1 Day by day
ADULT-LED
Grow an amaryllis bulb as a way to witness growth.
Key learning intentions
Find out about, and identify, some features of living things they observe
Begin to differentiate between past and present
Adult:child ratio 1:6
Resources
Amaryllis bulb, trowel, large flower pot, small stones, potting compost, watering can, water, digital camera, paper and pencils, strip of card, information texts about bulbs.
Activity content
* Explore and discuss the bulb and other resources and find out what the children already know about bulbs.
* Discuss how to plant the bulb. Encourage the children to predict the sequence of events.
* Take photographs and act as a scribe, writing down the children's comments about the activity in speech bubbles.
* Browse through the information texts together, reinforcing important concepts about growth.
* Fix the strip of card to the wall and record the height of the bulb and the date.
* Begin a group diary starting with photographs, drawings and children's comments about planting the bulb.
* When the bulb begins to grow, add to the diary and the height chart regularly. Note that amaryllis bulbs can often spurt suddenly, and changes can be observed on a daily basis.
Things to say
* Model key vocabulary: bulb, potting compost, soil, trowel, flower pot, amaryllis, roots, stem, bud.
* What do we need to plant the bulb? What do we have to do first/next?
* Which is the best place for the bulb to grow? Why?
* How will we make sure the bulb gets enough water to grow?
Stepping stones
* Children with little experience will show curiosity in the activity, possibly through facial expression. They may choose to observe from a distance or may become absorbed in investigating the compost. They may begin to recall significant events that have happened to them.
* Children with some experience will observe and manipulate the resources and comment about them. They will show curiosity in the resources and will want to find out more about them. The children may begin to make connections between present events and earlier experiences in their lives.
* Children with more experience will investigate the resources by using all of their senses as appropriate. They will find out about and identify some of the features of the living things they observe. They will often make appropriate connections and discuss similar experiences in their past.
Extension ideas
* Explore and plant other bulbs, such as hyacinth bulbs in clear plastic jars and daffodils, tulips and crocuses in outdoor planters.
2 On the run
ADULT-LED
Grow some runner beans.
Key learning intentions
Find out about and identify some features of living things they observe
Attempt writing for different purposes
Adult:child ratio 1:4
Resources
A large number of runner beans, blotting paper, a large number of clear plastic jars, watering can, large, sticky labels, pencils, information texts about seeds and beans.
Activity content
* Explore and discuss the resources and find out what the children already know about seeds and beans. Make links with planting the bulbs.
* Roll up the blotting paper so that it fits inside each plastic jar and count out five runner beans for each jar. Support the children as they place the beans between the blotting paper and the side of the jars.
* Discuss what the beans need to grow. Explain to children that they are going to try to grow the beans in different places throughout the nursery, under different conditions.
* Choose locations that are combinations of dark, light, cold and warm. The children will have their own suggestions, which may include the fridge or freezer!
* Encourage the children to make labels, for example, 'warm, dry, dark', for beans in a dark cupboard without water. Ensure that some beans are placed in favourable conditions.
* Leave the beans for at least a week, remembering to water those that are supposed to have water. Collect the jars with the children and look at them one by one.
Things to say
* Model key vocabulary: bean, jar, blotting paper, absorbent, transparent, germinate, light, warmth, moisture, roots.
* What do the runner beans need to grow? Where do you think we could put the jar so that it would be dark/light/warm/cold?
* Where do you think will be the best place for the beans to grow? Why?
* How can we remind ourselves where the beans have been? What do we need to write on the labels?
* Why haven't some beans grown at all, and why have some grown more slowly than others?
Stepping stones
* Children with little experience may make marks and ascribe meaning to them. They may differentiate between writing and drawing. They will be curious and observe and manipulate objects. They may begin to describe simple features of the objects.
* Children with some experience will use writing as a means of recording and communicating and will ascribe meaning to marks. They will observe and manipulate the resources and comment about them. They may make connections between photographs and illustrations and the real objects.
* Children with more experience will attempt to write for different purposes, including labels. They may use their phonic knowledge to write simple words and attempt more complex ones. They will examine the beans and will use the information texts to find out more.
Extension ideas
* Plant the beans that have sprouted in grow bags or tubs in the vegetable plot.
* Read Jasper's Beanstalk by Nick Butterworth (Walker Books, 5.99) with the children. Make links with 'Jack and the Beanstalk'.
* Consolidate the children's learning by sprouting other seeds. Grow 'grass heads' - eggshells filled with compost and grass seed and with faces drawn on them. The grass will grow quickly to form 'hair'.
* If you have a class pet such as a guinea pig, explore its pet food.
Discuss which bits are seeds and which are likely to sprout. Place the food on a tray lined with blotting paper, water and see what happens.
3 Out of interest
CHILD-INITIATED
Provide an interactive interest table as a means of extending and consolidating children's learning about plant growth.
Resources
Any beans, bulbs or seeds that are growing indoors, fiction and information texts about growth (see Resources, page 14), posters of bulbs and plants, paper and pencils on clipboards.
Play possibilities
* Exploring and discussing the display.
* Observing the plants and responding to them through words and pictures.
* Revisiting the stories and information texts.
Things to do and say
* Ensure the display is interesting and well maintained.
* Model key vocabulary about growth.
* Can you remember what we did when we started to grow the beans? Which beans grew best?
Possible learning outcomes
* Notices similarities and differences.
* Uses senses, as appropriate, to investigate living things.
* Recalls past events in own life.
* Uses comparative language.
* Records what is on the table using words and pictures.
