Created by Kerry Moody

EYFS Medium Term Planning Enhancing & Extending Spaces for Play
Term: Summer 6 / PLC: Seaside - Where would you like to go on holiday and what would we find when we got there?
Specific Area: Understanding the World
Learning & Development Focus/Objective:
Aspect / People and communities (PC) / The world (W) / Technology (T)
30-50 months: / a)  Shows interest in the lives of people who are familiar to them.
b)  Remembers and talks about significant events in their own experience.
c)  Recognises and describes special times or events for family or friends.
d)  Shows interest in different occupations and ways of life.
e)  Knows some of the things that make them unique, and can talk about some of the similarities and differences in relation to friends or family. / a)  Comments and asks questions about aspects of their familiar world such as the place where they live or the natural world.
b)  Can talk about some of the things they have observed such as plants, animals, natural and found objects.
c)  Talks about why things happen and how things work.
d)  Developing an understanding of growth, decay and changes over time.
e)  Shows care and concern for living things and the environment. / a)  Knows how to operate simple equipment, e.g. turns on CD player and uses remote control.
b)  Shows an interest in technological toys with knobs or pulleys, or real objects such as cameras or mobile phones.
c)  Shows skill in making toys work by pressing parts or lifting flaps to achieve effects such as sound, movements or new images.
d)  Knows that information can be retrieved from computers
40-60+ months: / a)  Enjoys joining in with family customs and routines. / a)  Looks closely at similarities, differences, patterns and change. / a)  Completes a simple program on a computer.
b)  Uses ICT hardware to interact with age-appropriate computer software.
Early Learning Goal / Children talk about past and present events in their own lives and in the lives of family members. They know that other children don’t always enjoy the same things, and are sensitive to this. They know about similarities and differences between themselves and others, and among families, communities and traditions. / Children know about similarities and differences in relation to places, objects, materials and living things. They talk about the features of their own immediate environment and how environments might vary from one another. They make observations of animals and plants and explain why some things occur, and talk about changes. / Children recognise that a range of technology is used in places such as homes and schools. They select and use technology for particular purposes.
Resources/ Links:
ICT Skills SoW
·  See separate planning sheet: Finding Things Out – Data Handling and Internet: Introduction to the Learning Platform/ See also Unit 1E Pictograms
Week Beg/ Learning Challenge / Possible experiences, opportunities, activities inside and outside / Resources / Evaluation & Next Steps
3.6.2013
(4 Days)
What did Mary, Mary Quite Contrary plant in her garden? What will you use to make a miniature garden? / ·  Grow a little garden for Mary to look after. Spread some compost in a large shallow tray, and spray it with water to make it damp. With the help of the children, sprinkle a selection of fast-growing seeds on the compost, such as mustard and cress, alfalfa or grass seed. When the tiny plants are established, create little paths, beds and borders using shells, pebbles and other natural objects. Add a small-world person to represent Mary. Gather a collection of gardening items with the children. Include seeds and seed packets, watering cans, trowels, and so on. Let the children explore the collection and discuss what they might be used for. Add a range of gardening magazines and seed catalogues, and spend time browsing through them as a class. (W30-50a, b, c, d, e; 40-60a; ELGi, ii, iii links with PD MH40-60g; ELGii)
·  Explore the movements of real and plastic spiders - Go outdoors and invite the children to look for spiders, emphasising that they should not touch or try to move them. Encourage the children to talk about where they found the spiders and what they were doing. Show the children a drainpipe and introduce the words ‘gutter’ and ‘spout’. Say the rhyme ‘Incy Wincy Spider’, pointing to the relevant parts of the drainpipe. Next, tie some plastic spiders to plastic twine and leave them alongside a water tray with small lengths of drainpipe. Encourage the children to pour water into the pipes from watering cans to represent rain, and to pull the spiders up and down the pipes. (W30-50a, b; 40—60a; ELGi, ii) / Trays/ shoe boxes
Compost
Variety of seeds
Gardening tools
Safe, outdoor space; plastic spiders; plastic twine; water tray; small lengths of drainpipe; watering cans. / Look, listen and note
Observe whether the children show an interest when they find spiders in the environment and note the language they use. Are they able to predict how water will behave when poured into a pipe or what will happen to the plastic spider when they pull the string?
10.6.2013
Where have you been to on holiday? How did you get there? / ·  Ask the children to talk about any holidays that they might have planned for this year. Discuss with the children the meaning of a holiday as a time for relaxation and enjoyment with friends and family. Tell the children that holidays can include a whole week as well as just a day out. Choose some of the children to tell the rest of the class about a holiday that they have just been on or where they might be going with their family. Make the distinction between holidays abroad and holidays in this country. Ask the children to think about some of the different activities that they can do on holiday and the number of different places to visit. (PC30-50a, b, c; ELGi, ii)
·  WALT: I can sort objects into groups. I can use words to describe different materials. I can identify different shapes. Get the children to describe a time when they visited the beach. Choose some children to come out to the front of the classroom to mime different beach activities for the rest of the class to identify. Get the children to list special tools and equipment that they can take to the beach. Ask them to describe the function of the tools and piece of equipment. Get the children to list things that they would not need to take with them to the beach. Show the class a bucket filled with seashore objects. Tell the children that you collected the objects on your last visit to a beach. Get the class to speculate as to what might be inside the bucket. Take out one of the objects for the class to identify. Work with the children to think of words to describe the object. Get them to name the common material used to make the object. Take out a second object for the children to name and describe. Get the class to identify which of the two objects are the biggest. Show the children how to compare the size of the objects by placing them next to each other. Pass around the objects so that the children can feel their mass. Model to the class how to use a bucket balance to compare the mass of the objects. Get the children to vote for the heaviest object before using the bucket balance. Repeat by showing the class a pair of other objects found at the seaside. Get the children to name and describe each object. Choose some children to come to the front of the classroom to practise using the bucket balance to compare the mass of the objects. MA/HA: Provide the children with a collection of seaside objects. Allow the children to spend a few minutes looking closely at the objects. Ask the children to name each object. Get them to think of some words to describe the materials used to make each object. Work with the group to sort the objects from heaviest to lightest. Get the children to use a bucket balance to compare the mass of pairs of the objects. LA: Split the children into pairs and provide them with a collection of different sized pebbles. Give the children one bucket labelled big and a second bucket labelled small. Tell the children to sort the pebbles that they have been given into each of the buckets according to their size. Plenary: Hold up pairs of seashore objects for the children to identify which is the biggest. Choose some children to use a bucket balance to compare the sizes of the objects. (W30-50a, b; 40—60a; ELGi, ii) / Buckets; Balance;
Collection of seashore objects
17.6.2013
How can we use our senses to describe the sea? / ·  Talk about the fact that sea water is salty. Leave water mixed with salt in a shallow, plastic container in a warm place. Each day observe the container and as the water evaporates talk to the children about what is happening and why salt crystals appear. (W30-50a, b, c; 40-60a; ELGi, iii)
·  Show chn pictures of the Dead Sea. Talk about why it is special and how things float easily in such salty water. Set up a floating and sinking investigation in the water tray. Help the chn to recognise that objects will float if they are light for their size (e.g. a marble sinks and a dinghy floats) Compare objects which float and sink once salt is added to the water tray. (W30-50a, b, c; 40-60a; ELGi, iii)
·  On unwanted CDs stick pictures of things found in the sea. Encourage chn to use correct words to describe the thing they choose. Hang the discs up an enjoy investigating how they reflect light. (W30-50b, c; ELGiii)
·  Make rafts from lolly sticks held together with elastic bands. Investigate how well they float. How many 2 pence coins can the balance before they sink. (W30-50c; ELGiii links with EA&D EMM40-60g, I; ELGii)
·  Look through the travel books with the children to find out about real buildings and places of interest viewed by tourists. Provide the children with the selection of construction and small-world toys. Encourage them to use the toys to make interesting models in the sand tray; in the water tray; on a play mat; or outdoors to represent imaginary scenes for sightseers. Invite the children to use the digital camera to take photographs of their models and scenes. Help them to print the photographs, then place them in the role-play souvenir shop or display them on the wall. Alternatively, set up a sightseeing tour so that parents or visitors to your setting can view the children’s tourist attractions. LA: If necessary, prompt ideas for a variety of small-world constructions, for example, a leaning tower, very long bridge, beautiful palace or pretty garden. HA: Invite the children to draw a plan of their idea on a piece of paper before they begin making their model. MA: Work with the children, exploring their individual ideas and making suggestions. (W30-50c; 40-60a; ELGi, ii) / Water mixed with salt in a shallow, plastic container
Objects for floating and sinking
CDs
Lolly pop sticks and elastic bands
Travel books; construction toys; small-world toys; sand tray; water tray; play mats; safe outdoor area; digital camera and computer with printer
24.6.2013
What might we discover on the beach? / ·  Compare the differences between wet and dry sand. What type of sand is best for making sandcastles/ moulds? Why? (W40-60a; EGi links with C&L U40-60a; ELGi and PD MH40-60f, g; ELGii)
·  Make close observational drawings of shells. Talk about the colours, shapes and patterns. (W30-50b; 40-6a; ELGi, iii)
·  Bury the objects in a large bucket of sand. Invite the children to take turns to put their hand into the sand and feel for an object. Before they pull it out, encourage the other children to try and guess what it is by asking questions: is it hard/soft/spiky/big/round etc.? Do they know what it is? Were they right? How did they know? Key vocab: What can you feel? How does it feel? Can you describe it? Rough/ smooth/ big/ small/ spiky/ sharp/ round/ bumpy etc. MA/HA: Leave the bucket and buried objects out with paper and pencils for the children to draw the objects that they find. LA: Leave the bucket with the objects buried in for the children to explore in their own time. (W30-50a, b; 40—60a; ELGi, ii)
·  WALT: I can sort objects into groups. I can use words to describe different materials. I can identify different shapes. Ask the children to list some of the different things that they would expect to find on the beach. Draw pictures on the board of the objects suggested by the class. You can also get the children to list things that they would not expect to find on the beach. Ask them to explain other locations where they might find each of listed objects i.e. woodland, park, pond etc. Point to each of the drawings on the board. Work with the children to think of some words to describe each of the objects. Write the words suggested by the children onto the board. Ask the class to think of other objects that have the same properties. Can you tell me something that is hard? What do we have in the school that is long? Draw a circle and a square on the board. Get the children to identify the name of each shape. Work with the class to sort the objects drawn on the board into the circle or square based on their shape. Get the children to identify objects that do not fit into either shape. Work with the class to list other round and square shapes that can be sorted into each group. Point to all of the objects that have not been sorted into the circle or square shapes. Get the children to identify the names of the shapes of each object i.e. triangular, rectangular etc. Discuss with the class how they were able to identify the name of each shape. LA: Provide the children with a bucket containing different shaped shells and pebbles collected from the beach. Allow the group to spend a few minutes looking at the different shapes of shells and pebbles. Give the children a circle and a square cut from cardboard. Tell them to sort the shells and pebbles onto either the circle or square shape. Get them to leave the other shaped shells and pebbles in the bucket. MA/HA: Provide each child with a circle, square, rectangle or triangle shape. Get the children to identify objects in the classroom or school grounds to match the shape that they have been given. The children can draw pictures of objects matching their shape that they have identified. Plenary: Get some children to describe different shaped objects that they could find on the beach for the rest of the class to try and identify. (W30-50a, b; 40—60a; ELGi, ii) / Variety of shells and media e.g. chalks/ charcoal