Sound Safari new - olme3.s3-accelerate.amazonaws.com · Sound Safari Checklist! Key Vocabulary!...
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Session Outline • Discuss our 5 senses and which part of our body we use to hear. • Talk about how sounds can be different and how these changes may occur, e.g. loud & quiet, high & low pitch. • Split the children into pairs and give each pair a Sound Safari Checklist. • Walk around your outdoor learning environment (either as a group or in pairs) to listen carefully for different sounds. (Remind the children about safety i accordance with relevant RAs beforehand). • Group back together and discuss which sounds they did/ didn’t hear on their checklist. Did anyone hear any additional sounds? Did anyone hear any sounds which they didn’t know what caused them? • Discuss whether the sounds they hear may change in the day from at night or within different seasons? Differentiation: HA: Can they say which direction the sounds were coming from and whether they were high or low sounds? LA: Help and guidance with reading the sound safari checklist. Extension: Children to have free time to explore making their own sounds in their outside area using natural materials they find. Session Objectives Children will know that we hear with our ears. They can explore their outdoor environment, listening carefully for different sounds. Resources Sound Safari Checklist Key Vocabulary Senses, sound, ears, listen, loud, quiet, noise, soft, high pitch, low pitch. Risk Assessments Generic Site RA. Curriculum Links EYFS PSED: Confident to speak in a group about their ideas. C&L: Responds to what they hear with relevant comments, questions or actions. PD: Talks about how to keep safe. L: Uses vocabulary that is influenced by their experiences M: Uses everyday language to talk about capacity; Counts reliably. 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; Knows other children don’t always enjoy the same things, and are sensitive to this. EAD: Experiments with colour, design, texture, function and form. Learning Outcomes LA - Children will investigate different sounds in their outdoor environment. MA - Children will investigate, match and describe different sounds in their outdoor environment. HA - Children will investigate, match and describe different sounds in their outdoor environment. They can suggest differences in the sounds they may hear at different times in the day and year. www.outdoorlearningmadeeasy.co.uk © Sound Safari EYFS TOPICS EYFS OURSELVES & OUR SENSES
Transcript of Sound Safari new - olme3.s3-accelerate.amazonaws.com · Sound Safari Checklist! Key Vocabulary!...
Session Outline • Discuss our 5 senses and which part of our body we use to hear. • Talk about how sounds can be different and how these changes may occur, e.g.
loud & quiet, high & low pitch. • Split the children into pairs and give each pair a Sound Safari Checklist. • Walk around your outdoor learning environment (either as a group or in pairs)
to listen carefully for different sounds. (Remind the children about safety i accordance with relevant RAs beforehand).
• Group back together and discuss which sounds they did/ didn’t hear on their checklist. Did anyone hear any additional sounds? Did anyone hear any sounds which they didn’t know what caused them?
• Discuss whether the sounds they hear may change in the day from at night or within different seasons?
Differentiation: HA: Can they say which direction the sounds were coming from and whether they were high or low sounds? LA: Help and guidance with reading the sound safari checklist. Extension: Children to have free time to explore making their own sounds in their outside
area using natural materials they find.
Session Objectives Children will know that we hear with our ears. They can explore their outdoor environment, listening carefully for different sounds. Resources Sound Safari Checklist Key Vocabulary Senses, sound, ears, listen, loud, quiet, noise, soft, high pitch, low pitch. Risk Assessments Generic Site RA.
Curriculum Links
EYFS PSED: Confident to speak in a group about their ideas. C&L: Responds to what they hear with relevant comments, questions or actions. PD: Talks about how to keep safe. L: Uses vocabulary that is influenced by their experiences M: Uses everyday language to talk about capacity; Counts reliably. 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; Knows other children don’t always enjoy the same things, and are sensitive to this. EAD: Experiments with colour, design, texture, function and form.
Learning Outcomes
LA - Children will investigate different sounds in their
outdoor environment.
MA - Children will investigate, match and
describe different sounds in their outdoor environment.
HA - Children will investigate, match and describe different
sounds in their outdoor environment. They can suggest differences in the sounds they may hear at different times in
the day and year.
www.outdoorlearningmadeeasy.co.uk ©
Sound Safari
EYFS
TOPICS
EYFSOURSELVES &
OUR SENSES
www.outdoorlearningmadeeasy.co.uk ©
Sound Safari Checklist
Birds singing
Children talkingMud squelching
Grass swishing
Trees blowing
Traffic chugging
Leaves crunching
Insects chirping
Insects buzzing
Animals scurryingAeroplane flying
Gate Creaking
Sound Safari
EYFS
TOPICS
EYFSOURSELVES &
OUR SENSES
