ADULT-LED
Focus on the life cycles of common animals.
Planned learning intentions
To be aware of, and talk about, stages in human development. To identify features of living things Adult:child ratio 1:6 Resources
Nursery Topics poster and other pictures of newborn animals in spring; figures, books, posters and jigsaws that feature the life cycles of animals such as frogs, (see Resources, pages 18-19); photographs of children, their clothes and toys covering a range of ages.
Activity content
* Look at the pictures of spring and talk about animals that are born at this time of the year. Explain to the children that in the natural world, spring is a time for the new life to begin.
* Refer to shoots and buds in the outdoor area and lambs that they may have seen in the fields.
* Focus on the life cycles of frogs and birds using the figures, books, posters and jigsaws as stimuli for discussion about developmental stages. Talk about the changes that occur throughout development and the differences between the young and the adults.
* To develop the children's understanding of life cycles and growth you may wish to refer to their own development through the pictures, clothes and toys of children of different ages.
Stepping stones
* Children with little experience will probably show curiosity about frogspawn and tadpoles, observing them for brief periods. They may show interest in, and handle, the life cycle figures. They may need encouragement to respond to questions.
* Children with some experience may talk about features of tadpoles as they watch them and, perhaps with support through questioning, will comment on changes that have taken place.
* Children with more experience may ask questions about the development of the frog, look closely at similarities, differences and change and identify features of each stage. They may be able to talk about the life cycle of a frog, sequencing the stages of development.
Extension ideas
* Leave a selection of children's toys, photographs and clothes in the home corner for children to use during role play.
* Watch the development of frogspawn and tadpoles over a period of time. Visit a local pond or the school wildlife garden on a few occasions or introduce frogspawn into the setting (it should be kept in an appropriate tank and frogs must be returned to the original location). Encourage children to make observational drawings at different stages of development. Make a non-fiction book about the life cycle of a frog using their drawings as illustrations and adding text to inform and highlight features.
* Share the story 'The Ugly Duckling', drawing on its themes of birth and growth and the emotions within it.
* Share the Nursery Topic pullout story 'The Dormouse's Tale' as a means of reinforcing seasonal changes and introducing the theme of hibernation. Then try some of the story extension ideas (see page 17) and play the hibernation circle game on the back of the Nursery Topics poster.
2 POND DIPPING
CHILD-INITIATED
Create a pond environment and motivate children to learn, and talk, about the life cycle of a frog through small-world play.
Resources
In the water tray: green or brown water (use food colouring), rocks and logs (emerging above water surface), pebbles, gravel, sand, plastic pond weed, real water plants in pots submerged in the water, frog life cycle figures (see Resources, pages 18-19 - providing a few sets will make the environment more exciting).
Small pond-dipping nets, Perspex or transparent plastic specimen bowls,A4 sheets of white paper (laminated), clipboards, dry wipe marker pens.
Play suggestions
* Encourage children to fish in the pond with nets and to examine, and talk about, what they find.
* Provide a box of additional stones, pebbles and gravel so that children can alter the environment.
* Provide specimen bowls so that children can create their own miniature pond environments.
* Encourage the children to usemark-making equipment to make observational drawings of tadpolesand frogs.
* Encourage the children to use frogs as props as they sing the rhyme 'Five Little Speckled Frogs' from This Little Puffin (Puffin, 6.99).
Possible learning outcomes
* Shows curiosity and interest.
* Observes others at play.
* Engages in parallel/co-operative/ collaborative play.
* Investigates objects using senses as appropriate.
* Shows awareness/talks about similarities, differences and changes.
* Identifies and talks about features of living things.
* Sequences events.n Have increasing control over objects.
3 NEST BUILDERS AT WORK
CHILD-INITIATED
Give children the opportunity to discover the difficulties faced by birds in springtime in providing a home for their young.
Resources
Large, shallow tray; four imitation eggs; nest 'bases', for example, willow twig rings available from garden centres and used for arranging flowers in wreaths; garden baskets (hanging variety); loosely woven straw hats; natural materials for nest building, such as feathers (ones bought from suppliers are more hygienic than those found outside), thin twigs, straw and narrow leaves (provide a wide range so that children can make choices); clay, mud, sand, gravel, bark chippings; clay modelling tools, wooden spatulas, scissors, buckets, baskets and small jugs; books, posters, and photographs about nests.
Play suggestions
* Challenge the children to build a nest big and strong enough for four eggs/ baby birds.
* Encourage them also to consider its location, considering dangers from cats, security in the wind, accessibility for parent birds and shelter from rain and sun.
* Provide a reference area for children to find out information about nests from books, photographs and posters.
* Provide small jugs of water and mixing utensils so that children can experiment with consistency of mud and clay.
* Give children collection buckets and encourage them to gather nest-building materials in the outdoor area.
* Provide baskets so that children can sort according to their own criteria.
* Allow children time to build their nests and provide a safe place for them as they dry.
* Encourage children to test their nests by placing the eggs in them and to make any necessary changes. If possible, help them to place their nests in the chosen locations. Discuss which materials and techniques were the most successful.
Possible learning outcomes
* Observes others using resources.
* Explores materials through senses.
* Selects appropriate tools and materials for a task.
* Uses tools, and manipulates small objects, with increasing control.
* Constructs and builds for a purpose.
* Builds on knowledge and understanding of birds/nests.
* Uses problem solving strategies.
* Evaluates and modifies work.
* Works collaboratively.
* Uses language to express ideas and plans.
* Uses non-fiction books as a source of information.
Extension ideas
* Make chocolate nests (see the back of the Nursery Topics poster).
* Organise an egg hunt, perhaps as part of your Easter programme of activities. (See also page 22.)
