Scheme of work Adventurous Activities key stage 2

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Unit 1 (Year 3) Lesson 5OPhase 1: IntroductionRecap last lesson.Lesson outcomes:• Demonstrate understanding of theconcept of a basic map• Navigate your way around a simpleorienteering course• Understand the term ‘orientate’ or‘setting’ a mapKey Words: map, orientate, set, symbol,birds-eye viewSkillsFramework:Phase 2: Teacher InputWarm up activities;• Pupils spin around in space to experience ‘disorientation’.Highlight how this feels i.e. not knowing where you are. Theopposite of which is ‘orientation’• Pupils run around in space and get into groups of a setnumber as directed by teacher (end in 2’s) Do this part justbefore pupils do physical activityIntroduce the concept of drawing a plan and what symbols we mightuse to represent objectsGeirfa Allweddol: map, cyfeiriadu, gosod,symbol, golygfa oddi uchodPhase 3: Pupil InteractionBuild a model of a house, farm, garden etc from a ‘birds eyeview’ using blocks (a demonstration of Google Earth can explain‘birds-eye’ very well)Draw a plan of the model. Discuss the size of the planDraw a map of your table and who sits whereRepeat this after changing places with others (teacher specifieswho is to swap with whom e.g. No 1 swap with No 5 so pupilshave to use their maps to see who they should swap with)Remember to alter maps after each turn or their map will not becorrect!Pupils complete a round map activity indoors (AR4)Phase 4: ReviewRe-visit the lesson outcomes;• Define orientation (knowing where you are in relation to amap)• What do you need to do to ‘orientate’ or ‘set’ your map? (turnit to fit the ground)• How do you know when you have set your map correctly?(objects around you are in the same place as on the map)• How do you show objects on a map? (symbols)• What is different about the maps we have used? ( sizes)• What is scale? (changing the size of objects or an area to fit aplan or map)Think of your own personal target for next lessonResources & Equipment: AR4, building blocks, round maps, pencil, paper, internet access, round map examples- 12
OUnit 1 (Year 3) Lesson 6Phase 1: IntroductionRecap last lesson.Lesson outcomes:• Design and create a route for others tofollow• Follow a route using a simple map• Discuss safety considerations whenorienteeringSkillsFramework:Phase 2: Teacher InputIntroduce the activity as outlined on O1. Set out the course areaand give out the maps. Pupils will develop their ability to orientatea map and navigate a simple course.Warm up activities; pupils run randomly in space, on the whistlethey run to a specified area, marked with cones or hoops. Thelast one in completes a forfeit. Mobilise and stretch.Key Words: route, safety, map, symbolGeirfa Allweddol: llwybr, diogelwch, map,symbolPhase 3: Pupil InteractionPupils work in pairs to match the shapes on the map to those onthe ground (see activity card O1 for details)Design a route for others to follow using the given mapSwap with another pair / group to test your route.In groups pupils discuss the safety considerations applicablewhen completing the activity inside (no running, be aware ofothers, objects around the hall) Feedback to the class.Class discussion on how we might safely undertake this activityoutdoors (stay in your group, have clearly defined boundariese.g. tarmac area of playground, school gates)Phase 4: ReviewRe-visit the lesson outcomes;• What was your task today?• What did you need to do to follow a route?• Was it as easy to follow other people’s routes? Why?• Are there ways that it could be made easier or harder?• Was there a clear start and finish? How can they beshown on the map?• Think of another word for shapes that describes objectson a map (symbols)Think of your own personal target for next lessonResources and equipment: Outdoor Learning Card O1, AR13, cones, maps (previously drawn), pencils- 13
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Scheme of work Adventurous Activities key stage 2

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