Learning Outside the Classroom EARLY YEARS

UW & MathsIntroductionAbout this packLearning Outside the Classroom (LOtC) is an approach to learning that makes use of places other than the classroom or setting’s indoor space for teaching and learning. This ranges from the school or setting’s own grounds or a visit to the local shopping centre, to planned visits to specialist venues or even overnight stays. There are many reasons for taking learning outside and many benefits for children and staff alike. It appeals to different learning styles, enhances understanding and knowledge of the world, improves physical development and motor skills and promotes self-esteem.

This is one of twelve packs covering the Early Years Foundation Stage to Key Stage 5. Each pack focuses either on English or Science and Mathematics, and contains the following elements:

• An introduction to LOtC including information about the pack

• A case study

• 6 lesson ideas

Each case study captures one school or setting’s experience of a particular venue or activity. Whilst each is site specific, they demonstrate a range of learning outside the classroom opportunities and should inspire you to think about what you might do with your children.

Each lesson idea has the information needed develop your own plans - you may decide to use the idea exactly as outlined, or adjust it to fit your particular requirements. As you explore the ideas, change them and build on them to suit your children. We hope they will just be the starting point for you to take more teaching beyond the classroom walls, right across the curriculum.

This pack includes activities for use by those who are new to taking learning outside as well as ideas for those with more experience who wish to try something new. It aims to help you, the practitioner, plan LOtC across the EYFS Understanding the world and Mathematics curriculum. Some ideas will take a few minutes within a session and can be carried out with minimal equipment and planning, whilst others might extend over a number of sessions, be part of a range of activities undertaken on a particular theme or during a visit to a specific venue.

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Learning Outside the Classroom Introduction

Some key tips for teaching outdoors

Preparation is key - have everything ready as it will take time to go back inside to collect resources and equipment, and it may be impossible if you are off site.

If you are going off site, liaise with the venue beforehand and visit if at all possible. Collaborating with the venue’s staff in planning will help to ensure things go smoothly. Look for the LOtC Quality Badge to identify venues offering good quality educational experiences and managing risk effectively. Follow any school, setting, local authority and national guidance carefully and use www.lotc.org.uk for tips on planning visits.

Above all make sure children understand that these learning activities are no less important simply because you are not indoors.

What about health and safety?

In 2011 the Department for Education published new health and safety guidance for schools. Summarising existing health and safety law relevant to schools and other concerned bodies, it covers all aspects of LOtC. This document can be found on the DfE website www.dfe.gov.uk

In addition, the Health and Safety Executive (www.hse.gov.uk) has produced a document entitled ‘School trips and outdoor learning activities: Tackling the health and safety myths.’ This document not only outlines some key messages from the HSE about dealing with health and safety in a common sense way but also emphasises the importance of LOtC for all children in developing an understanding of risk.

Risk-Benefit

When identifying the risks within any activity or visit, it is important to also think about the benefits. Consider what the children will gain from the activity and balance this with its risks. Usually, the benefits will far outweigh any risks, but if not, establish what action is needed to reduce the risk.

The LOtC Quality Badge

The Learning Outside the Classroom Quality Badge is the national benchmark for educational visits, recognising organisations offering good quality educational experiences where risk is effectively managed. Choosing a provider with the LOtC Quality Badge will give you assurance regarding safety and quality and help you cut red tape. It is the only accreditation scheme for all types of LOtC - so you only need to look for one badge when planning visits.

Find out more about the LOtC Quality Badge and search for providers holding the LOtC Quality Badge in your region at www.lotcqualitybadge.org.uk

Note:All images used in this pack are property of the copyright holder and may not be re-used or reproduced under any circumstances.

LOtC should be frequent, continuous and progressive

Ofsted’s review of LOtC

In 2008 Ofsted undertook a review of LOtC which found:

Develop an LOtC policy - information on how to do this can be found on the LOtC website www.lotc.org.uk

Ensure activities take place frequently rather than being out of the ordinary or a one off trip at the end of term

Continuity is vital - make sure that LOtC is written into schemes of work and that this builds on and links with work inside the classroom

Plan for activities to progress, build on previous learning and develop throughout a pupil’s time in education

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development and also contributed to the quality and depth of learning

Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities

Ofsted described improved outcomes for children including better achievement, standards, motivation, personal development and behaviour. The survey also found examples of the positive effects of learning outside the classroom on young people who were hard to motivate.

These case studies and lesson ideas will help you incorporate meaningful and well-planned activities that are integrated into your wider curriculum delivery.

Learning Outside the Classroom

Case StudyDimson Day Nursery

About the settingDimson Day Nursery was founded 21 years ago, and offers full day care to children aged one to five years, and after school care to children up to the age of 14.

At Dimson Day Nursery, outdoor play and learning is highly valued. Before parents sign up to the nursery, staff make it explicit that the outdoors will be used in all weathers, throughout the year and children will be playing in woodland and helping care for animals living on site. It is also made clear that everyone at Dimson Day Nursery strongly believes in outdoor play and learning and that children are more engaged and involved in their learning outdoors.

Dimson Day Nursery has extensive outdoor space, covering approximately 10 acres. Within this space, there is a one acre forest area, fields, garden and ponds. They have a collection of animals living on site, including ducks, chickens, goats, sheep, pigs and ponies, which the children help care for on a daily basis.

Each space has its own character and meets the needs of a different age group of children. Facilities in each area provide opportunities for growing, sand and water play, den building and cosy areas, sensory play and physical play resources.

While the areas are designed for specific age groups, children do use them flexibly, which is particularly useful when children are moving between age groups.

All children have access to wet weather clothing and the outdoors is used on a daily basis. The older children split into groups to do gardening, care for the animals and spend time in the forest, while the younger children are able to free-flow between indoors and outdoors.

Focus and aimsOutdoor activities at Dimson Day Nursery are initiated by the children and staff recognise that activities taking place outdoors support all areas of learning - staff believe ‘that’s how learning should be’. Staff at the nursery act as facilitators and support children’s ideas and thinking through sensitive interactions: ‘We don’t believe in doing things for children. We encourage them to do things for themselves and solve problems by working together.’

In this example children discover how to set up an irrigation system for their plants.

Focus: Mathematics - Early Years

EARLY YEARS

Maths

Learning Outside the Classroom Early Years Mathematics Case Study

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Background to the projectThe nursery had planted two gunneras, one at the top of a slope and one at the bottom. The children noticed that the one at the top of the hill was thriving, while the one at the bottom was not doing so well, which was disappointing to them. By thinking about why this might be, it was realised that the one at the top of the slope was getting a regular watering when the children emptied the paddling pool. The excess water ran off into the duck pond in the middle, meaning the plant at the bottom was not being watered enough. The children couldn’t think of their own solution, so a member of staff gathered them together to suggest they created an irrigation system. Staff observed what the children did and noted the language that was being used, but intervened as little as possible, unless the children asked for help.

What they actually didThe children gathered tools, dug a trench and were about to empty water into it to test the system, when one boy stopped them, saying ‘Stop! My Grandad says you can’t have a trench without a pipe!’ There was no pipe available, so the children went hunting around the grounds, gathering pieces of pipe. They created a pipe and as they tested it water went everywhere except down the pipe as the opening was too narrow! The children knew they needed a funnel to successfully get the water into the pipe, but also knew that there wasn’t a suitable resource as they had already searched everywhere for pipe. They then noticed the three litre bottle the staff had as a water bottle and asked if they could use it. The bottom needed cutting off and this was the only time an adult assisted the children. The irrigation system now worked perfectly and the children were delighted with their achievement.

Through this activity, they had worked well together as a team to solve the problem of getting water to the second plant by creating a pipe for the water to run through and getting water into the pipe without spilling it. The activity had supported all areas of learning and staff noted how there had been no arguments. The children were very engaged in the activity and made decisions about what needed to be done and the resources they needed to complete the task.

Why this has been successfulAt Dimson Day Nursery there are no excuses for not using the outdoor environment. Children prefer to be outdoors where they have more space to play or be with others as they choose. Children should be encouraged to take responsibility for the outdoor environment and to make their own resources from recycled and reclaimed materials. The children at Dimson Day Nursery show great respect for the things they have made, such as a wooden seesaw, and are currently working on building a storytelling area.

The nursery manager believes that the success of this activity and the overall use of the outdoors at Dimson Day Nursery is the staff’s trust in the children. ‘People often underestimate children and if you trust them, they will surprise you’ she explained. ‘Showing children you trust them makes the walk tall and be proud of their achievements.’

CurriculumWithin Mathematics:

• Use developing mathematical ideas and methods to solve practical problems

• Use everyday words to describe position

Setting up the activityA bug hotel is a small structure made from waste items such as those outlined above in the equipment list. The items are stacked and placed together to create a tightly packed structure with plenty of small gaps and holes where mini-beasts will congregate. Print some pictures of bug hotels from the internet to help children visualise them.

Have a mini-beast hunting kit ready for the children to find places where bugs live.

Activity introductionIntroduce the activity to the children after sharing a story about bugs, such as The Bad Tempered Ladybird or The Very Quiet Cricket. Ask the children questions about where they think bugs would like to live. Ask children to think about where they have seen bugs in the outdoor environment at the setting, or in another outdoor area. Talk about what type of homes bugs might live in and what materials you might need to build them a house. Use reference books to look up where bugs live and what they need to make a home.

Overview of the activityDesign and build a habitat for mini-beasts in the outdoor area.

Suggested activity formatSmall group activity - but several bug hotels could be created to allow many more children to participate in the activity.

EquipmentBook about mini-beasts and their habitats; pooters and other mini-beast hunting items; items for building the bug hotel: old tiles; small carpet pieces; bamboo canes; bricks; bark pieces; logs; plastic bottles.

Learning objectives• To learn about some of the wildlife living in the outdoor

environment

• To understand the habitats in which mini-beasts live

• To have respect for living creatures

• To explore materials for construction

Success criteriaBy the end of the learning:

• All children will have explored construction materials and some will have chosen suitable materials

• Most children will have gained an understanding of where mini-beasts live and what type of environment they like to live in

• Some children will name some mini-beasts living in the outdoor space

• Some children will have explored ways of constructing for a specific purpose

Leading up to this workBefore undertaking these activities, children are likely to have:

• Noticed the mini-beasts and wildlife in the outdoor area and talked about where they live

• Shared stories about bugs and looked at factual books about them so that they become familiar with mini-beasts’ names and appearance

Learning Outside the Classroom

Subject Understanding the world

Topic Mini beasts; habitats; homes and houses; construction

Title Bug hotels

Lesson setting The setting’s outdoor area

EARLY YEARS

UW

Extending the work• Check the bug hotel daily and record what has moved

in and how many species are living there. With the children, devise a way to record this information

• Make up a story with the children about the bug hotel and the bugs that live there

• Put a white sheet under a tree where young children are playing so that any bugs dropping from the tree can be seen and explored by them

Moving on from this workDraw pictures of the bugs found in the hotel and create a display.

When the mini-beasts living in your hotel have been identified, research what they eat and plant appropriate plants nearby so children can observe them eating.

Visit a local park or natural space and find places where mini-beasts live. Are they the same as the bugs living in the bug hotel?

Visit a local butterfly house or wildlife centre where children can handle a range of mini-beasts.

Links to other subjectsPersonal, social and emotional development: working and collaborating on a project with others, feeling a sense of satisfaction when the hotel is created and bugs move in, learning to keep self safe.

Physical development: gaining control of movement and building strength as large items are moved, using a variety of hand tools safely.

Communication, language and literacy: using a variety of books for different purposes.

Mathematics: counting and classifying different species of bugs living in the hotel, noticing similarities and differences between different bugs.

Main activity1. Walk around the outdoor area and find areas where

mini-beasts live.

2. Together, decide where will be a good location for a bug hotel.

3. Collect materials to make the hotel and talk about how you will construct it, allocating roles and responsibilities, giving the children as much autonomy as possible.

4. Support the children as they build the bug hotel, ensuring children are using tools safely and building the hotel in a suitable location, where it will not be in the way of other children’s play. Talk about what mini-beasts like to live in/on/under, etc.

5. Provide children with resources to label the hotel and predict who might move in.

6. Take photographs throughout the process of designing and building the hotel to create a book or display about the activity to share with parents or other children.

Activity plenaryTalk about why mini-beasts need a home to live in and how the hotel was built for them. Recall the materials you used, where you found them and why they are suitable. Use a factual book to guess which bugs might move into your hotel over the coming weeks.

DifferentiationWith the children, use the internet to research bug hotels and find designs and other children’s work to inspire them.Build a bug hotel in more than one area, or with different materials, to provide opportunities for making comparisons.

Design the bug hotel on paper first and then build from the design.

Learning Outside the Classroom

Your own notes

Early Years Understanding the world Bugs hotels

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Activity introductionTalk about the temperature and encourage children to talk about their experiences of water, ice and snow. Introduce the concept of water freezing and becoming ice when it becomes very cold. What are their thoughts about this?

Main activity1. Collect a selection of natural materials from outdoors

e.g. pebbles, leaves, twigs, bark pieces, shells, etc.

2. Place a large, shallow tray or dish on the ground or on a low table, where it is easily accessible.

3. Children should arrange the natural materials on the tray or dish in any way they choose. It does not matter if bits hang over the edge of the container.

4. Fill the container with water and leave outside overnight - place a plastic or cardboard tube upright approximately 7cm from one edge or a corner of the tray - once the water has frozen this will create a hole in the ice sheet from which to hang the sculpture.

5. Return to the container the next day and see what has happened.

6. Talk about the ice. Allow children to touch the ice and describe what it feels like. Can they still see the natural materials that are encased in the ice? Why do they think this has happened (or didn’t happen if the water didn’t freeze)?

7. Hang the sculpture from a tree or canopy using the hole you created with the tube.

8. Observe the sculpture throughout the day to see if anything changes - does it melt? Do bits fall off? Does it stay the same?

Overview of the activityUsing creative techniques to explore freezing and melting water.

Suggested activity formatA small group activity that can easily be replicated for a whole class.

EquipmentLarge shallow tray; jugs of water; selection of natural materials; short length of plastic or cardboard tube or pipe, approx 2 - 4cm diameter; string/twine.

Learning objectives• To understand that water freezes in very cold

conditions and melts as the temperature rises

• To understand that the seasons change throughout the year

• To explore textures and develop language to describe them

Success criteriaBy the end of the learning:

• All children will have talked about ice & winter weather

• All children will notice the changes in the water as it freezes and melts

• Some children will describe how the ice was made and melted

Leading up to this workBefore undertaking these activities, children are likely to have:

• Discussed what the weather is like each day, perhaps keeping a weather diary to track conditions and tem-peratures

• Looked at standing water outdoors (ponds, puddles or buckets) and observed what is happening to it as the temperature changes

• Looked at photographs of ice sculptures and snowy scenes

Setting up the activityPlan to do this activity when the weather is cold enough for the water to freeze if left out overnight - if you are unsure, leave a test tray outside in advance. Choose an area with a level surface to keep the tray flat, or set up a low table to put the tray on ready to undertake the main activity.

Learning Outside the Classroom

Subject Understanding the world

Topic Winter; freezing and melting; water

Title Ice art

Lesson setting Setting’s outdoor area

EARLY YEARS

UW

Moving on from this workCreate an outdoor art exhibition using the ice sculptures along with other creations made with natural materials e.g. collages, natural material, bugs, etc. Invite parents and carers into the setting to visit and enjoy the creations.

Take photographs or draw the sculptures and make a book about what you made and how you did it.

Links to other subjectsPersonal, social and emotional development: collaborating with others to work as part of a team, negotiating roles and sharing ideas.

Communication, language and literacy: learning new vocabulary to describe the texture of the ice and what happens to it.

Understanding the world: learning about the properties of water and how the weather affects it; learning about snowy and icy countries of the world; using digital cameras to record events and stopwatches to time events.

Expressive arts and design: using different materials creatively.

Mathematics: exploring 3D objects; exploring volume and problem solving (how to freeze water).

Activity plenaryTalk about how water melts and freezes and think about other ways you could use ice to make sculptures. Encourage children to use different language to describe the textures e.g. smooth, hard, slippery, etc. Take photographs of the ice art to display indoors where the activity can be shared with others or with parents. Discussions can be extended by thinking about where we find ice, what we use ice for and how to take care on the ice.

DifferentiationUse small plastic food trays to make individual sculptures. Fill different containers with water and explore the ice the next day.

Put ice cubes into small containers to play with.

Extending the work• Try using different shaped and sized containers to make

ice sculptures - add food colouring or paint to the water before freezing

• Visit the sculpture throughout the day and time how long it takes to melt. Try using different methods to time how regularly you visit e.g. sand timers, after meals, stop watches, etc.

• Find ways to catch the drips as the sculpture melts or to channel the melted ice to a different container or area

• Talk about what else ice is used for

• Use ice cubes to construct and build. Can the children build an igloo for a play person or small world animal?

• Find out about other parts of the world where there is a lot of snow and ice

Learning Outside the Classroom

Your own notes

Early Years Understanding the world Ice art

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Activity introductionTalk to the children about the weather and ask them to name the different weather conditions that they know. Share stories about windy days, such as Spot’s Windy Day, The Wind Blew or Titch’s Windy Day and encourage children to talk about their experiences of windy days.Ask the children how we can tell when it is windy when we look outside. Show them a windmill and talk about how the wind makes it spin. Explain the activity, how you will make your own windmills and plan where you might take them when they are finished.

Main activity 1. Give each child a template for a windmill and allow

them to decorate it with felt tipped pens or crayons.

2. Cut along the lines and curl the corners to the centre to make the windmill, secure with a split pin and attach to a straw.

3. Take the children outside with their windmills and stand in a central point. Do their windmills spin?

4. Instruct each child to explore the area with their windmill to find the places where the wind blows.

5. When they have had time to explore, gather together again and ask the children to show you where the windy places are. How did they work out where the wind was?

Overview of the activityMaking resources to help children discover where the windy places are outdoors.

Suggested activity formatA small group activity that can be easily replicated for a larger group or room.

EquipmentPaper; felt tipped pens; split pins; straws; scissors.

Learning objectives• To explore features of the environment and show

interest in the natural world

• To notice the weather changes that occur

Success criteriaBy the end of the learning:

• All children will be talking about how the wind blows things around

• All children will be talking about the changes in the weather

• Most children will have made resources to identify windy places

• Somechildren will notice where the wind is strongest

Leading up to this workBefore undertaking these activities, children are likely to have:

• Hung wind chimes, shells or foil trays outside and listened for the wind blowing

• Talked about the weather each day and shared stories about different weather conditions

Setting up the activityPrepare the templates beforehand and have all the necessary equipment ready.

Know where the windy areas are outdoors so children can see their windmills in action when you go outside with them.

Make up a few windmills to use to show children what they are creating or to give to children who don’t want to make their own.

Learning Outside the Classroom

Subject Understanding the world

Topic Wind and weather

Title Where’s the wind?

Lesson setting Setting’s outdoor area

EARLY YEARS

UW

Moving on from this workIf you have one nearby, visit a windmill and explore how windmills were used in the past.

Look at pictures of wind farms and talk about the energy we can gain from the wind.

Make flags to display in the outdoor area that will blow in the wind.

Act out stories about windy days or make up your own story to act out to other children or parents.

Make a bubble machine that uses the wind to make bubbles.

Links to other subjectsCommunication, language and literacy: developing listening skills as they listen to the wind; exploring fact and fiction books about the weather and retelling favourite stories.

Personal, social and emotional development: collaborating and cooperating with others; developing a sense of achievement through creating their own windmills.

Activity plenaryRemind children of the windiest places they found and reflect on how the windmills spun when the wind blew. Think about why you might want to keep the wind away from some areas and how a windmill could be used to establish when it is very windy outdoors.

DifferentiationPre-cut the template or make the windmills beforehand depending on the abilities of the children taking part in the activity.

Encourage children to try their own designs for a windmill after looking at pictures.

Place windmills around the outdoor area and take young children outside to watch them.

Tie pieces of ribbon to a hairband and place around young children’s wrists so they can watch the wind blow the ribbons or create movement themselves by waving their arm.

Extending the work• Talk about how else we can find windy places. What

other resources can we use or make, e.g. wind chimes, streamers, windsocks?

• Have a music and movement session outdoors using ribbons and streamers, encouraging children to twist and turn like the wind

• Discover ways of creating wind e.g. blowing, fanning with newspaper, etc.

• Build a windbreak to shelter behind on very windy days using den building materials

Learning Outside the Classroom

Your own notes

Early Years Understanding the world Where’s the wind?

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Activity introductionShow the children a leaf, from a sycamore or other tree with complex leaves, and draw their attention to the points of the leaf. Show another, contrasting shaped leaf and talk about how all leaves are different, with different shapes, number of points, sizes, etc.

Main activity 1. Allow the children to explore the area and find a

leaf with pointy or shaped lobes (e.g. field maple, sycamore, oak, horse chestnut).

2. Sit together and look at the leaves you have collected. How many points do the children think their leaf has?

3. Count the points of the leaves - were your predictions right? Are there more or less points?

4. Repeat the activity with a different leaf. Which has more points?

Activity plenaryTalk about how the leaves all had a different number of points: Which tree had leaves with the most points? Did all the leaves from a specific tree all have the same number of points? Were they all the same size? Which tree had leaves with the most points? What number did you count to?

Overview of the activityUsing the points of a leaf to predict, count and compare.

Suggested activity formatWork with a small group of children, support them to collaborate outdoors, and then finish with the group comparing their findings together.

EquipmentA selection of differently shaped and sized leaves pre-selected or found during the activity.

Learning objectives• To count with numbers in order, using one-to-one

correspondence

• To predict quantity and use mathematical language such as more than or less than

• To explore different types of leaves

Success criteriaBy the end of the learning:

• All children will have recognised differences between leaves they have examined

• Most children will be using numbers to count

• Some children will be using mathematical language to predict number

Leading up to this workBefore undertaking these activities, children are likely to have:

• Explored a selection of books and magazines about trees in the book corner or transition area

• Practiced counting by singing number songs and rhymes, playing board games and counting blocks when building

Setting up the activityIdentify an area to explore that has a variety of trees and leaves readily available for children to find.

Ensure an appropriate risk assessment has been undertaken. Refer to your employer’s health and safety guidance / policy. If using an external provider, ask if they have the LOtC Quality Badge.

Learning Outside the Classroom

Subject Mathematics

Topic Leaves and trees/plants/counting

Title Leaf counting

Lesson setting The setting’s outdoor area or a local park/woodland area

EARLY YEARS

Maths

Moving on from this workContinue to explore leaves by adding them to the messy play area. Children can count how many leaves they are using or make prints with the leaves and count the marks left.

Invite a gardener, arboriculturalist or tree surgeon in to talk about trees and how to care for them.

Visit a local orchard or woodland to look at different types of tree. Compare the leaves and talk about the similarities and differences. How many different types of tree can you find in your local community?

Links to other subjectsUnderstanding the world: learning about the natural environment; identify features of living things.

Expressive arts and design: using leaves to create patterns or for printing.

DifferentiationPlay with a variety of different sized and shaped leaves in a tray.

Make leaf rubbings with crayons to look at the patterns.

Go on a leaf hunt - searching for the biggest or smallest leaf.

Extending the work• Sort the leaves into order from fewest points to most

points

• Establish whether the biggest leaves have the most points

• Decorate the points of the leaves with paint/mud/glitter or number them with permanent marker

• Make leaf prints on a large sheet to make a decorative wall hanging

• Make a number line using leaf cut outs, laminate and display outdoors

• Use a factual book about trees to identify the different species of leaf and which tree they came from

Learning Outside the Classroom

Your own notes

Early Years Mathematics Leaf counting

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Activity introductionShow the children a twig and a leaf and encourage them to describe the similarities and differences between the two. Then compare two twigs. Talk about how objects with similarities can be different in other ways.

Main activity 1. Give each child a piece of card with a strip of double-

sided tape across the middle.

2. Each child takes their sticky strip outside and collects a selection of natural objects. Not everything will stick - discuss what kind of objects will adhere, suitable sizes, etc.

3. The children stick their objects onto the sticky strip according to their own design or sorting order e.g. biggest to smallest, longest to shortest, bumpy to smooth, etc.

Activity plenaryEach child can talk about their sticky strip and be encouraged to use new vocabulary to describe how they classified their items. Remind them of the words used and have natural objects available as a visual reminder.

Overview of the activityExploring natural materials found outdoors to develop language for describing size and shape and to explore ways of sorting and classifying items.

Suggested activity formatBegin with a small group of children, support them to work independently outdoors, and then finish with the group comparing their findings together.

EquipmentPostcard - sized pieces of card; double-sided sticky tape.

Learning objectives• To develop language to describe size, such as big, small,

long, short, etc.

• To classify natural materials in various ways such as by type, size, colour, etc.

Success criteriaBy the end of the learning:

• All children will notice the similarities and differences between natural materials

• Most children will name objects found in the natural environment

• Most children will know some words to describe size and shape

• Some children will begin to classify items by different criteria

Leading up to this workBefore undertaking these activities, children are likely to have:

• Explored natural materials and used them as an open-ended play resource, enabling them to become familiar with their properties, textures and sizes

• Shared stories that use vocabulary describing size and shape e.g. The Enormous Turnip, The Very Hungry Caterpillar

Setting up the activityStick a strip of double-sided tape across a postcard-sized piece of card and remove the backing paper in advance.

Learning Outside the Classroom

Subject Mathematics

Topic Size/nature exploration/natural materials

Title Sticky strips

Lesson setting Setting’s outdoor area, a local park or wildlife area

EARLY YEARS

Maths

Take large resources such as cardboard boxes or wooden blocks outdoors to construct, building on the vocabulary developed in this activity. Talk about building higher, taller, etc. and use positional language such as on top, behind, etc.

Play physical games encouraging children to stretch taller or wider, move faster and slower.

Links to other subjectsUnderstanding the world: exploring the environment and showing an interest in the natural world.

Expressive arts and design: using natural materials to create collage and mosaic patterns.

Physical development: using their whole body to move around the outdoor area and explore texture, gaining control of their movements.

DifferentiationProvide specific instruction as to how the items are to be sorted on the sticky strip, e.g. biggest to smallest. Pre-select a range of natural materials for children to investigate and sort in different ways.

Extending the work• The sticky strips can be taken home or used to create a

display with labels using the new vocabulary

• Extend children’s thinking by including items which are not natural and find ways to classify natural and man-made materials

• Discuss other ways to sort and classify the materials e.g. by purpose, by initial letter, by quantity, etc.

• Create paintings influenced by the colours of the objects on the sticky strips

Moving on from this workThink about why we need to sort and classify items. Do children do this in their every day lives? Set up a recycling role play centre where children can sort the setting’s waste. Extend this by taking the waste to a local recycling centre, helping children identify the correct bins to sort the waste into.

Learning Outside the Classroom

Your own notes

Early Years Mathematics Sticky strips

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Activity introductionBring some natural materials or items you might find in the environment into your setting and show these to the children. Point out the patterns that you can see, e.g. wood grain, trellis lattice and honeycomb and encourage children to talk about the shapes and patterns that they can see. Look at photographs of other patterns you might find in the environment.

Ask the children if they would like to explore what patterns they can find in the outdoor area. Talk about how you might be able to make a print of the pattern. Introduce the idea of using playdough to make an imprint of the pattern.

Main activity 1. Give each child a piece of playdough. Demonstrate

how to take an imprint and look at the marks that are left on the dough.

2. Allow the children to explore the environment and find patterns that they like or that interest them.

3. The children should make imprints of the patterns they find. They may need some support to do this.

4. When every child has taken at least one imprint, gather together to look at the variety of patterns that were found, where they were found and what the patterns look like.

5. Compare the similarities and differences within the patterns.

6. Leave the playdough to dry out and record where the imprint was taken to create a display of patterns found in the environment.

Overview of the activityUsing old playdough to discover the range and variety of patterns in the outdoor environment.

Suggested activity formatA small group activity, with children working collaboratively and discussing their findings as a group; also working independently with support as appropriate.

EquipmentOld playdough.

Learning objectives• To explore patterns in the natural environment

• To identify patterns and use language to describe them

Success criteriaBy the end of the learning:

• All children will have noticed patterns in the environment

• All children will have explored the environment to find different patterns

• Most children will have talked about the similarities and differences in patterns

• Some children will make prints of patterns in the environment

Leading up to this workBefore undertaking these activities, children are likely to have noticed different patterns in the environment and talked about the patterns they can see in the indoor and outdoor environment at your setting.

Setting up the activityGather pictures of different patterns found in the environment e.g. brickwork, drain covers, bark, etc.

Collect some materials from the environment to show the pattern e.g. leaves, trellis, etc.

Keep old playdough that is about to be thrown away in an airtight box, ready for this activity. Storing in a fridge will also help preserve it.

Ensure an appropriate risk assessment has been undertaken. Refer to your employer’s health and safety guidance / policy. If using an external provider, ask if they have the LOtC Quality Badge.

Learning Outside the Classroom

Subject Mathematics

Topic Patterns

Title Playdough printing

Lesson setting Setting’s outdoor area or a local park

EARLY YEARS

Maths

Moving on from this workTalk about the similarities and differences between manmade patterns and patterns found in natural materials.

Go on a walk in the local community and see what patterns you can find e.g. railings, road markings, murals, fencing, flowers and shop signs. Take a digital camera with you to record what you see.

Encourage children to design their own patterns using paints or natural materials.

Links to other subjectsCommunication, language and literacy: using new vocabulary to describe patterns and positions.

Expressive arts and design: create patterns with different media, design patterns and explore creatively.

Understanding the world: explore the local environment and community.

Activity plenaryLook at the different patterns that were found and remind children of the variety of patterns we can find in the environment. Look back at the pictures - did you find different patterns to the ones depicted? Talk about where the patterns were found.

DifferentiationExplore patterns and textures with your hands and use descriptive language to describe e.g. rough, smooth, bumpy, etc.

Extending the work• Try making imprints with other things e.g. clay, icing,

wood, paper

• Once the imprints are dry, dip them in paint and use to make prints on the ground or a large sheet or roll of paper

• Play a guessing game whereby you show a group an imprint and they have to go and find the place where they think the imprint was made

• Use paper and crayons to make rubbings of patterns

Learning Outside the Classroom

Your own notes

Early Years Mathematics Playdough printing

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk