Dear Parents and Carers,
This is the last week we will be focusing so closely on pirates - from next week we will be turning our attention to life in the ocean!
Once again, thank you for all the work you have sent to us this week - we are really enjoying seeing it. If you have missed the details about our blog, you can find the work on https://foundationmvps1.edublogs.org/.
Reading reminder - please make sure the children are reading as much as is possible. https://www.oxfordowl.co.uk/for-school/oxford-owl-ebook-collection will allow you to access ebooks. If you go to the 'book band' tab, you can choose the colour that is the same as the reading books that your child has been reading with us in school (ie Lilac/Pink/Red/Yellow etc.)
The Foundation Stage Staff
- Day 1 - You can use the PowerPoint (above) to introduce this topic and could even prepare a ‘message in a bottle’ for your child to find before you start. Talk about why a pirate might have sent the message, why they need help, what has happened to their ship etc.
- Day 2 - Remind your child about the message that they found – can you write your own message back? You can download the Word file to use if you want (choose the one with the amount of lines you think suits your child) or just write straight onto paper (please add lines for them so they have a guide). Please ask your child to think about who they want to write to, what they want to tell them, where they are etc. Can they think of their own pirate name? (There are loads of ideas online if you are stuck!) Remind them about sounding out, finger spaces, full stops, capital letters etc. As we said last week, their spelling should reflect their phonic knowledge eg. Help plees I am stuck on an iland. A few parents have been asking about how much writing should be expected – quality rather than quantity is key and they will learn far more from writing themselves rather than copying at length. If you think your child has had enough then let them stop or give them a break. If you’re not sure, please email us!
We would love to see a photo of their writing – flat and also rolled into a bottle ready to send!
- Day 1 - Introduce concept of capacity - discuss purpose of this type of measurement (cooking etc.) and introduce vocabulary they will need: empty, full, half empty, half full, nearly full, nearly empty etc. Please make sure that they understand that to be ‘mathematically’ full, it must be filled to the top with no space left. Explore volume and capacity using some of the activities suggested below.
- Day 2 - Show children a tall and thin container and a wide and short container, the second holding more than the first, e.g. large mug and tall shampoo bottle. Which one do they think will hold more? How can we find out? Explain we need to use a ‘measure’ (yoghurt pot) to make our measuring fair. Which holds more? How can we compare? Discuss how it was difficult to tell until you filled the containers with water because one container was tall but narrow, and the other wide but short.
Activities you could try over the week:
- Make magic potions in various different sized bottles and food colouring in water. Can the children talk about how full/empty the bottles are? Let the children experiment with filling and emptying the containers and discuss what they are doing with them.
- Get out a tea set and some water and get the children to experiment with filling the cups and talk to them about what they are doing and encourage them to use the capacity vocabulary you have introduced.
- Use the bottle sheet (Word file) to ask children to ‘fill’ the containers to match the labels – use coloured pencils, glitter, paint.
- Use a large bottle to mark with the labels ‘full’ and ‘half full’/’half empty’ and ‘empty’. Can the children fill the bottle to the correct mark? If they are using a yoghurt pot, how many yoghurt pots did it take to fill it to the halfway marker? How many to fill it to the top?
- Give children some buckets and make dinosaur food with vegetables/peelings etc. Give the children different orders for the dinosaurs lunch e.g. Diplodocus needs 1 full bucket of lunch, Triceratops needs a half full bucket.
- Have a go at the Magic Potions Quiz (see PowerPoint)
- Use the labels (see file) to match vocabulary and capacity.
- Extension activity – if your child is working really well we have included some extra challenge cards (see file).
Understanding of the World
Floating and sinking
As we are floating bottles this week it might be nice to experiment with objects that float or sink. This could be in the kitchen sink, the bath or outside in a paddling pool. See https://www.youtube.com/watch?v=hCoDPhkE1Qc for ideas if you are stuck and https://www.nurseryworld.co.uk/features/article/early-years-science-floating-and-sinking if you want to remind yourself about the scientific explanation.