|
Growing food |
Companion plants and other nutrient givers |
|
|
See a companion planting chart. |
|
|
Growing food |
Companion plants and other nutrient givers |
|
|
Decide which companion plants and nutrient-givers (nitrogen fixers and dynamic accumulators) to include in the garden and where, then plant them together (e.g. carrots and onions; maize, beans & squash). |
|
|
Growing food |
Companion plants and other nutrient givers |
|
|
Play a matching game to learn which plants help each other best. |
|
|
Growing food |
Companion plants and other nutrient givers |
|
|
Coppice nutrient-givers (nitrogen-fixers and dynamic accumulators) and use as a mulch on the rest of the garden (e.g. comfrey). |
|
|
Growing food |
Companion plants and other nutrient givers |
|
|
Celebrate the harvests from growing plants in polycultures, and compare with those from a monoculture. |
|
|
Growing food |
Companion plants and other nutrient givers |
|
|
Hear a story about companion planting with plants giving nutrients to other plants. |
|
|
Growing food |
Companion plants and other nutrient givers |
|
|
Find out why some plants have nitrogen fixing nodules. |
|
|
Growing food |
Companion plants and other nutrient givers |
|
|
Discuss why some people grow diverse plants together (in polycultures). |
|
My community |
Communication |
|
|
Notice and express how we are feeling (a check in). |
|
|
My community |
Communication |
|
|
Notice how our voices can sound angry, happy or sad. |
|
|
My community |
Communication |
|
|
Observe and discuss - what are our faces telling us about our feelings? Looking at each child and then discussing what feelings they are showing us with their body or face. |
|
|
My community |
Communication |
|
|
Experience a talking circle using a special object (flower, stick, shell) to remember whose turn it is to talk, and who should be listening, remember two ears, one mouth - listen more than talk! |
|
|
My community |
Communication |
|
|
Play a whisper game (say a word and pass it around the circle, see if it is the same word when it returns). |
|
|
My community |
Communication |
|
|
Learn how to take care of another child that is crying, sad or hurt (get a teacher, say kind words, give a hug). |
|
|
My community |
Communication |
|
|
Listen to a situtation that a doll experienced that is similar to a real situation - and then discuss what the doll felt and why and what they can do next. |
|
|
My community |
Communication |
|
|
Tell a story about why a person in a picture is feeling surprised, scared, happy etc. |
|
|
My community |
Communication |
|
|
Identify emotions on flashcards or pictures of people displaying different emotions. |
|
|
My community |
Communication |
|
|
Recognise how another person is feeling; practice by looking at a video or pictures and discussing the signs that tell us about the person's emotions. |
|
|
My community |
Communication |
|
|
Practice narrating events that happened during the day during "harvest" sessions; giving opportnities to everyone (including quieter children) to express themselves. |
|
|
My community |
Communication |
|
|
Create and tell a story to other children or younger children. |
