FAIRY/ ELF MAGIC Session Focus Children will be able to create a magic fairy/ elf potion. www.outdoorlearningmadeeasy.co.uk © Curriculum Links Literacy: Listens to verbal stories. PSHEE (PSED): Play cooperatively with others, Confident to try new activities. PE/ D: Shows good control and coordination in small movements. Maths: Compares length. Geography (UW): Talk about features of their immediate environment. Design & Technology (EAD): Manipulate materials to achieve a planned effect. Resources Sticks, cups, water, natural materials such as petals, leaves, lemon rind, etc. Associated Risk Assessments Generic Site RA; Stick Activities RA Session Outline • Discover the fairy note by the fairy door. • Explain that the children are to make a magic fairy/ elf potion using ‘fairy items.’ • Re-cap on the fairy-land hunt & how they used their imagination to find fairy items. E.g. a leaf is a fairy wing.) • Give each child a cup & they are to find 5 natural materials and use their imagination to tell adults & peers their fantasy fairy tems which they have in their potions. • When they have chosen 5 things, they are to fill their cup with magic liquid (water mixed with food colouring) and sprinkle in magic dust (natural confetti such and hole-punched leaves or flour) and find a mixing stick Differentiation: LA- Prompts for potions and spells. HA- Show creativity when selecting items for their potions and choosing their magic spells. Extension: Children to think about what kind of potion they have made. E.g. a friendship potion, flying potion etc & what kind of spells and wishes they would like to cast and why. FAIRIES & ELVES PIONEER SCHEME SECTION OBJECTIVES LEVEL 2 WELLBEING & EMOTIONAL INTELLIGENCE • Can express how they are feeling when outdoors. SELF MANAGEMENT OF RISK • Helps tidy away after themselves ENVIRONMENTALLY FRIENDLY • Handles plants & animals with care. CREATIVITY & IMAGINATION • Creates using natural materials. RESILIENCE & PROBLEM SOLVING • Shows persistence through play. ENVIRONMENT • Helps to tidy away after themselves when using resources outside FIRE-PIT COOKING • Can walk around the outside of the fire pit • Can sit sensibly when the fire is lit • Can talk about how to keep safe around the fire pit (with prompts • Can talk about what they have experienced outdoors CORE VALUES ENVRIO ED FIRE-PIT SKILLS O U T D O O R L E A R N I N G M A D E E A S Y PIONEER SCHEME © CORE VALUES O U T D O O R L E A R N I N G M A D E E A S Y REVIEW & REFLECT SESSION REFLECTIONS OUTDOOR LEARNING SITE SUSTAINABILITY PLAN FIRE-PIT FINESSE