About this pack · 2019. 9. 16. · incorporate meaningful and well-planned activities that are...

KS2 Science 2

Learning Outside the Classroom

Written and produced in 2014 by the Council for Learning Outside the Classroom www.lotc.org.uk and www.lotcqualitybadge.org.uk

IntroductionAbout 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 activities in the space directly outside the classroom or in the local community (for example a visit to the local shopping centre), to planned visits to specialist venues and even expeditions overseas. There are many reasons for taking learning outside the classroom and many benefits for pupils and staff alike; it can result in raised attainment, improved behaviour and the re-motivation of children who may not learn well in the classroom environment.

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 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 sessions, or be part of a range of activities undertaken on a particular theme or during a visit to a specific venue.

LOtC is vital for the teaching of science because it gives children an opportunity to apply scientific principles in context, helping children to answer scientific questions about the world around them. The national curriculum for England puts a strong emphasis on the importance

of first-hand practical experiences in science, and LOtC is the ideal way to bring in these practical experiences. In addition, research shows that LOtC can improve children’s problem solving-skills, which is a key attribute for future scientists.

This is one of a range of packs covering science from Key Stage 1 to Key Stage 5. Each pack contains a case study which captures one school’s experience of an activity or project at a particular venue. 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 pack includes 6 lesson ideas, which contain the information needed to develop your own 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. There are now 2 packs at each Key Stage from 1-3; why not buy both and have 12 lesson plans for teaching science outside the classroom!

Learning Outside the Classroom Introduction

Some key tips for teaching outdoors

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 undertake a pre-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, setting, local authority and national guidance carefully and use www.lotc.org.uk for tips on planning visits.

Above all make sure children understand that these learning activities are no less important simply because you are not indoors.

Further support for developing your practice

The Council for Learning Outside the Classroom offers a wealth of support and information about LOtC, including training sessions on planning and doing LOtC.

Courses include practical workshops on LOtC, as well as some with a more strategic focus on curriculum development and embedding LOtC across the school.

A full list of current training opportunities can be found at www.lotc.org.uk.

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 children in developing an understanding of risk.

Risk-Benefit assessment

When identifying the risks within any activity or visit, it is important to also think about the benefits. Consider what the children will gain from the activity and balance this with its 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 accreditation when planning visits.

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

LOtC should be frequent, continuous and progressive

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

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

n 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

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

Ofsted’s review of LOtC

In 2008 Ofsted undertook a review of LOtC which found:

n 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

n 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.

LOtC Mark

If your school or setting is committed to developing meaningful LOtC, you should consider working towards LOtC Mark.

LOtC Mark is the first national accreditation for schools which recognises and supports the development of learning outside the classroom across all subject areas. LOtC Mark is intended not only to recognise existing exemplary provision, but also to assist and support schools in developing their LOtC offer to enable all children to have access to meaningful LOtC experiences.

For more information, see www.lotc.org.uk/lotc-accreditations/lotc-mark.

Notes:

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

Learning Outside the Classroom KS2 Science 2

Case StudyPercy Main Primary School explores the world of reflectionFocus: Science Key Stage 2About the schoolPercy Main Primary School is a friendly and vibrant 3 – 11 primary school situated on the outskirts of North Shields. An attractive school setting is enhanced by extensive grounds that are well used by the children. The grounds play an essential part in delivering the school curriculum and provide tremendous opportunities for outdoor learning. Development, improvement and sustainability are supported through a commitment to the Eco-Schools programme as well as supporting a school ethos of ‘Learning to Care and Achieve’. A creative curriculum places a strong emphasis upon educational visits and all children benefit from rich and varied cultural experiences. Percy Main Primary School holds the LOtC Mark (Gold) accreditation.

Background to the activityAt Percy Main Primary, staff are committed to developing a creative curriculum through the use of inspiring topics which enable the outdoors to be a focus when planning exciting and interesting lessons that motivate and engage children in their learning. The activity was developed by a SCITT (school-centred initial teacher training) teaching student who was keen for her own professional development to engage the children in some outdoor learning experiences that enabled the children to explore and discover ‘reflection’.

AimsThe aims of the activity were to support children to:• Ask questions that can be investigated scientifically and decide how to find answers• Consider what sources of information, including first-hand experience, and a

range of other sources, they will use to answer questions• Think about what might happen or try things out when deciding what to do, what

kind of evidence to collect and what equipment and materials to use• Compare everyday materials and objects on the basis of their material properties• Know that light is reflected from surfaces (e.g. mirrors, polished metals)

What they actually didHad this been a lesson delivered inside the classroom, resources would have been limited. However, by delivering the lesson outside, the student was able to discuss various ideas with the outdoor learning coordinator and plan effectively to encourage self-initiated learning from the children and promote a journey of discovery. The lesson took place in a developed outdoor area in the school grounds which has many trees and bushes, a wooden structured ‘den’ building and on the walls some large acetate sheets. There was also access to a water tap in the garden. The student set up the garden area using many recycled objects and by doing so demonstrated her ability

Learning Outside the Classroom Science 2 KS2 Case Study

to link sustainability into her planning. Through the use of old Christmas decorations which were hung from tree branches, pieces of tinsel, old metal pans and lids and cooking utensils which parents had supplied over the years, the garden soon took on the appearance of the hanging gardens of Babylon. Each tree was decorated with a selection of reflective and non-reflective materials, in addition to a set of small acetate mirrors which were hidden in bushes and in flower pots. Added to these resources was a builder’s tray which was situated on the ground and filled with soapy water. Plastic ground sheets and a packet of brightly coloured straws were placed around the edge to encourage the children to blow bubbles, although no instructions were given to the children on how to use the resources. Rolls of kitchen foil were wrapped around trees and large bubble wands were left lying on the grass.

Following up the activityDue to the high level of self-initiated learning observed by staff delivering and supporting this lesson, many photographs were taken to ensure adults were able to capture the moments of discovery. These were then displayed in the classroom and annotated by the children, and they were encouraged to suggest the next steps in their learning.

Key curriculum links• Science: Exploring wind direction, speed and cloud formation; observing rain

clouds; exploring reflection in puddles• Literacy: Creative writing about their discoveries of reflection; use of imagination

about where the bubbles go to; asking questions• Art: Capturing their own reflection and experiences from the garden in pastels and

paints or using ephemeral art• Maths: Linking size and shape of bubbles; counting how many they could blow;

looking at size and shapes of resources used; data handling

OutcomesIt was clear to see from the amount of time the children spent outside that they were purposefully engaged in their own learning. The resources used appealed to the children and adults were able to stand back and observe discoveries being made. This lesson demanded from the children a degree of curiosity and confidence to have a try, to go out there and be inquisitive and to persevere. As observers watching the learning, teachers were able to evaluate the success of the lesson not just on the degree of excitement from the children discovering ‘reflection’ but from the unplanned experiences. Children joined together and built on their own learning and so group cohesion and collaboration was observed. Children worked independently at their own pace, taking their learning to a much higher level than expected by adults.‘It was fun. It was outside and if you held the mirror up to the tree you didn’t have to look all the way up to the top to see the leaves.’‘When I looked in the spoon it looked like I was falling off the roof. It was a fun lesson and I made lots of discoveries.’ ‘When you put sequins in the water they shone even more in the soapy water and if you were careful I discovered that you could blow bubbles with sequins in.’

Further informationMany resources used in the planning of this lesson were obtained in January sales and stored until needed or appealed for through recycling efforts within the local community.

Written and produced in 2014 by the Council for Learning Outside the Classroom www.lotc.org.uk andwww.lotcqualitybadge.org.uk


Overview of the activityPupils observe birds using a bird feeder, and explore how different sizes and shapes of beak have evolved for different purposes.

Suggested activity formatThe activity will need several lessons – one to record the data, and a follow up lesson to explore the different sizes and shapes of beak.

EquipmentBird identification books or charts (the Field Studies Council has a range of useful charts: www.field-studies-council.org/publications/fold-out-charts.aspx); binoculars; digital camera, paper and pencils, video camera for recording birds; bird feeding station with a number of feeders (both hanging and on the ground) stocked with different food types, e.g. hanging nut feeders, sunflower hearts, black nyger seeds, mealworms, cheese, breadcrumbs, etc.

Learning objectives• To identify how animals and plants are adapted

to suit their environment in different ways and understand that adaptation may lead to evolution

• To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

• To explore and use classification keys to help group, identify and name a variety of living things in the local and wider environment

• To gather, record, classify and present data in a variety of ways to help in answering questions

Success criteriaBy the end of the learning:

• All children will be able to identify variation of beak shape between species

• All children will have observed feeding preferences of different bird species

• Most children will be able to determine whether physiology has an impact on food type

• Some children will be able to conclude whether variation between species means that some organisms are able to compete more successfully

Subject ScienceTopic Evolution and inheritanceTitle Beaks: The right tool for the jobLesson setting School grounds and nature reserve

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

• Become familiar with interpreting data using scatter, bar and line graphs

• Learnt to classify animals and plants through observation and use of identification charts

Setting up the activityYou will need to set up the feeding station in advance, ideally at least a week or so before, so that birds have become familiar with using it. Pupils can help with setting it up, and be involved with ensuring that the feeder is topped up every day. The feeding station should be set up with a range of different types of feeder, at different heights (some on the ground, hanging from a tree branch or pole, etc.), and with different food in the feeders.

Activity introductionTalk to pupils about genetic inheritance and the ways in which animals have evolved to suit different purposes. Talk about some examples of animals which evolved to have particular attributes, e.g. how owls’ features are suited to hunting at night. Talk about common birds that they might expect to find in the local area, and how they will identify them. Look at the identification books and charts. Discuss the different types of food you have put out, and the different types of bird feeder used, and ask whether pupils think the different feeders will attract different types of bird. Discuss different shapes of bird beak, and look at examples of different types.

Main activity1. Put the group into pairs, one to observe and one

to record.

2. Each pair should devise their own chart for recording which birds they see, and what food the birds eat.

3. Once they have drawn up their charts, take the group outside, and sit them down somewhere with a good view of the bird feeders.

4. Give pupils 30 minutes to observe the feeders and record what they see using their chart, taking photos of the birds to show their beak shape.

Activity plenaryTalk to the group about what they have observed. Which bird was most common? Which food was most popular? Now look at the beaks of the birds, and which kind of food the birds preferred. Can they see anything about the beak which makes it suitable for this type of feeding, e.g., is it pointed, long, curved, etc.? What does this tell us about how birds have evolved to suit their environment?

DifferentiationOlder children can be given more freedom to design their own experiment. Give them a problem, e.g. how many different types of beak can we find in birds, and what are these used for? Ask them to devise an experiment to solve it.

Extending the work• Take the group to a local nature reserve or park with

a lake, and observe different types of beak amongst wetland birds


Your own notes


• Repeat the observations, and look this time for any variation within species, e.g. an albino blackbird, a wood pigeon with a damaged leg, a pheasant missing tail feathers, etc. Discuss how these physiological differences could affect the success of competition within the species

Moving on from this workConduct a similar experiment using common plant species within the school grounds. Look at average leaf area of broad leafed plantain (Plantago major) plants under the shade of a large tree, and compare this with average leaf area of the same plants in full sun. How might this affect individual plants and their ability to compete successfully?

Discuss how changes in the environment due to climate change may leave individuals within a species, and some entire species, less well adapted to compete successfully and reproduce, which in turn may lead to extinction.

The RSPB runs the Big Garden Birdwatch in January each year. The data published can show how species numbers of common garden birds have changed over the last few years. Why not join in the Big Schools Birdwatch so that students can see the data they gathered feeding into a large-scale scientific experiment? www.rspb.org.uk/schoolswatch/index.aspx.

Links to other subjectsMaths: recording and managing data.

Geography: exploring regional variations of wildlife.

Science 2 KS2 Beaks: The right tool for the job


Overview of the activityPupils explore the school grounds and buildings to find 2 different examples of each of a solid, liquid and gas, and describe their properties.

Suggested activity formatThis is a good activity to introduce the idea of solids, liquids and gases and get pupils to start thinking about states of matter.

EquipmentDigital camera; clipboard; paper; pen.

Learning objectives• To investigate the properties of different states of

matter (solid, liquid, gas) using examples found in the school grounds

• To compare and group materials together (classify), according to whether they are solids, liquids or gases

• To compare and group together everyday materials on the basis of their properties

• To report on findings from enquiries, including oral and written explanations, displays or presentations of results and conclusions

• To identify differences, similarities or changes related to simple scientific ideas and processes


• All pupils will be able to identify solids, liquids and gases

• Most pupils will be able to describe the properties of different states of matter

• Some pupils will be able to describe their findings with reference to results and conclusions

Subject ScienceTopic States of matterTitle Solids, liquids and gases treasure huntLesson setting School grounds


• Been introduced to states of matter

• Discussed the properties of different materials

Setting up the activityBefore asking the children to explore the school grounds and buildings, you may want to check that you can find examples of the different properties on the premises, so that you can point children towards particular areas if they are having problems. This is most likely to be the case for gases; examples of gases your might look for are CO2 fire extinguishers or balloons filled with air or helium.

Activity introductionTalk to the children about solids, liquids and gases, and the main properties of each state of matter. Ask them to think of examples of each of these. Explain that they are going to explore the school and look for two examples of each of solids, liquids and gases, and take photos. Set out any rules or considerations whilst they are exploring, such as any places that you don’t want them to go, or keeping quiet where other classes are learning.



Main activity1. Split the children into pairs or small groups.

2. Give each group a clipboard and pen and a camera or tablet computer.

3. Ask them to find their 6 items – 2 solids, 2 liquids, 2 gases, take a photo of each one and note down where they found it.

Activity plenaryWhen all the pupils have found their examples, use the whiteboard to show the photos they have taken, and discuss the properties of each example. Discuss what the properties of solids, liquids and gases are, and why these properties make each item found suited to its function.

DifferentiationFor younger children, as an introduction to the concept of solids, liquids and gases, supply a list of items to find, and then discuss whether each of the items is a solid, a liquid or a gas.

Your own notes

Extending the work• Ask pupils to think about whether there are any

other scientific tests which could be used to further demonstrate the properties of different states of matter, for example expansion or contraction on heating and cooling

• Write up the investigation, using the photos taken, and explaining the different states of matter found and what the properties of these are

Moving on from this workExplore different properties within states of matter, e.g. take two balloons and fill one with air and the other with helium. Talk about why the two balloons behave differently.

Links to other subjectsEnglish: discussing what they have found with the group.

Computing: taking photos with a camera or tablet.

PSHE: working together.

Science 2 KS2 Solids, liquids and gases treasure hunt


Overview of the activityPupils draw a map of the area identifying different habitats.

Suggested activity formatThis activity can form the focus of an ecosystems/habitats topic, with the map serving as a resource that you can return to and develop over the course of the topic as pupils’ knowledge grows.

EquipmentPaper and pencils; ruler and other measuring instruments.

Learning objectives• To recognise that environments can change and that

this can sometimes pose dangers to living things

• To record data and results of increasing complexity using scientific diagrams and labels, classification keys, tables, scatter graphs, bar and line graphs

• To use classification systems and keys to identify some animals and plants in the immediate environment


• All pupils will be able to name plants and animals found in the school grounds

• Most pupils will be able to use graphs and diagrams to record data

• Some pupils will be able to apply the learning to identify plants and animals further afield


• Used a range of simple graphs and charts

• Been introduced to maps and how to read them

• Started to learn how to use identification charts to identify plants and animals

Setting up the activityBefore taking the children out to draw their map, it is advisable to walk the route you will take and check for any hazards, or particular points of interest that you want them to note.

Subject ScienceTopic Living things and their habitatsTitle Investigating ecosystemsLesson setting Schools grounds or local green space

Activity introductionExplain to the children that they are going to take a walk around the school grounds, and make a map of the different habitats and environments that they find. Talk to the children about maps, and show them some examples of how they might record what they see.

Main activity1. Walk round the school grounds as a group, with

the children pointing out what they see, e.g. trees, a pond, pavement, particular types of plant, etc.

2. The children note down each feature identified on their paper, to create a plan of the habitats in the school grounds. They should also look for any animals or evidence of animals which live in these areas.

3. Using the rough plan created during their walk, the children create a map of the school grounds, identifying different types of habitat.



Activity plenaryTalk to the children about the different types of habitat they found in the school grounds. Did any animals live in them? What do they think makes particular habitats appealing to animals?

DifferentiationYounger children may need a simple plan of the school and grounds, which they can add details to, rather than trying to draw their own map from scratch.

Extending the work• Return to the maps and add greater levels of

complexity, e.g. use keys to denote certain features, do a mini-beast hunt and add in the types of animals found in the different habitats, etc.

• Create an accurate scale map of the school grounds, using OS maps

Your own notes

Moving on from this workCompare the maps the children have made with images from Google Earth, or photos of the area from the local archives. How have the environment and habitats changed over time? Are there more/fewer trees? Have the school buildings changed?

Links to other subjectsGeography: understanding maps.

Art: drawing and decorating the map.

History: looking at changes in the land over time.

Science 2 KS2 Investigating ecosystems


Subject ScienceTopic Animals, including humansTitle Food chainsLesson setting School grounds

Overview of the activityThe children play a game based on exploring different organisms’ roles in the food chain, with some acting as predators and others as prey.

Suggested activity formatThis is a fun, short activity which can be used as an energiser and introduction to the topic of food chains.

EquipmentRopes to mark out dens; laminated labels to show different animals and plants which form a food chain (e.g. grass, snail, frog, crow; tomato plant, aphid, ladybird, swallow; wheat, mouse, owl) for each food chain; pins or string to attach the labels.

Learning objectives• To describe how animals obtain their food from

plants and other animals, using the idea of a simple food chain, and identify and name different sources of food

• To construct and interpret a variety of food chains, identifying producers, predators and prey


• All pupils will understand that animals get their food from a variety of food sources

• All pupils will be able to identify some of the different food sources

• Most pupils will be able interpret a simple food chain

• Some pupils will be able to apply the concept of a food chain to new groups of animals


• Been introduced to a range of plants and animals

• An awareness that some animals eat other animals

Setting up the activityYou will need a fairly large space to allow the children to run and escape from their predator. Around the edge of the space, use the rope to mark out circles on the ground – one for each type of animal in the game. This will be that animal’s den. Place a card showing a picture of the animal next to the den, so the children know where to take their prey.

Activity introductionTalk to the children about the concept of food chains. Name several plants and animals and ask them what each one eats, and whether it is eaten by anything. Introduce the words prey and predator and explain what they mean.

Main activity1. Give each child a label. For this example, we will use

owl, mouse, wheat. Suggested numbers are 1 owl, 5 mice and 24 wheat.

2. Ask them to look at what their label shows, and think about where they fit in the food chain.

3. Then explain the game. Each child needs to catch people who are wearing the label of their food type. When they catch someone, they take them back to their den, where the person must wait until the end of the game. The mice must try and catch the wheat whilst avoiding being caught by the owl; the wheat must simply avoid being caught; the owl must catch as many mice as possible.

4. Run the game until all the mice or wheat are caught – whichever happens first.

5. Swap the label of one of the children from wheat to owl, so that there are now 2 owls.

6. Run the game again.

7. Change the labels again so that there is now one owl, 10 mice and 19 wheat.

8. Run the game again.



Activity plenaryReinforce the ideas of predator and prey. Lay out a food chain for owls, mice and wheat, using the laminated cards, and sticks or chalk lines to connect the different elements. Talk to the children about what happened when they changed the number of animals. Was it quicker to catch the mice when there were more owls? What does this mean for food chains in the real world? What might cause there to be an increase in the number of owls or decrease in the amount of wheat? Ask them to draw their own food chain and illustrate it with pictures of the animals.

DifferentiationThe complexity of the game can be varied to suit the group. Younger children should concentrate on a simple food chain, but older children can work with several predators, competing for food.

Your own notes

Extending the work• Research the animals included in the food chain.

Are any of them endangered? What threatens their survival?

Moving on from this workLook at examples of population expansion and contraction, and how this has affected food chains, e.g. the introduction of muntjac deer which have no native predator in the UK. Consider how decreases in populations of bees, ladybirds and other mini-beasts could affect the food chain and therefore the whole ecosystem.

Links to other subjectsArt: drawing and decorating the food chains.

Geography: sustainability.

Science 2 KS2 Food chains


Subject ScienceTopic Earth and spaceTitle Telling the time from the sunLesson setting School grounds

Overview of the activityPupils create a simple sun dial to tell the time, and explore how the rotation of the Earth creates night and day.

Suggested activity formatThis is best done in the morning, so that the sundial can be set up at midday. Pupils can then return to look at it in the afternoon, and the following morning. There needs to be some sun for it to work!

EquipmentPaper plates; straws; Blu-tack or plasticine; sharpened pencil; rulers; sticky tape; pens; compass.

Learning objectives• To use the idea of the Earth’s rotation to explain day

and night and the apparent movement of the sun across the sky


• All pupils will be able to tell the time using the sun dial

• Most pupils will be able to predict and explain the movement of the sun across the sky

• Some pupils will be able to explain how the Earth’s rotation creates night and day


• Learnt to tell the time using an analogue clock

• Learnt about how people told the time before the introduction of clocks

• Observed the movement of shadows during the day

Setting up the activityChoose a space in the schools grounds which has full sun, where the children can set up their sun dials.

Activity introductionTalk to the children about how they tell the time. Ask them how people used to tell the time. Talk about sundials and show them some pictures of Roman and Greek sun dials. Ask the children how they think sun dials tell the time.

Main activity1. Give each child a paper plate, a straw, plasticine,

pens and a ruler.

2. To make the sundials: Write 12 at one edge of the plate.

3. Make a hole in the centre of the paper plate using the sharpened pencil.

4. Place a straw in the hole, and secure it with the plasticine.

5. Take the plates outside. Using a compass, find north, and place the plates so that 12 is pointing north.

6. At 12 o’clock, check that the shadow of the straw falls over the 12.

7. Ask the children where they think the shadow of the straw will fall at 1pm, and mark this in pencil on the plate.

8. Return to the sundials at 1pm and see whether the children were right in their predictions.

9. Mark the correct place for 1pm.

10. At 2pm and 3pm, mark these times on the clock where the shadow falls.

11. The next day, add in 9am, 10am and 11am where the shadow of the straw falls at these times.

12. Ask the children where they think the other hours will fall, and fill these in to complete the clock.


Learning Outside the Classroom Science 2 KS2 Telling the time from the sun

Activity plenaryTalk to the children about whether they were right with their prediction of where 1pm would fall. Talk about how and why the shadow of the stick moves round the sundial. Ask why they think they used a compass to find out where 12pm would fall. Explain how the sun appears to move across the sky, and why this indicates the movement of the earth.

DifferentiationVary the amount of instruction given to suit the abilities of children. For older children, ask them how they think they would use a compass to find where the sun will be at 12pm, and get them to explain their reasons for this, encouraging them to make the connection with the movement of the sun.

Your own notes

Extending the work• Get the children to model the movement of the

planets within the solar system, with one child in the centre as the sun, and other children representing planets. For added intricacy, include the moons of different planets!

Moving on from this workVisit a planetarium to find out more about the movement of the Earth and the other planets in the solar system.

Create a permanent sundial in the school grounds.

Links to other subjectsHistory: how people used to tell the time (links to Roman and Greek history).

D.T.: practical skills in creating the sun dial.


Subject ScienceTopic RocksTitle Sifting soilLesson setting School grounds, nature reserve, anywhere with soil!

Overview of the activityPupils sift through soil, examining the rocks and different particles found in the soil.

Suggested activity formatThis activity can be done in the school grounds, or during a residential experience or visit to a natural environment site. It can be repeated at different sites to compare to different types of soil.

EquipmentSieve (a seed sieve is ideal if you have these for gardening activities); buckets to collect soil; magnifying glasses; pens and paper for noting discoveries.

Learning objectives• To compare and group together (classify) different

kinds of rocks on the basis of their appearance and simple physical properties

• To recognise that soils are made from rocks and organic matter


• All pupils will be able to describe the different components found in soil

• Most pupils will be able to identify some of the different types of rock found

• Some pupils will be able to explain some of the processes that led to the formation of the soil


• Used magnifying glasses for examining objects

• Learnt about some of the properties of different types of materials

Setting up the activityChoose a patch of ground where the earth is soft and movable. Set up a work area next to this – it could be a plastic sheet on the ground, a table, or some planks of wood or sections of tree stump. This will be where the children will sift through and examine their soil.

Activity introductionTalk to the children about soil, what it is used for, what animals might live in it, and what it is made from. Explain to the children that you are going to be investigating the soil to find out more about what is in it.

Main activity1. Divide the children into groups of 3 or 4.

2. Ask each group to collect a small pile of soil (3 or 4 handfuls) in their bucket, and place it on their work area.

3. Using the sieve, sift the soil onto the work surface.

4. Examine the objects left in the sieve. What have they found? Items could include small stones, seeds, leaves, even some minibeasts!

5. Make a list of the different items found.

6. Look at the items with the magnifying glass. Note any interesting features. Draw pictures of some of the items.

7. Feel the items: Are they hard or soft; rough or smooth?

8. Look at the finer soil that passed through the sieve. Feel it in your fingers. Can you find any hard pieces that are particles of rock?

9. Look at the soil through the magnifying glass. What else can they find?


Learning Outside the Classroom Science 2 KS2 Sifting soil

Activity plenaryTalk about what the children found. Ask them what soil is made from, how they think rocks are broken into such small fragments, and where the organic matter comes from.

DifferentiationAsk older children to give more detail about the properties of the different components of soil. For the larger stones, ask them what kind of rock the stones are, and what the properties of this rock are.

Extending the work• Create a tally chart of the different types of material

found in the soil

• Classify the items found as ‘alive, dead or never been alive’

• Examine the rocks under a microscope to see the crystal structure

Your own notes

Moving on from this workGo to a beach and sift through the sand to identify the different types of rock which make up the sand.

Find out about different types of rock, how they are formed, and their different properties by visiting a science museum with a geology display.

Links to other subjectsGeography: understanding soil.

Maths: recording findings.

About this pack · 2019. 9. 16. · incorporate meaningful and well-planned activities that are...

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