Challenge Outline • All the children in your group are to collect one leaf each. (If your group is small, you may wish them to collect more each.) • Can they work together as a whole group to place the leaves in various orders? * darkest to lightest * longest to shortest * widest to narrowest Curriculum Links EYFS PSED: Play cooperatively & take turns; confident to try new activities; say when they do or don’t need help; Confident to speak in a familiar group. C&L: Listens attentively; Responds with relevant comments; Gives attention to what others say; Shows awareness of the listeners’ needs. UW: Knows about similarities and differences in relation to objects materials and living things; Makes observations of plants. National Curriculum PSHEE: (KS1&2) Follow rules; show empathy and respect towards others; develop self-confidence.; Face new challenges positively. Science: (Y1) Identify, name and describe a variety of common wild and garden plants, including deciduous and evergreen trees; Observe changes across the four seasons. (Y2) Identify and name a variety of plants in their habitats, including micro-habitats; Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy; Explore and compare the differences between things that are living, dead, and things that have never been alive. (Y3) Explore the requirements of plants for life and growth and how they vary from plant to plant. (Y4) Recognise that living things can be grouped in a variety of ways; Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment; Recognise that environments can change and that this can sometimes pose dangers to living things. (Y5) Describe the life process of reproduction in some plants and animals; Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky. (Y6) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals; Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Art: (KS1&2) Recognise and describe shades of colour. Geography: (KS1) Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. (KS2) Use fieldwork to observe the human and physical features in the local area. Challenge Skills • Working and communicating cooperatively in a large group • Sorting skills • Communication and cooperation • Taking turns Autumn Leaves Line Up www.outdoorlearningmadeeasy.co.uk © INTRODUCTORY ACTIVITIES TEAM BUILDING & PROBLEM SOLVING CHALLENGES Photos: OLME ltd © & Shutterstock Sample by www.outdoorlearningmadeeasy.co.uk©

team sample Autumn leaves line up new copy · PDF fileChallenge Outline! • All the children in your group are to collect one leaf each. (If your group is small, you may wish them

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Challenge Outline

• All the children in your group are to collect one leaf each. (If your group is small, you may wish them to collect more each.)

• Can they work together as a whole group to place the leaves in various orders?

* darkest to lightest * longest to shortest * widest to narrowest

Curriculum Links EYFS PSED: Play cooperatively & take turns; confident to try new activities; say when they do or don’t need help; Confident to speak in a familiar group. C&L: Listens attentively; Responds with relevant comments; Gives attention to what others say; Shows awareness of the listeners’ needs. UW: Knows about similarities and differences in relation to objects materials and living things; Makes observations of plants.

National Curriculum PSHEE: (KS1&2) Follow rules; show empathy and respect towards others; develop self-confidence.; Face new challenges positively. Science: (Y1) Identify, name and describe a variety of common wild and garden plants, including deciduous and evergreen trees; Observe changes across the four seasons. (Y2) Identify and name a variety of plants in their habitats, including micro-habitats; Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy; Explore and compare the differences between things that are living, dead, and things that have never been alive. (Y3) Explore the requirements of plants for life and growth and how they vary from plant to plant. (Y4) Recognise that living things can be grouped in a variety of ways; Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment; Recognise that environments can change and that this can sometimes pose dangers to living things. (Y5) Describe the life process of reproduction in some plants and animals; Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky. (Y6) Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals; Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. Art: (KS1&2) Recognise and describe shades of colour. Geography: (KS1) Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. (KS2) Use fieldwork to observe the human and physical features in the local area.

Challenge Skills

• Working and communicating cooperatively in a large group

• Sorting skills • Communication and cooperation

• Taking turns

Autumn Leaves Line Up

www.outdoorlearningmadeeasy.co.uk ©

INTRODUCTORY

ACTIVITIES

TEAM BUILDING &PROBLEM SOLVING

CHALLENGES

Photos: OLME ltd © & Shutterstock

Sam