The Park
Social Studies – People Place and Environment. Cross-Curricular links with
Technologies, Health and Well-being and Science
Context – The
Park
Stage – P1/2
Learning Outcomes
Social Studies
I can describe and recreate the
characteristics of my local
environment by exploring the
features of the landscape.
SOC 1-07a
I can consider ways of looking after
my school or community and can
encourage others to care for their
environment.
SOC 1-08a
I have participated in decision
making and have considered the
different options available in order to
make decisions.
SOC 1-18a
Technologies
I enjoy exploring and using
technologies to communicate with
others within and beyond my place of
learning.
TCH 0-04a
I enjoy taking photographs or
recording sound and images to
represent my experiences and the
world around me.
TCH 0-04b
I explore and experiment with the
features and functions of computer
technology and I can use what I learn
to support and enhance my learning
in different contexts.
TCH 1-04a / TCH 2-04a
I can create, capture and manipulate
sounds, text and images to
communicate experiences, ideas and
information in creative and engaging
6.11.10 – March
10
Planning Block 3
Skills
Learning Activities
- Observing
- Describing
- Recording
- Compare and Contrast
- Exploring Evidence
- Problem Solving
- Critical Thinking
- Discussion and debate
- Using Maps
- Oral Presentation
- Multi-Media
Presentation
-Team building in Co-operative
learning groups to create
“friendship groups”
-Weekly podcasts posted on
Glow with updates of what is
happening in the park and
describing the environment and
landscape
-Survey of safety features of the
park e.g. bins, dog mess bins,
special surfaces to help cushion
falls etc
-Communicate to the other
primary ones, twos and threes
what we have discovered about
the park and give advice on how
to use it properly, keep it safe
and clean
-Plan and create character on
Voki and then in Plastecine Then
post up on Glow.
-Plan and build a class model
play park using different media
and forms of technology.
-Make working models such as
swings, roundabouts and see
saws and explore and name
moving parts such as hinges,
levers, axels, pulleys, joints and
handles.
-Discuss and apply our learning
about forces and materials and
their properties in science to the
models that we make.
-take photographs of the park
and load onto the computer for
use on our Glow group
ways.
TCH 1-04b / TCH 2-04b
- Through discovery and imagination,
- show some children how to
resize photographs using picture
editor
I can develop and use problemsolving strategies to construct
models.
TCH 1-14a / TCH 2-14a
Having evaluated my work, I can
adapt and improve, where
appropriate, through trial and error or
by using feedback.
TCH 1-14b / TCH 2-14b
Health and Well-Being
I am learning to assess and manage
risk, to protect myself and others, and
to reduce the potential for harm when
possible.
HWB 0-16a / HWB 1-16a
I know and can demonstrate how to
keep myself and others safe and how
to respond in a range of emergency
situations.
HWB 0-17a / HWB 1-17a
I value the opportunities I am given to
make friends and be part of a group
in a range of situations.
HWB 0-14a / HWB 1-14a
Use drama to explore different
situations in the park and
generate ideas about how to
deal with them safely. Practise
safety skills through role play.
1. There is graffiti on the slide
2. The squirrels are eating out of
the bins and making a lot of
mess
3. A child has gone missing in
the park.
4. A Tree has fallen over in the
wind.
5. A child has fallen off the
swing been hurt.
6. The council has donated
money to the park for a new
wildlife garden.
- Each group will address two of
the above situations above and
record them using the flip
cameras and edit them using
imovie. All to be posted on
Glow.
- Children can also discuss, plan
and make other programmes
e.g gardening, wildlife, weather.
Relating previous learning on
wildlife to a new situation.
-
Science
Through everyday experiences and play
with a variety of toys and other objects, I
can recognise simple types of forces and
describe their effects.
SCN 0-07a
By investigating forces on toys and other
objects, I can predict the effect on the
shape or motion of objects.
SCN 1-07a
Through creative play, I explore different
materials and can share my reasoning
for selecting materials for different
purposes.
SCN 0-15a
Through exploring properties and
sources of materials, I can choose
appropriate materials to solve practical
challenges.
SCN 1-15a
Aifl Strategies Used
Weblinks / Smartboard
Throughout, the children will
investigate Push and Pull
through making and exploring
their play parks.
- We will take a trip to the
Meadows Play park to
investigate and explore
different sizes of pushes and
pulls on different equipment
and will explore moving parts
and the types of forces needed
to make them move.
Use force-arrows to show the
direction in which a push or pull
is acting.
The learners will get
opportunities to:
Follow directions to conduct
simple investigations involving
floating, sinking and explore
how water and air can push on
objects.
• make observations about
objects that sink or float in
water and record their findings
• identify ways to change an
object that sinks into one that
floats
• recognise that the shape of an
object influences whether it will
sink or float.
Identify some variables to
investigate in simple
investigations and make and
record observations.
Identify different materials that
are used to build equipment in
the park and their models,
discuss their properties and
select appropriate materials for
their models.
Look at how equipment is
protected against the weather
and explore what happens to
different materials when they
get wet or frozen.
Resources Required
Self Assessment
Peer Assessment
Think, Pair, Share
www.voki.com
GlowScotland
www.gothamgazette.co
m/parksgame/
www.dreamplaygrounds.
rbs.co.uk/content/creat_
your_playground
- Technology resources e.g.
wood, wire and saws to build
play park.
Plastercine
- Digi-blue cameras and
software
- I can animate software
- Podcasting Software
- Parent Helpers