Created by Kerry Moody eyfs medium Term Planning Enhancing & Extending Spaces for Play Term: Summer 5 plc 4: We are one and we are many! What would it be like to live in Africa?



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Created by Kerry Moody
EYFS Medium Term Planning Enhancing & Extending Spaces for Play

Term: Summer 5 PLC 4: We are one and we are many! What would it be like to live in Africa?

Creative Development

Learning & Development Focus/Objective



Resources

Links


  1. Respond in a variety of ways to what they see, hear, smell, touch and feel.




  1. Express and communicate their ideas, thoughts and feelings by using a widening range of materials, suitable tools, imaginative and role-play, movement, designing and making, and a variety of songs and musical instruments.




  1. Explore colour, texture, shape, form and space in two or three dimensions.




  1. Recognise and explore how sounds can be changed, sing simple songs from memory, recognise repeated sounds and sound patterns and match movements to music.




  1. Use their imagination in art and design, music, dance, imaginative and role-play and stories

Dance: BBC Let’s Move – The Greedy Zebra (C2, 5)

Music: LCP Unit 1 Introducing Musical Instruments/ African Beats and Music Express Special People: Exploring beat and tempo – song Kye Kye Kule. (C2, 4)

Listen to different examples of African music; traditional drumming, highlife and reggae.  CBBC Newsround has a Music of Africa Clickable Map.



Continuous/ Enhanced Provision

Role Play/ Imagination:

  • Set up a role-play travel agents and ‘Our World’ information and play area. Display the map on the wall for reference and provide with postcards and photographs of children to remind them of holidays in different countries and brochures about holidays to countries shown on the map. Visit the travel agents in role, asking appropriate questions, for example, ‘I would like to see some camels on my holiday. Where should I go?’ Provide related resources, for example, baskets of small-world wild animals and people from different cultures, and floor related resources, such as world map play mats and puzzles. Scatter cushions around and display a box of pictorial atlases and books about countries of the world alongside. Play a game called ‘Where am I going?’ involving the children holding up a chosen resource and others guessing their destination on the poster. Interact with children to answer questions and encourage them to make links between the resources. (C2, 5)

  • Involve the chn in adapting the current jungle role play area into a African Savanna role play area. What would the ground be like? What could we use? How will we travel around the Savannah? Collaboratively collate resources after discussion and investigation of a wide range of visual sources. Make own role play jeep. (C1, 2, 3, 5)




Possible experiences, opportunities, activities inside and outside

Resources

Evaluation & Next Steps

LC1

16.4.2012

(4 days)
What does Jambo mean?

  • Using Laurie Krebs, We All Went on Safari, chn look at pictures and begin to understand what the environment of the Savannah is like. Focussing on the African Savannah, they create their own painting. AIA: Show chn the clip from BBC Learning Zone Broadband – Class clips, Clip 3207 http://www.bbc.co.uk/learningzone/clips/various-images-of-a-savannah-biome/3207.html. Talk about the landscape. How would we know it is not England? Encourage chn to talk about some features of the environment, rather than the animals that live there. Remind chn of the story shared as part of CLL and explain that the book is about the Serengeti. Look at pictures on www.hamiltonplay.org.uk. Talk about how it would feel to be living there: nine months VERY dry and 2/3 months with no rain at all. Then really hard rain for 2/3 months in winter. Look again at We All Went on Safari and discuss the different animals, the trees and the landscape. ). They work in groups of 5/6 to create a large Savannah background (A0 paper) using a water-colour wash and adding trees and bushes painted separately and stuck on. Chn must decide if they are painting their Savannah scene in the rainy or the dry season and therefore what colour the sky and the grass are. The sky is grey and thundery in the rainy season. It is blue and cloudless in the dry season. The grass is brownish or yellow in the dry season and green and lush in the rainy season. They may decide to include a river – with just a trickle of no water in the dry season and full of muddy brown water in the rainy season. Make sure that some groups paint the Savannah in the dry season and some paint it in the rainy season. (CD1, 3)

Interactive My First World Map
Posters, pictures and photographs of African life available from Africa Guide small-world African animals; role-play items such as African outfits available from The Festival Shop appropriate books such as Hot Hippo by Mwenye Hadithi (Hodder). Visit Africa Book Centre for further titles.

http://www.hamiltonplay.org.uk/carnival/





LC2 and LC3

23.4.2012

30.4.2012
What animals would we see on Safari?

  • Display the ‘On Safari poster’ on the IWB. Draw attention to the colours on the balloon and explain that red, yellow and green are the colours of the Ethiopian flag. Create hot-air balloons by covering blown-up balloons with papier mache and painting them in these colours. Tie a small box to the bottom of the balloon for small characters to ride in. Suspend the balloons above a safari display. (CD1, 3)

  • Develop sounds to represent different types of safari transport and animals. Look at pictures of different types of safari transport and animals together. Sit in a circle with a box of instruments and share the rhyme ‘We’re going on safari’. Enjoy using voices to make the different sounds. Let children take it in turns to select an instrument and make a sound with it. Can they make it sound like one of the safari vehicles? Together, pick out instruments that can be used to accompany the sounds in the rhyme. Choose one or two children for each sound and repeat the rhyme, with them joining in at the appropriate time. Challenge children to make their own instruments, such as shakers, from found materials. See also On Safari Circle time cards for AIA.(CD4)




  • Create a frieze depicting the plains and jungles of Africa, featuring the wildlife on the image cards. Use collage materials, such as bubble wrap over blue tissue paper to create a pool and black faux fur fabric to make a monkey. Discuss the different colours on the animals and try to recreate them, for example, make pink flamingo feathers from shreds of light and dark pink tissue paper or print the stripy pattern of a zebra’s coat.




  • Explore and recreate own examples of Tinga Tinga art. (CD1, 3, 5)

‘On Safari poster’ on the IWB.

The rhyme ‘We’re going on safari’ on Activity Sheet 2 ; objects for making sounds such as spoons, pans, sandpaper; percussion instruments; toys or images of appropriate animals such as monkeys, lions, elephants and exotic birds; recording equipment.

Photographs of hippo, giraffe, flamingo, elephant, lion. zebra, monkey.
Examples of Tinga Tinga Art – see website links.


Observation and assessment

Look, listen and note

Can children explore a range of instruments to experiment with making sounds? Are they able to compare the sounds they make to the sound of a real object?



Next steps

Make up a group safari song, playing percussion to a well-known song such as ‘Down in the jungle’.




LC4

7.5.2012
Do all African people live in mud huts?
What clothes do they wear?

  • Help children to paint pictures of their own homes. Encourage them to use accurate colours for doors, walls and so on. (CD3)

  • Encourage children to enjoy playing in the roleplay home corner. Change the items placed in it to give the feel of different types of home. (CD5)

  • Create designs using colourful tie-dye fabric. Look at the pictures of the tie-dyed fabrics and explain to the children that patterns on many African clothes are created in this way. Invite them to create their own tie-dye designs. Show the children how to roll or screw up a piece of fabric and fasten rubber bands around it at intervals. Let the children do their own tying, only helping them when necessary. Adults to soak the fabric in water, then mix the chosen dye following the instructions on the packet. Place the wet fabric into the dye and continue following the directions. Remove the rubber bands and hang the fabric to dry. When the fabric is dry, encourage the children to compare the designs they have created and use their fabric to create doll’s sarongs. (CD3) Links with (K3, PD8)

  • Provide some string and a selection of beads for the children to make their own African necklaces. (CD3, Links with K3 and PD8)

  • Have a look at and discuss African patterns on cloth. What do they notice? What sort of colours/shapes etc are used? How do you think the patterns were made? Create their own African pattern using either acrylic paints to create a brightly coloured pattern on paper or Adinkra printing blocks to print patterns onto fabric. (CD1, 3)

  • Talk to the children about the Masai tribe who live in Kenya. The Masai tribe wear brightly coloured red clothes and jewellery and live in homemade mud huts in the woods. Explain that the adult Masai men become ‘Masai warriors’ and look after the other tribe members by hunting with spears to provide food and safety for the rest of the tribe. Masai warriors stand tall and proud. Encourage the children to stand up tall while singing and learning the Masai Warrior song. (CD4)

Pictures of tie-dyed fabrics available from Google short lengths of plain cotton fabric in light colours; rubber bands; bucket; cold-water fabric dye, suitable for hand washing; salt; dolls.

Images of African patterns


Masai warrior song







LC5

14.5.2012

Would food would we eat on our African adventure?

  • Use chalks or pastels to draw the fruit and use the pictures in a display near the African market. (CD1, 3)

  • Make prints using half oranges or lemons. (CD1, 3)

  • Enjoy learning a variety of African songs and rhymes using http://www.canteach.ca/elementary/africasong.html (CD4)

  • Make own Papier mache fruits (CD3) See also KUW MTP

Examples of fruit




LC6

21.5.2012
What might we do during the day?

  • Show the children the pictures of African decorations or rugs that have been made by weaving. Talk about the materials that have been used, and how they are often things that have been left over from something else and are recycled or used again. Show the children how to help you make a weaving frame using the sticks and the wool. Tie the sticks to form a square or rectangle, then fasten the wool at intervals in one direction. Make one for each child or a large group one. Demonstrate how to weave some material in and out of the wool and invite the children to do the same. Talk about how you have to go over and under. Support the children as they continue to weave until the frame is full. What material will they use next? What colours have they used? What textures? Challenge children to choose a pattern to follow, e.g. using the colours red and green, or textures such as fabric and plastic bags. (CD3)




  • Explore and recreate own examples of Tinga Tinga art. (CD1, 3, 5)

Pictures of African weaving

Straight sticks

Wool
Scrap material, leaves, strips of carrier bags – anything that could be used to weave in and out





LC7 28.5.2012

Reflection and presentation.
What festivals do African people celebrate?

  • Info about variety of African festivals: http://goafrica.about.com/od/africafestivalsandevents/African_Festivals_and_Events.htm

  • Learn about African beadwork and create colourful bead designs. Look at the images of beadwork together and talk about the colours, patterns and styles. Explain that the colours that the Maasai women use when making their jewellery have special significance. For example, the colour blue signifies the sky that gives water; green signifies the land that provides health through food and red can mean bravery, danger and unity. Provide a selection of beads and encourage children to explore them, sorting them according to colour, size, shape and material. What are the beads made of? Chn choose some beads with which to design a piece of jewellery of their own. Encourage them to think about what the colours and shapes mean to them and to choose beads and colours accordingly. (CD1 3 , 5) Links with (K1)

  • Show children some pictures of African masks. http://www.artyfactory.com/africanmasks/ Explain that traditional African masks are carved from wood alternatively, an African mask can be made from clay as a wall decoration. Talk about the shapes and patterns on them and explain that masks are worn for many occasions in Africa, for example ceremonies, celebrations and parades. What do the children wear for special celebrations that they enjoy at home? Do they ever wear masks when playing? Tell the children that you would like to host an African festival and that they can make masks to wear. Let them choose which mask they would like to make from the templates provided and help them to cut out and colour or paint the masks. Fit the masks by punching holes at the sides and threading through elastic or string. Wear the masks as the chn participate in and learn some traditional Masai dances. (CD1, 3, 5) Links with (K5, 6, 11) and(PS12, 13)

Examples or photos of African beadwork, such as colourful Maasai necklaces (see Google images for examples or use books such as Jewellery and Accessories by Louise Tythacott); beads of various shapes, sizes and colours; thread.

inks or bottled paints in brown,

yellow and black; rollers; trays; materials for

creating printing blocks (stiff card, wood off-cuts,

Easiprint polystyrene sheet); card and paper in

natural colours and textures; fairly strong card

20x40cm for the mask; paintbrushes; hole-punch;

elastic; scissors.



Observation and assessment

Look, listen and note

Do the children notice the patterns in the pictures of beads? Do they explore and talk about what the beads are made from?


Next steps

Make a table-top display of beaded items and jewellery for children to explore





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