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

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PIONEER SCHEME©

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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

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KNOTS & LASHINGSSKILLS