Colours, Identifying Primary and Other Colours for Pre-School Level 2

Class: Pre-School Level 2
Term: Third Term
Week: 4
Age: 3 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Pre-Science
Previous Lesson: Not separately stated in the scheme.
Topic: Colours: Identifying Primary and Other Colours
Subject Matter: Colours. Identification of Colours. Uses of Colours. Weekly focus: Colours: Identifying Primary and Other Colours.

Specific Objectives

By the end of the lesson, pupils should be able to:

Cognitive Domain

• Identify and name primary colours (red, yellow, blue).
• Identify and name other common colours (green, orange, purple, black, white).
• Sort objects according to their colours.

Affective Domain

• Show interest in colourful objects and activities.
• Participate actively in colour identification and sorting games.

Psychomotor Domain

• Point to different colours when asked.
• Manipulate objects to sort them by colour.
• Tear or cut (with guidance) and paste colourful papers to create a simple design.

Social Domain

• Share instructional materials with peers during group activities.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education resources

Instructional Materials

• Charts and posters displaying various colours
• Real objects in primary colours (e.g., red ball, yellow banana, blue cup)
• Real objects in other common colours (e.g., green leaf, orange fruit, purple flower, black shoe, white paper)
• Crayons
• Coloured paper (red, yellow, blue, green, orange, etc.)
• Glue sticks
• Blunt-nosed scissors (for teacher use or guided pupil use)
• Empty baskets or trays for sorting

Rationale for the Lesson

Learning to identify and name colours is a fundamental skill for 3-year-olds, enhancing their observation skills and ability to describe the world around them. This lesson helps pupils classify objects, which is an early pre-science concept, and fosters creativity through colourful art activities, connecting learning to their everyday experiences.

Prerequisite/Previous Knowledge

Pupils can recognise some familiar objects and may have been exposed to different colours in their environment at home and school.

Lesson Content/Board Summary

Colours: Identifying Primary and Other Colours

Colours make our world beautiful! Everything around us has a colour.

Primary Colours

Primary colours are special colours because we can mix them to make other colours. The three primary colours are:

• Red (e.g., a tomato, a fire truck)
• Yellow (e.g., a sun, a banana)
• Blue (e.g., the sky, the sea)

Other Common Colours

Besides the primary colours, there are many other colours we see every day:

• Green (e.g., a leaf, grass)
• Orange (e.g., an orange fruit, a carrot)
• Purple (e.g., an eggplant, some flowers)
• Black (e.g., a car tyre, some hair)
• White (e.g., paper, milk)

Uses of Colours

Colours help us:

• Identify things (e.g., a red apple, a yellow bus).
• Sort and organise objects.
• Make beautiful pictures and designs.

Colour Identification Rhyme

Tune: “Twinkle, Twinkle, Little Star”

Red, yellow, blue, so bright,
Shining colours, morning light.
Green and orange, purple too,
Black and white for me and you.
Colours, colours, everywhere,
See them here and see them there!

Actions: Point to red, yellow, blue objects. Point to green, orange, purple objects. Point all around. Clap hands.

Watch and Learn About Colours

Key Words

• Colours – how things look (e.g., red, blue, green).
• Primary – the main colours (red, yellow, blue).
• Identify – to know and name something.
• Sort – to put things into groups.

Teaching Methods/Instructional Techniques

• Play-based Learning
• Demonstration
• Guided Practice
• Songs and Rhymes
• Picture Talk
• Question and Answer
• Manipulation of Objects
• Repetition
• Practical Activity

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Motivation

Teacher’s Activity: The teacher greets the pupils and starts a simple “What’s Your Favourite Colour?” song or chant to introduce the topic of colours. The teacher brings out a colourful chart.

Pupils’ Activity: Pupils respond to greetings and participate in the song/chant, looking at the colourful chart.

Learning Point: Pupils are engaged and introduced to the concept of colours.

Step 2: Introduction of Primary Colours

Time: 5 minutes

Teaching Skill: Identification/Naming

Teacher’s Activity: The teacher displays real objects and pictures of primary colours (red, yellow, blue). The teacher names each colour clearly and asks pupils to repeat after her. “This is a red ball. Say ‘red!'”

Pupils’ Activity: Pupils observe the objects, repeat the names of the primary colours, and point to the colours as called out by the teacher.

Learning Point: Pupils recognise and begin to name primary colours.

Step 3: Introduction of Other Common Colours

Time: 5 minutes

Teaching Skill: Expansion/Recognition

Teacher’s Activity: The teacher introduces other common colours (green, orange, purple, black, white) using more real objects and pictures. The teacher names each colour and asks pupils to identify objects of that colour in the classroom.

Pupils’ Activity: Pupils observe, repeat the names of the new colours, and point to examples of these colours in their surroundings.

Learning Point: Pupils expand their colour vocabulary and recognition.

Step 4: Colour Identification Rhyme and Video

Time: 5 minutes

Teaching Skill: Reinforcement/Auditory Learning

Teacher’s Activity: The teacher leads pupils in singing the “Colour Identification Rhyme” with actions. Afterwards, the teacher plays a short, engaging video about colours.

Pupils’ Activity: Pupils sing the rhyme with actions and watch the video, pointing to colours they see.

Learning Point: Pupils reinforce colour names through song and visual media.

Step 5: Sorting Activity – Classifying Objects by Colour

Time: 5 minutes

Teaching Skill: Classification/Practical Application

Teacher’s Activity: The teacher provides a mixed collection of colourful objects (e.g., blocks, bottle tops, paper scraps) and empty baskets/trays. The teacher demonstrates how to sort objects by putting all items of one colour into a specific basket.

Pupils’ Activity: Pupils work individually or in small groups to sort the objects, placing items of the same colour together in the designated baskets.

Learning Point: Pupils practise classifying and grouping objects based on colour.

Step 6: Creative Activity – Making Colourful Designs

Time: 5 minutes

Teaching Skill: Creativity/Fine Motor Skills

Teacher’s Activity: The teacher distributes coloured paper and glue sticks. The teacher demonstrates how to tear or safely cut simple shapes from the coloured paper and paste them onto another sheet to create a simple, colourful design.

Pupils’ Activity: Pupils tear or cut (with teacher guidance) and paste colourful paper pieces to make their own designs, focusing on using different colours.

Learning Point: Pupils develop fine motor skills and express creativity using colours.

Step 7: Evaluation/Review

Time: 4–5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher checks pupils’ understanding through short questions and practical tasks.

1. “Point to something red in the classroom.”
2. “What colour is this (showing a yellow object)?”
3. “Can you put all the blue blocks together?”
4. “Show me your favourite colour from your design.”

Pupils’ Activity: Pupils respond orally and demonstrate the required skill where appropriate.

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 2 minutes

Teaching Skill: Summarisation/Closure

Teacher’s Activity: The teacher praises the pupils for their participation and beautiful colourful designs. The teacher reminds them that colours are everywhere and encourages them to look for colours at home.

Pupils’ Activity: Pupils listen to the teacher and tidy up their materials.

Learning Point: Pupils feel accomplished and are encouraged to observe colours in their environment.

Lesson Keywords

• Colours – how things look (e.g., red, blue, green).
• Red – a primary colour, like a tomato.
• Yellow – a primary colour, like the sun.
• Blue – a primary colour, like the sky.
• Green – a colour like grass or leaves.
• Orange – a colour like an orange fruit.
• Sort – to put things into groups.

Differentiation

• Support: For pupils struggling with colour identification, provide fewer colour choices (e.g., only red and blue) and use larger, more distinct objects. Repeat colour names frequently and use hand-over-hand guidance during sorting activities.
• Extension: For pupils who quickly grasp the concepts, encourage them to identify more objects of each colour around the classroom or to describe what happens when two primary colours are mixed (e.g., “What colour do you think red and yellow make?”).