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Cuckoos and QuackersSomeone goes roundwhispering bird noises inchildren’s ears, e.g. cuckoo,quack, tweet tweet, caw caw.On the word ‘go’ children makethe noise of the bird, movearound and try to find a mateor a flock.

Pass the ParcelThis old favourite can be played at any time with a natural object insidethe layers of wrapping.

Flowers, Buzzy Bees and ButterfliesChildren who are flowers stand silent and still. Bees buzz about andbutterflies flutter about until they find a flower on which to feed.

Kim’s GameLay out a selection of natural objects. Cover with a cloth. Ask the childrento close their eyes while you remove one item. See if the children can spotthe missing object.

What if….This helps children to think about results of things. Ask the children in agroup “What if –

• The sun stopped shining?

• Animals could talk like people?

• You put colouring/dirt/foam in a tub of water?

• You leave a dish out of water for a week?

• It doesn’t rain?

…and so on.

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IntroductionMovement and role playing aregreat ways of integratingenvironmental education withplay.

Here are some ideas to startwith and develop. Then createyour own. There’s no set wayto move or act. Freedomencourages creativity.

Many of these ideas can be used both inside and outside. With movementand drama, props are useful. For example, when talking about hedgehogs,have pictures of them curled, eating, running and the like. Integrate otherhedgehog activities into the session.

Warm upBefore you start any movement or dance based activity, it’s important thatthe children (and you!), warm up. This will help to prevent injury to musclesor limbs. The warm up can be fairly simple – ensuring that all parts of thebody are used.

Try ‘Simple Simon Says’ with different body parts being shaken/wiggled/bent/rubbed:

• flap your arms like a bird flying:

• nod your head like a bird pecking:

• wiggle your body like a fish swimming.

Teacher leads to start then children can take over in turns.

Suggest the children move like a certain animal. Use a tambourine orclapping to get them to stop and then change the animal:

• jumping like frogs or kangaroos;

• crawling and sliding like snakes or slugs;

• flitting like butterflies.

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Cool DownIt is important that at the endof an activity the children havea chance to calm down andrelax

One of the best ways forchilden to relax is to lie downquietly on the floor, with theireyes shut. This can be quitedifficult to achieve, but persevere! Tell them it is night and they arecreatures going to sleep. Put on some relaxing music, possibly withbirdsong, waves, wind or running water.

Musical IdeasThe use of music is highly personal. In some cases the activity canactually work better without any musical background, but very oftenmusic can help.

For the warm up use bright rhythmic music, but try not to choose chartmusic. For activities we’ve made a few suggestions to start you off, butyou are likely to have your own choices and ideas. Your local library will bea great source of material.

• Capercaillie

• Sky

• George Winston

• Art of Noise

• Recordings of birdsong, rivers, actual noises, etc.

Relaxation tapes:

• Elements of Nature series – Earth Rhythms – original composition byBruce Kernow, Northsound.

• Rainforest Magic – Tony Connor, Steve Parish Publishing

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FlowersInitially this can just be the lifecycle of a seed. Begin verysmall curled on the floor, growup as tall as possible openingyour flower to the air. Keepingthe feet (roots!) firmly in oneplace, let the petals move inthe wind. As it becomes colder(closer to autumn/winter) thepetals fall off and the children lower themselves onto the floor.

The children can discuss the colour of their flowers – and then maybeidentify their flower.

Tulips, Daisy and Daffodils

A progression of this activity is to use different types of flowers – e.g.daisy and tulip. This will get the children thinking of the different shapeflowers.

• Tulips grow very tall and the petals fall off leaving the stalk standing.

• Daisies only grow to a kneel, opening to a flat flower face looking upto the sky, close up at night and open again the next day.

• Daffodils grow up to a tall point, bend over as they open and shrivel asthey die.

Tulips and ButterfliesThe class is split into half, one group being tulips and the otherbutterflies. The butterflies flit short distances, fold their wings upwardsand hover moving wings with big flaps over the flowers when they open.

FernsChildren can uncurl like ferns in the spring.

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CharacterisationsActing out animals’characteristics provides an idealopportunity for children to testtheir observation of a variety ofanimals familiar to them. It alsoprovides a starting point for agroup mime/role play.

• Birds fly, hop or run, peck attheir food and fold their wings backward.

• Ladybirds fly, crawl.

• Owls turn their heads round so far they can almost see behind them,they spend time sitting looking by keeping very still except for theirturn of head, then swoop on their prey.

• Ducks waddle on land, but move smoothly on water.

• Seagulls move their heads from side to side while flying, they bank likean aeroplane when turning, sit on the sea (moving up & down) tocatch food.

• Chickens body leans forward with head up, they walk with a jerkyunfolding action and flutter wings without really flying.

• Bees fly into flowers and come out backwards.

• Rabbits thump the ground with hind foot when frightened, to warnothers of danger.

Body BalanceUse bean bags, sponges, cushions that are soft and easy for the childrento balance. They each choose a part of their body and balance theirobject on it, then start moving whilst keeping their balance. The childrencan choose from:

• Tortoise balancing the object on their backs;

• Kangaroo balancing the object in their laps;

• Snail balancing the object on their shoulders;

• Seal balancing the object on their faces.

The list is endless and understanding can be aided with the use ofpictures.

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Movement –Individual and GroupThis again relates toobservation of animalmovement. A good startingpoint would be a minibeasthunt from which the childrencould identify the variousmovement forms of theminibeasts caught.

Some of the creatures could be moved by individuals, others, for examplespiders and millipedes, would require group work – due to the number oflegs!! This would need co-operation from the group to move as onecohesive unit. This could be achieved initially by working in pairs thenlinking into fours and so on. The children need to find a way of movingtheir legs in the ‘correct’ manner, which will require concentration.

Hibernating HedgehogsHedgehogs curl up to protect themselves. This activity shows how well ahedgehog can curl up and stay protected even when a friend tries to openthem. Demonstrate before the children have a go. Lie on the floor, onyour side, curled up. Ask one or two children to pull firmly, but not tohurt, on your legs. Show that you can stay curled up even when they pull.Let the children have a go – watch out for over enthusiastic childrenwrenching one another.

Peas in a PodIn pairs children explore doing different movements together – as alike aspeas in a pod. Can they slither together, slide across the floor together,creep together, crawl together etc. In time this can develop to three –four peas in a pod.

Elephants and MiceThis is a group activity with the children sitting in a circle. Initially thechildren tap the floor with their feet very quickly and quietly – the mice.On a cue from the teacher the mice become elephants, much slower andlouder tapping with their feet. Children then have the opportunity ofmoving round the circle as a mouse or elephant as defined by the maingroups’ tapping feet.

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TransportThis provides an opportunityfor working toward a long roleplay/movement piece. It showsthe mechanism for building upover time – developing theideas as the class progresses. Itis useful to do one ‘transporttype’ per lesson – so that thechildren do not get too manystimuli at once. A simple road layout may assist in the role play.Teachers and assistants could join in by being policemen and trafficwardens!

• Cars the children can be individual car owners – or maybepassengers with a car. The children should think about theactions that car drivers go through – opening doors,putting on seat belts, starting the car. Once driving thereshould be discussion as to advantages of cars (go whereand when you want, carry heavy shopping, etc.) anddisadvantages (speeding drivers, traffic jams,pollution, etc)

• Trains children can work in groups to be engine and carriages aswell as driver and passengers. Discussion can cover trainversus car arguments. Don’t forget goods trains!

• Lorries again working in groups to provide the bulk of the lorry.Role play could involve loading the lorry, speaking on theCB, stopping for their lunch and unloading at the end ofthe day.

• Buses this could involve a static role play with passengerssitting in seats arranged like a bus. They could react to themovement of the bus, ticket inspector, otherpassengers.The group could also move (rather like themillipede) around the room, with the bus stopping to letpassengers on and off.

• Cyclists the children could think of the problems of cycling on abusy road, but also the benefits, especially on cyclewaysand other safe routes.

• On foot again children could discuss the problems of crossingroads, green cross code, waiting for a bus, getting a taxi.

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RainstormsThis group activity starts withthe children in a circle – thecalm before the storm. Theactivity is teacher led with thesound of raindrops movinground the circle – initially singletaps on the floor – singleraindrops. The sound andtapping activity developsaround the circle building to a crescendo – increasing the tapping on thefloor or moving to tapping tummies. Once the noise level of the rainstormhas developed, the storm drifts away, the noise level decreases and theraindrops slowly stop.

Trees and LeavesOutside, children can choose a tree and mould into the tree’s shape.Ensure the trees chosen are mature and not likely to be affected bychildren leaning on them. For smaller trees or as an alternative thechildren can look at the shape of the tree and mimic that. Other childrenthen have to identify which tree the child has mimicked. If the trees arevery large then it may be a group shape that is developed. Children canbe trees swaying in the wind or losing their leaves. (Leaves have a widevariety of uses – in costumes, as a medium for walking on, as a means ofobservation – shapes and falling for a movement class.)

Animal PicturesStick pictures of animals to cards – very pictorial and simple animals thathave distinct movement/noise characteristics. Children choose cards andthen mimic that creature, in movement and sound, for the others toidentify.

Sound OrchestraThis is a development of an imal p ictures. an imal p ictures. an imal p ictures. an imal p ictures. an imal p ictures. The group sits in a circle andeach child chooses an animal card. Each child lets the group hear theirnoise. Now become the conductor. Each child will make their noise andonce started will go on repeating it until you signal them to stop. Start atone point in the circle and bring in the rest of the company one by one.Let each child make their sound several times before cueing in the next.Eventually the whole group will be making their noise. This activity can bereally rewarding but will take a long time to develop.

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Large Scale ProjectsThese projects can bedeveloped over a period of timeonce you feel comfortable withmovement and role play withthe group. These are just a fewexamples of what can beachieved, similar to thetransport activity, it is useful towork on the individualcomponents first, bringing the whole activity together over a number ofweeks.

Water CycleThere are several components of this activity. Firstly, the approach of therain-children become raindrops, splashing up or sinking into the ground –initially slow becoming more frenetic as the storm approaches. Theraindrops fall into small streams, moving quickly around the room. Anumber of the children can become rocks within the river which the otherchildren can move around, this provides an opportunity to observe whatwater does when there are obstructions in the way moving over/goingthrough/swirling around. Rock shapes can also be developed from directobservation within the field. As the streams join together into largerrivers, the children have to link up – becoming slower and more windy.Eventually all the children are linked up as one big river that flows finallyinto the sea. Once in the sea, the children become separated and‘evaporate’ back into the sky.

This is a complex activity but the various components can be simplifieddepending on the ability of the children.

A Long JourneyThis is a drama/movement idea based on the children taking part in ajourney, acting/moving through the scenes. The journey can bedeveloped by ideas from the children prior to the session, throughinstantaneous ideas during the session, or using a preplanned idea.

For example, the children can start in two parallel lines and move throughthe swamp tunnel created by the children (encourage slurping noises).The journey could involve crossing a river (how many ways can you cross?– bridge, swim,

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stepping stones, row a boat).Once across the river thechildren can search for variouscreatures, treasure, food andcreate shelters. Treasure canbe made by tying interestingitems to a coloured rope whichcan then be passed along thegroup to investigate thetreasure.

The end of the session can either be a return to the start, or develop intothe cool down – the children end up on the beach and sunbathe (don’tforget the sunscreen). Use fabric to create a sea breeze, a rainstick forbreaking waves and a squoosh of water from a plant spray!

Butterfly Life CycleThe lifecycle of the butterfly provides an ideal opportunity of retelling inmovement an everyday occurrence that can be observed by the children.

Initially the children are the caterpillars – crawling/wriggling (likeinchworms) and eating vast quantities of leaves. Depending on the age ofthe children the way in which the caterpillars eat the leaves can bediscussed. Secondly the caterpillars build their cocoon wrapping androlling the silk around their bodies. The butterflies then emerge, theirwings pumping to strengthen and fill out, eventually then stretching uphigh behind their bodies. Finally the butterflies fly around the roomresting on flowers.

Story BooksAlmost any book with a strong, simple storyline can be adapted toprovide movement and drama starting points.

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Using puppets is mag ic !mag ic !mag ic !mag ic !mag ic ! Theycan be used on their own orblended in with other activitiesand story-telling techniques.

Use them very sparingly atfirst, until you get used tohandling them. Practice in frontof a mirror – it’s the only wayto appreciate how interestingand attractive a puppet lookswhen used with sensitivity.

Movements are best when slow and clear and descriptive. Be aware of thepower of simple, clear and imaginative mime movements – you will handlea puppet well and the children will be captivated. They will also learn tohandle a puppet well from watching you first.

• Bring out finger puppets during a story to illustrate scenes. If youkeep these in a ‘magic’ box or bag, or even in your pocket, thisheightens the children’s interest.

• Hold a very special puppet during a story. This puppet is there toreact to the story.

• You, of course, are ‘making the puppet talk’ but you will find that thechildren watch the puppet – not you – so don’t be self-conscious.

• The children can act the scenes out on the floor, or behind a table, orin a little theatre. The children themselves can be characters with thepuppets. They can also become some of the props – forming a bridgethat the puppets walk over, making an archway, a tree, a mountainetc.

• Experiment with sound effects while using a puppet in a story – pitterpatter of raindrops, a jangly sound for Jack Frost, all sorts of soundsfor creepy-crawlies.

• Shadow puppets illustrate a story with great clarity and very simply. Itis best that you try this technique out on your own first. Someonereads the story while you manipulate the shadow shapes. Very slowly– with spaces – use sound effects (the reader can do this). When youfeel it is the right moment, allow the children to hold the shapes. Butthey will probably be happiest just watching (and participating). If thechildren go behind the screen, allow no more than two or three (thesame with other types of puppets) – otherwise chaos develops! Withsmall children, it is best to use puppets for short spells only, as youwant them to see puppets as something special.

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If you can get hold of an oldparachute it can become amarvellous prop. Here are twogames to start you off.

MushroomSomeone shouts something like“carrots, Peas, BrusselSprouts” and then the magicword “MUSHROOM”. Everyoneto begin with is kneeling around the parachute, holding it on the ground.On the command “MUSHROOM” they stand up and hold the ‘chute abovetheir heads and take two steps forward. The ‘chute forms a mushroomshape.

Cool FrogSpread the parachute out on the floor, everyone kneeling at the edge.(This is a giant lilypad). Choose someone to be ‘Grumpy Frog’ who sits inthe middle of the lilypad. All the other frogs around the outside want tojoin ‘Grumpy Frog’ in the middle but must ask to join him in a particularway. Start a rhythm and ask the question “Hey frog face, give a bit ofyour space”. Grumpy Frog says who will be allowed onto the lilypad – e.g.all those wearing red take one hop forward, Repeat this process untileveryone gets to the centre of the lilypad.

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GROUNDS FOR LEARNINGThe Grounds for Learning is an organisation which promotes thedevelopment of school grounds for education, recreation andconservation.

As play groups generally share premises with other user groups, and donot have access to outdoor areas such as playgrounds, or gardens forwhich they have responsibility, grounds for learning opportunities aregreatly reduced.

However, even a very small scale project can offer an interesting resourcefor hands on experiences which help young children to have personalopportunities to grow plants, and look at minibeasts. This will help todevelop an intrinsic love of nature, and offer opportunities to understandhow nature ‘ticks’. A Chinese proverb says ‘I hear and I forget, I see and Iremember, I do and I understand’.

Is there a small piece of ground belonging to the hall you use which youcould ‘adopt’? Are there opportunities for tubs, window boxes, hangingbaskets, a sink pond, a bird table, growing wildflowers, rotting logs orgrowing sunflowers?

Grounds for Learning Partnership,Airthrey Castle,University of Stirling,Stirling FK9 4LATel: 01786 445922Fax: 01786 466572Email: gflscotland@stir.ac.ukwebsite: www.ltl.org.uk/scot.html