Page 34: The Very Hungry Caterpillar Continuous Provision
Following on from last week, this week I am continuing to share some of the planning and work I have done focused upon 'The Very Hungry Caterpillar' by Eric Carle. In addition to some of the provision areas being linked to our growing and changing theme, the some of the specific areas of provision have been planned stemming from the classes story of 'The Very Hungry Caterpillar' by Eric Carle. These provision areas were not only fun and engaging for the children, but helped development through a range of mathematics and writing/phonics opportunities, as well as consolidating the content learnt in the communication and language lessons (see last weeks post).
When setting and deciding upon what your provision areas and learning opportunities will be, it is vital to build these around your pupils specific interests to motivate them into the area and work on the intended learning.
This week I am sharing 5 'The Very Hungry Caterpillar' theme provision areas!
New development matters outcomes:
Mathematics 3 and 4 year olds will be learning to: know that the last number reached when counting a small set of objects tells you how many there are in total (cardinal principle). Link numerals to amounts.
Expressive arts and design 3 and 4 year olds will be learning to: Join different materials and explore different textures.
Aims and Objectives:
Children to recognise numerals to the correct amount and understand the cardinal principle
Instructions:
Pupils are to select a number card, recognise the amount and finger paint 'spots' to make their 'Hungry Caterpillar'. After they have painted this, they can 'count their spots' to emphasise the cardinal principle. when a teacher is present, place the number cards face down so pupils can choose random (for the correct differentiated card in ability groups - LA pupils have dots on their card to help in number recognition)
2. 'The Very Hungry Caterpillar' roller painting matching numerals to quantity
This tasks follows on and links from the previous weeks finger painting to build on the maths knowledge whilst developing different fine/gross motor skills.
New development matters outcomes:
Mathematics 3 and 4 year olds will be learning to: know that the last number reached when counting a small set of objects tells you how many there are in total (cardinal principle). Link numerals to amounts.
Expressive arts and design 3 and 4 year olds will be learning to: Join different materials and explore different textures.
Aims and Objectives:
Children to recognise numerals to the correct amount and understand the cardinal principle.
Instructions:
Pupils are to select a number card, recognise the amount and roller paint dab/stroke the 'lines' to make their 'Hungry Caterpillar'. After they have painted this, they can count their 'lines' to emphasise again the cardinal principle. To contrast from working on more gross motor skills of rolling, dot two eyes and legs using a felt pen to focus on a smaller pen grip and fine motor skills.
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3. Writing with different fruits and vegetables (focussing upon healthy foods in the story/healthy vs unhealthy lesson)
New development matters outcomes:
Literacy 3 and 4 year olds will be learning to: print has meaning. Use some of their print and letter knowledge in early writing.
Expressive arts and design 3 and 4 year olds will be learning to: Join different materials and explore different textures.
Aims and Objectives:
Children to use the range of fruits and vegetables to begin to write letters/ mark make. To focus upon learning the correct pen grip.
Instructions:
Pupils are the use the variety of fruits and vegetables to mark make/write the correct letter. focussing on sound, pupils are to refer to the examples and the letters attached to the object to try and write the correct lesson. for examples g for green bean and p for parsnip. (HA to try and sound out the whole word and write this from the sounds they hear).
4. 'The Very Hungry Caterpillar' Tuff Tray (predominately story sequencing)
New development matters outcomes:
Communication and language 3 and 4 year olds will be learning to: understand 'why' questions. Know many rhymes, be able to talk about familiar books, and be able to tell a long story. To talk to organise, sequence, clarify ideas, feelings and events.
Aims and Objectives:
Children are to work on sequencing drawing from the input in the communication and language sessions. This will allow assessment and reflection to the progress pupils are making in their learning and a chance to explore the story and sequencing individually.
Instructions:
Pupils are to sequence the main story (using the same cards for c and l lesson) so pupils can refer to their prior learning and build/interpret so individually. As well as sequencing the story, pupils can sequence the days of the week and connect this to the right quality and correct fruit referring to the task and book itself. In the tray throughout the week different elements will be added/ taken away so pupils can respond and interact with the story. Some of these things include, story character puppets to re tell, pom poms and modelling clay to create the characters, key vocabulary from the story cards and key positional language vocabulary cards.
5. Creating outside number caterpillars
New development matters outcomes:
Mathematics 3 and 4 year olds will be learning to: know that the last number reached when counting a small set of objects tells you how many there are in total (cardinal principle). Link numerals to amounts.
Physical development 3 and 4 year olds will be learning to: match their developing physical skills to tasks in the setting.
Aims and Objectives:
Children to make outdoor caterpillars using subitising knowledge and rolling a dice.
Instructions:
Roll a dice and pupils will be using that many hula hoops to determine the length and make an outside caterpillar. They can then order and fill the hoops with number stepping stones to highlight the amount. After completing making the caterpillar with hoops, roll the dice to throw a bean bag into the hoop with the correct number to reinforce and practice the subitising skills and physical development of a bean bag throw. (for LA, count the dots on the dice and then determine what the number is)
I hope you have enjoyed reading this post and can take some inspiration when planning around this story. I would love to see your interpretations and how your pupils responded it you give it a go.
I believe the key to having not just good, but excellent provision areas is to have all aspects linked to direct objectives whilst the children still feel independent. They are in control of their interpretations of the learning taking place. When children respond to provision, they may not always do what you have exactly in mind, but having the right resources and hooks into the areas set, there is a plethora of learning opportunities that can be had. To finish today's page, I will end with a quote that fits the children being at the heart of education and learning and how to the un teaching eye, provision might simply look like play, but it is carefully structured to consolidate and work on key skills/learning:
'Play gives children a chance to practice what they are learning' Fred Rogers.
- Miss Yeoman
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