Learning Focus Can the children spot any potential hazards and safety features in their outdoor environment?

Questions to extend learning • How can you keep yourself and your friends safe

when outside? • How is the object/ feature hazardous? • How can we manage our own risk to stay safe? • What does the sign or safety feature tell us? • Why do you think the safety feature is needed? • What do the road markings tell us? • Do you know how to cross the road safely? • What do you notice about the colours and shapes

of the warning signs? (Bright and contrasting colours, similar to poisonous species which often carry warnings through being eye-catching. e.g. A wasp which is black & yellow. A creature would rather warn you and then you leave it alone, than have to use it’s poison and be in danger of dying itself.)

• Why do you think the plant/ creature has evolved to have hazardous features? • Are the features hazardous to everyone?

Safety

Curriculum Links EYFS UW: Talks about features of their own immediate environment. PD: Talks about how to keep safe.

National Curriculum

Geography: (KS1) Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment. (KS2) Use fieldwork to observe, measure, record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies. PSHEE: (KS1&2) Aware of safety issues. Science: (Y1) Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees; Identify and describe the basic structure of a variety of common flowering plants, including trees; Identify and name a variety of common animals including fish, amphibians, reptiles, birds and mammals. (Y2) Find out about and describe the basic needs of animals, including humans, for survival. (LKS1 SE) Using their observations and ideas to suggest answers to questions. (Y3) Explore the requirements of plants for life and growth and how they vary from plant to plant. (Y4) Recognise that environments can change and that this can sometimes pose dangers to living things; Construct and interpret a variety of food chains, identifying producers, predators and prey. (LKS2 SE) Making systematic and careful observations. (Y6) Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution. (UKS2 SE) Reporting and presenting findings from enquiries.

Can you spot any potential hazards and safety features in your outdoor environment?

INTRODUCTORY

ACTIVITIES

SUPER SPOTTERCHALLENGES

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