Hold the line

1 LARGE AND SMALL.

Adult-led.

Form patterns in lines of toy animals.

Planned learning intention

*To talk about, recognise and recreate simple patterns

*To investigate objects and materials by using all of their senses as appropriate

Adult-child ratio 1:4

Resources

Collection of farm animals (or similar); strips of paper for pathway; piece of paper for field.

Activity content

* Show the children the animals and encourage a discussion, for example, 'Is your favourite animal here?' 'Have you seen animals like these anywhere else?'

* Say you are going to line them up to get them into the field, and talk about the pattern as you build it, for example large sheep, small sheep, large chicken, small chicken, large pig, small pig.

* Encourage the children to look at and talk about the way you have lined up the animals. Ask, for example, 'Which one shall we put next?' 'And what shall we put after that?'

* Invite children to say the pattern with you: 'Large sheep, small sheep, large chicken, small chicken'. Use loud and soft voices to emphasise the pattern.

* Ask the children to cover their eyes while you remove an animal. Then ask, 'Can we work out which piece is missing?'

* Encourage a discussion about the missing piece. 'We think it might be the big sheep.' 'Can you see a big sheep in the line?' 'If we put in a big sheep, where should it go?' 'How do you know that?'

* Repeat the activity several times, then invite a child to remove the animal while you and the other children close your eyes. Talk through, with the children, how you might solve the problem. 'Big cow, little cow...big chicken, little chicken...big pig, little pig...big donkey, little donkey...Oh no, there is only one donkey...is it a big or a little one?' Stepping stones

* A child with little experience may choose to observe others before engaging in the task. They may return several times before feeling ready to take part. They may join in part of the activity, for example, saying the pattern with you using big and small voices or fitting an animal back into the pattern. They may find it hard to create patterns or suggest which animal is missing.

* A child with some experience will show interest in the initial discussion about the animals and will probably respond to an adult's questions. They may talk about their own experiences and join in with saying the pattern and suggest what to put next. They will probably remain involved in the task but will not sustain a focus for lengthy periods. They will be able to copy a pattern using the same materials. They will probably be able to suggest the missing piece without being able to explain why.

* A child with more experience will probably engage in the activity with enthusiasm and confidence for a sustained period. They may have previous experience with the material or pattern-making that they use and refer to. They will be able to comment on the activity and talk about their ideas. They will be able to copy existing patterns and create some of their own.

Extension ideas

* Use the same material to make a different pattern, for example small goat, big goat, big goat, small duck, big duck, big duck, and so on.

* Invite children to make patterns for playing the game. Which patterns are easy/difficult ones to play with?

* Repeat the activity using a different material.

2 SHELL PATTERNS.

CHILD-INITIATED.

Provide resources for the children to create and copy repeating patterns that can be seen and felt.

Resources

Collections of at least three types of small seashells (or similar, such as rubber fruit or dyed pasta shells); cardboard strips with vertical lines drawn every 4cm to create small boxes the length of the strip.

Getting started

* Arrange the material on a table in an inviting way. Sort the shells into transparent boxes. Set up the beginnings of patterns on one or two of the strips for children to continue.

* Allow the children time to look closely at, feel and talk about the shells. Encourage them to experiment with the shells and cardboard strips. Respond positively to each interpretation of the material and note any repeating or symmetrical patterns that are created.

Moving on

* Once the children have had time to explore the materials, invite them to make a pattern using two or three types of shell for someone else to copy.

* Recreate and talk about the patterns that the children have already made.

* Keep records of some of the patterns by sticking or sketching shells, and look at them more closely later with groups of children.

Coming together

* Talk about and compare the patterns that the children make. 'Both these patterns have been made using three different shell types. Are they the same?' 'What is different about them?' * Chant patterns with the children to help them make comparisons.

Stepping stones

* A child with little experience may watch others exploring the materials rather than engage in the task themselves. They may return several times before taking part. They may spend their time looking at and touching the shells. They may choose shells that take their interest and place these in a random arrangement or match them in a one-to-one correspondence with the cardboard strip without regard to patterning. They may find it hard to create patterns of their own.

* A child with some experience will show interest in the material and spend time exploring it. They will be able to make and copy simple patterns using two kinds of shell and will talk about what they are doing. They will probably be able to say what shell comes next in a simple pattern.

* A child with more experience will probably engage in the activity with enthusiasm and confidence for a sustained period. They will be able to create patterns for others to copy and to continue patterns already started.

Extension ideas

* Use seashells to create imprints in playdough.

* Create a beach in the role-play area or with small-world resources.

* Fill the paddling pool with sand and shells.

* Put shells in the water tray and provide nets for scooping them out.

* Make a large collection of shells for touching, looking closely at, talking about, sorting and classifying.

Possible learning outcomes

* Observes others.

* Talks about pattern.

* Explores own ideas about making patterns.

* Recognises and extends patterns.

* Compares patterns.

* Uses language such as 'next', 'before', 'in between', 'after'.

* Sustains interest for extended periods of time.

* Sets and completes own task.

* Works independently.

* Experiences a sense of pride in own work.

* Asks questions about task.

* Shows curiosity and observes and manipulates objects.

* Revisits the activity to practise and refine new skills.