NATURE'S PERFUME
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NATURE'S PERFUME PIONEER SCHEME SESSION OBJECTIVES LEVEL 3 WELLBEING & EMOTIONAL INTELLIGENCE • Can show a level of self- control. SELF MANAGEMENT OF RISK • Start to manage their own safety with prompts of rules. ENVIRONMENTALL Y FRIENDLY • Resists picking things that are alive. CREATIVITY & IMAGINATION • Can create using natural materials and describes their creation. RESILIENCE & PROBLEM SOLVING • Adapts techniques of play to achieve desired outcome. • Compares different tree species by their leaf shapes. • Names parts of a tree. TOOL USE • Use Peelers safely Session Focus Children will know that we smell with our nose. They explore different scents in their outdoor learning environment. Curriculum Links PSED: Confident to speak in a group about their ideas. Literacy (C&L): Responds to what they hear with relevant comments, questions or actions; Uses vocabulary that is influenced by their experiences. PE/ D: Talks about how to keep safe. Maths: Uses everyday language to talk about capacity; Counts reliably. Science (UW): Knows about similarities and differences in relation to places, objects, materials and living things; Talks about features of their own environment & how environments may vary from one another; Make observations of plants & animals; Explain why things occur & talk about changes. DT (EAD): Experiments with colour, design, texture, function and form. CORE VALUES SPECIES IDENTIFICATION Resources Plastic cups, water, food colouring, natural materials, sticky labels, pens. Tool Task: Peelers: Nature Scents Outdoor Learning Site Development Ideas: Herb Garden Outdoor Knowledge: Planting Herbs Key Vocabulary Senses, smell, nose, sweet, sharp, strong, floral, perfume, citrus, cool, scent, senses. Risk Assessments Generic Site RA; Peelers RA. SPECIES IDENTIFICATION O U T D O O R L E A R N I N G M A D E E A S Y PIONEER SCHEME © CORE VALUES O U T D O O R L E A R N I N G M A D E E A S Y OURSELVES & OUR SENSES Session Outline •Discuss our 5 senses and which part of our body we use to smell. In talk partners, discuss smells that they like. Explain that we are going to investigate scents in our outdoor area and make some perfume from nature. • Each child is given a re-useable cup & can pour some water (with added food colouring if desired to add effect!) into their ‘perfume cup.’ • The children can then explore their outdoor learning environment and collect tiny pieces of plants, rub them between their fingers to draw out the scent, and then add them to their perfume cup. (remind children about safety and the relevant RAs beforehand.) You could provide pestle & mortars to enable the children to extract the scents from herbs. • Depending on your outdoor area, you may set rules of how many/ which plants they may pick, alternatively you may want to provide some pre-collected natural materials, such as flowers & herbs, for them to choose from. • Provide extra natural materials with strong scents to add to their perfumes such as lemon or orange rind (You could allow the children to peel this themselves; see Tool Task: Peelers: Nature’s Perfume), ginger, garlic, cinnamon or spices. • Allow children time to smell each other’s perfumes and describe them using descriptive vocabulary. Differentiation: HA: Can the children name the items they are putting in and describe their scents? LA: Help and guidance with selection of materials for the best results. Extension: Can the children choose a name for their perfume? They could make a perfume label on a sticky label to stick to their perfume cup - children to verbalise, adult to write if necessary. You could even create a role play perfume shop! You could create a herb garden before or after this task to reinforce the concept of nature’s scents. (See Outdoor Learning Site Development Ideas: Herb Garden/ Outdoor Knowledge: Planting Herbs for ideas and information.) www.outdoorlearningmadeeasy.co.uk © TOOL TASKS TOOL TASKS
Transcript of NATURE'S PERFUME
NATURE'S PERFUME
PIONEER SCHEME SESSION OBJECTIVES
LEVEL 3
WELLBEING & EMOTIONAL INTELLIGENCE
• Can show a level of self-control.
SELF MANAGEMENT OF RISK
• Start to manage their own safety with prompts of rules.
ENVIRONMENTALLY FRIENDLY
• Resists picking things that are alive.
CREATIVITY & IMAGINATION
• Can create using natural materials and describes their creation.
RESILIENCE & PROBLEM SOLVING
• Adapts techniques of play to achieve desired outcome.
• Compares different tree species by their leaf shapes.
• Names parts of a tree.
TOOL USE • Use Peelers safely
Session Focus
Children will know that we smell with our nose. They explore different scents in their outdoor learning environment.
Curriculum Links
PSED: Confident to speak in a group about their ideas.Literacy (C&L): Responds to what they hear with relevant comments, questions or actions; Uses vocabulary that is influenced by their experiences.PE/ D: Talks about how to keep safe.Maths: Uses everyday language to talk about capacity; Counts reliably.Science (UW): Knows about similarities and differences in relation to places, objects, materials and living things; Talks about features of their own environment & how environments may vary from one another; Make observations of plants & animals; Explain why things occur & talk about changes.DT (EAD): Experiments with colour, design, texture, function and form.
CORE
VAL
UES
SPEC
IES
IDEN
TIFI
CATI
ON
ResourcesPlastic cups, water, food colouring, natural materials,
sticky labels, pens.Tool Task: Peelers: Nature ScentsOutdoor Learning Site Development Ideas: Herb GardenOutdoor Knowledge: Planting HerbsKey VocabularySenses, smell, nose, sweet, sharp, strong, floral, perfume, citrus, cool, scent, senses.
Risk Assessments Generic Site RA; Peelers RA.
SPECIESIDENTIFICATION
OU
TD
OO
R LEARNING MA
DE E
AS
Y
PIONEER SCHEME©
CORE
VALUES
OUTDOOR LE
AR
NIN
G M
A
DE EASY
OURSELVES &OUR SENSES
Session Outline•Discuss our 5 senses and which part of our body we use to smell. In talk partners, discuss smells that they like. Explain that we are going to investigate scents in our outdoor area and make some perfume from nature.
• Each child is given a re-useable cup & can pour some water (with added food colouring if desired to add effect!) into their ‘perfume cup.’
• The children can then explore their outdoor learning environment and collect tiny pieces of plants, rub them between their fingers to draw out the scent, and then add them to their perfume cup. (remind children about safety and the relevant RAs beforehand.) You could provide pestle & mortars to enable the children to extract the scents from herbs.
• Depending on your outdoor area, you may set rules of how many/ which plants they may pick, alternatively you may want to provide some pre-collected natural materials, such as flowers & herbs, for them to choose from.
• Provide extra natural materials with strong scents to add to their perfumes such as lemon or orange rind (You could allow the children to peel this themselves; see Tool Task: Peelers: Nature’s Perfume), ginger, garlic, cinnamon or spices.
• Allow children time to smell each other’s perfumes and describe them using descriptive vocabulary.
Differentiation:HA: Can the children name the items they are putting in and describe their scents?LA: Help and guidance with selection of materials for the best results.Extension: Can the children choose a name for their perfume? They could make a perfume label on a sticky label to stick to their perfume cup - children to verbalise, adult to write if necessary. You could even create a role play perfume shop! You could create a herb garden before or after this task to reinforce the concept of nature’s scents. (See Outdoor Learning Site Development Ideas: Herb Garden/ Outdoor Knowledge: Planting Herbs for ideas
and information.)
www.outdoorlearningmadeeasy.co.uk ©
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TOOL TASKS
