ks2 science introduction & maths

Learning Outside the Classroom KS2 Science& MathsIntroduction

About this packLearning Outside the Classroom (LOtC) is an approach to learning that makes use of places other than the classroom for teaching and learning. This ranges from the space directly outside the classroom or a visit to the local shopping centre, to planned visits to specialist venues or even expeditions overseas. There are many reasons for taking learning outside the classroom and many benefits for pupils and staff alike - resulting in raised attainment, improved behaviour and the re motivation of children who may not learn well in the classroom environment.

This is one of twelve packs covering the Early Years Foundation Stage to Key Stage 5. Each pack focuses either on English or Science and Mathematics and contains the following:

• An introduction to LOtC including information about the pack

• A case study

• 6 lesson ideas

Each case study captures one school’s experience of a particular venue or activity. Whilst each is site specific, they demonstrate a range of learning outside the classroom opportunities and should inspire you to think about what you might do with your pupils.

Each lesson idea has the information needed to develop your own lesson plans - you may decide to use the idea exactly as outlined, or adjust it to fit your particular requirements. As you explore the ideas, change them and build on them to suit your pupils. We hope they will just be the starting point for you to take more teaching beyond the classroom walls, right across the curriculum.

This pack includes activities for use by those who are new to taking lessons outside the classroom as well as ideas for those with more experience who wish to try something new. It aims to help you, the teacher, plan LOtC across the Science & Maths curriculum in Key Stage 2. Some ideas will take a few minutes within a lesson and can be carried out with minimal equipment and planning, whilst others might extend over a number of lessons, or be part of a range of activities undertaken on a particular theme or during a visit to a specific venue.

Written and produced by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk in partnership with Learning through Landscapes www.ltl.org.uk

Learning Outside the Classroom Introduction

Some key tips for teaching outside the classroom

Preparation is key - have everything ready as it will take time to go back inside to collect resources and equipment, and it may be impossible if you are off site.

If you are going off site, liaise with the venue beforehand and visit if at all possible. Collaborating with the venue’s staff in planning will help to ensure things go smoothly. Look for the LOtC Quality Badge to identify venues offering good quality educational experiences and managing risk effectively. Follow any school, local authority and national guidance carefully and use www.lotc.org.uk for tips on planning visits.

Above all make sure pupils understand that these learning activities are no less important simply because you are not in a classroom.

What about health and safety?

In 2011 the Department for Education published new health and safety guidance for schools. Summarising existing health and safety law relevant to schools and other concerned bodies, it covers all aspects of LOtC. This document can be found on the DfE website www.dfe.gov.uk

In addition, the Health and Safety Executive (www.hse.gov.uk) has produced a document entitled ‘School trips and outdoor learning activities: Tackling the health and safety myths.’ This document not only outlines some key messages from the HSE about dealing with health and safety in a common sense way but also emphasises the importance of LOtC for all pupils in developing an understanding of risk.

Risk-Benefit

When identifying the risks within any activity or visit, it is important to also think about the benefits. Consider what the pupils will gain from the activity and balance this with the risks. Usually, the benefits will far outweigh any risks, but if not, establish what action is needed to reduce the risk.

The LOtC Quality Badge

The Learning Outside the Classroom Quality Badge is the national benchmark for educational visits, recognising organisations offering good quality educational experiences where risk is effectively managed. Choosing a provider with the LOtC Quality Badge will give you assurance regarding safety and quality and help you cut red tape. It is the only accreditation scheme for all types of LOtC - so you only need to look for one badge when planning visits.

Find out more about the LOtC Quality Badge and search for providers holding the LOtC Quality Badge in your region at www.lotcqualitybadge.org.uk

Note:All images used in this pack are property of the copyright holder and may not be re-used or reproduced under any circumstances.

LOtC should be frequent, continuous and progressive

Ofsted’s review of LOtC

In 2008 Ofsted undertook a review of LOtC which found:

Develop an LOtC policy - information on how to do this can be found on the LOtC website www.lotc.org.uk

Ensure activities take place frequently rather than being out of the ordinary or a one off trip at the end of term

Continuity is vital - make sure that LOtC is written into schemes of work and that this builds on and links with work inside the classroom

Plan for activities to progress, build on previous learning and develop throughout a pupil’s time in education

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development and also contributed to the quality and depth of learning

When planned and implemented well, learning outside the classroom contributed significantly to raising standards and improving pupils’ personal, social and emotional development and also contributed to the quality and depth of learning.

Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities

Learning outside the classroom was most successful when it was an integral element of long-term curriculum planning and closely linked to classroom activities.

Ofsted described improved outcomes for children including better achievement, standards, motivation, personal development and behaviour. The survey also found examples of the positive effects of learning outside the classroom on young people who were hard to motivate.

These case studies and lesson ideas will help you incorporate meaningful and well-planned activities that are integrated into your wider curriculum delivery.

Ofsted described improved outcomes for children including better achievement, standards, motivation, personal development and behaviour. The survey also found examples of the positive effects of learning outside the classroom on young people who were hard to motivate.

These case studies and lesson ideas will help you incorporate meaningful and well-planned activities that are integrated into your wider curriculum delivery.

Learning Outside the Classroom KS2 Maths

Case StudyNewton First School learn how numeracyis used in real life situationsFocus Maths KS2

Venue A National Trust garden, castle and estate on Dartmoor

About the schoolNewtown First School is a primary school in Exeter. It is a small school compared with others in the area, and sees this as an advantage as the staff can really get to know the children. The school aims to make the children’s time there as enjoyable and trouble free as possible and work to a list of learning values which include achievement, respect, confidence, collaboration, reflection and celebration. The school also has a Speech & Language Centre which provides support for 15 children from further afield in Devon. Speech and language therapists work with the children for three and a half days a week and plan further speech therapy for the school’s staff to implement. The children are fully integrated into mainstream classes and benefit from individual and group support from the teacher who co-ordinates the Speech and Language Centre, and from an enhanced level of Teaching Assistant support.

Background to the projectThe visit was developed as part of the Family Places project, a partnership between Devon Family Learning and the National Trust. This project began in Devon and Cornwall in 2008 and is funded by the Big Lottery. It aims to give families the chance to visit their local National Trust place as part of their Family Learning course. The project has run for three years, during which time over 2000 learners have taken part in activities such as the Apprentice Challenge. The project ended in September 2011, but the aim is to make the resources and visit plans available for groups to use in future.

The visit was originally designed to be part of a Family Numeracy course for Key Stage 2 children and their carers. It has since been adapted for use by a Key Stage 2 class with their teachers and helpers, as well as by Key Stage 1 Family Learning groups.

Learning Outside the Classroom Maths KS2 Case Study


In the afternoon the group took part in some hands-on activities with volunteers and staff such as planting seeds, making miniature gardens with materials found on site and learning how to protect and pack a precious object. The activities were differentiated in three stages so that children could work with their parents at their level and progress through the activities at their own pace. Printed materials are designed to take account of the wide range of adult literacy skills that are often a feature of Family Learning groups.

The visit was trialled and evaluated by Newtown First School Family Learning.

CurriculumThe Apprentice Challenge included activities such as:

• Checking the clocks

• Adding to a grounds plan

• Planning a garden design

• Carrying out a tree survey

• Planning a rose bed

All these activities use KS2 numeracy skills e.g. calculation, counting, tallying, reading maps and plans, observation, time, measuring. They also have links to the geography, science and history curriculum.

OutcomesThe teacher who accompanied the visit said: “Activities were extremely well thought through. Members of the Drogo staff had been asked about the mathematics they undertook in their daily tasks and activities planned to link to their roles. These ideas sit very comfortably with family learning, and the levelled activities worked well for parents with children of different ages... In terms of lifelong learning, the sessions were fantastic and the learning greatly exceeded expectation.”

Focus and AimsThe aims of the visit were to find out how real people use numeracy to look after a National Trust castle by taking part in the Apprentice Challenge at Castle Drogo. By becoming an apprentice to the head gardener, the house manager and the building supervisor, children would be able to discover everything involved in these roles. For example, finding out how damp Castle Drogo really is? What the problem is with some of the windows? and what are the ages of the trees in the garden?

Planning the VisitResearch the site you are visiting using the venue’s website. This should include information such as coach access, booking details and risk assessment information. If the site holds the LOtC Quality Badge you can be assured that the site is managing risk effectively and providing good quality educational experiences.

What Newtown First School actually didAs part of the Family Places project partnership, the session was facilitated by members of staff and volunteers. Since this first took place the activities have been used as part of a self led visit for a Year 6 class.

Activities were planned to encourage children and adults to work together to use numeracy in real life situations, as well as help them understand more about the conservation work undertaken by National Trust staff at Castle Drogo. The group became apprentices for the day and were set a series of tasks to undertake in the morning.

Overview of the lessonInvestigating plant adaptation in a seaside location.

Suggested lesson formatThis is one short activity to be undertaken as part of a longer visit to a beach.

EquipmentKeys to identify the plants; clipboards; paper and pencils; cameras.

Learning objectives• To learn about the way plants found by the sea have

adapted to their conditions

• To use a simple key to identify plants found by the sea

Success criteriaBy the end of the learning:

• All pupils will understand that plants need to adapt to different habitats

• Most pupils will be able to identify different plants using a simple key

• Some pupils will be able to describe how the different adaptations help the plant to survive in the marine conditions using appropriate scientific terminology

Leading up to this workBefore undertaking these activities, pupils are likely to have:

• Been introduced to the principles of adaptation of both plants and animals

Setting up the lessonResearch and identify the plants that will be on the site at the time of the visit. Many beaches will have wardens or staff who know the site well and who can provide the relevant information. Simple keys should be devised at an appropriate level for the pupils to use on their visit. The Field Studies Council produces a range of keys that will contain appropriate information. This should be simplified to fit the given location and the ability of the children using it.

Learning Outside the Classroom

Subject Science KS2

Topic Plant adaptation

Title Life’s a beach

Lesson setting The natural environment - by the sea

KS2 Science

Ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance. If using an external venue, ask if it has the LOtC Quality Badge.

Lesson introductionAt the start of the visit, describe the activity to take place and give an overview of safety issues and ‘rules’ to follow during the visit.

Give pupils a description of the type of adaptation that plants in this location could show e.g. fleshy leaves, narrow leaves, bluish-grey colour.

Main lesson activity1. Pupils are assigned a specific area to work in and are

given a simple key to plants that might be found at this location.

2. Pupils should record the plants they find using a series of different methods including photography, quick sketches and descriptive words. They should also record where it was found and the conditions in the area, e.g. what its growing medium was and how far from the sea it was growing.

3. Pupils should make a note of any features that they think demonstrate adaptation to the conditions.

4. Pupils identify the plants they have found using their keys.

Lesson plenaryWhen the plants and their adaptations have been identified, there should be a discussion about why pupils think the plants have adapted in this way, in this location. Discuss the salty conditions, the effect of wind and the availability of pure water.


Your own notes

Science KS2 Life’s a beach


DifferentiationPupils are given keys of differing complexity to ensure they can identify plants in the location.

Extending the workMake detailed and labelled botanical drawings of the plants and the location they have been found in, highlighting the adaptations.

Moving on from this workA second location could be studied to see how plants of the same genus (i.e. family) have contrasting adaptations to make the most of the localised conditions.

Links to other subjectsArt & Design: making observational drawings from life.

Geography: landscape features; effect of soil and landform on plant life.

Overview of the lessonUsing the school grounds to demonstrate orbiting planets.

Suggested lesson formatClassroom based research followed by a physically active lesson in the grounds.

EquipmentString; chalk; drum.

Learning objectives• To understand that planets, including the earth, orbit

the sun

• To understand that the orbit of the earth around the sun equals one earth year, and that ’a year’ is less or more time for other planets


• All pupils will be able to explain what ‘a year’ is

• Some pupils will name the eight planets that orbit our sun


• Undertaken desk research on the planets in our solar system, finding out their sizes, distances from the sun, and specific features

• Discussed how an earth day is calculated, and an earth year

• The pupils could be taken on a visit to a planetarium as a lead up to the activity

Setting up the lessonPupils need to prepare eight similarly sized concentric circles. In pairs, one pupil holds one end of a piece of string close to the playground whilst the other pupil holds the other end and walks in a circle using the chalk to mark the circle on the ground. Create the circles at even 1m spacings (rather than to scale) for simplicity. So the first length of string is 1m long, the second 2m long, the third 3m long, etc. Your concentric circles should end up with a total diameter of 16m.


Subject Science KS2

Topic The earth and beyond

Title Circling the sun

Lesson setting School grounds - this could also include a trip to a planetarium

KS2 Science


Lesson introductionIn the classroom, talk about our solar system’s planets and their features. Select pupils to represent the different planets. You might choose someone wearing red to represent Mars and give a hula-hoop to a pupil to represent Saturn. For homework, learn a mnemonic for the planets, such as My Very Excellent Mother Just Served Us Nachos (Mars, Venus, Earth, Mercury, Jupiter, Saturn, Uranus, Neptune).

Main lesson activity1. Identify where each planet should go (in order) by

remembering the mnemonic.

2. Stand each pupil (planet) in a line, one on each circle, leading away from the sun at the centre. Mark the start point with chalk.

3. Explain that all of the planets rotate around the sun, some taking longer to get around it than others.

4. Beat the drum in a regular rhythm. As the drum is beaten each planet takes one step forward around their ring. The drum is repeatedly beaten slowly until the ‘earth’ makes a full orbit around the sun.

5. Ask the children which planet gets around the sun quickest, why?

6. Sit down in the concentric circles to discuss the definition of a planet’s year ( being how long it takes for the planet to fully orbit the sun) compared to its day (being how long it takes to fully revolve around its own axis).

Lesson plenaryIn the concentric circles, discuss why some planets completed their orbit before the earth and some after. What does this mean about the length of years on different planets? Why is this? (The planet with the longest day is Venus - a day on Venus takes 243 Earth days and a day on Venus is longer than its year; a year on Venus takes only 224.7 Earth days).

DifferentiationResearch the speed of the planets beforehand; should some planets move more slowly or quickly with each drum beat? How would that affect the length of time it takes for a planet to orbit the sun?

Pupils create their own mnemonic to help remember the order of the planets. For some pupils you may need to supply the initial letters in order. Encourage others to remember them using the mnemonic already used.

Extending the workLook at how the planets rotate on their own axis as they travel around the sun. Each time they complete a rotation, this represents a day. You can discuss what this means for night and day; the angle of the planet and how this affects how far away the northern and southern hemispheres are and therefore when it is summer/winter.

Use different-sized spheres (e.g. marble, golf ball, tennis ball, football, beach ball etc.) to indicate the relative sizes of the planets as you undertake this activity.


Your own notes

Science KS2 Circling the sun


Use the playground to work out relative distances between the planets (it will not be possible to use the same proportions as used to indicate the relative sizes of the planets!). This could be painted onto the playground as a permanent feature.In the autumn and winter, pupils could also look up at the evening sky in after-school sessions.

Moving on from this workVisit a planetarium or invite a mobile one to the school - internet search term ‘planetarium visit’.

Pupils could design and make their own planets to be displayed inside or out, researching appropriate materials or creating a mural featuring the solar system. Painted concentric circles on the playground can be used for many outdoor learning and play activities; consider having them painted permanently onto the surface.

Links to other subjectsDesign and technology: designing and creating pupils’ own representations of the planets.

Art and design: creating a mural of the solar system.

Geography: learning about the composition of the planets.

ICT: researching information about the planets and presenting it.

Overview of the lessonPupils act out the circulation of the blood around the body using the outline of a system laid out in chalk in the playground.

Suggested lesson formatThis activity can be undertaken within a single lesson outdoors. It is best done with up to 15 children at a time.

EquipmentChalk; drum; red and blue cards.

Learning objectives• To understand that the heart acts as a pump to circulate

the blood through vessels around the body, including through the lungs

• To understand that exercise and rest have an impact on pulse rate


• Allpupils will understand that blood is pumped around the body by the heart

• Most pupils will be able to explain the role of the lungs within the circulatory system

• Some pupils will be able to use the appropriate terminology when describing the circulation system in humans


• Studied how plants harness energy and thus grow

• Explored various aspect of how the human body works Setting up the lessonUse a simple diagram of the circulatory system to chalk out a large diagrammatic basic system on the playground i.e. the heart with its ventricles and lungs being connected by blue veins and red arteries. Red cards are placed in the lungs and blue cards on the muscles at the join of the arteries and veins.


Subject Science KS2

Topic Circulation

Title The way the blood flows

Lesson setting School grounds

KS2 Science

Lesson introductionIn the classroom - introduce the topic of how the blood circulates around the body and that the heart is the pump that sends it around. We can tell the heart is working because its beats are felt as a pulse. Help pupils to feel their own pulse by putting their fingers on their carotid artery (alongside their windpipe). They could also listen to a friend’s heartbeat by placing their head on their friend’s chest.

Main lesson activity1. Place a pile of red cards in the lungs and a pile of blue

cards further around the system as they work their way through the muscles and the arteries become veins.

2. Pupils start by walking around the system following the veins and arteries and walking in single file. As they go through the lungs they pick up a red card, as they go through the muscles they swap this for a blue card. Each time they pass through the lungs is it changed back to red.

3. Two people face one another on the ‘heart’ with their arms joined above their heads as in the game Oranges and Lemons.

4. Someone beats out the rhythm of the heart on a drum. The pupils acting as the heart move their arms up and down to the rhythm of the drum and pupils pass through; one per beat.

5. Read a story about a child’s or teacher’s day with the drum speeding up during activity and slowing down when at rest. The heart changes speed accordingly - as do the pupils being the blood.

6. Have someone ‘breathing’ and replacing the red cards, and another person ‘working’ and replacing the blue cards - they will need to speed up as the blood moves faster.


Your own notes

Science KS2 The way the blood flows


Lesson plenaryDiscuss how the system works, focusing on the way the blood gets oxygen in the lungs and becomes deoxygenated as it is used by the muscles. How does the oxygen get into the lungs in the first place?

Talk about how exercise speeds up the rate of the heartbeat and slows it down at rest.

DifferentiationSelect pupils for different roles in this dramatic interpretation as appropriate.

Extending the workThe circulatory system should get ‘tired’ during the activity and the class could discuss how exercise helps it to get stronger.

Pupils could also look at how food relates to the system by bringing in energy to keep everything going.

Fat could be added to the system, blocking up the ‘arteries’ and making it more difficult for the blood to pass through.

Moving on from this workExplore how this system works in other animals or researching the importance of healthy eating and exercise.

Links to other subjectsPSHE: healthy lifestyles.

Overview of the lessonPupils study a range of pictures to find 2D shapes and patterns within them, such as circles, triangles, squares, rectangles, spirals, repeated patterns, chequerboards etc.

Suggested lesson formatThis activity should be one of several activities undertaken on a visit to an art gallery.

EquipmentA map or guide to where the pictures are located if appropriate. Laminated shapes such as circles, triangles, squares and rectangles. Paper, pencils and clipboards should also be available.

Learning objectives• To understand and be able to identify shapes found

within more complex objects

• To be able to find pattern within art works


• All pupils will be able to identify different shapes within a variety of pictures

• Most pupils will be able to identify a range of patterns within a variety of pictures

• Most pupils will be able to describe and draw the shapes and patterns they can find with the pictures, using appropriate geometrical language

• Some pupils will be able to measure accurately the shapes they find and annotate drawings with their dimensions


• Studied 2D shapes, specifically circles, triangles, squares and rectangles

• Studied how patterns are formed and identified them within larger images

• Identified right angles and reflective symmetry

• Used geometrical language


Subject Maths KS2

Topic Recognising and naming geometrical shapes

Title Finding shapes and patterns

Lesson setting Art gallery

KS2 Maths

Setting up the lessonYou will need to research the pictures in the gallery. Decide which have clear shapes and/or patterns within them and which would be suitable for more able pupils.


Lesson introductionThis should take place adjacent to one of the pictures to be studied as an example.

Explain the activity and point out shapes and patterns used within the picture. Highlight other pictures in the gallery and ask the children to find shapes and patterns within them. They should work in small groups.

Main lesson activity1. For each picture visited, pupils search for circles,

triangles, squares and rectangles.

2. Pupils have laminated shapes that they hold up to the shape they have found within each picture.

3. Sketch the picture in question (or use postcard photocopies), marking out the shapes clearly and labelling them.

4. Most pupils will also look for patterns and indicate where they are found within the pictures.

Lesson plenaryTour all of the pictures the pupils have studied, asking them to identify the shapes and patterns they have found.

DifferentiationChoose the type of picture for pupils to study depending on their ability. Some pictures will be easier than others to interpret.


Your own notes

Maths KS2 Finding shapes and patterns


Extending the workCreate paintings in the style of those studied, ensuring that geometric shapes and patterns are included in the finished painting.

Moving on from this workDrawing 2D shapes with increasing accuracy; introduction to 3D shapes; investigating patterns in living things.

Links to other subjectsEnglish: using appropriate language.

ICT: using appropriate software to create shapes and repeating patterns.

Art & Design: creating repeated patterns using simple printing techniques.

Overview of the lessonMeasuring the height of the inside of a tall building using helium balloons on long lengths of string.

Suggested lesson formatThis should be one activity amongst a selection when visiting a building with high ceilings e.g. a church, stately home or council offices.

EquipmentHelium balloons; helium canister; lots of string; clipboards; paper and pencils; coloured tape or labels to mark the string where it meets the ground.

Learning objectives• To understand the need for standard units of length,

and choose one suitable for the task

• To choose a suitable measuring instrument for a task and to record measurements using decimal notation


• All pupils will have used helium-filled balloons to measure the height of the ceiling of a tall building in standard units

• All pupils will understand the need for the use of standard units of measurement

• Most pupils will have understood that measurement is approximate and used an appropriate scale to measure the height of the ceiling

• Most pupils will have taken measurements that indicate the height of the ceiling

• Some pupils will have an understanding of the degree of accuracy of the measurements taken


• Used different instruments to measure length

• Explored and understood different units of measurement and why different units are suitable to measure different lengths. This could include measuring similar distances within their school grounds e.g. the length of the netball court.


Subject Maths KS2

Topic Measuring

Title High rise measuring

Lesson setting Sacred spaces, built environment - a building with high ceilings

KS2 Maths

Setting up the lessonDiscuss your activity with the staff at the venue to ensure it will not disturb others and is appropriate for that setting.Prepare the balloons with plenty of string for them to reach the ceiling. Ensure they are attached to someone or something by the string so as not to end up stuck up in the ceiling!


Lesson introductionThis should take place within the building. Pupils are told that they are going to measure the height of the ceiling. Ask them to suggest how they could do this. They should also estimate the height of the ceiling, note down everyone’s estimate and calculate the mean.

Bring out the helium-filled balloons with string attached and discuss how pupils could use these to measure the height.

Main lesson activity1. Pupils work in small groups, each with a helium

balloon with a long length of string attached. The end of the string is attached to a pupil or a weighty object.

2. The balloons are allowed to float up slowly to the ceiling, letting out the string as they go.

3. Once they have hit the ceiling a marker is put around the string where it touches the ground.

4. Pupils then select appropriate equipment to measure the string - measuring tapes and rulers should be made available. They must remember to include the length of the balloon in their measurements.

Lesson plenaryPupils discuss their findings: How high was the ceiling? What were the difficulties in measuring this way? Could you use this method outside? What would happen if the wind blew, would the balloon go straight up?


Your own notes

Maths KS2 High rise measuring


DifferentiationPupils should be given handouts with instructions. These can be illustrated to show the experiment. Instructions should also include the questions outlined in the plenary section for some pupils to consider before the discussions.

Extending the workPupils could take measurements in more than one location within the building. Calculate average heights within the building (mean, median, mode depending on ability). Discuss how the architect and builders of the building would have measured distances.

Moving on from this workExplore measuring tall objects outside such as the school building and trees in their school grounds.

Links to other subjectsScience: scientific investigation.

Overview of the lessonExploring the variety of angles that exist in nature.

Suggested lesson formatBegin by recalling prior knowledge and understanding of angles. Next, pupils carry out their investigations before sharing their ideas and discoveries with each other.

EquipmentDigital cameras for sharing and taking photos. Protractors may be useful for extension work or the use of the Carpenter tool app on the iPhone/iPad/iTouch.

Learning objectives• To reinforce knowledge and understanding about the

types of angles that exist: acute, obtuse, straight, reflex, right angle

• To develop awareness about angles in nature and the variety of possibilities that exist

• To improve pupils’ abilities to recognise different angles in context


• Allpupils will be able to identify acute, obtuse, straight, reflex, right angles in natural settings

• Most pupils will recognise the variety of angles and have found creative examples of these in nature

• Some pupils will be able to create their own examples of natural angles


• Been introduced to the types of angles they will be observing outside

• Learnt with how to use the available digital cameras

Setting up the lessonIf the area being used for this lesson is off-site, ensure an appropriate risk benefit assessment has been undertaken. Refer to your employer’s health and safety policy / guidance.

If using an external venue, ask if it has the LOtC Quality Badge.


Subject Maths KS2

Topic Shape, position and movement

Title Angles in nature

Lesson setting Any natural setting or greenspace, including school grounds

KS2 Maths

Lesson introductionIn a circle outside, recall the different angles. Ask learners to make a right angle with their arms. Then get children to demonstrate and copy other angles and shapes by changing the position of their arms, their bodies or by joining with a partner to make the angle or shape. Acute angles are especially popular as they look like the jaws of a crocodile.

Main lesson activity1. The learners work in pairs or small groups to go

around the area, photographing and / or sketching angles they observe in nature. Set appropriate boundaries in order to manage the group moving around the outdoor space.

2. Ask each group to identify and photograph:

a. At least one example of each angle / shape.

b. A range of examples from different sources. It is quite easy to look for angles in branches, but where else can angles be found in nature?

c. Interesting examples of flexible angles that can change size or may vary, e.g. the moving antenna on a snail.

Lesson plenaryPupils share their best examples with the rest of the class. If the class is large, it may be appropriate for groups to pair up and show each other what they found to report back to the whole class. Alternatively, digital cameras can be shared and pupils view the photos taken by others. Have a general discussion about whether the aims of the activity were achieved. What worked well? What would be even better next time?

Back inside, pupils could make group posters of their investigations.

DifferentiationIf some pupils do not know all the types of angles, then let them find and identify those they do know. Another challenge is to create angles using natural materials gathered from the ground. This is a form of pictorial representation - use the cameras to capture the angles and shapes.

Extending the workStudy the angles within a specific species of tree and determine whether these are all roughly similar, all different, or a mixture. Ask pupils to think of reasons why this might be. Compare tree species.


Your own notes

Maths KS2 Angles in nature


Moving on from this workMeasuring angles in nature with a protractor is surprisingly tricky to do, but follows on nicely from this practical, physical activity and pupils can discuss margins of error and the challenges of practical measuring in the field. The pupils can each pick a small branch and measure the angles found on the branch with a traditional protractor or the electronic version on the Carpenter app.

Links to other subjectsScience: biodiversity and exploring the variety and diversity of living things.

ICT: using mobile technology to record visual information.

PE: using the body to create shapes and angles.

ks2 science introduction & maths

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