1 Sundae times
Adult-led
Set up a role-play ice-cream van outside. This activity can be planned separately or as part of a focus on the beach.
Planned learning intentions
To observe and comment on changes that take place when materials are mixed To use their imagination in role play and to use one object to represent another
Adult:child ratio 1:4
Resources
Large cardboard box, table, ice-cream and sundae menus, dry sand, jugs, water, beads, wooden sticks, buttons, sequins, glitter shakers, long-handled spoons, ice-cream scoops, squeezy bottles (such as recycled washing-up liquid bottles), empty (and washed) ice-cream cartons, plastic sundae dishes, cardboard or plastic cones, paper serviettes, aprons, cash till, order pads and pens.
Preparation
* Cut a 'window' in the box to create a serving hatch for the van.
* Ask the children about their experiences of ice-cream vans and the ice-creams they like and dislike.
* If possible, arrange for an ice-cream van to visit so the children can look at the equipment and the ice-creams on sale.
Activity content
* Introduce the resources and involve the children in developing the van, for example, by making signs, organising materials and labelling boxes.
* Support children in negotiating and alternating roles, discussing with them what these roles involve.
* Play alongside children, taking on roles and modelling ideas, for example, mixing sand and water to an ice-cream consistency, taking orders, decorating ice-creams and adding up prices.
* Be prepared to add additional resources to support children's interests and ideas.
Things to say
* What do you think will happen if we add more water to the sand?
* How could we make the sand firmer?
* What does this (wet) sand feel like? How is it different from the dry sand?
* What could we use as a chocolate flake/nuts/hundreds and thousands?
Stepping stones
* Children with little experience will explore the materials, showing curiosity and interest by facial expression, movement or sound. They will pretend that one object represents another when the objects have similarities. They may imitate adults in mixing, scooping and decorating ice-creams.
* Children with some experience will talk about what is happening as they mix sand and water and will show an awareness of change. They will engage in imaginative and role play based on their own first-hand experiences and may play alongside other children who are engaged in the same 'ice-cream'
theme. They will use one object to represent another even when the objects have little in common.
* Children with more experience comment on the changes they observe and ask questions about why things happen. They may make simple predictions. They will use their imagination in their play and talk confidently about their ideas.
Extension ideas
* Take photographs of the children's ice-cream creations and make menu cards.
* Make real lollies with the children. Talk about the changes as liquid becomes solid in the freezer. Also discuss healthy options and use fruit juice or milk in your lollies.
* Make the ice-cream van role-play resources available every day for a while to enable them to develop ideas over time.
* Include the ice-cream van as part of a larger 'beach' role-play area.
2 On the rocks
Child-initiated
Recreate for the children the excitement of exploring a rock pool.
Resources
Water tray, food colouring (green/brown), sand, pebbles, rocks, shells, weed, small-world sea creatures (such as crabs, starfish), information books and posters about the seashore, small fishing nets, buckets, magnifying glasses.
Play suggestions
* Encourage children to investigate the 'rock pool'. Assume the role of explorer and investigator yourself.
* Talk with the children about their observations and first-hand experiences.
* Provide collection trays so that children can spend time looking at their discoveries.
* Provide paper and mark-making tools to enable children to record observations and represent ideas.
Things to say
* What might you find in the water?
* Can you find another shell with the same pattern as this one?
* Can you find a pebble the same size/shape as this one?
* How many legs has the crab on each side of its body? Altogether?
* Where do you think would be a good place for the crab to hide?
* What do you think the fish eat?
* How do they move through the water?
Possible learning outcomes
* Shows curiosity.
* Explores objects and materials using appropriate senses.
* Looks closely at objects.
* Handles objects with care and control.
* Identifies and talks about features of natural objects and living things.
* Shares own knowledge with others.
* Compares objects looking at similarities and differences.
* Sorts objects according to given or self-selected criteria.
* Counts objects reliably.
* Represents and imagines experiences through play.
* Uses talk to explain and connect ideas.
* Uses books to find out information.
3 Sand and sea
Child-initiated
Replicate a beach environment in the open air, providing children with sensory experiences and opportunities for exciting role play. An adult will need to supervise the children in the paddling pool for obvious safety reasons, and weather conditions will need to be suitable.
Resources
Sand, waterproof sheet, water, shallow paddling pool, beach towels, deck chairs and loungers, airbeds, picnic rugs/hampers, sun umbrella, sunglasses, sunhats, buckets, spades.
Preparation
* Ensure that the deck chairs and loungers are safe for children to use.
Check the folding mechanisms.
* Arrange a plastic sheet on the ground in the outdoor area and cover with sand.
* Fill the paddling pool with water and sand.
Play suggestions
* Involve the children in creating the environment and encourage them to make modifications as their play evolves.
* Support the children in taking off their shoes and socks then drying their feet after paddling.
* Play alongside the children, taking on roles and sharing imaginative ideas.
Things to say
* What does the wet sand feel like as it squeezes between your toes?
* Is your footprint the same as mine?
* Can you find someone with bigger footprints than yours?
* What did you do when you went to the beach?
Possible learning outcomes
* Engages in sensory explorations of sand and water.
* Talks about properties of materials.
* Comments on changes taking place when sand and water are mixed.
* Recalls first-hand experiences of beaches.
* Uses language to imagine experiences.
* Engages in role play based on first-hand experiences.
* Uses role play to communicate and express ideas.
* Uses resources as props in imaginative and role-play.
* Introduces a narrative into play.
* Develops concepts of volume and capacity through sand play.
* Explores size, shape and pattern through imprinting.
* Shows an awareness of health issues relating to exposure to the sun.
