Uses of Colours, Sorting, Designing and Colouring for Pre-School Level 2

Class: Pre-School Level 2
Term: Third Term
Week: 5
Age: 3 years
Duration: 30 minutes
Subject: Pre-Science
Curriculum Theme: Not separately stated in the scheme.
Previous Lesson: Identification of common objects by their colours.
Topic: USES OF COLOURS: SORTING, DESIGNING AND COLOURING
Subject Matter: COLOURS. Identification of Colours. Uses of Colours. Weekly focus: Uses of Colours: Sorting, Designing and Colouring.

Specific Objectives

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

Cognitive Domain

• Identify primary colours (red, blue, yellow) and some secondary colours (green, orange).
• State simple uses of colours such as for sorting, designing, and colouring.

Affective Domain

• Show interest in sorting objects by colour.
• Enjoy colouring different drawings with appropriate colours.

Psychomotor Domain

• Sort a collection of objects into groups based on their colours.
• Attempt to colour simple drawings using crayons or colour pencils.
• Make simple designs using different colours.

Social Domain

• Share colouring materials with classmates.
• Participate in group activities involving colours.

Reference Materials

• NAPPS National Unified Teaching Scheme for Pre-School Level 2
• Early Childhood Care and Education resources
• Relevant early-years workbooks on colours

Instructional Materials

• Charts showing primary and secondary colours
• Posters with pictures of objects in different colours
• Real objects of various colours (e.g., blocks, toys, bottle tops, fruits)
• Crayons and colour pencils
• Drawing sheets with simple outlines (e.g., an apple, a car, a leaf)
• Coloured paper cut into different shapes

Rationale for the Lesson

Learning about the uses of colours helps preschoolers develop essential cognitive skills like observation, classification, and problem-solving. Understanding how to sort, design, and colour with colours allows children to express their creativity, make sense of their environment, and prepare for more advanced learning in art and science. This practical lesson connects directly to their daily experiences with objects around them.

Prerequisite/Previous Knowledge

Pupils have seen different colours in their environment and can identify a few common objects by their colour (e.g., a red ball, a blue sky).

Lesson Content/Board Summary

USES OF COLOURS: SORTING, DESIGNING AND COLOURING

Colours make our world beautiful! We see colours everywhere, like the red of an apple, the blue of the sky, or the green of a leaf.

What are Colours?

Colours are what we see when light shines on things. They help us tell things apart and make things look pretty.

Primary Colours

• Red: Like a ripe tomato or a fire engine.
• Blue: Like the sky or the ocean.
• Yellow: Like the sun or a banana.

Secondary Colours

• Green: When yellow and blue mix. Like grass.
• Orange: When red and yellow mix. Like an orange fruit.
• Purple: When red and blue mix. Like an eggplant.

Uses of Colours

We use colours for many things:

1. Sorting: This means putting things that are the same colour together.
   • Example: Putting all the red blocks in one box and all the blue blocks in another.
2. Designing: This means using colours to make patterns or make things look nice.
   • Example: Drawing lines with different coloured crayons to make a colourful pattern.
3. Colouring: This means filling in drawings with colours.
   • Example: Using a red crayon to colour an apple drawing, or a blue crayon for a car drawing.

Key Words

• Colour – what we see on objects (red, blue, yellow).
• Red – a primary colour, like a tomato.
• Blue – a primary colour, like the sky.
• Yellow – a primary colour, like the sun.
• Green – a secondary colour, like grass.
• Sort – to put things into groups, like by colour.
• Design – to make patterns or decorate with colours.
• Colouring – to fill in drawings with colours.

Colour Fun Rhyme

Tune: Twinkle, Twinkle Little Star

Lyrics:

Red and yellow, blue so bright,
Colours make a pretty sight.
Sort the red ones, one by one,
Colour pictures, lots of fun!
Green and orange, colours too,
We love colours, me and you!

Actions: Point to red, yellow, blue objects. Pretend to sort. Pretend to colour. Point to green, orange objects. Hug self.

Watch and Learn About Colours

https://www.youtube.com/watch?v=yY6n-2_W_08

Teaching Methods/Instructional Techniques

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

Instructional Procedures

Step 1: Introduction

Time: 3 minutes

Teaching Skill: Engagement/Recall

Teacher’s Activity: The teacher greets the pupils and leads them in a short, familiar colour-themed song (e.g., “I See Colours Everywhere”). The teacher then introduces the topic: “Today, we will learn about how we use colours to sort, design, and colour!”

Pupils’ Activity: Pupils greet the teacher, sing the song, and listen attentively to the introduction.

Learning Point: Pupils are engaged and introduced to the lesson topic.

Step 2: Identification of Primary Colours

Time: 5 minutes

Teaching Skill: Identification/Naming

Teacher’s Activity: The teacher shows large charts or real objects (e.g., a red ball, a blue block, a yellow banana). The teacher names each primary colour clearly (Red, Blue, Yellow) and asks pupils to repeat the names. The teacher asks pupils to point to other objects of the same colour in the classroom.

Pupils’ Activity: Pupils repeat the names of the primary colours and point to matching coloured objects around them.

Learning Point: Pupils identify and name primary colours.

Step 3: Introduction to Secondary Colours

Time: 4 minutes

Teaching Skill: Recognition/Association

Teacher’s Activity: The teacher introduces some secondary colours like green and orange using charts or objects (e.g., a green leaf, an orange fruit). The teacher names these colours and asks pupils to repeat, associating them with the objects.

Pupils’ Activity: Pupils repeat the names of secondary colours and look at the associated objects.

Learning Point: Pupils recognise common secondary colours.

Step 4: Sorting by Colours (Practical Activity)

Time: 5 minutes

Teaching Skill: Demonstration/Guided Practice

Teacher’s Activity: The teacher places a mixed pile of coloured objects (e.g., red, blue, yellow, green blocks) on a mat. The teacher demonstrates sorting by picking all the red blocks and putting them in one spot, then all the blue, and so on. The teacher then invites pupils to take turns sorting the remaining objects by colour.

Pupils’ Activity: Pupils observe the demonstration, then take turns sorting the coloured objects into groups.

Learning Point: Pupils understand and practice sorting objects by colour.

Step 5: Designing with Colours (Simple Patterns)

Time: 4 minutes

Teaching Skill: Creativity/Modelling

Teacher’s Activity: The teacher shows simple designs or patterns made with different coloured crayons on a piece of paper (e.g., a red line, a blue line, a yellow line next to each other). The teacher encourages pupils to pick two or three crayons and make their own simple colourful lines or shapes on a blank paper.

Pupils’ Activity: Pupils choose crayons and attempt to make simple colourful designs or patterns on their paper.

Learning Point: Pupils explore using colours for simple design and creativity.

Step 6: Colouring Activity

Time: 5 minutes

Teaching Skill: Application/Supervision

Teacher’s Activity: The teacher distributes drawing sheets with simple outlines (e.g., an apple, a car, a leaf) and crayons. The teacher guides pupils to choose appropriate colours for their drawings (e.g., “Colour the apple red,” “Colour the leaf green”). The teacher walks around, offering help and encouragement.

Pupils’ Activity: Pupils pick crayons and colour their drawings, trying to stay within the lines.

Learning Point: Pupils practice colouring skills and apply colour knowledge.

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. “What colour is this block?” (Teacher shows a red, blue, or yellow block).
2. “Can you sort these objects by their colours?” (Teacher provides a small mixed group).
3. “Show me your coloured drawing. What colour did you use for the apple?”
4. “What do we use colours for?” (Encourage answers like ‘to sort’, ‘to colour’).

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

Learning Point: Pupils demonstrate understanding of the lesson.

Step 8: Conclusion

Time: 1 minute

Teaching Skill: Summarisation/Reinforcement

Teacher’s Activity: The teacher praises the pupils for their good work with colours. The teacher reminds them that colours help us see, sort, design, and make things beautiful. The teacher leads them in singing the “Colour Fun Rhyme” one last time.

Pupils’ Activity: Pupils respond to praise and sing the rhyme.

Learning Point: Pupils feel accomplished and the lesson is reinforced.

Lesson Keywords

• Colour – what we see on objects (red, blue, yellow).
• Red – a primary colour, like a tomato.
• Blue – a primary colour, like the sky.
• Yellow – a primary colour, like the sun.
• Green – a secondary colour, like grass.
• Sort – to put things into groups, like by colour.
• Design – to make patterns or decorate with colours.
• Colouring – to fill in drawings with colours.

Differentiation

• Support: For pupils who struggle with colour identification, use larger, more distinct coloured objects and provide fewer choices when sorting. Offer hand-over-hand guidance for holding crayons and colouring. Focus only on primary colours initially.
• Extension: For pupils who grasp the concepts quickly, challenge them to identify more objects of specific colours in the classroom. Encourage them to create more complex patterns in their designs or to name the colours they used in their drawings.