • Key Questions: To verify students' understanding, the teacher can ask key questions such as: 'What are the primary colors?', 'How are secondary colors formed?' and 'What happens when we mix all the colors of the RGB model?' The teacher should ensure that all questions are answered and clarify any doubts that may arise.

   • Self-assessment: The teacher can ask students to self-assess, by asking: 'Do you believe you have understood the concept of primary and secondary colors well? What points are still unclear to you?' This will allow students to reflect on their own learning and identify any gaps in their understanding.

3. Individual Reflection (2 minutes):

   • Reflection Moment: The teacher suggests that students take a minute of silence to reflect on what they learned during the lesson. They should think about the activities carried out, the group discussions, and the teacher's explanations.

   • Reflection Questions: After the minute of silence, the teacher can ask questions to help students in their reflection, such as: 'What was the most important concept you learned today?' and 'What questions have not been answered yet?' Students can write down their answers if they wish.

This Feedback is a crucial part of the lesson, as it allows the teacher to assess students' level of understanding and identify any areas that may need reinforcement in future lessons. Additionally, it provides students with the opportunity to reflect on their own learning and clarify any doubts or misunderstandings they may have.

Conclusion (5 - 7 minutes)

1. Content Summary (2 - 3 minutes):

   • The teacher recaps the main points discussed during the lesson, reinforcing the definition and importance of primary and secondary colors.
   • He reminds students of the RGB model and how the primary colors (red, green, and blue) can be combined to create a wide variety of colors, including secondary colors.
   • He highlights the skills students developed during the practical activities, such as the ability to mix primary colors to create secondary colors and the understanding of how the proportions of primary colors affect the resulting colors.

2. Connection between Theory, Practice, and Applications (1 - 2 minutes):

   • The teacher emphasizes how the lesson connected the theory of primary colors with the practice of color mixing and the application of the RGB model.
   • He mentions examples of real-world applications of the acquired knowledge, such as in art, design, photography, and digital technology.

3. Extra Materials (1 - 2 minutes):

   • The teacher suggests some additional study materials for students who wish to deepen their understanding of the topic. This may include books, articles, educational videos, interactive websites, and digital art apps.
   • He may also encourage students to explore the topic of primary and secondary colors in their daily activities, such as observing the colors around them and trying to identify which primary colors were used to create them.

4. Subject Importance (1 minute):

   • Finally, the teacher highlights the importance of knowledge about primary colors in everyday life, mentioning examples of how it is applied in various areas, from art and design to digital technology.
   • He emphasizes that understanding primary colors is not only useful but also fun, allowing students to explore their creativity and artistic expression in a new and exciting way.

The Conclusion is an opportunity for the teacher to tie together all the concepts presented during the lesson, reinforce the importance of the subject, and motivate students to continue learning about the topic. Additionally, by providing additional study materials and encouraging personal exploration, the teacher promotes continuous learning outside the classroom.