Let's Grow: All About Me - Session Plan 2

ALL ABOUTALL ME ABOUT - OZ COMES ME TO VISIT SESSION PLAN - PART 2 Learning Objectives

To be able to observe and explain the differences in how people look.

• This is to be extended to include the differences between the babies.

To be able to change their own bodies and faces to represent other • people and the babies.

3-5 yrs

Contents In Part 2, all activities are about preparing for the upcoming celebration. Choose which curriculum linked activities to include and be inspired to create your own alongside the presence of the visiting baby.

• Focused Task Communication Activity • Independent Task Painting Activity • Imaginative Play The 'Look at me' game • E.C.P • Plenary • Seven Areas of Learning and Early Learning Goals checklist • Utilising All About Me with younger children aged 0 - 2yrs Incorporating the baby into the classroom activities Some of the activities actively involve the baby and some do not. When Oz is not needed, this is an opportunity for the character to have a nap in the 'Baby Area' or to be cared for by one of the children.

As per the 'Baby Area' instructions, we recommend establishing a fair and consistent way to decide who looks after the visiting baby and how long for.

Teachers can introduce some of the activities by using the baby to frame them. For example, hold Oz gently (as you would a real baby), then listen and speak, as if Oz has just spoken to you. Such a conversation could proceed as follows...

"Okay Oz, yes, good thinking! I’ll tell the children. Oz • would like to see everyone pretend to look like each of

the babies. Can you make yourselves round like Peep?"

• "Oz will be watching whilst you all take part."

• "Oz will listen whilst you tell us about the fun you've had."

All the while make sure that Oz is held by a dedicated child or teacher, so as to keep the babies animated and rooted in the fiction of Let's Grow.

MR. BLOOM'S SONGS Let's Grow Original Music Remember that you can use any of Mr. Bloom's Songs to help motivate the children to engage with activities, be it to energise, wind-down, clear up or simply animate elements within the session. Use them as and when you like!

UP & ABOUT A great song for energising or warming up.

THE COUNTDOWN CLOCK

A 60 second countdown song, fantastic for timing an activity.

WASH YOUR HANDS

A motivational song encouraging good hygienic practice.

TIDY UP SONG An upbeat song to make any tidying up much more fun.

MUNCH YOUR LUNCH A playful song that makes mealtime an exciting prospect.

F0CUSED TASK Communication Activity

Oz is interested in all the things we all have in common and the things that make us different.

Let’s all take a good look at Oz. How could we describe Oz's appearance? Which words can we use to describe ourselves? Which words can we use to describe each other?

eed: Y o u w i ll n ho Cards W s s e u G • • Pencils • P a p er

Oz would like the children to describe themselves, other people they know, as well as Oz and each of the babies. Oz is keen to hear all the children's descriptions and observations.

Focus particularly upon:

• Turn taking and listening to other children.

• Using comparative language.

• Contributing to dialogue, for example...“Claire said her hair was too long, but my hair is longer” Use the Guess Who Cards to remind the children what each of the babies look like.

Linked Writing Opportunity Children will write a description of one of the babies to provide opportunity to use a different range of vocabulary.

Use the Guess Who Cards as a visual stimulus.

INDEPENDENT TASK Painting Activity

Y o u w ill n e e d

:

• Paints • Brushes • P a p er

Bob, Flo and the babies were at home having their portraits painted.

Oz would love to do this with you today.

Let's paint a portrait of Oz!

Set up Oz in a special, picturesque manner and invite the children to paint the baby courgette, with the opportunity to incorporate body talk.

Practitioners can use the thoughts of Oz to guide the children in their observations. For example...

"Let’s find out how Oz would like to be painted... Oz, would you like to stand up or lie down? Are you nice and comfy? Fantastic! Now stay very still, so that the children can paint you".

"Yes Oz, I’ll tell the children to make sure that they paint your stalk on your head. You love your stalk, don’t you? No, the children don’t have a stalk, because their body is different to yours. Oz you do have a lot of different shades of green on your skin. Do we have different shades of skin too?"

Talk to the children as though Oz cannot hear..."I know that Oz feels a little bit worried about this spot on his skin, it’s tiny, isn’t it? But Oz feels worried about it - how will Oz feel if we talk about his spot?"

Go to 'Body Talk' in the 'Enhanced Continuous Provision' section for resources and ideas to extend this aspect of the activity.

After painting you might want to use the “Wash Your Hands” song. Oz always knows the right thing to do and that it’s important to wash your hands regularly.

When you've been painting is definitely one of those times!

Linked Communication Opportunity The children will show their paintings to Oz and explain what colours, shapes and patterns they have included.

Parental Engagement Opportunity Let the children take their paintings home to talk to their grown-ups about Oz.

IMAGINATIVE PLAY The 'Look at Me' game Oz would like the children to play Bob & Flo's favourite game 'Look at Me.' You have to use your imagination to try and pretend to look like each of the babies. So... can you make yourselves round like Peep?

What else can you do to look like Peep? How can you make yourselves look like the other babies?

Oz will watch and try not to giggle!

You will nee

• Props such as

d:

scarves, fans, scraps of fa pieces of card bric, • Pencils • P a p er • Optional – re cording equipment / camera • 'Guess Who' ca rds

Children will play the 'Look at Me' game.

Teachers will lead the game, encouraging children to use their bodies and faces to look like each of the babies. Use the Guess Who Cards to remind the children what each character looks like.

You could show these on a screen or print them out. Start with Oz, then go through the rest of the babies.

After children have been creative with their own faces and bodies, you might like to introduce props to extend the children’s opportunities. Suggestions include but are not limited to fans, hats, scarves etc...

You might want to model examples for some less confident groups.

Encourage the children to describe aloud what they are doing, for example...

“I’m curled up in a ball. I’m round like Peep.” or “I’m long like Dilly and Dally. My arm is the stalk on top.”

Take photographs of the children in action.

Linked Writing Opportunity Encourage children to notice their actions in this task and write about them afterwards.

You might choose to stick their words on to a photograph of them in action.

For example: “I used my hands as leaves” / “I rolled into a ball” / “I was tall”

ENHANCED CONTINOUS PROVISION

2-5 yrs

There are endless ways to incorporate the fruit & vegetable babies into your continuous provision. Our ECP content is ideal for supported play with toddlers, as well as more independent learning for 3 - 5 year olds. Use our ideas or be inspired to create your own, based on your children’s needs and interests.

Area

Activity

Resources

Play-doh

Make faces/play-doh versions of the babies.

Play-doh and tools.

Number

Measure the height of the children.

Measure Oz.

Paper, chalk and pens.

Sand

Can you build a person out of sand?

What could you use for eyes, nose, mouth?

Sand, sticks and pebbles.

Number

Weigh a range of different courgettes and marrows. Which is the heaviest?

Scales, courgettes and marrows.

Listening

Play “Guess Who?” Describe Bob, Flo and the babies to the children, one feature at a time, to see if they can work out who you are describing.

For example, “I have leaves”, “I am round”.

Guess Who? Cards

Music

Make a piece of music using your body.

Clapping hands, slapping thighs, clicking fingers, tapping puffed cheeks with a finger, patting hand over an open mouth. Record it. See if other children can copy it.

Audio recording equipment.

Outside

Line up the children in height order, see if they can work out how to help Oz to stand in the line too. (Sand works well!)

Sand.

Expressive Art and Design

Make hand prints with paint. Compare them. Let Oz make a print too. Encourage the children to gently wash Oz afterwards.

Oz the Courgette.

Paint and paper.

Cross Curricular Challenge

Build a monster with an amazing body.

Think about how many heads, arms, legs to give it. Think about what materials to use - consider pipe cleaners, boxes, giant construction, Lego etc... Describe the monster. For an extra challenge, describe it’s likes / dislikes too.

A range of construction materials.

Handling Veg

What colour do you think will be inside a courgette? Make slices of courgette.

Can you see seeds inside? Can you put the courgette back together again?

Cook up some courgette for the children to try. It's fun to spiralise some if you can. Serve with a little butter stirred through.

A variety of shapes and colours of courgette.

Spiraliser (if you have one).

ENHANCED CONTINOUS PROVISION Area

Activity

Resources

Handling courgettes

Take time to thoroughly explore courgettes with the children, using all five senses.

A selection of courgettes.

Facts about courgettes

Oz would love you to know that...

Access to the internet for visual aids as required.

Although we call courgettes a vegetable, they're technically a fruit because they contain seeds.

Courgettes grow above ground.

Courgettes are tasty when you eat them raw or cooked. They are full of potassium, a special mineral that helps your muscles move!

Courgettes can be green or yellow.

UK courgettes are often imported from countries like Spain and Morocco because courgettes like warmer temperatures.

Growing

Note to teachers: Good news, you can grow courgettes! Follow our easy to use advice in our 'Get Growing Guide'.

GET GROWING GUIDE

Expressive arts and design

Oz wonders... can the children draw some pictures to illustrate some of the courgette facts they've learnt?

Art materials.

Tasting courgettes

A quick courgette recipe...

1 carrot.

Courgette & Carrot Muffins!

1 courgette.

Preheat the Oven to 200C. Put the muffin cases into the trays.

Grate the courgette and carrot.

Lay it out onto the kitchen roll and press some more kitchen roll on top to soak up as much of the moisture as possible from the courgette and carrot.

Put the cheese, courgette and carrot and flour into the bowl.

Crack the egg into the jug and mix it with the fork.

Add the Milk and oil to the egg and mix again.

Pour the egg, oil and milk mixture into the bowl and mix.

Now spoon the muffin mixture into the cases and bake for 25 mins.

Let cool, then enjoy!

2 eggs.

HEALTHY EATING

FUSSY EATING

120ml vegetable oil.

300ml of milk.

250g grated cheese.

350g Self raising flour.

2 x Muffin trays.

15 Muffin cases.

Measuring jug, bowl and fork Kitchen roll.

ENHANCED CONTINOUS PROVISION Area

Activity

Body Talk

With the visiting baby comes an ideal opportunity to open up a conversation with the children about personal differences. Talk about the similarities and differences between the appearance of the visiting baby and the children. Discuss, height, weight, size. Explore how we all have different needs. Conclude that “We’re all different! And that’s okay! It’s something to celebrate”.

Talk with the children about when it is ok to talk about people’s bodies. How do we ask questions about people? Recognising differences. What words should we use?

How might these words affect people’s feelings? Importantly remember that it’s ‘okay’ to be different.

Explore body neutrality & body positivity through reading the suggested books.

Trying new foods

BODY NEUTRALITY

'What happened to You?’

by James Catchpole & Karen George, ‘Bodies are cool’

by Tyler Feder ‘BIG’

by Vashti Harrison

Create a journal for the new foods you have tried is this session. Describe the food using the five senses.

The emphasis should not be on eating something because it is 'good for us', but rather it is part of a variety of foods that provide us with energy and strength to do the things we want to do.

Use the suggested book to build vocabulary around tasting.

Food neutrality and preferences

Resources

Any experiences with food during the session, can provide the opportunity to open up a conversation with children about their preferences.

Notice that we all have different preferences and that's okay! How might the way we talk about our preferences affect people's feelings? Talking about food neutrally can be beneficial.

Explore this idea by reading the following books with the children and any visiting babies.

HEALTHY EATING

FOOD NEUTRALITY

‘101 descriptive words for food explorers’

by Arielle Dani Lebovitz

FOOD NEUTRALITY

'Bilal cooks dhaal'

by Aisha Saeed This book illustrates the cultural significance of food and showcases the value of patience, teamwork and community.

‘101 descriptive words for food explorers’

by Arielle Dani Lebovitz This book expands children's vocabulary about food and uses the five senses.

PLENARY Home Time It’s time for Oz to go back to Bob & Flo at the allotment now. Oz has had a lovely time.

Can you choose three things for Oz to remember to talk about when arriving back home?

You might like to add:

• A piece of good work for Oz to talk about.

• A photograph.

• A video clip.

Then it's time to say your goodbyes!

Linked Communication and Tech Opportunity Perhaps there’s a favourite memory from the session that you and the children would like to share with Bob, Flo and the babies?

Email us a photo with a description of what’s happening, along with the name of your setting, teacher and class.

Every month Bob, Flo, the babies and Mr. Bloom look through all of the Let's Grow photos emailed in. They then decide which is their 'Memory of the Month'. They can't wait to hear from you.

Good luck!

c r o f u o y Th a n k

! y a l p d n a a rn e l o t g n i om

ALL ABOUT ME - Session Plan Part 2: The Seven Areas of Learning and Early Learning Goals Checklist

Focused task Independent task Imaginative play ECP

Communication and Language LAU S X X X X X X X X

Personal, Social and Emotional Development SR MS BR X X X X X X X X X

Physical Development GM FM X X

X X

Literacy C X

WR X

Mathematics W X

X X

N

X

NP

Understanding the World PP X

PCC

X

X X X

X X

Being Imaginative and Expressive

Creating with Materials

The Natural World

People, Culture and Communities

Numerical Patterns

Number

Writing

Word Reading

Comprehension

Fine Motor Skills

Gross Motor Skills

Past and Present

Building Relationships

Managing Self

Self- Regulation

Speaking

Listening Attention and Understanding

SPRING: Seven areas of learning and early learning goals

NW X X X X

Expressive Arts and Design CM BIE