SOUND SAFARI PIONEER SCHEME SESSION OBJECTIVES LEVEL 3 WELLBEING & EMOTIONAL INTELLIGENCE • Shows motivation to try a range of new activities outdoors and seek challenge. • Takes part in both independent and group activities and learns from others. SELF MANAGEMENT OF RISK • Learn self-care strategies outside. ENVIRONMENTALLY FRIENDLY • Shows respect for living things. CREATIVITY & IMAGINATION • Uses imagination and fantasy outdoors. RESILIENCE & PROBLEM SOLVING • Persists with an activity. MAP SKILLS & NAVIGATION • Stays within boundaries. • Uses basic directional and positional language accurately. (e.g. under, in front, behind, forwards, sideways, etc). • Identifies some wildlife using simple age-specific guides. • Takes part in a variety of scavenger hunts. • Can talk about what they experienced outdoors and how they felt about it. Session Focus Children will know that we hear with our ears. They can explore their outdoor environment, listening carefully for different sounds. www.outdoorlearningmadeeasy.co.uk © Curriculum Links Literacy (C&L): Confident to speak in a group about their ideas; Responds to what they hear with relevant comments, questions or actions; Uses vocabulary that is influenced by their experiences. PD: Talks about how to keep safe. M: Uses everyday language to talk about capacity; Counts reliably. UW: Knows about similarities and differences in relation to places, objects, materials and living things; Talks about features of their own environment & how environments may vary from one another; Make observations of plants & animals. CORE VALUES OUTDOOR SKILLS OUTDOOR SKILLS SPECIES IDENTIFICATION Resources Sound Safari Checklist (scroll down) Key Vocabulary Senses, sound, ears, listen, loud, quiet, noise, soft, high pitch, low pitch. Associated Risk Assessments Generic Site RA. SPECIES IDENTIFICATION 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 OURSELVES & OUR SENSES Session Outline •Discuss our 5 senses and which part of our body we use to hear. • Talk about how sounds can be different and how these changes may occur, e.g. loud & quiet, high & low pitch. • Split the children into pairs and give each pair a Sound Safari Checklist. • Walk around your outdoor learning environment (either as a group or in pairs) to listen carefully for different sounds. (Remind the children about safety in accordance with relevant RAs beforehand). • Group back together and discuss which sounds they did/ didn’t hear on their checklist. Did anyone hear any additional sounds? Did anyone hear any sounds which they didn’t know what caused them? • Discuss whether the sounds they hear may change between the day & night or within different seasons? Differentiation: HA: Can they say which direction the sounds were coming from and whether they were high or low pitch sounds? LA: Help and guidance with reading the sound safari checklist. Extension: Children to have free time to explore making their own sounds in their outside area using natural materials they find.
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SOUND SAFARI
PIONEER SCHEME SESSION OBJECTIVES
LEVEL 3
WELLBEING & EMOTIONAL INTELLIGENCE
• Shows motivation to try a range of new activities outdoors and seek challenge.
• Takes part in both independent and group activities and learns from others.
SELF MANAGEMENT OF RISK
• Learn self-care strategies outside.
ENVIRONMENTALLY FRIENDLY
• Shows respect for living things.
CREATIVITY & IMAGINATION
• Uses imagination and fantasy outdoors.
RESILIENCE & PROBLEM SOLVING
• Persists with an activity.
MAP SKILLS & NAVIGATION
• Stays within boundaries.• Uses basic directional and
positional language accurately. (e.g. under, in front, behind, forwards, sideways, etc).
• Identifies some wildlife using simple age-specific guides.
• Takes part in a variety of scavenger hunts.
• Can talk about what they experienced outdoors and how they felt about it.
Session Focus Children will know that we hear with our ears. They can explore their outdoor environment, listening carefully for different sounds.
www.outdoorlearningmadeeasy.co.uk ©
Curriculum Links
Literacy (C&L): Confident to speak in a group about their ideas; Responds to what they hear with relevant comments, questions or actions; Uses vocabulary that is influenced by their experiences.PD: Talks about how to keep safe.M: Uses everyday language to talk about capacity; Counts reliably.UW: Knows about similarities and differences in relation to places, objects, materials and living things; Talks about features of their own environment & how environments may vary from one another; Make observations of plants & animals.
CORE
VAL
UES
OUT
DOOR
SKIL
LS
OUTDOOR SKILLS
SPEC
IES
IDEN
TIFI
CATI
ON
ResourcesSound Safari Checklist (scroll down)Key VocabularySenses, sound, ears, listen, loud, quiet, noise, soft, high pitch, low pitch.Associated Risk Assessments Generic Site RA.
SPECIESIDENTIFICATION
OU
TD
OO
R LEARNING MA
DE E
AS
Y
PIONEER SCHEME©
CORE
VALUES
OUTDOOR LE
AR
NIN
G M
A
DE EASY
REVI
EW &
RE
FLEC
T
SESSION REFLECTIONS
OURSELVES &OUR SENSES
Session Outline•Discuss our 5 senses and which part of our body we use to hear.
• Talk about how sounds can be different and how these changes may occur, e.g. loud & quiet, high & low pitch.
• Split the children into pairs and give each pair a Sound Safari Checklist.
• Walk around your outdoor learning environment (either as a group or in pairs) to listen carefully for different sounds. (Remind the children about safety in accordance with relevant RAs beforehand).
• Group back together and discuss which sounds they did/ didn’t hear on their checklist. Did anyone hear any additional sounds? Did anyone hear any sounds which they didn’t know what caused them?
• Discuss whether the sounds they hear may change between the day & night or within different seasons?
Differentiation:HA: Can they say which direction the sounds were coming from and whether they were high or low pitch sounds?LA: Help and guidance with reading the sound safari checklist.Extension: Children to have free time to explore making their own sounds in their outside area using
natural materials they find.
SOUND SAFARI checklist
www.outdoorlearningmadeeasy.co.uk ©
Birds singing
Children talkingMud squelching
Grass swishing
Trees blowing
Traffic chugging
Leaves crunching
Insects chirping
Insects buzzing
Animals scurryingAeroplane
flying
Gate Creaking
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