Basic Productivity Presentation Tool

Lesson Idea

Lesson Idea Name: Color Theory Exploration

Grade Level/Content Area: Second Grade/Visual Art
Content Standard Addressed: VA2.CR.3d: Explore basic color theory (e.g., tertiary colors,
values, color scheme).
ISTE Technology Standard Addressed:  What would you like students to know and
Creative Communicator – 1.6.d. Students be able to do by the end of this lesson:
publish or present content that customizes the Explore basic color theory through identifying
message and medium for their intended primary, secondary, tertiary, value/shade,
audiences. complementary, analogous, and
monochromatic colors.
What is the student learning goal for this lesson idea?
I can explore color theory through identifying primary, secondary, tertiary, complementary,
analogous, and monochromatic colors and their values and shades.
Selected Productivity Tool: Microsoft PowerPoint
URL(s) to support the lesson (if applicable): https://www.office.com
Bloom’s Digital Taxonomy Level(s):
☐ Remembering ☐ Understanding ☐ Applying ☐ Analyzing ☐ Evaluating ☐ Creating
How will this lesson be implemented? Check all that apply.
☐ Teacher-directed: There is no student voice and choice in the activities. Students are guided by the
teacher's direction and expectations.
☐ Student-Led: Students are given voice and choice in the activities. They may select the topic for
presentation and/or determine the tool they will use to meet the learning goal. Products of
learning will be uniquely designed. Teacher simply facilitates the learning in a lesson like this.
☐ Project-based and/or Publishable: Students are completing projects to demonstrate their learning
and the projects can be shared outside of the classroom. This objective could be reached by
displaying the project on the school’s morning newscast, posting the project to the classroom
blog, presenting it to another class, or publishing it via an outside source.
Lesson idea implementation:
I plan to start the lesson with presenting my example of our Digital Storybook about color
theory exploration. After the story is over, I will explain to my students that they will use this
example as a template to explore their own chosen color using the productivity tool
Microsoft PowerPoint. I will then go over the expectations/requirements that should be met
in their project, which will consist of identifying the primary, secondary, tertiary,
complementary, analogous, and monochromatic factors of their color choice along with some
examples of value and shade. For simplicity factors, I will provide a PowerPoint template that
will allow students to “fill in the blank” for their exploration responses. This project can either
be completed with the use of classroom iPad carts or visits to the computer lab. I will
facilitate help and assistance during project completion and provide technological support
regarding research, imaging, and functionality of the project and electronic applications. I will
also encourage parent volunteers to help, but it will not be a requirement. Feedback of
 Basic Productivity Presentation Tool
Lesson Idea

project grades will be provided to students based on checkpoints of completion,

requirements met, and effort made. Those who have done an extraordinary job at either
completion or effort made will be requested (but not forced) to present their story to the
class. Those who do present will be given a small candy as a reward for their bravery in
presenting. Finally, I will conclude the lesson with a Ticket-Out-The-Door (TOTD) asking
students to reflect on their favorite part of the project, whether it be the use of technology,
the colors themselves, or the overall story or activity. This lesson depends on the electronic
capabilities of each class, in which it can be adapted through expanding this project to be
completed at both school and home so that students may receive additional help from
parents and an extended period to meet completion.
Managing engagement: Describe a way to use this technology in a way that gets students
actively involved in authentic tasks and contexts?
Individual use of iPad classroom cart and/or computer lab aiding with exploration and
creation of activity to extend their learning about color theory and its many aspects. Will
apply the “Ask 3 Before Me” method if students have questions, which will allow for some
collaboration in problem solving. Engagement through personal appeals to each student
through allowing their choice of color used in exploration.
Universal Design for Learning (UDL):
This activity and productivity tool supported and enhanced the learning experience for
students in the classroom through engagement, representation, and action and expression.
Students were engaged with individual choice of color within their research, represented
patterns and relationships between aspects of color, and used electronic media to
communicate what has been explored.
Reflecting on enhanced learning:
I feel the activity I created will impact my student’s creativity skills, ability to follow
instruction, and introduce them to a system like the rubric grading system that they will
experience later in their school years. However, I intend to use this activity strictly as a
test/assessment grade for the end of the unit as a refresher of what we have learned. The
part of the lesson I look forward to implementing with students is the use of technology to
create a presentation that can be shared with the class or across many classrooms. I look
forward to this portion because it will allow students to recognize the technological abilities,
they have access to and how much can be done with a single application. Using technology in
the classroom will also prepare them for use in the future of more intense technology
software and applications.