Recognising and naming colours for Primary 1

Class: Primary One
Term: First Term
Week: 7
Age: 6 years
Duration: 45 minutes
Subject: Cultural and Creative Arts
Curriculum Theme: Arts and Crafts
Focal competence: Recognising various colours
Key competencies/values: Critical Thinking; Creativity and Innovation
Skills:

• Tracing/drawing shapes and objects
• Colouring of shapes and objects

Previous Lesson: Tracing and drawing numbers 1-20 with lines
Topic: Colours
Subject Matter: Recognising, naming colours

Specific Objectives

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

Cognitive Domain

• Identify familiar colours by name.
• Name common colours when shown.

Affective Domain

• Show interest in identifying and naming colours.
• Appreciate the beauty of different colours in their environment.

Psychomotor Domain

• Point to specific colours when asked.
• Colour simple shapes or objects using identified colours.

Social Domain

• Participate actively in colour recognition activities.
• Interact positively with peers during group activities involving colours.

Reference Materials

The following resources were used in planning this lesson:

• 2025 Revised 9 Years Basic Education Curriculum
• Relevant State Unified Scheme of Work
• A suitable Cultural and Creative Arts textbook for Primary 1
• The HeadTeacher Scheme of work

Instructional Materials

The teacher will teach this lesson with the aid of:

• Trays of colours (e.g., paint, crayons, markers)
• White paper
• Colour wheel or colour chart
• Teacher-made example of coloured objects
• Various coloured objects (e.g., balls, blocks, fruits, clothes)
• Pictures of objects in different colours

Rationale for the Lesson

This lesson is important because understanding colours is fundamental to visual arts and daily life. It helps pupils develop their observational skills and provides a foundation for creative expression and appreciation of their environment. Recognising and naming colours also supports early literacy and cognitive development.

Prerequisite/Previous Knowledge

Pupils can identify some common objects around them and can communicate simple ideas.

Lesson Content/Board Summary

Colours

What are Colours?

Colours are what we see when light reflects off objects. They make the world beautiful and help us tell things apart.

Naming Common Colours

Some common colours we see every day are:

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

Recognising Colour Samples

We recognise colours by looking at them. For example, when you see something bright like a tomato, you know it is red. When you see the sky on a clear day, you know it is blue.

Matching Colours with Familiar Objects

We can match colours to things we know. For example:

1. Red: An apple, a fire truck
2. Blue: The sky, a uniform
3. Yellow: A banana, the sun
4. Green: Grass, leaves on a tree
5. Orange: An orange fruit, a carrot

Sorting Materials by Colour

Sorting by colour means putting objects of the same colour together. For example, if you have many crayons, you can put all the red crayons in one pile and all the blue crayons in another pile.

Simple Colour-Use Activity

We use colours when we draw and paint. We can colour a picture of a house, a flower, or an animal using different colours to make it look real and beautiful.

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 5 minutes

Teaching Skill: Engaging/Recalling

Teacher’s Activity: The teacher greets the pupils and starts a simple song about colours or asks them to mention things they see around them. The teacher then asks what makes these things look different.

Pupils’ Activity: Pupils respond to greetings, sing along, and mention objects and their appearance.

Learning Point: Prior knowledge activation

Step 2: Introduction of Colours

Time: 7 minutes

Teaching Skill: Demonstration/Explanation

Teacher’s Activity: The teacher displays a large colour chart or colour wheel. The teacher points to each basic colour (e.g., red, blue, yellow, green) and clearly pronounces its name, asking pupils to listen carefully.

Pupils’ Activity: Pupils observe the colour chart and listen to the teacher naming the colours.

Learning Point: Introduction to colours

Step 3: Recognising Colours

Time: 7 minutes

Teaching Skill: Observation/Guided Practice

Teacher’s Activity: The teacher shows various coloured objects one by one (e.g., a red ball, a blue book, a yellow crayon). For each object, the teacher asks, “What colour is this?” and guides pupils to identify the colour.

Pupils’ Activity: Pupils observe the objects and try to identify the colours as the teacher guides them.

Learning Point: Colour recognition

Step 4: Naming Colours

Time: 7 minutes

Teaching Skill: Questioning/Repetition

Teacher’s Activity: The teacher points to colours on the chart or to various objects and asks pupils to name the colours. The teacher encourages pupils to repeat the names of the colours together and individually.

Pupils’ Activity: Pupils name the colours individually and as a class, repeating after the teacher.

Learning Point: Colour naming

Step 5: Matching Colours

Time: 6 minutes

Teaching Skill: Practical Demonstration

Teacher’s Activity: The teacher provides pupils with colour samples (e.g., coloured paper squares) and asks them to match these samples with similar coloured objects in the classroom or with pictures displayed. The teacher guides them through the matching process.

Pupils’ Activity: Pupils pick a colour sample and try to match it with an object or picture of the same colour.

Learning Point: Colour matching

Step 6: Colouring Activity

Time: 5 minutes

Teaching Skill: Application/Supervision

Teacher’s Activity: The teacher distributes white paper with simple outlines (e.g., a circle, a flower, a house). The teacher instructs pupils to colour the shapes using specific colours they have learned, for example, “Colour the circle red.”

Pupils’ Activity: Pupils colour the simple shapes or objects on their paper according to the teacher’s instructions, applying the learned colours.

Learning Point: Colour application

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. What colour is this (showing a red object)?
2. Can you point to something blue in the classroom?
3. Name two colours you learned today.
4. If I give you a yellow crayon, what colour will you make?

Pupils’ Activity: Pupils answer orally and in writing.

Learning Point: Colour identification skills

Step 8: Note-Taking

Time: 4 minutes

Teaching Skill: Guided Writing

Teacher’s Activity: The teacher guides pupils to copy the essential Board Summary notes on naming common colours and matching them with objects into their notebooks.

Pupils’ Activity: Pupils copy the notes carefully into their notebooks.

Learning Point: Recorded lesson notes

Step 9: Conclusion

Time: 3 minutes

Teaching Skill: Consolidation

Teacher’s Activity: The teacher summarises the lesson by reminding pupils that colours are all around us and help us see and create beautiful things. The teacher encourages them to continue looking for and naming colours at home.

Pupils’ Activity: Pupils listen attentively and acknowledge the importance of colours.

Learning Point: Colour concept reinforcement

Continuous Assessment/Further Study

Type: Homework / Practice Exercise

Instruction: Look around your home and draw three objects. Colour each object with its correct colour.

1. Draw a red object.
2. Draw a blue object.
3. Draw a yellow object.
4. Draw a green object.
5. Ask an adult to help you find five different coloured items in your kitchen.

Lesson Keywords

• Colours – What we see when light reflects off objects.
• Red – A primary colour, like an apple.
• Blue – A primary colour, like the sky.
• Yellow – A primary colour, like the sun.
• Green – A colour like grass or leaves.
• Recognise – To know or identify something.
• Name – To say what something is called.

Differentiation

For weaker learners: Provide more direct one-on-one guidance, focus on just two or three primary colours, and use larger, more distinct colour samples. Use flashcards with colour names and pictures.
For faster learners: Challenge them to identify and name secondary colours (orange, purple, green) or to sort objects into more complex colour categories. Ask them to describe where they see specific colours in their environment.

Suggested Lesson Videos

Search on YouTube for: “Primary 1 colours lesson for kids Nigeria” or “Learning colours for preschoolers”

Teacher Guide for Using This Lesson Plan

Before the lesson, ensure all instructional materials, especially the colour chart and coloured objects, are readily available and visible to all pupils. Begin with an engaging warm-up to capture their attention. Follow the teaching sequence by first introducing the colours, then guiding pupils to recognise and name them through various interactive activities. Encourage active participation from every pupil, providing positive reinforcement. Pay close attention during the matching and colouring activities to correct any misconceptions immediately. Pupils should copy the Board Summary notes during Step 8. For weaker learners, simplify instructions and provide extra support. For faster learners, offer additional challenges like identifying more colours or describing colour patterns. Always ensure a fun and supportive learning environment.