40 ready-made EYFS activity plans — no generating needed

Preparation

1. 1.Arrange the materials in the order they appear in the story: Box, Cotton Wool, Water, Brown Paper, Spoon/Tin.
2. 2.Clear the table area to ensure the learner can reach each item comfortably while sitting.
3. 3.Check that the water is room temperature and the metal tin has no sharp edges.

Introduction

1. 1.SAY: 'Today we are going to the farm! Who will we see?' / DO: Tap a rhythmic beat on the table or empty box. / SHOW: A picture of a farm or point toward the window.
2. 2.SAY: 'Let's open the gate!' / DO: Help the learner use their flat palm to knock on the cardboard box three times. / SHOW: The box moving aside.

Main Activity

1. 1.SAY: 'Look, a fluffy white sheep! Baa!' / DO: Gently stroke the learner's hand with the cotton wool. / SHOW: The white cotton wool near the learner's eyeline.
2. 2.SAY: 'The sheep feels so soft.' / DO: Encourage the learner to squeeze or pull the cotton wool. / SHOW: The wool being pulled apart.
3. 3.SAY: 'Now we find the duck pond. Quack quack!' / DO: Place the basin of water in front of the learner. / SHOW: Splashing the water gently with your fingertips.
4. 4.SAY: 'The water is wet!' / DO: Support the learner to dip their fingers or hand into the water. / SHOW: The ripples in the water.
5. 5.SAY: 'Over there is a muddy pig! Oink!' / DO: Place the brown packing paper or cereal in front of the learner. / SHOW: Crinkling the paper to make a loud noise.
6. 6.SAY: 'Stomp in the mud!' / DO: Help the learner press their hands down onto the paper to feel the texture. / SHOW: The paper crunching under pressure.
7. 7.SAY: 'Here comes the big cow. Moo!' / DO: Strike the metal tin with the spoon. / SHOW: The spoon hitting the tin.
8. 8.SAY: 'Listen to the cow bell! Clang, clang!' / DO: Offer the spoon to the learner to try making a sound. / SHOW: The vibrating tin.
9. 9.SAY: 'It is time to leave the farm now.' / DO: Wave slowly. / SHOW: Moving the props away from the table one by one.

Support Strategies

1. Provide 'Hand-under-Hand' support for learners who are hesitant to touch wet or crunchy textures.
2. Allow at least 10 seconds of processing time after each sensory introduction before moving to the next story part.
3. Position props within the learner's best field of vision (left, right, or central) to ensure they can see what is happening.
4. Use exaggerated facial expressions and varied vocal tones to signal changes in the story's mood.

Wrap-Up

1. 1.SAY: 'The farm is finished. All gone!' / DO: Perform the Makaton sign for 'Finished'. / SHOW: An empty table space.
2. 2.SAY: 'You worked hard today.' / DO: Provide a gentle 'well done' squeeze on the shoulder or a high-five if appropriate.

Safety considerations

1. Check all metal tins for sharp rims or rusted edges before use to prevent cuts.
2. Closely supervise the use of cotton wool to ensure no pieces are mouthed or ingested by the learner.
3. Immediately wipe up any water spills on the floor to prevent slips in the classroom area.
4. Ensure the brown paper or cereal used for 'mud' is clean and free from small staples or plastic packaging fragments.

Core Board Vocabulary

Preparation

1. 1.Lay the blue fabric flat on the table to create the pool.
2. 2.Place the cardboard tube (log) in the center of the pool.
3. 3.Balance the five green socks (frogs) on top of the tube.
4. 4.Place the plastic bowl directly behind or below the tube.

Introduction

1. 1.SAY: 'It is time for our counting song!' / DO: Tap the blue fabric to draw attention / SHOW: The five frogs on the log.
2. 2.SAY: 'Can you touch the green frogs?' / DO: Guide the learner's hand to feel the soft socks / SHOW: One frog up close.
3. 3.SAY: 'Five little speckled frogs...' / DO: Begin singing the first line slowly / SHOW: Five fingers held up.

Main Activity

1. 1.SAY: 'Five little speckled frogs sat on a speckled log.' / DO: Tap the log rhythmically / SHOW: The row of five frogs.
2. 2.SAY: 'Eating some most delicious bugs, yum yum!' / DO: Rub your tummy and make a clicking sound for bugs / SHOW: Exaggerated chewing facial expression.
3. 3.SAY: 'One jumped into the pool!' / DO: Push one sock off the log into the bowl / SHOW: The 'frog' falling through the air.
4. 4.SAY: 'SPLASH!' / DO: Tap the bowl sharply or spray a tiny mist of water / SHOW: The empty space on the log.
5. 5.SAY: 'Where is the frog? It's in the water!' / DO: Point to the frog in the bowl / SHOW: The bowl with one frog inside.
6. 6.SAY: 'Now there are four speckled frogs!' / DO: Count the remaining frogs on the log 1, 2, 3, 4 / SHOW: Four fingers.
7. 7.SAY: 'Glub glub!' / DO: Mimic a swimming motion with your hands / SHOW: Hand moving under the blue fabric.
8. 8.Repeat the sequence for 4, 3, 2, and 1 frogs, encouraging the learner to help 'push' the frog off the log.
9. 9.SAY: 'One jumped into the pool, then there were... none!' / DO: Push the final frog off / SHOW: The empty log.
10. 10.SAY: 'No more frogs!' / DO: Use the 'finished' sign or open palms / SHOW: The empty log and the full bowl.

Support Strategies

1. Use hand-under-hand support to help the learner push the frog if they have limited motor control.
2. Allow for a 'big pause' before the word 'Splash' to encourage the learner to anticipate the sound and movement.
3. Use high-contrast items (e.g., bright green socks on a dark brown log) for learners with visual impairments.
4. Limit background noise by closing the classroom door to help the learner focus on the song's rhythm.

Wrap-Up

1. 1.SAY: 'The frogs are all finished!' / DO: Help the learner put the socks back into a storage basket / SHOW: The empty table.
2. 2.SAY: 'Good counting!' / DO: Give a high-five or a gentle clap / SHOW: A happy facial expression.
3. 3.Sing a short 'tidy up' song while clearing the blue fabric.

Safety considerations

1. Ensure socks are securely balled up so no small elastic parts or loose threads are exposed for mouthing.
2. Monitor water spray usage to prevent any floor slips; wipe up any droplets immediately.
3. Ensure cardboard tube has no sharp staples or rough edges from previous packaging.
4. Constant supervision required for learners who may attempt to mouth the 'frogs' (socks or paper).

Core Board Vocabulary