Planned learning intentions
To use appropriate language to describe the shape and size of solid and flat shapes
To talk about, recognise and recreate simple patterns
Resources
Black and white paper and paint 3a selection of small everyday objects
shallow trays
Step by step
* Put the objects into the centre of the table and ask the children to take turns to choose something to talk about.
* Invite one of the children to find a long object and a contrasting short object and hold them next to one another. Put the two chosen objects on the table and take turns to find long and short objects to put next to them.
Put all of the objects back into one pile and then sort them into thin and thick piles.
* Suggest using the objects to create prints. Provide the children with shallow trays of black and white paint to dip the objects into, and black and white paper to print on. Point out how the print is easier to see on contrasting paper.
* Double-mount a selection of the prints, as shown in the photograph.
* Ask the children to point to long, short, thin, thick and fat prints; rectangles, squares, triangles and circles.
* Draw attention to any repeat patterns the children have created.
* Make name labels with the children to identify their work and double-mount these along with word labels.
* Hang the prints on a display board and arrange the names and labels appropriately amongst them.
Activities
* Discuss the patterns made by creating overlapping prints or arranging them in rows.
* Talk about how shapes were made - for example, triangles from three straight prints and circles from the base of a cylinder.
Extension activities
* Use two contrasting colours, such as red and yellow, and observe how new colours are created where the prints overlap.
* Tear white paper into different shapes and stick it onto black paper and then contrast this by using black torn paper on white.
Caroline Glasper is a teacher in the Foundation Stage Unit at Chilton Primary School, County Durham. She spoke to Jean Evans.
