1 Four seasons
ADULT-LED
Explore the colours of the season by observing and collecting objects outside.
Planned learning intentions
To look closely at similarities, differences patterns and change
To observe, find out about and identify features in the place that the children live and in the natural world
To find out about and talk about the features in their environment that they like and dislike
To use talk to clarify and sequence ideas, thinking, feelings and events Adult:child ratio 1:6
Resources
Colour swatch cards (available from DIY stores), containers, magnifying glasses
Activity content
* Explain to the children that they are going to go on a 'colour hunt' and show them the colour cards - either those most appropriate to the season or a wider selection of colours. Do not limit what the children look for - some may be attracted to the plants and trees, others may wish to look at brickwork, for example.
* Help the children match the colours on the cards to those of objects that they see.
* Let the children collect samples of the things that they find most interesting and examine them in greater detail indoors using magnifying glasses.
Things to say
* Which colours do you see most often?
* Are any of the objects exactly the same colour as the cards?
* Which colours will change with the seasons? Will any stay the same?
* What causes colours to change? Will some colours change with the weather?
* Can you see more colours when you look through the magnifying glass?
Stepping stones
* Children with little experience will show an interest in the activity, and will engage in identifying and matching colours.
* Children with some experience will enjoy sorting and matching the objects, commenting on similarities and differences.
* Children with more experience will also comment on the items that they have found and are likely to initiate questions of their own. They may also offer opinions about the outdoor environment.
Extension ideas
* Give pairs of children an egg box, and challenge them to find six objects of the same colour, or of different colours or with different patterns. Let the children devise their own challenges for each other.
* Give each child a small piece of self-adhesive card. Ask them to collect tiny objects from around the outdoor area by sticking them to the card. You may wish the children to focus on a texture or a colour. Bring the natural patchwork pieces indoors and display them all together. Ensure that children have the opportunity to admire and talk about their creations.
* If possible, track the colour changes in a tree, or shrub, over a year.
Keep photographic evidence of the changes and discuss them with the children.
* Obtain some large mirror tiles (IKEA sell some ideally suited for the purpose). Head outdoors with small groups of children and look at the sky reflected in the mirrors. What colours can they see? Repeat the activity in a variety of weather conditions. Use the mirrors to look at the underneath of branches too.
2 Flower power
ADULT-LED Observe the colours in flowers.
Planned learning intentions To explore colour, texture, shape, space and form in two or three dimensions To respond in a variety of ways to what they see, hear, smell, touch and feel Adult:child ratio 1:6 Resources A large bunch of flowers with a wide range of varieties in many colours or many shades of the one colour; wide variety of art materials, including paints, pastels, chalks, water-soluble pencils and charcoal pencils Activity content
* Encourage the children to handle the flowers and talk about the colours, shapes and textures. Some children will want to share their experiences of flowers.
* Focus on a single flower and discuss its colours (include the leaves and stems).
* Encourage the children to paint or draw one or more of the flowers. Allow them to experiment with the media available.
* Promote creativity - the children may, for example, wish to represent a yellow flower in shades of blue!
* Allow the children to decide when their piece of art is completed.
Things to say
* Which flower is your favourite? Why?
* Why do flowers come in so many different colours?
* How many colours can you see in just one flower with its stem and leaves?
* Can you see any flowers with patterns on them?
* Are any two flowers exactly the same?
* Do different coloured flowers have different scents?
* Does the colour of the flower affect how it smells?
* Can you tell what colour a flower is by how it smells?
Stepping stones
* Children with little experience will begin to differentiate colours. They will show an interest in what they see, hear, touch, smell and feel.
* Children with some experience will differentiate marks and movement on the paper.
* Children with more experience will naturally want to combine two or more media to enhance their work. They will deliberately choose specific colours to fulfil different purposes and experiment to create a variety of textures.
Extension ideas
* Place a bunch of daffodils or carnations in a transparent vase full of coloured water (use food colouring). Watch, as over a period of time, the colour of the petals changes. How do the children think that this has happened? Could the flowers be returned to their original colour? How might we do this? (Celery also works well for this activity.)
* Offer the children the opportunity to represent the flowers in three dimensions, using clay or junk materials.
3 In hiding
CHILD-INITIATED
Explore camouflage in the animal world.
Resources
Small-world animals, such as spiders, snakes, frogs and minibeasts; natural materials for building a small-world environment, such as leaves, twigs, pebbles, rocks, shells and sand, compost and raffia; builders' or gravel trays to hold the small worlds
Play suggestions
* Building small worlds in which the creatures can hide.
* Creating stories about the animals in the small world.
* Experimenting with and exploring the materials provided.
* Problem solving.
Things to say and do
* Add predators to the small worlds, such as birds to prey on minibeasts or cats to prey on birds if these have been used. This will add tension to the scene and promote story telling.
* Display pictures of camouflaged creatures close to where the children are playing to encourage discussion.
* Invite the children to build the small worlds outdoors as well as inside.
* Encourage the children to photograph their small worlds and create their own'Animal Hide and Seek' book with the photographs they have taken.
* Discuss camouflage with the children. Why do they think animals developed camouflage? Do people ever use camouflage? How could the children camouflage themselves?
* If appropriate, introduce some stick insects into the setting, so that children can see camouflage 'in action'.
Possible learning outcomes
Observes and comments on features of the materials used
Uses the language of position
Counts a variety of objects accurately
Notices and comments on patterns
Develops an understanding of texture and shape and the properties of materials used
