Lesson Plan

Target Age Group: 2.5 Years 3.5 Years (Nursery 1)

Date: August 2015

Topic: NUM

Group size: 8-10

Title of Lesson: Colours Colours everywhere

Theme: Animals

Learning Areas/

DOW

Recognise the different animals through colours

Knowledge, Skills

NUM

Identify at least 2 colours

and Dispositions:

L&L

Identify 2 types of animals

SED

Initiate interactions with friends and form pairs

MSD

Use hand-eye coordination to perform fine motor tasks

ACE

Identify the animals colours through songs

Childrens Current

Children are able to identify basic colours such as yellow, black, red

Skills, Knowledge

and blue.

and Interest:
Perseveranc

Reflectiveness Appreciatio

e
X

Inventiveness

Sense of wonder and curiosity

Engagemen

t
X

n
X

Objectives: 1. Children to identify at least 4 colours of 4 different animals

2. Recognise the names of 3 different animals
3. To create an animal of their choice using playdoh
Materials Required/What to Prepare:
Brown bear brown bear what do you see book, playdoh, brown bear brown bear what do you
see song
Procedures:

Introduction:
Activities

P.R.A.I.S.E

- Teacher will read the book brown bear brown bear what do you see book to the

-Engagement

children and introduce the different animals with the different colours to the

Children will

children.

listen to the

- Teacher will induce children to think about the different animals that they have

story

seen in their neighbourhood or in the zoo and to recall the colours of the animals.

attentively
-Sense of
wonder and
curiousity
Children will
wonder about
the different
types of
animals and
their colors.

Main Activity
Activities

P.R.A.I.S.E

- Teachers will teach children the song brown bear brown bear what do you see.

-Inventiveness

- Teachers will then introduce actions to children to follow to the song. Children

Allow children

can learn to crawl like a bear, fly like a bird, gallop like a horse, swim like a fish

to express how

etc. Before formally assigning an action to each of the animals, teachers can

they want the

encourage participation by asking children how does that particular animal move.

animals to

- To help increase interactions between children, teachers can encourage children to

move.

find a friend and form a pair of the animals and move together. E.g, children will

-Engagement

hold one hand of their friends and flap the other hand and move together like a bird

Children are to

around the classroom.

participate
actively in the
activity

Activities
- Teachers will print our different animals for children to colour. While children are

P.R.A.I.S.E
- Engagement

colouring, teachers will tell them the colours that they have chosen to colour their

Children will

animals and encourage them to repeat after them.

participate

- Teachers will then cut two holes and laminate the animals to create a finger puppet

actively and

for the children.

colour their
animals.
-Sense of
curiousity
Children will
wonder about
the different
colours.

Closure
Follow-up activity:
-

Orange Pear Apple Bear

Read the story Orange Pear Apple Bear to children to introduce the colours green, orange and

brown to them.
Children will be given oranges, pears and apple of three different colours. Children will have
to find a friend of the same coloured fruit as them and hold hands to paste the fruits on the
tummy of the respective coloured bear.

Children will do cookery lesson by making fruit salad. Fruits such as red apple, green pear, orange,
purple grapes and red strawberry will be put into the salad. Children will take turns to stir the salad
and enjoy their DIY salad.
Implementation

Observation of lesson
Class: Nursery 1

Date : 19 August 2015

Age : (2.5 years 3.5 years)

Time : 10am 11am

Setting : Studio and classroom (Indoor)

Recordings

Interpretations

Teacher M said Good morning children. The class replied Good

Some children replied Good

morning teacher M.

morning teacher.

Teacher M said Today we are going to listen to a story. Lets hear a

Children were excited upon

story about the animals in the zoo. Shall we listen carefully to what

hearing the word zoo. Boy E

the animals say?

mimicked the action of a lion and

roared out loud.

Teacher M took out the book and projected it onto the screen. E said

E was excited upon seeing the

Bear Bear! and pointed to the screen.

brown bear on the screen. He stood

up and pointed to the screen.

Yes. Mr. Brown bear is here. What are the other animals that you

Teacher M encouraged the children

have seen before?

to think about the animals that they

have seen before.

My mummy bring me go see elephant said S. Mummy bring me

go zoo. My daddy bring me go zoo said R. J then said My yeye

Children were excited and started

got bird. The children continued to talk about the animals that they

to voice out their experiences to

have seen.

share with the class. They started

Yes these are the animals that you have seen before. Lets see what

to follow one another in their

other animals are there in the zoo and in the park said Teacher M.

speech and shared a similar

experience to their peers.

Teacher M started to narrate the story to the children while doing

actions to allow children to understand the story better. When teacher

Some of the children followed

M mentioned Brown Bear, she would crawl like a bear. When teacher

Teacher Ms actions while seated

M said red bird, she would flap her hands like the wings of a bird. As

down. Some of the children

teacher M continue narrating, children listened attentively.

listened attentively. Some children

would stand up and point to the
screen and shouted out the names

After the story ended, Teacher M said okay children, now we will

of the animals.

listen to the song of the brown bear. When you listen to the song, I

Most of the children could identify

want you to look very carefully what colours are the animals in the

basic colours like red, blue, yellow

song.

and green. However they were not

so familiar with the colours like

Teacher M played the video and children watched. Each time the

purple, brown and gold.

song introduced a new animal, Teacher M would pause the video and
ask the children what colour is the animal in the video. What colour

Girl O did not know the colour

is this duck?

yellow. However Teacher M taught

Girl O said red.

her the right colour and she

The duck is yellow said teacher M. Girl O follows after teacher M

followed after.

and said yellow.

After the song ended, Teacher M said Now we will learn to move
like the animals.

Children enjoyed moving around

Teacher M replayed the song and demonstrate the actions and sounds

while doing the animals action. 2

of the animals. Children followed after teacher M and walk around in

children held hands and fly

circles.

together like a bird.

After the song had ended, teacher M said Good job children. Do you

Children wanted to bring home

want to make your own animals?

their own animals. They said that

The children said Yes.

they wanted to bring it home to

Teacher M brought the children back to the table and asked them to

show their mummy.

sit down. The children sat down and teacher M gave them 2 choices
of animals for them to choose. Teacher M asked C Do you want a

Teacher M gave children choices

sheep or a horse? Boy E said I want a horse.

and children could also identify

The children chose their animals and started colouring them with

most of the animals given. They

markers. Some of them used one hand to colour while a few used two

were learning to colour within the

hands to colour simultaneously.

given lines. They also reminded

While they are holding the markers, Teacher M told them to repeat

each other not to colour on the

the colour of the markers that they chose after her.

table. Most of the children used

Done. Boy C finished colouring and passed the coloured animals

palmer grasp to hold their markers.

back to Teacher M.
After collecting all the coloured animals back, Teacher M asked the

Children will inform the teacher

children did you enjoy todays lesson? The children replied yes.

when they had finished colouring.

Children enjoyed the lesson of the
day.

Evaluation
Children enjoyed the lesson and participate with it. However, the lesson could be further
improved by introducing the colours that will be shown in the story first then narrating the

story and showing children the coloured animals. Teachers could also add in animal sounds
along with the actions to make the story more interesting. Teacher M could also facilitate
responses from the children better by encouraging specific children to participate especially
those quieter children.
The strength of the lesson was that the teacher stopped at every change of the animal to
introduce the animal to the children as well as helping them to identify their respective
colours. The teacher also closed the lesson by allowing children to create their own animals
and colouring them with the colours of their choice. Having said so, the teacher also helped
them to identify the colours that they were using for their animals. Teacher M also added
physical actions in the lesson to enhance childrens learning.
Summary
As stated by Miller (2007), children at the age of three years old will frequently use their
entire fist to hold onto their stationeries such as their pencil, crayons or paintbrush. From
there, we can further induce that they will most likely be using palmer grasp. This can be seen
from the anecdotal where the children are colouring their animals. Most of the children have
achieved the milestone of using the palmer grasp as compared to using the pincer grasps
when they were younger.
One of the cognitive milestone as stated by Blackwell and Baker (2002), children at the age
of 24 months 36 months should be able to point out to pictures in books and identify them.
They should also be forming sentences of 2 to 3 words and to be understood by professionals.
This can be seen in the anecdotal whereby child E pointed out at the bear on the screen and
Teacher M could understand what he was talking about even though his sentences were short
and contained few words.
Pamela (2011) states that one of the major milestones at toddler stage is to develop a
symbolic thought. In this, they show that they are able to use a simple item or task to act in
place of a more complicated one. For instance, the children managed to identify the animals
on the screen and is able to understand that it is not the real animals in front of them.

Harris and Libert (1992) noted that children at the age of three where they are acquiring their
language and speech tend to portray telegraphic speech. In that, toddlers tend to cut short

their sentences and omit redundant words to express their points. This can be seen when child
S said Mummy bring me go zoo whereby omitting words such as my, to and the.
Miller (2007) said that children at the age of three tend to form social attachment by imitating
one another. This is their way of establishing social contact. In the anecdotal, J imitated Ss
sentence and stated that his daddy brought him to the zoo just as Ss mummy did. J was
perhaps trying to form a social connection with S and wanting to communicate with him.

Reflection
According to Clements and Samara (2004), children might not be engaging in mathematical
activities frequently especially during free play, however results have shown that children do
engage in mathematical activities half of the time in a day. This has thus stated that
mathematical concepts are important to children as it helps them to process their experiences
and ideas logically.
Sheridan (1998) stated that children at the age of 3 years tend to confuse secondary colours
which consist the same primary colours. Therefore I have decided to introduce a few primary
and secondary colours to children to resolve their confusion and to allow them to identify
these colours better with the help animals since they have a huge interest in animals.
The preparations of materials were simple as they were readily available in the centre. They
could be printed easily or are unwanted materials that could be reused. Follow-up activities
planned for the children were closely related to the lesson as it could help them to do a recap
on the lesson and at the same time further extend their learning.
I believe that young children learn better through experiencing. Therefore, hands-on activities
that are engaging will facilitate childrens learning better and I believe that whatever they
have learned will be retained in their memory for a longer time.

Overall, children had a fun time in this lesson and were all very happy. On top of that they
have also learned new animals and learned to express themselves and shared their experience
with their peers and teacher.
The concept of colours can be further extended by encouraging parents to revise the colours
learned with their children to prepare simple activities for parents to carry out with their
children at home.

References
Blackwell, P., & Baker, B. (2002). Estimating communication competence of infants and
toddler.Journal of Pediatric Health Care, 16(1), 29-35. Retrieved September 3, 2015, from
http://www.sciencedirect.com.libproxy1.nus.edu.sg/science/article/pii/S0891524502040166
Clements, D., & Samara, J. (2004). Engaging young children in mathematics: Standars for
pre-school and kindergarten mathematics education (p. 95). London: Lawrence Erlbaum
Associates.
Harris, J., & Libert, R. (1992). Infant & Child Development from Birth through Middle
Childhood. London: Prentice-Hall.
Miller, K. (2007). Ages and Stages. Telshare Publishing,Inc.
Pamela, M. (2010). Child Development in Practice Responsive Teaching and Learning from
Birth to Five (p. 17). Routledge Publications

Appendix

Children were listening attentively to the story.

Children participated in the questioning actively.

Children crawling like a bear according to the story.

Children walking like a duck according to the story.

Child S using palm grasp to hold the marker.

Girl P using palm grasp to colour.

Matching game for AA01.

Story book for AA01.