Planning for Learning through Weather by Rachel Sparks Linfield

Author:Rachel Sparks Linfield
Language: eng
Format: epub
Tags: EYFS, early, years, foundation, stage, planning, learning, theme, weekly, plans, development, activities, record, Early, Learning, Goals, statutory, skills, overview, topic, ELG, weather, rain, sun, cloudy, windy, storm, frost, ice, snow, seasons
ISBN: 9781909101869
Publisher: Andrews UK Limited 2012
Published: 2012-08-08T00:00:00+00:00

Activity: Stormy Music

Learning opportunity: Collaborating to make a piece of stormy music.

Early learning goal: Creative Development. Children should recognise and explore how sounds can be changed...

Resources: Range of percussion instruments; cassette recorder, picture of a storm

Key vocabulary: Stormy, thunder, lightning, loud, quiet, quick, slow.

Organisation: Group of up to ten children sitting on the floor in a circle; picture of a storm.

What to do: Sit in a circle with the percussion instruments in the centre. Show the group the picture of the storm. Talk about the wind, rain, lightning and thunder. Has anyone heard thunder? How does rain sound when it is falling quickly?

Ask each child to select an instrument, and to place it in front of them on the floor. Praise those who do this sensibly. Invite each child, in turn, to play the instrument. Does it sound like the wind/rain/thunder? Can the sound be made louder/quieter/quicker? Say that when you point to someone they must play their instrument to make a steady, tapping noise like rain and that they must keep doing it until you point again. Point at the children in turn until all are tapping, then point one by one until all is quiet. Say that the music was like a stormy night when the rain becomes heavier and heavier and then gradually stops. To make it more like a storm though windy sounds and, perhaps, thunder are needed. Ask for suggestions of ways to make wind and thunder sounds (e.g. flapping stiff card, blowing, a drum). Repeat the stormy music with the added sound effects. When everyone thinks the music cannot be improved, record the piece.

Display

Put up the Beaufort pictures in order in lines to show the wind force increasing. Label each one from force 0 to force 12. (When the pictures eventually come down, make them into a big, non-fiction book.) Mount the finger paintings on brightly coloured papers and display them on a board covered with black paper. Ask the children for words to describe their patterns (e.g. swish, swirl, whoosh) and place these between the finger paintings. Place the flags in threes in large, plastic bottles, partly filled with sand on a nearby table.

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