Making Learning
Meaningful
Name:_______________
Develop your map reading skills and apply
them in different environments. We use the
moor, Centre grounds and the local
woodlands.
1.
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1. How could we tell by looking at the map that there were
trees?
2. What piece of equipment can we use to show which way is
North?
3. Why is it useful to find which way North is before starting the
orienteering course?
4. Why did the map need a scale for us to work out where the
next point is?
5. What symbol on the map showed where the next point was?
6. Why do we need a key when using a map?
7. Did you enjoy orienteering?
8. Why are maps important?
9. Who do you think may use a map and why?
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Design and draw a map of your school. Create your own
symbols to represent the layout of the school.
Use your map to guide a friend from one place in the
school to another place.
Set up a mini course in the school playground and ask
children to find their way from one point to another using a
map.
Children in groups. Each group has a different route card
to start with. They have to follow a map and visit each
cone in order (i.e. A first, then go to B, then C, etc). On
each cone is a number. Children add up the numbers they
visit, then come back and tell the teacher the total (teacher
has the correct answers for each route!).
Using a compass ask children to try and correctly place
and set up a weather vane.
Spend a day exploring a local wood, incorporating
environmental education, earth education, shelter
building. Using Mulgrave Woods allows a study of the
development of castle building. An excellent team activity
involving planning, the use of different materials and the
natural surroundings.
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1. What animals did you see in the woodlands?
2. Why do you think those animals choose to live in that
habitat?
3. What food was available in the woodlands?
4. Can you name any of the plants you saw on your walk?
5. What was your favourite part of the walk?
6. What did people from the castle use to throw at
enemies?
7. What did they use to drink all the time and why?
8. How many objects did you find within the bushes?
9. Why do you think animals are camouflaged in the
habitat they live in?
10. Give examples of animals that chose a habitat that they
are camouflaged in. (e.g. polar bear/arctic).
11. Was your shelter you made strong?
12. What made it strong/stronger?
13. If you were to build your shelter again what would you
do differently?
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Learn about the different habitats. Compare a
habitat within the school to the woodlands area.
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Learn about the life cycles of animals.
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Learn about animal adaptation and the ‘survival
of the fittest’.
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Learn about the food chains and food pyramids.
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Use pictures from the walk to create a gallery of
what to expect within a woodland area.
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Set up a ‘find the object’ (like the one on the
walk) within the classroom or in school grounds
to elaborate the idea of animals being
camouflaged (link in ‘survival of the fittest).
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Learn the history of castles and extend to why
castles were there. Perhaps set up a visit to a
famous castle (Alnwick castle) and compare
features to the castle they saw.
Explore the local seashore, combining historical, geographical
and biological field studies along the world famous dinosaur
coast. A study of a rock pool as a microhabitat, using
investigative techniques to classify what you find.
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1. What did you do on the seashore walk?
2. Did you enjoy the seashore walk? If so why and if not
why?
3. Did you learn anything on the seashore walk? If so
what was it?
4. Did you do anything adventurous on the seashore
walk?
5. Did you enjoy the rock pooling? If so why and if not
why?
6. Did you find anything when rock pooling? If so what
was it?
7. Did you learn anything while rock pooling? If so what
was it?
8. Overall would you do the seashore walk and rock
pooling again? If so why and if not why?
A challenge of varying degrees of difficulty. This can involve rock
scrambling, squeezing through holes, river crossings, team
challenges, personal and team challenges and more importantly a
great deal of fun.
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1. What did you enjoy most about beck scrambling?
2. Which part of the day beck scrambling did you find
hardest?
3. If a friend found crossing the river very challenging
what might help them?
4. Why did we need to be careful today? Why are rules
important?
5. How might the river change because of the weather?
6. What animals might live in the beck we went to?
7. How clean is the water? Why might it be clean/dirty?
8. Why is water very important to us?
Water cycle
Children can:
 Produce their own diagram of the water cycle
 Write a story that follows the journey of a raindrop
 Design and create a working classroom water cycle
Changing states of water
Children can:
 investigate the different properties of ice, water and
steam
 draw flowcharts of how water changes state
Open canoeing takes place on sheltered water. This provides the perfect
environment to develop paddling techniques along with teamwork and
communication skills. Then attempt the full day expedition, finishing at
Whitby Harbour.
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1. What helps us to work well together?
2. Can you remember what the different parts of the
boat were called?
3. What were the most important things to do when
paddling?
4. Why does the boat move?
5. What causes the tide to change?
6. Many years ago harbours and ports were very
important and some still are. Do you know why?
7. What features do you see at the coast?
Water around the world
Children can:
 label the different features of a river
 discuss the importance of rivers
 investigate a river from around the world through
research
 collate the information on a poster and present to the
class
Floating and sinking
Children can:
 investigate a range of materials to test whether they
float or sink
 create an investigation to find out the best shape for a
boat
 design a new boat and find out which is the best by
testing which one will carry the most weight
Take an historical tour of Whitby, combining a look at
the Abbey, fishing fleet and Captain Cook and that's
not even mentioning Dracula!!
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1. What did you do on the Whitby town trail?
2. Did you learn anything on the Whitby town trail? If so
what was it?
3. Did you enjoy the Whitby town trail? If so why and if not
why?
4. What did you see on the town trail?
5. What were the important features of Whitby? Why were
these features important?
6. What was the best part of the Whitby town trail and
why was it the best part?
7. Overall would you do the Whitby town trail again? If so
why and if not why?
Using either body boards or sit on
top surf boards. Enjoy the thrill of
the ride.
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1. What were the main rules involved when surfing?
2. How did you use the board?
3. How did you have to position your body?
4. What effect did this have on your surfing?
5. How close together should you be in the sea to other
surfers?
6. What happened to your position on the beach when
you had been surfing for a while?
7. Why do you think this happened?
8. What animals may you come across when surfing?
9. How do these animals differ from ones further out
into the sea?
Forces
 Investigate forces including drag and gravity to relate
to our bodies when surfing
 Understand streamline – how does this affect cars?
Cyclists? Surfers? How did you position your body to
enhance your surfing skills in relation to being
streamlined?
Habitats in the Sea
 Learn which animals live in different parts of the sea –
why do they live here?
 Understand adaptations and how animals are suited
to their environments
The North York Moors National Park, is an
excellent venue to explore plant/animal life,
man's impact on the environment.
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1. What skills did we use when using a map to guide us?
2. Why are these important to know?
3. How did we work as a team?
4. For the camouflaging activity, what natural materials
did you use?
5. Which materials were the best and why?
6. Why do you think we used natural materials instead of
bringing along our own?
7. What overall skills did you learn to be able to survive
in the wild?
8. Do you now feel you could survive for a night in the
wild?
 Create camouflaged shelters in the playground using
natural materials they find
 From making the hot chocolate – conduct a Science
investigation on which hot drink (coffee/hot
chocolate/tea) is quickest to make in relation to
dissolving – which material dissolves the best? How do
you know?
 Science- what material is the best insulator?
 Using mapping skills, work as a team to navigate
through an obstacle course created on the playground