Lesson Notes By Weeks and Term v3 - Primary 6
Primary and Secondary Colours
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Primary and Secondary Colours
Download the Lessonotes Mobile Nigeria 2025 app for faster lesson access on Android and iPhone.
Subject: Basic Technology
Class: Primary 6
Term: 1st Term
Week: 5
Theme: Understanding Basic Technology
This page supports the lesson note with a companion video and a short classroom-ready summary.
For class groups and homework, share this lesson page so learners also get the summary, objectives, and full lesson context.
separate white light in to the component colours identify and name the colours of light; (rainbow) name objects that have characteristics of natural colours collect and list materials that produce colours sort primary and secondary colours from a collection of coloured plates; identify characteristics of colour shades mix primary and secondary colours and identify the shades of colours produced
2. 1. What is Colour? Colour is the property of light that depends on the wavelength of light reflected by an object. When light hits an object, some colours are absorbed, and others are reflected. The colour we see is the colour that the object reflects. For example, a red apple absorbs all colours of light except red, which it reflects to our eyes. 2.
2. Separation of White Light (Dispersion) White light, such as sunlight, is not a single colour but a combination of all visible colours. This phenomenon is called dispersion.
Demonstration: When white light passes through a prism, water droplets (like in rain), or even reflects off the back of a compact disc (CD), it splits into its individual component colours. This is how rainbows are formed.
Colours of Light (Rainbow Colours): The colours always appear in a specific order: Red, Orange, Yellow, Green, Blue, Indigo, and Violet (ROYGBIV). These are also known as the spectrum of visible light. Red has the longest wavelength, and violet has the shortest. 2.
3. Natural Colours These are colours that occur naturally in the environment without human intervention.
Examples in Nigeria: Green: Leaves of plants (e.g., mango tree leaves, ugu leaves), grass.
Brown: Soil, tree barks, kola nuts.
Red: Ripe tomatoes, hibiscus flowers, palm oil, some types of soil (laterite).
Yellow: Ripe plantain, maize, sunflowers.
Blue: Sky, clear water bodies.
Black: Charcoal, volcanic rocks.
White: Clouds, cotton wool. 2.
4. Materials That Produce Colours These are substances used by humans to create, add, or change the colour of objects.
Examples in Nigeria: Paints: Used for walls, cars, art (e.g., Emulsion paint, gloss paint).
Dyes: Used for fabrics (e.g., Adire (tie-dye) uses indigo dye, other local dyes from plant extracts).
Crayons and Coloured Pencils: Used for drawing and colouring by students.
Inks: Used in pens and printing.
Natural Pigments: Charcoal: For black colour.
Turmeric: For yellow colour (used in food and traditional medicine).
Henna (Lalle): For reddish-brown stains on skin.
Kola Nut: Can produce reddish-brown stain. 2.
5. Primary Colours (Pigment Colours) These are the fundamental colours that cannot be created by mixing other colours. They are the building blocks from which all other colours (when dealing with pigments like paint) are derived.
The Three Primary Colours are: RED YELLOW BLUE Characteristics: When these three colours are mixed in equal proportions, they theoretically produce a dull black or brown. 2.
6. Secondary Colours (Pigment Colours) These colours are formed by mixing two primary colours in equal proportions. The Three Secondary Colours and their Primary Combinations are: ORANGE: Formed by mixing RED and YELLOW. (Think of ripe oranges or carrots).
GREEN: Formed by mixing YELLOW and BLUE. (Think of leaves, grass).
PURPLE (or VIOLET): Formed by mixing RED and BLUE. (Think of eggplants, some flowers). 2.
7. Colour Shades Shades refer to the variations in lightness or darkness of a particular colour. This is achieved by adding black or white to a pure colour.
Tints: A tint is created when WHITE is added to a pure colour, making it lighter. For example, adding white to red paint produces pink. Adding white to blue paint produces light blue.
Shades (Darker): A shade is created when BLACK is added to a pure colour, making it darker. For example, adding black to red paint produces maroon or dark red. Adding black to blue paint produces navy blue.
Tones (Intermediate): Tones are created by adding grey to a pure colour, which makes the colour less vibrant or muted. While important in advanced colour theory, for Primary 6, the focus should be mainly on tints (adding white) and shades (adding black). 3.
1. Introduction (10 minutes)
Teacher Activity: Begin by asking students about the colours they see around the classroom and outside. Encourage them to name as many colours as possible. Introduce the topic by explaining that colours are everywhere and have specific properties and ways of being created.
Student Activity: Engage in naming colours, observing their surroundings. 3.
2. Exploring White Light and Rainbow (15 minutes)
Teacher Activity: Demonstrate the dispersion of white light. If a prism is available, use it. Alternatively, spray a fine mist of water into sunlight (if sunny) to create a mini-rainbow, or use a CD/DVD to reflect light and show the spectrum. Explain that white light is made of many colours. Guide students to identify and name the colours observed in the spectrum/rainbow. Write ROYGBIV on the board and explain the mnemonic.
Student Activity: Observe the demonstration intently. Participate in identifying and naming the colours of the rainbow. Recite the colours of the rainbow in order (Red, Orange, Yellow, Green, Blue, Indigo, Violet). 3.
3. Natural Colours and Materials (15 minutes)
Teacher Activity: Initiate a discussion about colours found in nature (e.g., leaves, soil, fruits like oranges, pawpaw, mangoes, vegetables like garden eggs, ugu). Ask students to name objects they have seen with natural colours. Discuss different materials people use to make or add colours (e.g., paints for houses, dyes for traditional fabrics like Adire/Kampala, crayons for drawing, natural pigments from plants or charcoal). Show examples of coloured materials if available (e.g., a small paint tube, a piece of tie-dye fabric, crayons, charcoal).
Student Activity: List natural objects and their colours observed in their environment. List materials that produce colours based on teacher's examples and their own experience. 3.
4. Primary and Secondary Colours (25 minutes)
Teacher Activity: Introduce the concept of primary colours as the basic, unmixable colours (Red, Yellow, Blue). Display large swatches or objects of these colours. Explain that secondary colours are made by mixing two primary colours.
Practical Demonstration: Using poster paints or powder paints, demonstrate the mixing process: Red + Yellow = Orange Yellow + Blue = Green Red + Blue = Purple/Violet Guide students to observe the transformation.
Student Activity: Identify and name the primary colours. Observe carefully as the teacher mixes primary colours to form secondary colours. Participate in naming the resulting secondary colours. (Optional, if materials permit): Students can mix primary colours in small groups to produce secondary colours using paint, crayon shavings, or coloured playdough. 3.
5. Understanding Colour Shades (15 minutes)
Teacher Activity: Explain that shades are variations of a colour. Demonstrate how to create tints (adding white) and darker shades (adding black) to a primary or secondary colour.
For example: Red + White = Pink (a tint of red) Red + Black = Maroon (a darker shade of red) Blue + White = Light Blue (a tint of blue) Blue + Black = Navy Blue (a darker shade of blue)
Emphasize the difference: white lightens, black darkens.
Student Activity: Observe the teacher's demonstration of creating tints and shades. Identify and describe the characteristics of the colour shades produced (e.g., "this is lighter red," "this is darker green"). (Optional, if materials permit): Experiment with adding small amounts of white or black to a colour to see the shade change. 3.
6. Sorting and Conclusion (10 minutes)
Teacher Activity: Provide students with a collection of coloured plates, paper cut-outs, or plastic tiles (Red, Yellow, Blue, Orange, Green, Purple, Pink, Black, White, etc.). Instruct them to sort them into "Primary Colours" and "Secondary Colours." Ask them to identify other colours as "shades" or "other colours." Student Activity: Individually or in small groups, sort the coloured items into the correct categories. Discuss their choices with peers. The teacher should facilitate these questions, allowing students to attempt answers before revealing solutions and providing explanations.
Question 1: Imagine you are standing under a waterfall in Zuma Rock, Niger State, and the sun shines through the mist, creating a rainbow. a) List the colours you would expect to see in the rainbow, starting from the top. b) Name two animals or plants commonly found in Nigeria that have natural colours matching any of the rainbow colours.
Solution 1: a)
The colours of the rainbow are: Red, Orange, Yellow, Green, Blue, Indigo, Violet. b)
Example Answers: Green: Leaves of a mango tree, grass.
Yellow: Ripe maize, ripe plantain.
Red: Hibiscus flower, palm oil fruit. Brown (not a rainbow colour, but commonly found): Soil, tree bark.
Commentary: This question tests students' knowledge of the spectrum of light and their ability to connect it to natural observations in Nigeria, addressing Performance Objectives 2 and
3. Question 2: A primary school pupil in Lagos is given three tubes of paint: Red, Yellow, and Blue. They are asked to create new colours by mixing them. a) Which three colours are considered primary colours in this context? b) What colour would be produced if the pupil mixed the Red paint with the Yellow paint? c) What colour would be produced if the pupil mixed the Yellow paint with the Blue paint?
Solution 2: a) The three primary colours are Red, Yellow, and Blue. b) Red + Yellow = Orange. c) Yellow + Blue = Green.
Commentary: This question directly assesses students' understanding of primary and secondary colours and their formation, aligning with Performance Objective 5 and
7. Question 3: A tailor in Kano wants to dye a piece of white fabric a specific shade of purple for a traditional outfit. a) What two primary colours should the tailor mix to get the colour purple? b) If the tailor wants a very light purple (almost pinkish-purple), what substance should be added to the purple dye mixture?
Solution 3: a) The tailor should mix Red and Blue primary colours to get purple. b) To get a very light purple (a tint), the tailor should add White (e.g., white paint or a very diluted base).
Commentary: This question combines understanding of secondary colour formation with the concept of colour shades (tints), using a practical Nigerian context, addressing Performance Objectives 6 and 7. 8.
1. Differentiation Strategies: Group Work: Assign students to mixed-ability groups for practical activities, allowing stronger learners to assist weaker ones.
Varied Resources: Provide different types of coloured materials (paint, crayons, paper cut-outs) to cater to various learning styles.
Clear Instructions: Break down complex tasks into smaller, manageable steps. 8.
2. Remediation Strategies for Struggling Learners: Focused Repetition: Provide flashcards with primary colours (Red, Yellow, Blue) and secondary colours (Orange, Green, Purple) for repetitive identification.
One-on-One Support: The teacher or a peer tutor provides individual guidance during colour mixing activities, physically demonstrating the process.
Simplified Tasks: For those struggling with mixing, focus initially on only one primary colour combination (e.g., Red + Yellow = Orange) until mastery before moving to others.
Visual Aids: Use large, clear posters showing the colour wheel and the formation of secondary colours. Concrete
Examples: Provide numerous tangible examples of primary and secondary colours from their immediate environment (e.g., actual red apples, yellow bananas, blue pens) and practice naming them. 8.
3. Extension Activities for High-Achieving Learners: Tertiary Colours: Introduce the concept of tertiary colours, which are formed by mixing a primary colour with an adjacent secondary colour (e.g., Red-Orange, Yellow-Green, Blue-Violet). Challenge them to mix these.
Colour Wheel Creation: Task students with creating a comprehensive colour wheel that includes primary, secondary, and tertiary colours, and possibly tints and shades of each.
Research Project: Encourage them to research traditional Nigerian dyeing techniques (e.g., Adire, Ukara cloth patterns) and the natural sources of dyes used, identifying primary and secondary colours within these traditions.
Colour Psychology: Introduce the idea that different colours can evoke different feelings or meanings in cultures, asking them to explore what specific colours might represent in Nigerian contexts (e.g., red for warning or celebration, green for fertility).
Art Challenge: Provide a specific theme (e.g., "A Market Scene," "Nigerian Landscape") and challenge them to use only primary colours to create secondary colours and various shades within their artwork.
Art, Craft, and Traditional Design: Understanding primary and secondary colours is fundamental to art and design in Nigeria.
Tie-dye (Adire/Kampala): Learners can appreciate how artisans mix colours to achieve specific patterns and hues on fabrics, a significant cultural and economic activity. Knowing primary colours helps in understanding how various shades are achieved for vibrant designs sold in markets.
Painting and Decoration: From painting murals in schools to decorating homes during festivals, knowing how to mix colours to achieve desired shades is a practical skill. For example, a painter needing a specific shade of green for a building can mix yellow and blue and adjust with white or black.
Agriculture and Food Recognition: Colour plays a vital role in agriculture and food choices.
Ripeness: Farmers and consumers use colour to determine the ripeness of fruits (e.g., green to yellow for mangoes, green to red for garden eggs). This application connects to understanding natural colours.
Vegetables and Herbs: Identifying different vegetables and herbs by their distinct natural colours (e.g., green for ugu, water leaf; red for pepper) is an everyday application.
Safety and Signage: Colours are universally used for communication and safety, with specific meanings.
Traffic Lights: The red, yellow, and green colours of traffic lights (which include primary and secondary colours) convey immediate instructions for road safety, a crucial aspect of urban life in Nigeria.
Road Signs: Various colours used in road signs (e.g., red for stop, blue for information) have specific meanings that people must recognise for safety.