Big Thinkers

Number Knowledge

At the moment, we are concentrating on expanding our number knowledge, focusing on the recognition and naming of numbers from 1 to 10. This is partnered with working on our 1:1 correspondence. This means we are able to accurately count a variety of objects and match the quantity to the corresponding number. Through a variety of games, we have also been introducing ourselves to some simple addition as we add the elements together.

Small Group Activities

We had to follow multiple steps to complete this game. Our first step involved building a tower with some of the blocks on the table. When we had completed our tower we had to very carefully, count the number of blocks. We found that it helped if we took our time and used our pointing finger to keep track of the blocks we were counting. Once we had finished counting, we shouted the number out loud, before taking a magnet and putting it on the whiteboard below the correct number.

In our next class game, we got to get a bit messy. At the beginning of the week we started by rolling one dice. We had to count the number of dots on the up facing side, before telling the teacher our number. Next up, we took one of the cylinders, dipped it into some paint, and then had to locate as many of our number as we could, carefully setting down our circle right on top. Once we had the hang of this game, we made it a little bit more complicated. Now with two dice to roll, we had to add the number of dots from the first dice to those on the second dice. This meant our number hunt when from 1-6 to 1-12 by the end of the week.

Our final Arrival Play number game was a multi level challenge that was dependent on our pre existing number knowledge. There were a variety of objects for us to choose from, a dice, a bowl of numbers, and two slides on either side of the frame. For some of us, we rolled the dice, counted the dots, and then chose which object we were going to send down the slide, ensuring we were choosing the same number of objects that were shown on our dice. After all objects had successfully landed in the basket, we found the number stone with the correct number written on it. We could then repeat this process over and over, either clearing the debris after each turn, or adding to the pile in the basket with each roll.

A second way of playing this game involved some simple addition and 'counting on'. For this version, we had to roll the dice, choose the objects and roll them down the left hand slide. We then rolled the dice again, counted out our objects and rolled them down the right hand slide. Once this was done we had to calculate how many objects we had in our basket altogether. We found the best way to do that was to start counting one set of our objects before counting on and up when we came to the second group of objects. This meant we could see a variety of combinations and their combined totals. For example, 4 buttons plus 3 tiles, equaled 7 objects in total or 4+3=7.

Circle Time Games

During our circle times, we explored a variety of action games as a whole class. Our first game was an exercise challenge. In pairs, we stood up in front of the class. One of us had to roll the number dice whilst the other had to spin the wheel of exercises on the board. We then shouted out how many repetitions of the chosen exercise we needed to do according to our dice roll. As a pair we presented the exercise, before leading the rest of the class as they joined in.

Another game turned into a bit of a dance party. This time, volunteers came up to spin the wheel of numbers on the screen. Once the pointer came to a halt, we had to shout out the assigned number. Then, as quickly as possible, we had to count ourselves as number 1, before running around and picking Dolphins until we reached our number. Once up, we turned the countdown clock on and boogied to some upbeat music as a small group, in front of our peers and teachers. Our final game also involved the number wheel on the big screen. This time a volunteer had to run around, select the correct number of children, and try and get them into the hoops in the middle before the timer buzzed!

Introduction to Physics

Our opening science experiment and investigation involved observing and predicting the motion of a variety of different objects on a sloping surface. We began during Open Play time in the sandpit. In the first week, we used a variety of slopes and the blue metal stands to create varying degrees of slope. We observed how the balls and cars were able to slide down the half pipes and commented on what happened when we moved the position of the pipe from the top rung, to those below it. As we got used to the process, we started removing the blue frames and replaced them with a variety of alternative objects. Our task was now to build different ramps and predict what would happen to the cars and balls. We started connecting half pipes together to form longer ones, leaning them on the windowsill or mirror to make them even steeper, and working together as a team, vocalising our plans as we went.

During one of our circle times, we started experimenting with a variety of objects. Starting with a ball, we moved onto different types of cars, blocks, a soft toy giraffe, a solid dinosaur, full water bottle, and an empty water bottle. Each time a new item was presented, we had to make predictions on what we thought the object might do. Would it roll? Slide? Stay still? Would it go all the way under the cubbies, or only make it to the bottom of the slope? Would it go straight? Or would it bend to the side? We would start our sentence by saying 'my prediction is...' After making a variety of predictions, we then carried out the experiment, observing and then concluding the result each time.

Pendulum Power

Another investigation into motion involved a variety of pendulum experiments. We started off small, over the sensory tray. Tied to a pole above our heads, was a dangling cup. Multiple holes had been made in the bottom, to allow for the paint to drip out. We started off with one colour: yellow. Watching closely, we noted what happened to the paint when we moved the cup in a number of different ways. We watched as the paint dripped out in a big circle when we spun the cup all the way around the tray, that it followed the line of movement when we swung it straight across the tray, and how much more came out when we shook the cup up and down. Soon we were adding more and more colours to our cup, and watching as the different colours landed on and next to each other, sometimes forming to create a brand new colour.

Our next phase of the investigation meant levelling up our pendulum! This time we cleared a large space on the floor, and rolled out a long piece of paper under our feet. Two gloves were hung, with the string being tied well above our heads. We poured one colour into one glove, and a different colour into the second glove. Holes were cut in the fingers, just as they had been in the bottom of the cup. A cardboard wall was built around us so that we could contain the splash zone. After taking off our socks and shoes, donning an apron, and rolling up our trousers, we were hoisted over the wall and into the experiment zone with the help of our teachers. Each day we added two new colours to the gloves, laughing and chatting as we swung the gloves across the paper and to each other.

For our final phase, we converted our pendulum into a construction tool. The gloves were replaced with a heavy ball, fenced off behind some signs and cones. As a team, we built up a variety of structures using the foam bricks. We then made a prediction as to what would happen when we swung the ball back and into the tower. Once we had cleared the space of all the builders, we took turns trying to knock the towers down using different techniques and swinging styles.

Science Incursion

We were thrilled to have the opportunity to have three brilliant scientists from Curiosity Kids as our special guests in the classroom. On their visit, they brought along mini science sets for each Dolphin, igniting our curiosity and enthusiasm for scientific exploration. Building upon the techniques we had been practicing at school, we were able to delve into a world of exciting experiments.

With the tools provided by Curiosity Kids, we examined water transference and colour mixing, ending on an explosive note with a volcanic experiment. We learnt how to carefully transfer water from the cup to our test tubes, relying on our fine motor skills to enable us to complete a smooth transition with as little spillage as possible. Before starting our colour mixing, we made predictions about what colour we would be ending up with. We found that mixing red and yellow, resulted in orange. Blue and yellow together, created green, and red and blue combined, made purple. For our volcanic eruption, we had to carefully use a mini spoon to fill the bottom of our test tubes with baking powder before using our pipette to add coloured vinegar. We were amazed as bubbles instantly appeared, and the contents of our test tubes shot up to the top.