ADULT-LED
Investigate signs of spring.
Planned learning intention
To observe features of living things and talk about seasonal changes Adult:child ratio 1:4-6 in outdoor area of setting. (Outdoor visits will need more adult supervision.) Resources
Fiction and non-fiction books (see resources, pages 18-19), Nursery Topics poster and photographs about the seasons, camera (preferably digital), clipboards, paper, pens, pencils.
Activity content
* Encourage the children to look at the books and photographs and discuss the seasonal cycle and the different features of each season.
* Talk particularly about what has happened to plants, trees, animals and birds in winter. Ask the children to think about what the outdoor area has looked like in winter.
* Point out that winter is nearing an end and ask if the children have noticed signs of spring on their way to nursery or in their gardens.
* Explain to the children that they are going for a walk around the outdoor area (or the local park if this offers more opportunities) and that they must look and listen for signs of spring, for example, leaf buds, bulb shoots, birds collecting materials for nests.
* Encourage them to talk about their observations and record them with the camera. Children may also want to make records by making marks on paper (for example, observational drawing, making lists of observations).
Stepping stones
* Children with little experience may observe and show some curiosity as others identify signs of spring. They may need support when looking closely at signs of spring and more opportunities for sensory exploration of the outdoors. Practitioners modelling key vocabulary (such as leaf and bud) will be helpful.
* Children with some experience will show interest in the changes and features observed and begin to make their own observations. They may need encouragement to use key vocabulary and support (particularly through questioning) in talking about observations.
* Children with more experience will be confident in finding and talking about signs of spring. They will ask questions about why and how things happen and will be able to talk about features and sequences of events.
Extension ideas * Repeat the walk at regular intervals and take photographs of the same plants, trees and animals identified on the first walk so that a visual, sequential record of developments is built up.
* Use photographs, accompanied by children's scribed comments and mark-making attempts, to create a book or display about spring.
* Encourage children to recall experiences and talk about features of spring using the book/display as a prompt.
2 SHAPE AND SIZE
ADULT-LED
Explore mathematical concepts using seeds.
Planned learning intentions
To count reliably up to 10 objects To talk about, and compare, shape, size and pattern Adult:child ratio 1:1-4.
Resources
A range of seeds including pulses (ensure that all are safe for children to handle); magnifying glasses; plastic sorting pots or trays; sheets of black or white card (to be used as 'trays' to highlight the patterns and shapes of seeds).
Activity content
* Show children the seeds and encourage them to observe, handle and discuss them. Allow plenty of time for exploration and provide magnifying glasses for observation.
* Give each child a pot and ask them to choose ten seeds.
* Encourage them to arrange their seeds in a pattern on the paper, then to look at other children's patterns, study the seeds they have chosen and compare them with their own choices. They may want to attempt to copy their friend's pattern.
* Use the seeds to create repeat patterns with children for example, bean, pea, lentil, bean, pea, lentil.
* Put three to five seeds in a small drawstring bag. Show children a seed and allow them to handle it. Ask them to feel in the bag and find the seed that matches the original one and talk about its size and shape.
* Using a hand puppet, hold up a seed. Ask the children to look in their pots and find a seed that is the same/different, bigger/smaller than the puppet's.
Stepping stones
* Children with little experience will probably need opportunities to explore the seeds freely and support in talking about differences and similarities before engaging in more directed activities.
* Children with some experience will probably talk about the seeds using words such as flat, round, big. They will probably be able to sort and match seeds and may attempt to count them with some numbers in the correct order. They may show an awareness of one-to-one correspondence when counting.
* Children with more experience will probably use language such as bigger, smaller and circle to describe shape and size. They will probably be able to count reliably up to 10 and perhaps beyond.
Extension ideas
* Set up an interactive display using the seeds and other resources to enable children to access the activities, and develop ideas, independently.
* Read stories and plan other learning experiences that will reinforce the language of shape, size and number.
3 SMALL-SCALE FARMING
CHILD-INITIATED
Help children to explore the world of farming within the setting.
Resources
? * With the children build a living, small world farm using: a large, flat builder's tray (the base for the farm); pieces of turf (fields); seed trays planted with, for example, cress and sunflower seeds (crops); sand and gravel (paths and yard); a shallow tray of water (pond).
* Children may offer additional ideas for creating the farm landscape and, where possible, these should be used.
* The farm should be available for children to access for two to three weeks. As the crops grow, so the landscape alters and the children's play will evolve.
Play suggestions
* Encourage the children to visit the farm at any time during nursery sessions.
* Provide magnifying glasses so that they can observe closely the changes as the seeds and grass grow.
* Add small-world people, farm animals and vehicles to encourage imaginative and role play.
* Provide fiction books such as Farmer Duck by Martin Waddell and Helen Oxenbury (Walker Books, 4.99), and encourage the children to retell stories using the farm equipment as props.
* Provide cardboard boxes and tubes so that children can build farmhouses, barns, milking parlours and grain stores.
* Give children watering cans and encourage them to take responsibility for watering the crops. (It may be necessary to organise a rota system for this job.) * Provide non-fiction books about farming so that children can find out about aspects of farming life.
Possible learning outcomes
* Observes others at play.
* Works as part of a group negotiating roles and taking turns.
* Revisits the activity to develop ideas.
* Builds on previous experiences and prior knowledge of farming during play.
* Talks about changes in, and features of, plants as they grow.
* Uses language to express imaginative ideas and recreate roles.
* Talks about key characters and events in stories.
* Can retell narratives in sequence.
* Plans and constructs for a specific purpose, selecting appropriate materials.
* Understands the basic conditions necessary for plant growth.
* Takes responsibility for tasks.
* Understands that information can be found in books.
