Lesson Notes By Weeks and Term v3 - Primary 1
Colour (identification)
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Colour (identification)
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Subject: Basic Science
Class: Primary 1
Term: 2nd Term
Week: 2
Theme: Learning About Our Environment
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Watch on YouTubeIdentify different colours Collect materials of different colours Observe road traffic light and identify the ir colours State the function of each road traffic light sign Identify road markings and the ir colours
2.1 What is Colour? Colour is how our eyes see different shades and hues of light reflected from objects. Everything around us has a colour. Some common colours include red, blue, green, yellow, orange, purple, white, black, and brown. 2.2 Identifying Different Colours Primary Colours: These are the basic colours from which all other colours can be mixed. For Primary 1, focus on: Red: Examples in Nigeria: zobo drink, ripe tomatoes, the sun on the Nigerian flag, a fireman's truck.
Yellow: Examples in Nigeria: ripe mangoes, corn, garri, the sun on the Nigerian flag, school buses.
Blue: Examples in Nigeria: the sky on a clear day, some school uniforms, ocean/river water.
Secondary Colours: These are made by mixing two primary colours.
Green: (Yellow + Blue)
Examples in Nigeria: leaves, grass, unripe fruits, some vegetables like ugu leaves, the green on the Nigerian flag.
Orange: (Red + Yellow)
Examples in Nigeria: ripe oranges, carrots, palm oil.
Purple/Violet: (Red + Blue)
Examples in Nigeria: garden eggs, some flowers.
Neutral Colours: White: Examples in Nigeria: chalk, garri, milk, some school uniforms.
Black: Examples in Nigeria: car tyres, charcoal, some hair colours, school shoes.
Brown: Examples in Nigeria: soil, kola nuts, wood, some school uniforms. 2.3 Collecting Materials of Different Colours Students can collect everyday items like leaves, small stones, bottle caps, pieces of fabric, or craft materials. The focus is on sorting and naming the colours of these collected items. For instance, a student might collect a green leaf, a brown stone, a red bottle cap, and a yellow piece of paper. 2.4 Road Traffic Lights: Colours and Functions Road traffic lights are used to control the flow of vehicles and pedestrians at intersections to prevent accidents and ensure order.
Red Light: This means STO
P. For drivers: Drivers must stop their vehicles before the white line at the intersection.
For pedestrians: Pedestrians must wait on the sidewalk and not cross the road.
Function: To prevent movement and allow traffic from another direction to pass safely.
Yellow/Amber Light: This means PREPARE TO STOP or PREPARE TO G
O. If it changes from Green to Yellow: Drivers should prepare to stop. Pedestrians should not start crossing.
If it changes from Red to Yellow: Drivers should prepare to move. Pedestrians should prepare to cross, but only when it turns green.
Function: To give a warning or transition period between stop and go signals.
Green Light: This means G
O. For drivers: Drivers can proceed through the intersection if it is safe to do so.
For pedestrians: Pedestrians can cross the road if it is safe and there is a pedestrian signal.
Function: To permit movement through the intersection. 2.5 Road Markings: Colours and Meanings Road markings are lines, words, or symbols painted on the road surface to guide drivers and pedestrians.
White Lines: Solid White Line: Often found at the edge of the road, showing the boundary.
Broken White Line: Separates lanes of traffic going in the same direction; drivers can change lanes carefully.
Zebra Crossing (Pedestrian Crossing): Thick white stripes painted across the road where pedestrians can cross safely. Drivers must stop for pedestrians here.
Function: To separate lanes, define road edges, and indicate pedestrian crossing points.
Yellow Lines: Solid Yellow Line (Single or Double): Often means "No Parking" or "No Overtaking" (depending on context, usually double yellow means no overtaking in either direction).
Broken Yellow Line: Used in specific contexts, but for P1, focus on solid yellow meaning "no." Function: To indicate restrictions like no parking, no stopping, or no overtaking. 3.1 Introduction (10 minutes)
Teacher Activity: Display a variety of colourful objects (e.g., building blocks, fruits like a red apple, yellow banana, green orange/leaf, blue plastic cup, red pen). Point to each object and ask students what colour they see. Play a simple 'I spy' game focusing on colours within the classroom (e.g., "I spy with my little eye something that is red").
Student Activity: Students observe the objects, shout out the colours they recognise. They participate in the 'I spy' game by identifying coloured objects in the classroom. 3.2 Lesson Development Activity 1: Identifying Different Colours (15 minutes)
Teacher Activity: Show flashcards or actual objects representing primary and common secondary colours (Red, Yellow, Blue, Green, Orange). Call out the name of each colour and have students repeat it. Ask students to point to items in the classroom that match each colour (e.g., "Who can see something red?"). Introduce more colours like white, black, brown, purple, using relevant objects or pictures (e.g., white chalk, black shoes, brown soil, purple garden egg).
Student Activity: Students repeat colour names after the teacher. Students point to and name coloured objects in the classroom or from their personal belongings (e.g., school bags, uniforms, pencil cases).
Activity 2: Collecting Materials of Different Colours (15 minutes)
Teacher Activity: Instruct students to go outside (if safe and supervised, otherwise use classroom materials) and collect small, safe items of different colours (e.g., leaves, small stones, bottle caps, small pieces of paper/fabric). Provide plastic bags or small containers for collection. Once back in the classroom, ask students to sort their collected items by colour. Ask individual students to show an item and name its colour.
Student Activity: Students safely collect various items from the designated area. They sort their collected items into groups based on colour. Students present their items and name the colours they collected.
Activity 3: Observing Road Traffic Lights and Identifying Their Colours and Functions (20 minutes)
Teacher Activity: Display large pictures or a simple diagram of a road traffic light. Point to the Red light. Ask students to name the colour. Explain what "Red Light means STOP" for both vehicles and pedestrians using simple, clear language and hand gestures (e.g., raise hand for stop). Repeat for Yellow/Amber ("Prepare to stop/go") and Green ("Go"). Emphasize the importance of obeying these lights for safety, linking it to situations they might experience while going to or from school. Demonstrate the sequence of traffic light changes.
Student Activity: Students identify the colours of the traffic lights in the diagram. Students repeat the meaning of each light (Red = Stop, Yellow = Prepare, Green = Go). They practice the actions (stopping, waiting, going) associated with each colour.
Activity 4: Identifying Road Markings and Their Colours (10 minutes)
Teacher Activity: Display pictures of common road markings, specifically a zebra crossing (white lines) and a solid yellow line. Point to the white lines of the zebra crossing. Ask about the colour and explain that "white lines for crossing" means pedestrians can cross here, and cars must stop. Point to a solid yellow line. Ask about the colour and explain that "yellow lines mean no parking/no stopping" or "no overtaking." Relate these markings to roads they might see near their school or homes.
Student Activity: Students identify the colours of the road markings (white, yellow). They state the basic meaning of a zebra crossing (cross here) and a solid yellow line (no parking/stopping).
Question 1: Look at the pictures below. Name the colours of the following fruits found in Nigeria: a) Ripe banana b)
Unripe mango c)
A ripe tomato Solution 1: a)
Ripe banana: Yellow b)
Unripe mango: Green c)
A ripe tomato: Red
Commentary: This question helps students identify common colours found in their environment, linking them to familiar objects (fruits) and reinforcing basic colour vocabulary.
Question 2: If you are a driver and the traffic light suddenly turns RED, what should you do?
Solution 2: A driver should STOP the vehicle immediately and wait until the light changes.
Commentary: This assesses understanding of the function of the red traffic light, a critical road safety concept.
Question 3: A pedestrian wants to cross a busy road. They see thick, wide WHITE lines painted across the road. What do these lines tell the pedestrian?
Solution 3: These thick, wide white lines are a Zebra Crossing (or Pedestrian Crossing). They tell the pedestrian that it is a safe place to cross the road, and vehicles should stop for them.
Commentary: This evaluates the student's ability to identify a common road marking by its colour and understand its safety function for pedestrians.
Question 4: Draw and colour a simple road traffic light. Label each colour and write what it means.
Solution 4: (Teacher will observe student drawings and labelling for correctness).
Drawing: A vertical column with three circles.
Colours: Top circle Red, Middle circle Yellow/Amber, Bottom circle Green.
Labels: Red: STOP Yellow: PREPARE Green: GO
Commentary: This practical exercise combines identification, drawing, and recall of functions, covering multiple learning objectives. Differentiation (Supporting Diverse Learners): Visual Learners: Use brightly coloured flashcards, posters, real objects, and clear diagrams of traffic lights and road markings. Show videos or animated clips illustrating traffic light functions.
Auditory Learners: Use repetitive songs or rhymes for colour names and traffic light meanings. Encourage verbal repetition and group discussions.
Kinesthetic Learners: Incorporate movement. Have students act out stopping, preparing, and going for traffic lights. Engage them in hands-on activities like sorting collected items by colour or drawing and colouring.
Remediation (For Struggling Learners): Simplified Colour Identification: Focus on only primary colours (red, yellow, blue) initially. Use a "matching game" where students match an object to a coloured square.
One-on-One Support: Provide individualised attention, repeating instructions and concepts slowly.
Traffic Light Cards: Give learners simplified flashcards showing just one traffic light colour and its corresponding action. Practice only one colour at a time.
Repetitive Practice: Engage in more frequent, shorter sessions of identifying colours of familiar objects in the classroom.
Extension (For High-Achieving Learners): Colour Mixing: Introduce how primary colours can be mixed to form secondary colours (e.g., mixing red and yellow paint to make orange).
Advanced Colour Recognition: Challenge them to identify more nuanced colours like shades (light blue, dark blue) or tertiary colours.
Creative Application: Have them draw a community map and indicate where traffic lights or pedestrian crossings might be needed, using correct colours.
Safety Poster Design: Ask them to design a road safety poster using the correct colours for traffic lights and road markings, explaining their meanings.
Road Safety Awareness: The identification of colours in traffic lights (Red=Stop, Yellow=Prepare, Green=Go) and road markings (white for crossing, yellow for no parking) is directly applicable to students' daily commute to and from school. This knowledge empowers them to be safer pedestrians and future responsible drivers.
Environmental Observation and Sorting: Learning to identify colours helps students observe and categorise their environment. For instance, they can differentiate between ripe (often red/yellow) and unripe (often green) fruits, which is useful in choosing food. They can also use colour to sort waste for recycling (e.g., separating plastics by colour).
Cultural and Artistic Expression: Colours are integral to Nigerian culture, found in traditional attire (e.g., adire, aso-oke), cultural symbols, and national symbols like the flag (green for agriculture, white for peace). Understanding colours allows students to appreciate and participate in local art, crafts, and celebrations.