Cloverbud Curriculum, A Horse of a Different Color!

Introduction

Horses come in a variety of colors with many different markings that can help with the identification of individuals. Knowing the names of those colors and markings not only makes you knowledgeable about horses, it helps you communicate with others in the horse industry.

Common colors include black, chestnut, bay and gray. Any of the colors can have white face or leg markings. Points include the ears, lower legs, mane and tail.

Black horses often have dark eyes, hooves, and skin. Chestnut horses, sometimes called sorrel, have a coat that is basically some shade of red, including the points. If the horse has a red or brown coat but black points, then it’s a bay. Gray horses may be born any color and have white hairs that begin to appear at or shortly after birth. They usually have dark skin and eyes. Other colors include dun (a yellow coat with dark points), palomino (golden coat with a light mane and tail and no black points), paint or pinto (white patches on the body, com- bined with any other color), or appaloosa (coat has a spotted pattern, usually over the rump; hooves may be striped and skin may be mottled with colors).

Face and leg markings are white areas on that part of the body. The skin under such a marking is white or pink. A horse’s face marking could include a star, snip, stripe, blaze, or a bald face. Leg markings could include a coronet (white only over the coronet band), sock (white extends from the coronet to the middle of the cannon), or stocking (white extends up to and possibly over the knee).

Experience / What to Do

Begin by discussing colors of horses, using magazines or books to find pictures that represent them. Also, having model horses in various colors allows each child to choose one to hold and use in examples. Discuss the characteristics of each color or marking, using the pictures or models for emphasis.

Practice Coat Colors and Markings

1. Hand out blank memory cards to children. Each child should have two cards for each color or marking to be learned.
2. Ask youth to color and label their memory cards appropriately, two for each color or marking (put their names on the face of the cards as well).
3. Ask youth to cut out the memory cards and glue them to construction paper. If the paper is bigger than the picture, it will form a “frame” around the picture.
4. These can be used in games listed in the “More Ideas” section at the end.

Scavenger Hunt (Testing knowledge)

1. Provide magazines, books, or pictures (have kids bring their own to add to the mix).
2. Give them a list of colors or markings to find examples for.
3. This can be made easier for younger children by only using colors, face markings, or leg markings.
4. If the magazine can be cut up, allow the children to cut out their pictures and glue them on a piece of construction paper to make a collage.

More Ideas!

“Pictionary” – give the children a blank horse outline. Have one child draw markings or color the horse and the other children have to name it!

“Concentration” or “Memory” Game

1. Stack colors and markings cards together and then shuffle/mix them up. Lay them face down on the table.
2. The child flips over two cards. If they match, both cards are withdrawn from the table and the youth gets to select two more cards.
3. If they do not match, both cards are turned face down again and play passes to the next child.
4. Play continues until all the cards are gone.
5. This game can be played by one child, who will continue to select cards in pairs until all cards are gone.
6. This game can be made simpler by separating colors and markings or reducing the number used in the game.
7. If multiple children are involved, be aware of age differences – older children will have an easier time remembering where the cards are.

“Go Fish”

1. Shuffle the memory cards to mix them up. Deal an equal number of cards to each child.
2. Any cards that match are pulled out of the child’s hand and set aside.
3. The first child may then ask any other child if they have a card that matches one in their hand. If the answer is yes, the card must be handed over.
4. If the answer is no, play passes to the next child in the circle.
5. Play continues until one child has no more cards.
6. This game can be made simpler by separating colors and markings or reducing the number used in the game.

“In Living Color” - Take a trip to a local horse show, equine event, or stable and discuss colors and markings of horses seen live!