You may remember seeing photos on here recently which documented children showing an interest in fish and were pretending to go fishing using 'loose part' items in the outdoor area. This was then extended by members of the team, who added laminated fish with numbers and hooks into a large puddle outside. The children then fished for them and had lots of fun doing so.
Further extension to this Interest.....
Intent
Further extension to this Interest.....
Intent
To purchase some fish from the pet shop to help children to show care and concern for living things and the environment.
C of E L - Finding out and Exploring
•Showing particular interests
The World
•Can talk about some of the things they have observed such as plants, animals, natural and found objects.
•Showing particular interests
The World
•Can talk about some of the things they have observed such as plants, animals, natural and found objects.
Implementation
First we visited the pet shop for some information about how we will care for our new fish....
First we visited the pet shop for some information about how we will care for our new fish....
We purchased a fish tank and equipment that we needed to get ready for our new little friends...
We helped to prepare the tank and had to leave the water for a week and take a sample of water to the pet shop to make sure that the water was perfect for our fish.
We helped to prepare the tank and had to leave the water for a week and take a sample of water to the pet shop to make sure that the water was perfect for our fish.
Choosing the fish.........
Please meet - Cindy, Nemo and Rainbow Fish as named by the children x x x x x x
Once these 3 have settled in, we can add more to our tank. The children have really enjoyed seeing the fish and taking care of them this week.
Communication and Language - Speaking
•Uses vocabulary focused on objects and people that are of particular importance to them.
•Builds up vocabulary that reflects the breadth of their experiences.
•Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’.
•Uses a variety of questions
•Uses simple sentences
Please meet - Cindy, Nemo and Rainbow Fish as named by the children x x x x x x
Once these 3 have settled in, we can add more to our tank. The children have really enjoyed seeing the fish and taking care of them this week.
Impact
C of E L - Finding out and Exploring
•Showing curiosity about objects
•Showing particular interests
The World
•Comments and asks questions about aspects of their familiar world such as the natural world.
•Can talk about some of the things they have observed such as plants, animals, etc.
•Shows care and concern for living things and the environment.
•Looks closely at similarities, differences, patterns and change
Mathematics - Shape, Space and Measure
•Begins to use the language of size
•Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.
Mathematics -Numbers
•Uses some language of quantities, such as ‘more’ and ‘a lot’.
•Knows that a group of things changes in quantity when something is added or taken away.
•Showing curiosity about objects
•Showing particular interests
The World
•Comments and asks questions about aspects of their familiar world such as the natural world.
•Can talk about some of the things they have observed such as plants, animals, etc.
•Shows care and concern for living things and the environment.
•Looks closely at similarities, differences, patterns and change
Mathematics - Shape, Space and Measure
•Begins to use the language of size
•Beginning to talk about the shapes of everyday objects, e.g. ‘round’ and ‘tall’.
Mathematics -Numbers
•Uses some language of quantities, such as ‘more’ and ‘a lot’.
•Knows that a group of things changes in quantity when something is added or taken away.
•Uses some number names accurately in play.
•Shows an interest in numerals in the environment.
•Shows an interest in numerals in the environment.
Communication and Language - Speaking
•Uses vocabulary focused on objects and people that are of particular importance to them.
•Builds up vocabulary that reflects the breadth of their experiences.
•Uses gestures, sometimes with limited talk, e.g. reaches toward toy, saying ‘I have it’.
•Uses a variety of questions
•Uses simple sentences
