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Liquids to different sizes ratios- smallest to biggest
Shapes and Angles of the cups that can be filled with liquids and how much liquid can fit into each cup. Also, look at what the materials are made of. Placement of the materials such as do they move when the liquid is poured in or stay still and the movement and friction of the objects. The cause and effect of noticing how much space is left in the object once the liquid is poured and the angles of the cups how they need to be placed standing up through using the materials.

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Clock- telling time
when it comes to a moving object such as the shape and sizes of different clocks- how the clock hands move and change and the structure and shape of the clock hands are positioned and how one hand is smaller than the other. Such as how the small hand tells us what the hour is right now, and how that hour hand is pointing to say the 3 so that's how we know it is 3 o'clock. Measurement- the sizes of the different clock hands one that tells the hour and the other that tells the minutes.

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I collected PVC pipes, joiners and tubes on our shearing shed ramp to make a golf ball run. 

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PVC pipes, joiners and tubes for a golf run

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PVC pipes, joiners and tubes for a golf run

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Through the use of these materials, it became evident that 90° angles didn't work as well as 45° angles, as the 90° angles slowed down the golf balls. However, when I used water, this didn't make any difference with water still gushing down the pipes.
When I used matchbox cars, these also got stuck in the 90° elbows, but didn't on the 45° angles.
Obviously, I didn't use water on the cardboard tubing as I knew that the water would weaken and damage the tubes (and I want them for other activities). However, I would encourage children to use any of the cylindrical items they wanted to in the pursuit of their activity, and then listen, document and encourage them to share what they noticed, what went well and what didn't and why.

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How angles of pipes and joiners work together to make a ball run. If the pipe is too flat/horizontal the ball won’t run
To consider how the joining and placement of materials is important in make a ball run.
Angles
Placement of materials for a purpose
Force and movement of objects
Energy and friction
Cause and effect - a right angle joiner will slow the ball down but a 45 degree angle will make the ball go faster

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Numeracy Indicator
1: I explore and understand my place and space in the world
- use the position location, arrangement and movement of objects for a purpose
- Notice 2D and 3D aspects of objects
2: I quantify my world
- notice quantity as an attribute
- divide or combine quantities to form new quantities
- use the standard number system
- use quantification to describe and compare
4: I measure and compare my world
- notice objects, events and space have measurable attributes
- use measurement to compare objects, events and space
- use comparative language

Measurement - how long can I make the golf ball run?
Is there a difference when I use longer PVC pipes or shorter ones?
Degree of angles - will a 90 degree be faster or slower than a 45 degree joiner?
How far can a golf ball roll at the end of the run?
Does the slope of the tubes in the golf ball run make a ball go faster or slower?
Can I stand the tubes up and make a tower?

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Shapes-
Choosing shapes that fit, moving and changing shapes so they can hold the structure

Measurement and estimation- How many will we need? do we have enough?

Balance- Will the structure hold? why does is wobble?

Can we see a pattern with shape?

Science

What are the materials made of?

How strong or weak are the materials? Does this make a difference?

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Visualisation, seeing an item and being able to be creative.  An object symbolises something.

Language- being able to share my story.

Tools – using tape to hold things in place

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Spatial reasoning – structuring the space and the geography of the location.

Count buildings and comparing the heights

Patterns- building with balance (symmetry)

Shapes – 3D shapes to build the structures.  Circles, rectangles, squares.

Size  of the buildings and objects

Sorting the materials- consider the size of objects you are using to symbolise something, e.g. a small object for an animal or a larger item for a building.

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Problem solving- explaining your thinking

Hot air balloon – force and movement lift the hot air balloon over the structures.

Recycle materials – using useful resources

Physical change – changing an item and creating something new.

Dramatic play – replicated an environment an experience I did on holidays.  Hot air balloon ride.  Support further investigation into scientific concepts eg the hot earth balloon or the natural environment.

Curiosity and wonder- how do I get the balloon up high?  How can I create the ranges?

Comparing, investigating differences and similarities

Sensory exploration

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Task 2-Reflecting on the Construction Process

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Task 2-Reflecting on the Construction Process

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1. Create a mind map of the mathematical and scientific processes you and any of your helpers engaged in whilst constructing.

2. What stages of block play can you identify in your structures? Who were these created by? How might they connect to the maths/ science concepts and processes?

Reflect, document and report back to your group leaders about your experiences.

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Task 1- Building Construction- Your first task is to find some materials so that you can engage in some building and construction! They might be sourced from your recycling containers etc; your children's play sets or nature...

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Task 1- Building Construction- Your first task is to find some materials so that you can engage in some building and construction! They might be sourced from your recycling containers etc; your children's play sets or nature...

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Now PLAY! What can you build and construct? Document (via photos) the development of your structures. If other members of your family would like to join in, please feel free!