A thematic approach to planning should link directly to what children already know and understand, and to their current learning interests. A project such as forces may be used to motivate children and stimulate their learning, but it can only engage them when the planned activities are appropriate to their experience. Ideas can also be taken from project plans throughout the year to support children's personal interests and to enrich predictable interests and experiences for a group.
In part 2 of this project, we look at magnetism and gravity, both difficult concepts for young children - and adults - to understand. I've included, therefore, definitions, to help practitioners establish the key messages to convey to young children and to help them formulate challenging questions that will develop children's understanding.
Approach
Curriculum Guidance for the Foundation Stage (page 11) emphasises the importance of providing children with a balance of adult-led and child-initiated learning. This project therefore:
* identifies adult-led activities to introduce or develop children's understanding of the topic through stimulating, meaningful experiences which offer challenge.
* suggests ways to enhance areas of core provision to consolidate children's learning about the theme. It is the practitioner's role to observe children's learning daily to inform individual children's Profiles and future planning. Children should be encouraged to use available resources to support their own learning, so the possible learning outcomes will be wide-ranging and varied for each child.
* advocates that settings should be organised using a 'workshop' approach so that children can access resources autonomously and independently (see box).
Adult-led activity
Powers of attraction
Provide resources for children to explore magnetic and non-magnetic objects.
Key learning intentions
To ask questions about why things happen and how things work
To comment on and see patterns in their observations
Adult:child ratio 1:4
Resources
Strong magnets ,selection of magnetic and non-magnetic objects such as cork, rubber, notepad, soft toy, twig, sponge, pencil, wooden spoon, key, paper clips, metal and plastic rulers, rubber ball, empty can, bolts, coins, scissors, cutlery, nails, screws, nuts 3books about magnetism such as Magnets by Angela Royston (Heinneman, 5.99) 3paper 3clipboard and pencils Background information
Force is 'a push, pull or turn which changes the movement or the shape of things' (see www.bbc.co.uk/schools/ gcsebitesize/physics/forces/forcesandmovementrev3.shtml).
Magnetism is the force of attraction or repulsion between various substances, especially those made of iron and certain other metals (see www.kidszine.co.uk).
A good starting point for practitioners to learn about the key messages to convey to young children about magnetism is the factsheet on the BBC schools website (see www.bbc.co.uk/ schools/revisewise/science/physical/12_fact.shtml).
Points to convey to children are:
* magnets attract or repel other magnets
* magnets attract some metals (namely, iron, nickel and cobalt).
Activity content
* Let the children explore the magnets and what happens when they try to place them end to end.
* Encourage them to try to pick up the various objects with the magnets and to predict what they think will happen.
* Divide the objects into two piles: magnetic and non-magnetic.
Extending learning
Key vocabulary
Magnetic, non-magnetic, repel, attract, force, metal, metallic
Questions to ask
What happens when the two magnets touch each other? Does that happen every time? What does it feel like when you try to push the two magnets together this way? Can you find something that is pulled towards the magnet? Do you think the rubber ball will be attracted to the magnet? Are all metal objects attracted to the magnet?
Child-initiated learning Interactive display Additional resources and adult support
* Provide a range of magnets, including those of different strengths, magnets of different kinds, such as bar and horse-shoe magnets and fridge magnets, and magnetic boards.
* Make available the selection of magnetic and non-magnetic objects that were used in the activity above.
* Provide books about magnets.
* Talk about your own observations - for example, 'This magnet is really difficult to pull away from the board' or 'This metal can isn't attracted to the magnet, but the paper clips are.'
* Ask questions such as, 'Do you think it will be hard to pull the small magnet off the board?' 'Did you have to pull very hard to pull the big magnet away from the metal ruler?' 'Can you remember if the cork was attracted to the magnet?'
Play possibilities
* Exploring resources.
* Exploring the strength of different magnets.
* Experimenting to find out which items are attracted to magnets and what happens when magnets repel.
* Sorting items according to whether or not they are attracted to a magnet.
* Sharing ideas and observations with others.
Possible learning outcomes
Has a strong exploratory impulse Displays high levels of involvement in activities
Asks questions and talks about why things happen and how things work
Notices and comments on patterns
Handles and manipulates small objects with control
Extension ideas
Supplement core provision with a range of magnetic resources, as follows.
In the office area Provide a set of magnetic letters and a bank of name cards for the children to explore and letters and 'write' their names.
Discuss how magnets could be used in a practical way in the area - for example, for attaching notes to a magnetic message board.
In the small-world play area Provide magnetic toys, such as trains with carriages connected by magnets.
In the construction area Provide magnetic construction kits.
In the games area Make available games that involve magnets, such as fishing games.
In the book corner Make available a book with magnetic story props.
In the maths area Provide magnetic numbers.
Outdoor area
Background information
Gravity is the force that attracts or pulls the earth and an object (such as a person) towards each other (see www.bbc.co.uk/schools/revisewise/science/physical/12b_fact.shtml) Additional resources and adult support
* Provide beanbags, balls (varying types and sizes), skittles, quoits, bats and racquets as a means of exploring gravity.
* Model skills such as throwing and catching.
* Provide a collection of items such as buttons, pennies, feathers, beads, paper clips and an ice-cream tub full of sand.
* Join in children's games and explorations.
* Observe children's play, recognising interests and patterns.
* Ask questions such as, 'How high can you throw the tennis ball?' 'What will happen if the ball rolls into the skittle?' 'Do you think the feather will fall faster than the penny?' 'Were you right?', 'Can you drop the penny into the sand?', 'Which item went furthest into the sand?'
* Model key vocabulary such as 'up' and 'down'.
* Draw children's attention to other examples of gravity in force - for example, fall pipes, washing falling off the line.
Play possibilities
* Throwing balls and beanbags up in the air and watching them fall to the ground.
* Throwing, kicking and rolling equipment to each other and into boxes.
* Playing familiar games such as football.
* Dropping items from a height into the tub of sand.
* Making up games.
Possible learning outcomes
Shows an interest in making lines in space, explores a trajectory schema
Takes turns
Builds on own experience to engage in game playing
Talks about observations
Negotiates rules
Experiences the effects of gravity as they watch objects fall to earth
Shows control over objects and co-ordination in play with small equipment
Shows an awareness of space and others
Adult-led activity
Up and away
Introduce the Shirley Hughes picture book Up and Up to children and share the dreams of a little girl who longs to fly and who eventually, magically manages to defy gravity. This wordless book enables children to tell their own story from the illustrations. It can be an exciting starting point for experiences across the curriculum.
Key learning intentions
To develop an understanding of the elements of stories
To use their imagination to develop story ideas
Adult:child ratio: 1:1-4 (Some of the illustrations in the book are quite small and detailed and this activity needs to take place with a small number of children.) Resources
Up and Up by Shirley Hughes (Red Fox, 4.99). 3A quiet, comfortable location such as the book corner
Background information
Four forces push and pull an aeroplane in flight. The wings produce an upward force called lift, while gravity pulls the aircraft downwards. A force called drag, caused by air resistance, slows an aeroplane down, while its jet engine produces a forward force called thrust. Young children cannot be expected to understand the interplay of these forces, but they will be able to appreciate that an aeroplane is able to fly with the help of its wings and engine.
Preparation
Observe and be aware of children's developmental stage in early reading in order to set realistic expectations and give appropriate support.
Activity content
* Introduce the book to children. Talk with them about the cover illustration and ask them to guess what the story might be about.
* Support children in sharing their ideas as they look at the pictures.
Encourage them to talk about key characters and the sequence of events, and to suggest endings.
* Value children's individual ideas and offer your own ideas suggesting alternative possibilities.
* As children comment on the absence of words, discuss the difference between text and illustrations.
* Draw children's attention to concepts of 'up' and 'down', floating and flying.
* Summarise children's ideas and retell their 'stories' to them.
Extending learning
Key vocabulary
Page, picture, next, last, before, after, beginning, end, up, down
Questions to ask
* What's happening in this picture?
* What is the girl doing?
* What do you think she will do next?
* What do you think she is thinking/feeling?
* What do you think will happen if she...?
* How do you think the story will end?
* Where would you like to fly to?
Extension ideas
Encourage children to develop ideas stimulated by the book. Support their interests in appropriate areas of the curriculum - for example, making 'hot air' balloons in the workshop, or activities with a parachute in the outdoor area.
* Look at different things that fly - for example, birds, insects, aeroplanes and helicopters.
* Scribe the children's story ideas and use them as text to accompany the book illustrations. Add speech bubbles to the pictures. Read them back to the children during a story sharing session.
Core and enhanced provision
Areas of provision such as the book area, home corner, creative workshop, sand and water play and outdoor climbing equipment form a setting's core provision.
This core provision should give children daily access to an unchanging set of high-quality resources. For example, the home corner should always include core resources to support early literacy, such as calendars, address books and take-away menus.
Such an approach ensures continuity and allows children's play themes to develop and evolve. By regularly revisiting these resources, children can extend their experiences and consolidate their learning.
In addition, practitioners can plan how to enhance this core provision in response to children's interests. If, for example, they have an interest in pets, practitioners could add to the home corner a cuddly dog puppet, dog basket, tinned food, feeding bowls, collar and lead, information texts, vet's appointment card and a calendar about dogs.
Areas of learning
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development
