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Who Can Jump The Furthest?

 

You will need:

A shoe, a way of marking a start and end point (for outdoors you can use chalk, cone, tape; for indoors you can use a toy, ribbon or  cone)

 

What to do:

Warm up with some jumping. Agree that we can jump up high, but we can also jump across (like if we had to jump over a puddle).

Ask who can jump the furthest in your home. Is there a way we could measure our jumps?

 

Create a fixed starting point and a way of recording where people land (this could be a toy, a chalk mark or a coin).

 

Have some practice jumps and then take turns to jump, record the landing point and measure by placing a shoe as many times as it takes to cover that distance. You are measuring in shoes.

  
Some questions to ask:

  • Who do you think can jump the furthest? How can we find out?
  • How can we measure the distance? What if we used different shoes for each person?
  • How can we record/remember how far each person has jumped?

 

Extension:

  • Help your child to create a table to record everyone’s jumping distance.
  • Challenge your child to increase their distance.
  • Use the internet to find out the jumping distance of other animals – mark out the distance using your shoe.

 

 

 

 

Give Instructions To A Robot

 

You will need:
A box large enough to wear as a robot head, thick marker pens,  shiny paper or paint (optional)

 

What to do:
Turn the box into a robot head together. You could do this very simply by drawing a face on it or you could paint it silver, and add details such as buttons, dials and switched with marker pen.

 

Explain that this box turns the wearer into a robot. The robot is very good at following instructions but not so good and thinking for itself. It needs a programmer to give clear instructions.

 

Put the box on your head and invite the ‘programmer’ to give some instructions (e.g. walk forward 3 steps, turn one half-turn, etc.). You can have lots of fun following less precise instructions (walk forward results in walking into walls until told to stop). Take turns being the robot and giving instructions.

 

Some questions to ask:

  • What instructions could we give to the robot? 
  • What things do we need to include?  
  • What happens if you say to go forward 5 steps but there is no room?
  • What does a whole turn/half turn look like? Can you do one?

 

Extension:

  • Set up obstacles such as cushions for the robot to be directed around.
  • Make a remote-control box with arrows and numbers to be ‘pressed’ while saying the instructions.
  • Take the robot around the home and garden. What new instructions can you come up with?   
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