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  1. 1. ECED4080 Creating Materials of Background Information:Learning for Use by Young Learning to recognize colors is aChildren fundamental part of early childhood education. While some children seemLearning Task: to naturally pick up the names ofMatching Colors. colors, others learn through matchingDescription: activities. Setting up color stations is also an effective way to teach kids howChildren will work independently to to recognize colors. The learningarrange the laminated color cards and continues over the years as oldermatch to them the same color of the children study advanced color topics.felt cards. They may name the pictureson the laminated cards. Student Learning Outcomes:Start with the primary colors and add Science: matches and identifies colors:the secondary colors with gold and blue, red, yellow, purple, orange,silver according to the childs progress. green, pink, black, white, gold, and silver.Learning task adapted from: Prerequisite concepts, skills, & values:Child Care Center, Sultan QaboosUniversity. 1- Follows class routine forAge Group: selecting, using and returning individual learning tasks.4.5 to 6 years.Subject area: 2- Understands the idea of theScience. activity: matches between tow objects that share a cretin feature.Subject Stands:Exploration and Experimentation. 3- Small muscle control to match theSubject Topic: cards.Colors
  2. 2. Learning Theory & Instructional • Ask the child to bring theStrategies: activity to a table. • The activity is based upon a • Ask the child to arrange the cognitive approach where colors cards and match the children make links with cards which have felt with them different experiences (seeing, • Ask the child to name the listening and touching). colors of the cards. • Ask the child to name the • This activity responds to pictures name in each color childrens way of learning card. through hiding 12 colors they • Show the child how to tidy-up are looking for. the activity. • This activity encourages Checklist of Basket Items: children to have knowledge, • Basket. search and learn independently. • 2 boxes that contains the colors cards.Student CharacteristicsAccommodated: Simplification Activities: • This activity covers different development stages (physical, • Focus only in the primary language and emotional). colors (blue, red and yellow). Through matching colors cards, this activity is easy adapted to Extension Activities: the child development level. • Ask the child to find something else in the classroom with the same color and bring it to you.Introduction of the Learning Task: If the child brings an item with • Show the child the location of a different color, encourage him the activity in the shelf. by pointing out the difference • Tell the child the name of the in colors and asking him to try activity. again. If he brings
  3. 3. something with the same color repeat "points the red color, when thethe colors name as you hold up the two teacher asks for red".matching items. • The child matches and identifies the colorsEnrichment Activities: expressively "says this is red • Vividly colored produce can be color". used as tools to learn color • The teacher uses the assessment names. Green lettuce, red sheet to evaluate the child strawberries, yellow bananas, progress. purple grapes, oranges and blueberries are examples of Evaluation Rubrics: colorful foods children recognize. We may choose to 1- Does not match colors. feature a single color by 2- Matches all colors; recognizes reading aloud a book like Dr. up to 75% colors (receptive Seuss "Green Eggs and Ham," vocabulary); identifies up to then making a green-themed 50% colors (expressive lunch with foods such as a vocabulary). green salad, celery, green 3- Matches and identifies grapes, green tortilla chips and (expressive vocabulary) all guacamole. Choose a different colors. color to feature another day. 4- Describes 2 or more variation in color name.Assessment Techniques: Vocabulary:Informal assessment: Blue, red, yellow, purple, orange, • Observe the child during the green, pink, black, white, gold, and activities time, snack time, silver. outdoor and the playing time. Comment Hits & Suggestion:Formal assessment: • Uses Microsoft Word Program to design the cards. • The child matches and identifies the colors receptively
  4. 4. • Laminates some materials to keep them for a long time such as (foil, tissue, and gifts paper). • Laminates the cards before stick the felt.Key words:Laminated cards, and matching colors. • 2 boxes.Materials needed: • Basket. • Scissors. • A Cuter. • Glue. • Foil, gifts paper, tissue, • 12 laminated cards have 12 felts and paper cards. colors. • 12 small cards have concrete material like felt, tissue, foil and gifts paper.
  5. 5. Procedure:1- Use Microsoft Word Program todesign the cards. Insert 48 picturesfrom Google website. Then laminatethe cards.
  6. 6. 2- Cut small white cards and laminatethem. 4- Glue the felts, foil, and tissue and gifts paper on the cards.5- Keep the laminated cards in theboxes.Submitted by: SALHA AL-BELUSHI.