Adult-led
Cars and ramps
Explore gradients using a series of ramps and small-world vehicles.
Key learning intentions
To work as part of a group or class, taking turns and sharing fairly, understanding that there needs to be agreed values and codes of behaviour for groups of people, including adults and children, to work together harmoniously
To use talk to connect ideas, explain what is happening and anticipate what might happen next
To investigate objects and materials by using all their senses as appropriate
Adult:child ratio 1:4
Resources
Selection of small-world play cars and vehicles ,planks of wood ,bricks from a construction kit
Preparation
* Set up a selection of ramps with varying degrees of steepness in plenty of space in the setting.
* Have a good selection of cars and vehicles of different sizes.
Activity content
* Invite the children to investigate the cars and ramps, and to consider how fast the cars travel down the ramps and whether their speed is affected by factors such as the steepness of the ramp and/or the size of the vehicle.
* Send two cars down two ramps of different gradients at the same time. Can the children predict which car will travel faster and why? Can they think of a way to make an even steeper ramp? How will it affect the speed a car travels? The children should also be able to discover which ramps are most/least effective in terms of speed.
* Children should be able to understand that although they can make vehicles move along on a flat surface by physically pushing them, they do not need to use the same action on a ramp.
Extending learning
Key vocabulary
Car, vehicle, wheels, speed, ramp, height, steep, steeper, steepest, slide, push
Key questions
What do you think will happen when I let this car go? Why do you think that? Which of these two cars will reach the bottom first? What makes you say that? Why do you not need to push the cars down the ramps? Is there a way the cars could get back up the ramps?
Extension ideas
* Allow the children to access the vehicles and ramps independently, and observe their play and independent investigations.
* Play a simple numbers game with the children using a small-world garage, cars and a die. Children roll the die and have to take that number of cars to the garage to be repaired.
* Read Mrs Armitage, Queen of the Road by Quentin Blake (Red Fox) with the children.
Fares, please!
Conduct this counting activity which uses real money on a bus built in the setting.
Key learning intentions
To use language to recreate roles and experiences
To use mathematical language in their play
To recognise numerals 1 to 5, then 1 to 9
To count reliably up to ten everyday objects
Adult:child ratio 1: 4
Resources
A good potful of 1p coins ,cards with 'fares' written on them from 1p up to 10p ,bus tickets ,bus driver's hat
Preparation
* Ensure you have enough 1p coins; if four children join you for this activity you will need at least 40!
* Invite parents/carers to donate any unwanted coppers to be used in the maths area.
* Make the fares cards. These can be laminated for extra durability. Either write a numerical value on these, for example, 7p, 5p or, for those children who need extra support, draw round a penny the corresponding number of times on the cards so that they can place separate pennies over the circles. You might like to make a combination of both types of fare cards.
* Gather together old bus tickets or make ones from narrow strips of paper.
* Build a bus from large construction blocks with a driver's seat and four passenger seats.
* Place the fare cards face down in a pile on the bus alongside the pot of pennies and tickets.
* Put on the bus driver's hat.
Activity content
* Invite each child to join you on a bus journey and explain that they will have to pay a fare to get on the bus!
* Ask them to turn over the top card. Can they read the cost of the fare? Support those children who find this a challenge.
* Invite the children to count the number of pennies they will need to give you.
* Model counting out the pennies and one-to-one correspondence when necessary.
* Give the children a bus ticket when they have paid their fare and invite them to take a seat on the bus.
* Take the children on a short journey!
* If some of the children ask to be the bus driver, support them as they charge their fares to others. Model being a passenger on the bus.
* Encourage the children to take turns if several would like to be the bus driver.
Extending learning
Key vocabulary
Bus journey, fare, cost, money, pence, count, ticket, seat, passenger, driver, arrive(d), destination
Key questions
Where would you like to go today? How much (is that)? How many pennies are there altogether? Do you have enough? What number is that? Would you like to have a turn at being the bus driver now? Whose turn is it next?
Extension ideas
* Observe the children's interactions and counting ability at this activity as they play independently.
* Introduce other coins to the children through a mathematical sorting activity. Use comparative language such as 'bigger' and 'smaller' when investigating the different sizes of the coins.
* Invite the children to collect as many circular objects as they can find in the setting. Use the activity as an opportunity to talk about the properties of a circle.
* Play a game together that uses round counters, such as snakes and ladders.
* Use the programmable toy Pixie to reinforce the concept of a bus journey with a starting point, stops along the way and a final destination point.
Reinforce counting skills and one-to-one correspondence using small-world people as passengers. For information about Pixie, go to www.swallow.co.uk.
Another good site to look at is www.hitchams.suffolk.sch.uk/foundation/pixie.htm.
* Put out small-world wheeled vehicles and a road mat for the children to access with buses that have to contend with 'ordinary' traffic!
Child-initiated learning
Maths area
Additional resources
and adult support
* Provide wheels of various sizes from different construction kits and sorting trays. Model comparative language with the children, such as big, bigger and biggest.
* Talk about the properties of wheels, for example, they are round and move smoothly along a surface; axles hold the wheels in place, they are long and allow the wheels to move. Ask open-ended questions such as, 'What do you notice...?'
* Play circle games with the children such as 'The farmer's in his den' and 'There was a princess long ago'.
* Provide a range of coins for the children to sort.
Play possibilities
* Using mathematical language to describe size, such as, 'bigger/smaller'.
* Interacting as a part of a group.
* Manipulating objects with increasing control.
* Exploring shape in two dimensions.
Possible learning outcomes
Uses developing mathematical ideas to solve practical problems
Uses mathematical language in play
Manipulates objects by picking up, releasing or arranging them
Enjoys joining in with dancing and ring games
Construction area
Additional resources and adult support
* Support the children as they make wheeled vehicles and investigate the properties of wheels using various construction kits that you have in your setting.
* Provide block kits for the children to make garages, bus stations and fire stations, etc, for their wheeled vehicles.
* Support the children's problem solving skills as they find pieces suitable for their vehicles.
* Encourage the children to talk through their designs.
* Support the children who might be trying to follow instructions to make a certain vehicle.
Play possibilities
* Designing and making wheeled vehicles of their choice.
* Collaborating with peers to make constructions.
* Talking about the functions of their vehicle; writing a story about a journey it makes or an adventure it has.
Possible learning outcomes
Persists for extended periods of time at an activity of their choosing
Seeks out others to share experiences
Begins to be aware of the way stories are structured
Joins construction pieces together to build and balance
Demonstrates increasing skill and control in the use of construction sets
Sand area
Additional resources
and adult support
* Add a small-world building site set and building vehicles to the core provision.
* Change the set and vehicles over from dry sand to wet sand, and encourage the children to compare the properties of both.
* Ask open-ended questions to elicit their thoughts and ideas. Clear up any misconceptions they might have.
* Support children's imaginative play.
* If you have a large sandpit outdoors, turn it into a building site.
Provide wheelbarrows, spades and hard hats. Add large wheeled vehicles, such as Tonka trucks.
* Model the action of digging when using a spade.
* Support children's co-operative play.
Possible learning outcomes
Uses a widening range of words to express or elaborate ideas
Uses language to imagine and recreate roles
Investigates materials using all their senses as appropriate
Shows an awareness of change
Shows respect for other children's personal space when playing among them
ICT
Additional resources and adult support
* Load 'Bob the Builder' CD-Rom on the computer and model the use of the program, if necessary.
* Support the children as appropriate, as they become familiar with the program.
* Provide a clipboard, pencil and group list so that the children can tick their name when they have had a turn using the program.
* Provide some remote-controlled vehicles for the children. This may be short-lived as they will be popular and the batteries may not last for too long!
* Model the use of directional and positional talk.
Play possibilities
* Exploring the functions of the computer program.
* Mark-making in a no-failure situation.
* Working and co-operating with a friend on the computer.
* Using mathematical language to describe position and movement in a play situation.
Possible learning outcomes
Listens to others in one-to-one/small groups when conversation interests them
Ascribes meanings to marks
Shows an interest in ICT
Completes a simple program on the computer and/or performs simple functions on ICT apparatus
Small-world play
Additional resources
and adult support
* Provide a creative stimulus for children to respond to imaginatively by putting out a garage and road map with vehicles for the children to access freely.
* Add people, houses and a train set and create a small village or town.
* Support the children as they play with the small-world equipment. Ask open-ended questions about what they are doing, what is happening and why.
Play possibilities
* Selecting and using resources independently and imaginatively.
* Making connections between different parts of their life experience, such as travelling to the setting, going shopping, taking the car to the garage for petrol.
* Understanding that resources must be shared and that sometimes they have to wait for a turn to use something they want or would like.
Possible learning outcomes
Begins to accept the needs of others, with support
Has emerging self-confidence to speak to others about wants and interests
Builds up vocabulary that reflects the breadth of their experiences
Uses body language, gestures, facial expression or words to indicate
personal satisfaction or frustration
Areas of learning
Personal, social and emotional development
Communication, language and literacy
Mathematical development
Knowledge & understanding of the world
Physical development
Creative development
Resources to support the theme
* Mrs Armitage, Queen of the Road by Quentin Blake (Red Fox)
* The Wheels on the Bus by Annie Kubler, Pam Adams and Tina Freeman (Child's Play International)
* Bob The Builder CD-Rom. Other titles in the series include Bob the Builder: Castle Adventure and Bob the Builder: Bob Builds a Park. All by BBC Multimedia. Great fun!
Websites
* www.busstation. net from bus-related links all over the world, includes a Bus Station gallery
* www.geocities. com/MotorCity/Lane/5050 - site of the Oxford Bus Museum, organises excellent school visits if you are fortunate enough to be within travelling distance
* www.modelbuses.co.uk/links - lists all bus museums in the UK, eg Sheffield, Keighley (Yorkshire), Glasgow, Cobham (Surrey) and the Isle of Wight
