Switch on the lights!

This exercise contributes to:

• Develop curiosity and creativity.
• Complete and transform a representation of buildings at night.
• Use a given procedure to transform a feature (switch on the lights).
• Work in a group.
• Know about electric lights.

DEVELOPMENT TO THE ACTIVITY 

1. Talk about "Our Street":People live in the flats and the flats have windows, just like the ones in our classroom, they are made of glass, during the day light comes in through the windows, in the evening it starts to get dark and we switch on the lights on so we can see...

2. Show the children how to "switch on a light" (cover a dark window with a yellow square), and ask the children to help you "switch all the lights on".

3.  Allow the children to work independently. Prompt them if they need help  To finish, encourage the children to take pride in their work.

RESOURCES

Big bear, Little bear

The mains aims of this activity are:

•  To develop curiosity and creativity.
• To create a representation of bears in a winter landscape.
• To use a given procedure to construct the structures of big and little bears.
• To work in a group.
• To develop a model of a wild animal.

DEVELOPMENT OF THE ACTIVITY 

1. Show a Bear and talk about it: name the main parts of the bear's, visible body structure (the head, the body, the ears and the paws). Talk about the bear's appearance, and show the children the rocking movement.

2. On a prepared background, show the children how to construct a representation of a big brown bear using brown circles for the body parts and small white, red and black circles to create the facial features.
Next, talk to the children about what you are doing as you demonstrate each step of the procedure. Repeat the procedure to make a Small Bear using the set of smaller circles.

3. Help the children to make their own brown bears: Give them prepared
backgrounds and ask them to add a big and a small bear. 

First, give out sets of brown circles for the big bears and use questions tO prompt the children if they run into difficulty making the shape correctly     ("which part of the bear are you going to do next? ls the head bigger than the body?...).
Next, ask the children to repeat the process to make a little brown bear and when they have made the bears, encourage the children to admire them.


RESOURCES