A whole autumn term of ready-made EYFS activity plans

Preparation

1. 1.Gather a selection of colorful fallen leaves if an outside walk is not possible.
2. 2.Set up a dedicated 'Nature Table' in a low-traffic area of the classroom.
3. 3.Pre-cut simple cardboard icons for the weather chart (a sun, a cloud with rain, and a swirl for wind).

Introduction

1. 1.SAY: 'Look, it is Autumn!' / DO: Show a large, bright orange leaf to the learner / SHOW: The leaf moving slowly downwards like it is falling from a tree.
2. 2.SAY: 'Listen...' / DO: Gently crunch a dry leaf near the learner / SHOW: The broken pieces in your hand.

Main Activity

1. 1.SAY: 'Let's go for a walk!' / DO: Guide the learner to a nearby tree or leaf pile / SHOW: The basket for collecting.
2. 2.SAY: 'Find a leaf.' / DO: Assist the learner in picking up an orange or brown leaf / SHOW: The difference between a green leaf and a brown one.
3. 3.SAY: 'Crunch, crunch!' / DO: Encourage the learner to step on dry leaves / SHOW: The movement of feet through the leaves.
4. 4.SAY: 'Put it in.' / DO: Help the learner place their finds into the basket / SHOW: The growing collection.
5. 5.SAY: 'Our nature table.' / DO: Return to the classroom and arrange the leaves on the table / SHOW: A photograph of an autumn tree next to the leaves.
6. 6.SAY: 'Magic leaf!' / DO: Place a leaf under paper and use a crayon side to rub over it / SHOW: The pattern appearing on the paper.
7. 7.SAY: 'Let's check the weather.' / DO: Look out of the window with the learner / SHOW: The trees moving in the wind or rain on the glass.
8. 8.SAY: 'It is windy.' / DO: Help the learner pick the 'wind' symbol and stick it to the chart / SHOW: The finished weather chart.

Support Strategies

1. Use hand-over-hand support for learners with limited fine motor control during the leaf rubbing stage.
2. Provide a 'crunch box' (a shallow tray filled with dry leaves) for learners who cannot easily access the outdoor environment.
3. Use high-contrast colored paper (e.g., white paper for dark brown leaves) to make the rubbings more visible.
4. Allow the learner to explore the leaves with their feet if they prefer tactile input through shoes or socks.

Wrap-Up

1. 1.SAY: 'Good work, explorers.' / DO: Give a high-five or a gentle tap on the shoulder / SHOW: The completed nature table.
2. 2.SAY: 'Autumn is here.' / DO: Place the leaf rubbings on display / SHOW: The learner's work on the wall.

Safety considerations

1. Check all collected leaves for bird droppings, sharp thorns, or stinging insects before handling.
2. Supervise closely to prevent the learner from mouthing dry leaves which can be a choking hazard or cause irritation.
3. Ensure the walking route is clear of trip hazards like wet, slippery mud or hidden roots.
4. Check for any known plant or mold allergies before bringing natural materials into the classroom.
5. Use non-toxic crayons and ensure they are large enough to not pose a choking risk.

Core Board Vocabulary

Preparation

1. 1.Layout three distinct zones: a paint mixing station, a leaf rubbing station, and a group collage wall.
2. 2.Pre-draw a large, bare tree trunk on brown paper and secure it to the wall or a large table.
3. 3.Clean all outdoor materials (leaves and seeds) to ensure they are safe for handling.

Introduction

1. 1.SAY: 'Listen! Crunch, crunch, crunch.' / DO: Shake a bag of dry leaves near the learner to catch their attention. / SHOW: A handful of bright red and yellow leaves.
2. 2.SAY: 'Feel the leaf.' / DO: Pass a soft, damp leaf and a crunchy, dry leaf to the learner. / SHOW: The different textures using hand-under-hand guidance.

Main Activity

1. 1.SAY: 'Yellow and Red.' / DO: Place a blob of each paint on a tray. / SHOW: The two distinct primary colors.
2. 2.SAY: 'Mix them up!' / DO: Help the learner swirl the colors together. / SHOW: The emergence of orange paint.
3. 3.SAY: 'Paint the leaf.' / DO: Brush the mixed orange paint onto the veined side of a large leaf. / SHOW: The paint covering the texture.
4. 4.SAY: 'Push!' / DO: Help the learner press the painted leaf onto white paper. / SHOW: The print left behind when the leaf is lifted.
5. 5.SAY: 'Rub, rub, rub.' / DO: Place a dry leaf under paper and use the side of a crayon to rub over it. / SHOW: The leaf pattern appearing on the paper.
6. 6.SAY: 'Sticky tree!' / DO: Apply glue to a section of the large brown tree trunk. / SHOW: The shiny, sticky surface.
7. 7.SAY: 'Leaf on.' / DO: Prompt the learner to pick a real leaf and press it onto the sticky trunk. / SHOW: The leaf staying in place.
8. 8.SAY: 'Add a seed.' / DO: Help the learner press an acorn or seed into the glue. / SHOW: The 3D texture of the growing collage.

Support Strategies

1. Use Hand-under-hand assistance for learners who find gripping a paintbrush or crayon challenging.
2. Provide high-contrast visuals by using white paper against the dark brown tree trunk.
3. Use a 'First/Then' board: 'First paint, then tree' to help the learner understand the sequence.

Wrap-Up

1. 1.SAY: 'Look at our big tree!' / DO: Point to the learner's contribution on the group collage. / SHOW: The finished, colorful tree on the wall.
2. 2.SAY: 'All finished.' / DO: Use a clear 'finished' sign or gesture to close the session.

Safety considerations

1. Check all collected natural materials for sharp thorns, insects, or bird droppings before use.
2. Constant supervision is required to ensure pre-verbal learners do not mouth small seeds, acorns, or paint.
3. Ensure the workspace is cleared of spilled paint immediately to prevent slips.
4. Check learner records for specific allergies to seeds, nuts, or latex (if using gloves).

Core Board Vocabulary