Guest Posted September 24, 2009 Share Posted September 24, 2009 Hi just a very quick questions. Any ideas for knowledge and understanding apart from the normal computors, laptops. It would be nice to have a few ideas that are different to go on the planning. We have ofsted looming.Thanks Dorinda Link to comment Share on other sites More sharing options...
sunnyday Posted September 24, 2009 Share Posted September 24, 2009 Do you have an Interest Table? Selection of related posters on display? Books - including reference books? Puzzles/games that promote KUW? I expect you do! Sunnyday Link to comment Share on other sites More sharing options...
Rea Posted September 24, 2009 Share Posted September 24, 2009 I used to find breaking KUW down into science and change made it easier to think of ideas. I used to love putting all sorts of stuff on the table, flour, bicarbonate of soda, lemon juice, tea leaves, food colouring, coffee granuals, with pots, plates, spoons, teat pipets etc and letting the children mix and discover. Link to comment Share on other sites More sharing options...
Guest Posted September 24, 2009 Share Posted September 24, 2009 do you have child friendly cameras. tills for a shop, calculators, remote control cars, in fact anything the children switch off and on. how about tents and torches, magnifying glasses to explore trees, leaves, mini-beasts, stones and shells. mrsW.x Link to comment Share on other sites More sharing options...
Guest Posted September 24, 2009 Share Posted September 24, 2009 Get outdoors - it's all there! We have a moth caterpillar pupating in a little insect house as I write. That covers loads of the goals in one go. Link to comment Share on other sites More sharing options...
sunnyday Posted September 24, 2009 Share Posted September 24, 2009 Oh yes I'll second that - we have been collecting acorns today - we looked to see where they had come from and then followed this up by reading a 'Goz' book which shows 'acorns and oak trees' We have also admired the cobwebs on our outdoor play equipment....... Link to comment Share on other sites More sharing options...
Marion Posted September 24, 2009 Share Posted September 24, 2009 Hi just a very quick questions. Any ideas for knowledge and understanding apart from the normal computors, laptops. It would be nice to have a few ideas that are different to go on the planning. We have ofsted looming.ThanksDorinda Do you just mean the ICT content or KUW in general? Link to comment Share on other sites More sharing options...
Guest Posted September 25, 2009 Share Posted September 25, 2009 Do you just mean the ICT content or KUW in general? Hi Marion,. No the whole kuw We have a laptop and two old computors but need other ideas. Thanks Dorinda Link to comment Share on other sites More sharing options...
Marion Posted September 25, 2009 Share Posted September 25, 2009 KUW activities Compare different types of materials and their properties, ie wood, plastic, metal, sponge. · Observe how clay or dough changes as you manipulate it, add water, textures, smells etc. · Explore materials in the water. · Arrange visits to the beach, the park. · Introduce descriptive vocabulary, ie smooth, spikey, bumpy, soft, hard. · Investigate and explore musical instruments made from different materials, ie wood, plastic, metal, skin. · Listen to sound effects and play sound lotto. · Taste different foods - try salty, bitter, sweet things. Record likes and dislikes. · Smell different things. Describe the smells. · Put something smelly in a parcel and pass it round the circle. Get the children to guess what is inside. · Use feely bags and boxes in a range of activities, eg recognising the shape of objects, the quality of materials etc. · Match by feel. Put different materials in a feely box. Have matching materials mounted on cards. Let the children find the match without looking. · Wrap a number of parcels and get the children to guess the contents. · What's behind your back? Place an object in a child's hands and get them to guess what it is. · (See also listening activities under Language and Literacy.) · Use magnifiers, binoculars, microscopes, colour paddles. · Make gloop using cornflour. · Bring in real objects such as crabs or fish to look at. Make card windows to look at parts of objects. · Observational drawings and paintings. · Set up situations where children observe something and talk about it in a small group, eg cut up pieces of fruit to see what is inside. · Record observations on tape, in photographs, in pictures, in diagrams, in emergent writing. · Keep a pet in the classroom and use it to talk about caring for living creatures. · Encourage the children to get involved with feeding and cleaning. · Make a book about caring for a pet. · Have a rota for sharing care of the pet over weekends and holidays. · Invite visitors in with their pets. · Incubate some eggs. · Grow plants in the classroom and outside - from seeds, bulbs, cuttings, flowers, herbs and vegetables. Use these to talk about what plants need to help them grow. · Give all children a turn at watering the plants. · Use pictures of different sorts of animals for sorting and discussion, eg wild, farm, domestic, sea, birds etc. · Use books and stories to teach the names of animal babies. · Sort objects into natural and man made, eg rocks, shells, buttons, toys, clothes. · Sort objects by the materials from which they are made, eg. wood, plastic, wool, paper. · Listen to sound effects and play sound lotto. · Go on walks, or visits to see seasonal changes, eg to a farm, wood, park. · Use events in the children's lives and stories to talk about death, birth, growth, both in humans and in animals. · Use building works to explore changes in the locality and the materials being used, eg road works, new houses, school buildings, the landscape around the school. · Create interactive displays, eg leaves to match. Work on ourselves - hair colour, eye colour, height. · Self portraits in paint and crayons. · Finger prints, hand prints, foot prints in talcum powder, paint and plaster. · Talk about pictures of children from other countries. · Make pairs and lotto games with subtle differences in the pictures. · Teach the language of colour, shape, texture and size to help children describe similarities and differences. · Make collections of objects with similar and different properties, eg size, colour, texture, shape, natural, made etc. · Sort objects by different criteria, eg collection of clothes in the home corner. · Look for patterns in the environment, eg paving, tiles, brickwork. · Look for patterns in natural and man made objects, eg leaves, flowers, material, wrapping paper. · Use good quality information books to find out about patterns in nature, eg animal camouflage, snowflakes, butterflies and insects. · Do rubbings of tree bark, leaves, cross sections of tree trunks. · Make patterns in different media. · Make rubbings of patterns around the nursery, eg bricks, tiles etc. Change · Explore change through work on all the above topics, eg the seasons, life cycles, plant growth, babies. · Activities where children can use their sense to observe, smell, touch and hear to describe materials before, during and after change. · Making jellies and ice lollies, baking biscuits, cakes and bread, cooking eggs, pasta, potatoes. · Making clay and dough models. · Mixing paints and making different colours. · Mixing soap and water to make bubbles. · Tasting activities. · Look at changes that can be reversed, eg melting ice/ chocolate. Use of children's play experiences to talk about the vocabulary of movement: push, pull, slide, roll. · Give children experiences of toys which have different power sources and talk about how they work. Use on, off, turn, switch, wind, clockwork, batteries, electricity etc. · Use questions to develop the language of enquiry. · Why did that happen? What can you see, hear, taste, smell, feel? How does it work? · Allow children to speculate and come up with their own answers to questions, eg why does ice melt in the classroom? · Set problems, eg how can you move the big box? Can you build a taller tower? Can you use all the pieces of the train track to make one continuous layout with no dead ends? · Talk about the questions you want to ask a visitor. · Use puppets, or telephone to ask questions. · Include questions on interactive classroom displays. Use the language master to record questions for the children to listen to and then record their answers. · Get children to think up their own questions about a topic, eg can penguins fly? They can then be shown how to look for information in a book using the contents page and the index. Help children look for the answers to the questions by looking at the pictures. Read bits out if they are unable to use the text. · Have a post box monster in the classroom to write and answer questions. · Provide a range of subjects to play with that work in different ways for different purposes, eg egg whisk, torch, other household implements, pulleys, construction kits, tape recorder. · Think of a question that can be typed into a search engine Provide a variety of construction kits and materials for building. · Have available a wide range of resources for making, ie stapler, glue, scissors, elastic bands, masking tape. · Ask questions such as "Can you think of another way of doing this?" "What should we use?" "What else can we try?" · Build for a variety of purposes, eg a truck to carry animals, a BBQ, a dolls house, a boat for the water tray. · Discuss how play equipment works, eg pushing, pulling, spinning, pivoting. · Add resources such as carpet fields to farm sets, material for ponds, blocks for walls, etc. · Small world resources for children to select and arrange, eg dolls house, farm, zoo. · Make models from various resources, boxes, string, lollipop sticks, cellophane, fabric, wool etc. · Encourage group work - construction ideas for castles, houses, landscapes, villages. · Provide a range of objects and resources for sand and water play. · Encourage suggestions for role play areas - make vegetables, menus, dough food, home corner items. Have a range of materials available for pupils to select from to make models: boxes, tubes, lids, bottle tops, wheels, lolly sticks, dowel, different sorts of paper and materials and items for decoration such as sequins and foil. · Have a selection of materials available for joining things together: glue, sellotape, hole punches, split pins, paper clips, staples, treasury tags. · Teach children to use a small selection of tools and equipment, eg scissors, hammer, saw, magnifier, balance, spade, trowel, watering can. · Cut out shapes, snowflakes, place mats, Christmas decorations. Cut straight and curved lines. Use cutting to decorate. · Tear paper and tissue. · Fold card and paper. · Cut and roll clay, dough, pastry. · Thread beads, cotton reels, natural materials (leaves, acorns, crab apples), bottle tops, rolled up paper. · Select different materials and equipment for writing, eg pencils, felt tips, plain or lined paper. · Make envelopes. · Use jigsaws. · Select materials and equipment to use in cookery, woodwork, gardening. · Use technology, eg a tow rope to pull another vehicle. Teach the terminology of time: before, after, morning, afternoon, evening, yesterday, today, tomorrow. · Discuss routine events in the day and their sequence: breakfast, lunch, tea, supper, hometime, bedtime, playtime etc. · Keep a scrap book of events over the school year with photos and captions to record what happened. · Make events a focus for planned activities: Christmas, Easter, Bonfire Night. · Make family events a focus for planned activities: a birthday, a wedding and encourage role play of these events. · Make a collection of toys and clothes and talk about who would use them - a baby, a toddler, a nursery child, a school child, a man, a woman. · Invite parents and grandparents in to talk about the past using pictures, photos and artefacts. · Talk about the passage of time: days of the week, months of the year, seasons, the weekend, the holidays. · Tell stories which involve the days of the week, eg Mr Wolf's week, The Very Hungry Caterpillar. · Make a collection of family photos to show how individual children's families and practitioners family have changed. · Sequence photos of the children to show how they have changed over time. · Observe changes in the environment, eg through the seasons, or as an extension is built. · Provide long term growing projects, eg sowing seeds. · Compare artefacts of different times, eg garden and household tools. Set-up Listening Centre with headphones and tapes. · Use tape players/recorders. · Encourage using a camera, disposable or digital, to photograph models or construction. · Use programmable toys: Pixie, Roamer, Big Track. · On the computer: use a roller ball, mouse, keyboard. Limited range of software for graphics, word processing and playing games. · Help children to become aware of technology around them in the setting and local environment eg. washing machines, street lights, telephones, cash registers. · Provide opportunities to take things apart and reassemble, eg telephones. · Provide opportunities in role play area for using ICT. ie. old laptops or typewriters. · Use video and TV to find things out. · Go on walks to observe use of ICT in the environment, eg traffic lights, barcode scanners in supermarket etc. · Introduce the correct language, eg click on, eject, rewind etc. Look at photos and pictures of houses and talk about their features. · Talk about the children's own homes. What are they like? Where are they? What are the addresses? What sort of houses are they? · Discuss the purpose and use of different rooms in the house and the furniture you would find in them. · Sort catalogue pictures according to the room the items would be used in. · Get the children to sort and arrange the furniture in the doll's house. · Change the home corner into different rooms: kitchen, dining-room, bedroom. · Play at moving house with boxes to pack and unpack. · Interview local people to find out about the environment - park warden, traffic warden. · Create simple maps and plans. · Use stories that help children make sense of different environments, ie living in a city, on a farm, by the sea, on a narrow boat. · Explore roles that take place in different places, eg school, post office, library, bank, supermarket. · Make a book of photos about their area. · Make features identified in their local environment, ie a pond, park, railway station. · Sing songs about the environment, weather etc. · Observational drawings of natural world, ie plants, flowers, fruit. · Introduce vocabulary to help children make distinctions in their observations, ie house, bungalow, flat, church, temple, synagogue, city, town, village Reinforce the vocabulary of weather through discussion and well chosen stories: hot, cold, wind, rain, mist, fog, frost, snow, cloud etc. · Make a simple weather chart with symbols to record the weather over time. · Teach geographical terminology: hill, road, bridge, village, park, town, wood, field, beach, river, stream, shop, church, through well chosen pictures and stories. · Include seasonal activities as appropriate: collecting autumn fruits and berries, leaf rubbings, planting bulbs etc. Draw children's attention to seasonal changes in the weather and in vegetation. · Take the children on walks around the school grounds and the locality to identify different buildings and different land uses: school, church, shops, factory, park, car park, health centre. · Set up the home corner as a shop, railway station, surgery. · Take photos of the school/locality to talk about. · Follow a photo trail around the school/locality. · Make a play mat using photos of the locality. · Talk about what the children pass on the way to school. · Make a street in the playground with traffic lights, zebra crossing, post-box, traffic signs. · Identify different areas in the classroom, eg art and craft, mathematics, writing. · Use playmats of different localities - town, farm, wood, fields, roads. · Use other small world resources such as train sets, harbour, airport, garage to discuss transport and travel. · Use the sand tray and water tray to create imaginary environments. · Make models of houses, castles, farms etc. · Introduce vocabulary to enable children to talk about their observations, ie shapes and colours of road signs, windows, trees. · Encourage the children to express an opinion about their environment, ie play areas, pollution, road safety, shops, flower beds. Introduce language that describes emotions, eg sad, happy, angry, lonely in conversations with children when they express their feelings about special events. · Use group times to share events in children's lives and explain the significance of special events to children. · Use tape recordings, video, make books, draw pictures as ways of preserving memories of special events. · Tell stories, listen to music, dance, eat foods from different cultures. · Use resources in role play that reflect a variety of cultures, eg clothes, cooking implements, vegetables, badges, symbols, toys. · Look at pictures and videos of the cultures of children within the setting and other cultures outside children's experience. · Collect resources which portray other cultures and religions including good quality information books, posters, postcards, stamps and pictures. Use these to talk about people in this country and in other countries about similarities and differences in the way they live. · Take children on visits/invite in visitors from a range of religious and ethnic groups. · Make artefacts for religious festivals eg. divas for diwali. · Search for other countries web sites or web cams. Link to comment Share on other sites More sharing options...
Guest Posted September 25, 2009 Share Posted September 25, 2009 Wow! Impressed! Thanks marion! Link to comment Share on other sites More sharing options...
Guest Posted October 9, 2009 Share Posted October 9, 2009 thanks marion have found your list really useful . we love to go out and hug a tree. and using bee bots are always a popular event. we put a advert in our local parish news for a small alotment, it came back with 5 free raised flower beds, the fun and learning are endless. Link to comment Share on other sites More sharing options...
Guest Posted October 9, 2009 Share Posted October 9, 2009 Thank you marion that was great.Iwill take a lot of your ideas. How long did it take you to type that list. Thanks again Dorinda Link to comment Share on other sites More sharing options...
Recommended Posts