ADULT-LED
Have fun searching for Billy's beetle indoors and out.
Planned learning intentions
To be familiar with features of the nursery environment
To understand and use everyday positional and directional language
Adult:child ratio 1:4-6
Resources
Billy's Beetle, small cardboard box with lid, plastic beetle.
Activity content
* Hide the plastic beetle somewhere within the setting.
* Share the story with the children and look for the beetle on every page.
* Show the children the small cardboard box and ask them to guess what is inside.
* After listening to their suggestions, open the box slowly to reveal an empty space. Feign surprise. Explain that there was a beetle in the box but it must have escaped, just like Billy's! Ask them to help you to find it.
* When the children return with the beetle, ask them to describe where they found it.
* Encourage them to play the game, and to take turns to hide the beetle.
Stepping stones
Children with little experience will enjoy searching for the beetle and exploring the setting randomly. They may be able to lead you to the area where it was found and show you the exact spot.
Children with some experience will explore areas of the setting more systematically and will use simple positional language when describing where the beetle was found.
Children with more experience will be able to direct children verbally to the hidden beetle and describe in detail its position. They may be able to tell you the route that they took to find the beetle.
Extension ideas
* Introduce arrows and encourage the children to set a trail for others to follow to take them to the beetle.
* Draw a simple, large-scale plan or map of the setting (perhaps using photographs to show each area of provision) and, with the children, mark the position each time the beetle is found.
2 On safari
CHILD-INITIATED
Create a 'wildlife' area in your outdoor space and encourage the children to search for real beetles and other types of minibeast.
Resources
A designated area outside that is allowed to grow wild, preferably including logs, rocks, bark and shrubs (for example, buddleia which attracts butterflies), magnifying glasses, bug boxes, specimen trays, information books about minibeasts and plants, appropriate spare clothing, clipboards, paper, pencils, cameras.
Play suggestions
* Involve the children in developing the wild area.
* Introduce the equipment to them and demonstrate how it is used.
* Explore the wild area with the children and search for beetles, woodlice, worms and snails.
* Encourage the children to investigate the area in all seasons and weather conditions and to compare their findings.
Possible learning outcomes
* Shows curiosity and interest in the garden area.
* Investigates, using appropriate senses.
* Examines living things closely.
* Talks about observations made.
* Finds out about and describes features of living things.
* Builds up a knowledge base about, for example, woodlice (Where do we usually find them? What do they do when it is sunny? How do they move?)
* Shares knowledge with others.
* Asks questions about why things happen.
* Shows respect for living things.
* Understands that information can be found in books.
* Matches living things to pictures in books.
* Draws living things from observation.
* Uses a camera to record significant observations.
3 Sniff it out
ADULT-LED
Plan a sensory exploration linked to the 'sniffy dog' in Billy's Beetle.
Planned learning intention
To sharpen and use children's sense of smell in investigations
Adult:child ratio 1:4
Resources
Plastic pots (with lids) covered with dense netting, items that smell (lavender, curry powder, soap), 'sniffy dog' puppet.
Preparation
* Put the 'smelly' items in the pots, cover them with netting and then put on the lid.
Activity content
* Introduce the 'sniffy dog' puppet to children and recap on his role in the story.
* Explain that sniffy dog needs some help in identifying some smells.
* Introduce each pot, take off the lid and pass it around for children to smell through the netting. Ask them to suggest what the smell is and, when everyone has had a turn, reveal the contents.
* Encourage the children to express their likes and dislikes and to talk about what the smells remind them of.
Stepping stones
Children with little experience will show interest in the smells and offer a response through facial expressions or gestures.
Children with some experience will express likes and dislikes verbally and may attempt to identify some smells.
Children with more experience will use previous experience to identify smells and may offer more detail - for example, 'I smell that smell when Mum makes tea.'
Extension ideas
* Encourage the children to record their likes and dislikes on a simple chart, using a happy and a sad face to make a list. Ask children to make their mark under the appropriate face after smelling the contents of the pot.
* Introduce different aromas such as peppermint or vanilla essence in the dough and water.
* Plan food preparation activities that introduce a range of herbs and spices.
* Grow herbs in the garden area or in indoor pots.
4 In the box
CHILD-INITIATED
Encourage the children to develop their understanding of shape, space and measure by exploring boxes and beetles.
Resources
A range of boxes and tins with lids (such as plastic jewellery boxes, writing paper boxes, shoe boxes and biscuit tins), a selection of small plastic creatures (preferably including beetles, spiders, snakes, dinosaurs and lizards), paper, pens.
Play suggestions
* Display the boxes and creatures in the maths area.
* Encourage the children to handle them and to become familiar with their various shapes and sizes.
Possible learning outcomes
* Explores the equipment, handling and looking carefully at the boxes and plastic creatures.
* Matches lids to boxes.
* Orders boxes by size.
* Sorts boxes by shape or size.
* Attempts to put creatures into boxes randomly.
* Makes a considered selection of a box based on a judgement of the size and shape of a specific creature.
* Fills a box with as many creatures as can be fitted in.
* Counts how many creatures will fit into a particular box.
* Compares length by holding a creature next to a box and uses vocabulary such as 'long', 'longer', 'short', 'shorter'.
* Draws around boxes and compares shapes and sizes.
* Uses language such as 'circle', 'square', 'big', 'bigger' when describing different shapes and sizes.
* Uses everyday words to describe position.
* Manipulates creatures to fit them into the space within the box.
Extension idea When the children are satisfied that they have matched the creatures to their boxes, ask them to use a digital camera to take pictures of the creatures and to use the photographs to make picture labels for the boxes.
Think of names for the creatures and introduce the children to alliteration - for example, Billy's beetle, Dan's dinosaur, Samir's snake, Laura's lizard.
