Embed Size (px)
Citation preview
INTRODUCTORYACTIVITIES
SUPER SPOTTERCHALLENGES
Seasons
Differentiated Objectives & Activities
Level 1 Notice features of their outdoor environment
Level 2 Describe the weather
Level 3 Discuss how features of their environment change
Level 4 Talk about the different seasons and how different plants and animals react
Level 5 Start to link seasonal changes to the changing climate
Level 6 Talk about how plants and animals adapt throughout the seasons
Level 7 Understand various life cycles throughout the seasons
Level 8 Describe the seasonal changes in relation to the Earth & Sun
Level 9 Discuss how life cycles vary between species
Level 10
Look for patterns between climate variations and shifts within typical species life cycles
Initial Challenge Can your pupils spot any signs of changing seasons in the outdoor environment?
www.outdoorlearningmadeeasy.co.uk ©
Curriculum Links
Science: Observe changes across the four seasons; Observe and describe weather associated with the seasons and how day length varies; Observe and describe how seeds and bulbs grow into mature plants; Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy; Identify and describe the functions of different parts of flowering plants; Explore the requirements of plants for life and growth and how they vary from plant to plant; Explore the part that flowers play in the life cycle of flowering plants, including pollination, seed formation and seed dispersal; Describe the movement of the Earth, and other planets, relative to the Sun in the solar system; Describe the movement of the Moon relative to the Earth; Use the idea of the Earth's rotation to explain day and night and the apparent movement of the sun across the sky; Recognise that living things produce offspring of the same kind, but normally offspring vary and are not identical to their parents. Geography: Identify seasonal and daily weather patterns and the location of hot and cold areas of the world in relation to the Equator and the North and South Poles; 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; Understand key aspects of physical geography, including: climate zones, biomes and vegetation belts; Use fieldwork to observe, measure, record and present the human and physical features in the local area.
OU
TD
OO
R LEARNING MA
DE E
AS
Y
PIONEER SCHEME©
What level of emotional
intelligence do they portray during this
activity?Can they keep themselves safe during this activity?
Do they show respect for their environment and
think sustainably?
Do they show any imagination and creativity during this
task?
Can they show resilience and
problem-solving skills to overcome any
difficulties?
COREVALUESO
UT
DO
O
R LEARNING MA
DE E
AS
Y
