Meaning/names of familiar colours and collecting and sorting materials by colour for Primary 1

Class: Primary One
Term: First Term
Week: 9
Age: 6 years
Duration: 40 minutes
Subject: Basic Science
Curriculum Theme: Our Environment
Focal competence: Identifying and classifying things in the environment according to colour
Key competencies/values: Collaboration; Research and Problem Solving
Skills:

• Identifying different colours
• Sorting things according to colours

Previous Lesson: Meaning of soil and identifying soil in the surroundings
Topic: Colour Identification
Subject Matter: Meaning/names of familiar colours, collecting, sorting materials by colour

Specific Objectives

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

Cognitive Domain

• identify different colours by name;
• identify the colours of traffic lights and their meanings.

Affective Domain

• appreciate the variety and beauty of colours in their environment.

Psychomotor Domain

• collect materials of different colours;
• sort collected materials according to colour.

Social Domain

• collaborate with peers in colour identification and sorting activities.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• Basic Science for Primary 1 Textbook
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Colour chart showing various colours (e.g., red, blue, yellow, green, orange, purple, black, white, brown)
• Objects/materials of different colours (e.g., coloured blocks, crayons, bottle tops, leaves, fruits, pieces of cloth)
• Pictures of traffic lights
• Empty containers or baskets for sorting

Rationale for the Lesson

This lesson is important because colours are fundamental to how pupils perceive and interact with their environment. Learning to identify and sort by colour helps develop observational skills, classification abilities, and early scientific thinking. It also lays a foundation for understanding visual cues in daily life, such as traffic lights.

Prerequisite/Previous Knowledge

Pupils are expected to have seen and observed various objects in their environment and may have some basic awareness of different appearances.

Lesson Content/Board Summary

Colour Identification and Sorting

Meaning of Colour

Colour is a property of light that objects have, which makes them look different from each other. We see colours when light reflects off objects and enters our eyes.

Names of Familiar Colours

There are many colours around us. Some common and familiar colours are:

1. Red
2. Blue
3. Yellow
4. Green
5. Orange
6. Purple
7. Black
8. White
9. Brown

Matching Colours with Familiar Objects

We can see different colours on everyday objects. For example:

1. Red: An apple, a tomato, a fire truck.
2. Blue: The sky, a uniform, a ball.
3. Yellow: The sun, a banana, a lemon.
4. Green: A leaf, grass, a tree.
5. Orange: An orange fruit, a carrot.
6. Black: A car tyre, a blackboard.
7. White: Paper, milk, clouds.

Sorting Materials by Colour

Sorting materials by colour means grouping objects that have the same colour together. This helps us to organise and identify things easily.

Steps to sort materials by colour:

1. Collect different objects.
2. Look at the colour of each object.
3. Put all objects of the same colour into one group or container.
4. Repeat for other colours until all objects are sorted.

Colours of Traffic Lights

Traffic lights use three important colours to control movement on the road. These colours tell drivers and pedestrians what to do:

1. Red: Means STOP. Vehicles must stop, and people should not cross.
2. Yellow: Means GET READY. Vehicles should prepare to stop or go.
3. Green: Means GO. Vehicles can move, and people can cross if it is safe.

Teaching Methods/Instructional Techniques

Discussion, Demonstration, Guided Practice, Question and Answer, Explanation, Observation, Practical Activity, Group Work

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Questioning/Recall

Teacher’s Activity: The teacher greets the pupils and asks them to name some colours they already know or see around the classroom. The teacher then introduces the topic: Colour Identification and Sorting.

Pupils’ Activity: Pupils respond to greetings and name colours they know, such as blue, red, or green. They listen attentively to the topic.

Learning Point: Prior knowledge of colours

Step 2: Identifying Familiar Colours

Time: 8 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays a colour chart and familiar objects of different colours (e.g., a red ball, a blue book, a yellow crayon). The teacher points to each colour and object, clearly stating its name. Pupils are asked to repeat the names of the colours.

Pupils’ Activity: Pupils observe the colour chart and objects, listen to the teacher, and repeat the names of the colours.

Learning Point: Names of familiar colours

Step 3: Matching Colours with Objects

Time: 7 minutes

Teaching Skill: Guided Practice

Teacher’s Activity: The teacher holds up an object (e.g., a green leaf) and asks pupils to identify its colour. The teacher then asks pupils to name other objects they know that have the same colour. This is repeated for several colours.

Pupils’ Activity: Pupils identify the colour of the object shown and name other objects that share that colour.

Learning Point: Matching colours to objects

Step 4: Collecting Materials by Colour

Time: 5 minutes

Teaching Skill: Practical Activity/Instruction

Teacher’s Activity: The teacher divides pupils into small groups and instructs them to collect safe materials from around the classroom or school compound (e.g., bottle tops, small stones, leaves, pieces of paper) that are of different colours. The teacher reminds them to only pick up safe items.

Pupils’ Activity: Pupils move around in their groups, carefully collecting various safe, colourful materials as instructed.

Learning Point: Collecting different coloured materials

Step 5: Sorting Materials by Colour

Time: 5 minutes

Teaching Skill: Guided Practice/Group Work

Teacher’s Activity: The teacher provides each group with empty containers or designated spaces. The teacher then guides the pupils on how to sort their collected materials by colour, ensuring all red items are together, all blue items are together, and so on.

Pupils’ Activity: Pupils work in their groups to sort the collected materials, placing items of the same colour into designated groups or containers.

Learning Point: Sorting materials by colour

Step 6: Traffic Light Colours

Time: 5 minutes

Teaching Skill: Explanation/Visual Aid

Teacher’s Activity: The teacher displays a picture of a traffic light. The teacher points to each colour (red, yellow, green) and explains what each colour means for road safety. Pupils are encouraged to repeat the meanings.

Pupils’ Activity: Pupils observe the traffic light picture, listen to the teacher’s explanation, and repeat the meanings of the colours.

Learning Point: Traffic light colours and meanings

Step 7: Evaluation/Review

Time: 5 minutes

Teaching Skill: Questioning/Assessment

Teacher’s Activity: The teacher evaluates the learning by asking the following questions:

1. Name three familiar colours.
2. Show me something red in the classroom.
3. If you have a pile of different coloured bottle tops, how would you sort them?
4. What does the red light on a traffic light mean?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Colour identification and sorting

Step 8: Conclusion

Time: 5 minutes

Teaching Skill: Summarisation

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that colours help us identify and organise things around us, and that knowing colours like those on traffic lights helps keep us safe. The teacher praises pupils for their participation.

Pupils’ Activity: Pupils listen to the summary and reflect on what they have learned, appreciating the importance of colours.

Learning Point: Importance of colours

Lesson Keywords

• Colour – The property of light that makes objects appear differently, like red or blue.
• Identify – To recognise and name something.
• Sort – To arrange things into groups based on a common feature, like colour.
• Familiar – Well-known or commonly seen.
• Traffic light – A set of coloured lights used to control the flow of traffic.

Differentiation

For pupils who are struggling, the teacher will provide more one-on-one guidance during sorting activities, focusing on identifying just two or three primary colours initially. For advanced learners, the teacher can challenge them to identify less common colours (e.g., magenta, cyan) or create patterns with sorted objects.

Suggested Lesson Videos

For further visual learning, search YouTube for “Primary 1 colour identification and sorting” or “Basic colours for kids Nigeria”.

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure you have a variety of safe, colourful objects and a clear colour chart. You may also prepare pictures of traffic lights. Begin by engaging pupils with familiar colours, gradually introducing new ones. The hands-on collection and sorting activity is central; ensure pupils work collaboratively and safely. Guide them through the sorting process, providing clear instructions and praise. After the practical activities, introduce the concept of traffic light colours as a real-world application. Encourage pupils to copy the Board Summary into their exercise books after the main activities, providing support for neatness. Check for understanding throughout the lesson by asking questions and observing their sorting. For weaker learners, simplify the task by focusing on fewer colours or providing pre-sorted examples. Faster learners can be encouraged to describe the colours of more complex objects or create colour patterns.