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  • Launchpad - Introducing the topic (10–20 mins)

    Step 1

    Invite the child to feel the sand in the sandpit. Describe the texture using words like ‘dry,’ ‘wet,’ or ‘soaked.’ Explain that water helps sand grains stick together, while dry sand falls through fingers.

    Step 2

    Conduct a scrunch test to see how well the sand holds together. Have the child pick up and squeeze a handful of sand to check if it forms a shape or falls apart. For very young children, help them touch the sand. Explain that damp sand is best for digging holes because it holds its shape.

  • Discover - Exploring the topic (20–30 mins)

    Step 1

    Introduce the measurement words of ‘empty’ and ‘full’ by filling the container with sand. Demonstrate what an empty and full container looks like and explain that each time the container is filled to the top, it counts as 1 scoop (1-3 year olds).

    Step 2

    Encourage the child to dig a large hole in the sand using the container. Invite the child to count with you to keep track of the number of scoops. Continue to count until the hole caves in on itself.

    Step 3

    Explain why holes collapse by using simple language. For example, ‘The hole caved in because the sand on the sides fell in. As the hole gets bigger, its sides become weaker.’ Use the terms ‘strong’ and ‘weak’ to describe how damp sand is stronger and dry sand is weaker.

    Step 4

    Have the child try filling the hole back up with the same number of scoops they used to dig it. Count together to reinforce the concepts of counting and measurement.

    Step 5

    Encourage the child to explore what happens when they dig a new hole in different parts of the sandpit. Ask questions like, ‘Is the sand here dry or wet?’ and ‘Do you think this hole will collapse quickly or slowly?’ This encourages observation and prediction skills.

    Step 6

    Finally, summarise the activity by reinforcing the key points. For example,

    • ‘We learned that sand can be ‘dry,’ ‘wet,’ or ‘soaked.’
    • We used our container to measure scoops of sand and saw how holes can collapse when the sand is too dry to stay up.
    • We used words like ’empty,’ ‘full,’ ‘big,’ and ‘small’ to describe what we did.’

Showcase

– Sharing the outcomes (15+ mins)
Select any option from the table or try our recommendation.

  • Make

    Record a video documenting the activity, including interviews with those involved sharing their insights and reflections. This may include filming each step of the flower-pressing process or the child explaining the parts of the flower that they have labelled on their flower-press diagram.

    Compile photos, drawings and notes from the activity into a scrapbook, highlighting what has been learned and enjoyed.

    Use materials from the activity to build a model or prototype of something related to the topic, fostering hands-on learning and creativity.

    Create a game related to the activity, such as a trivia game or charades, to reinforce learning in a fun way.

  • Play

    Supply the child with a range of different sized containers and repeat the activity. Discuss how larger containers are able to remove more sand at once, but that they also become heavier due to the amount of sand they can hold. Encourage the child to feel the different weights of containers filled with sand and discuss the perfect container for scooping, based on speed and ease of use.

    Encourage imaginative play using clothes, toys or props related to the concept and let them role-play scenarios that reinforce their understanding.

    Create a sensory box filled with materials related to the topic and let them explore, touch, feel and manipulate the items freely.

    Sing songs (known or made up) and encourage dancing or movement in ways that explore or mimic the concepts being explored.

  • Write

    If the activity involved a visit to a museum or community centre, write thank-you notes to any instructors or organisers, reflecting on what has been learned.

    Collaborate on writing a fictional story or play inspired by the themes or concepts explored during the activity.

    Reflect on what has been learned during the activity and write letters to be opened at a later date, sharing thoughts, goals and aspirations.

    If the activity involved outdoor exploration, begin a nature journal to document future outdoor adventures and observations.

  • Plan

    Brainstorm ideas for a follow-up activity or experiment inspired by what has been learned during the initial activity.

    Take time to reflect on how the activity could inspire new goals, discussing ways to incorporate similar experiences into your routine in the future.

    If the activity involved a specific topic or field of study, reach out to experts or professionals for interviews or Q&A sessions to deepen understanding.

    If you enjoyed the activity, why not share it with other families within your community? Plan a workshop or invite a friend over to re-create the experience and share your new knowledge.

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