Session Focus Children will will work together to create a water chute that transports water from one place to another.
Curriculum Links
PSHEE (PSED): Think about their own and others’ safety; Learn by trial and error.History: Discuss how people used to live in the past.Science: Identify and describe a variety of materials & their properties; Identify solids, liquids and gases; Talk about forces on objects.
ResourcesBuckets of water, Old guttering pipes (open & closed), cups, string.Teaching PointsThis is a good opportunity to teach the children about how water flows downhill, can seep through gaps and is controlled by gravity.
Risk Assessments Generic Site RA.
PIONEER SCHEME SECTION OBJECTIVES
LEVEL 5
WELLBEING & EMOTIONAL INTELLIGENCE
• Enjoys activities for their own sake, rather than for external reward or praise.
SELF MANAGEMENT OF RISK
• Shows appropriate risk-taking and learning by trial and error.
CREATIVITY • Initiates a variety of imaginative creations with natural materials,.
• Adapts their materials and design as they work
RESILIENCE & PROBLEM SOLVING
• Persevere when confronted with obstacles.
• Experiments how to overcome the obstacles.
• Persists with an activity to see it through to the end.
KNOT SKILLS •Round turn and two half hitches
•Overhand knot on the bight.
•Reef Knot
• Can share & represent their thoughts and feelings about the outdoors in various ways.
CORE
VAL
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REVI
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RE
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TO
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DO
O
R LEARNING MA
DE E
AS
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PIONEER SCHEME©
CORE
VALUES
OUTDOOR LE
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www.outdoorlearningmadeeasy.co.uk ©
SESSION REFLECTIONS
WATER CHUTESGREAT FIRE OF
LONDON
Session Outline• Recap on The Great Fire of London & why the fire burnt for so long.
• Explain that they are going to pretend to transport water from the River Thames (location of their bucket of water), to Pudding Lane (they could build a mini-house from sticks).
• They are not allowed to carry the water but must transport it along the chutes (guttering pipes).
• Explain that the children should work by ‘trial and error’ to work out the best methods and construction of their chutes.
• Provide string in case they want to fasten their chutes to things (e.g. trees, outdoor furniture, etc.)
• Give each group a chance to demonstrate and discuss their methods with others, talking about what they noticed and any obstacles they overcome.
Differentiation: HA- Longer distances to travel. LA- shorter distance.Extension: Can they create more complex chutes that split? Can they think of any other ways of transporting the water without moving the
bucket? (Create a ‘shaduf’ type construction.)
KNOTS
&
LASH
INGS
SKI
LLS
KNOTS & LASHINGSSKILLS
