Year+4+PE

Year 4 || =Outdoor activities=
 * PE


 * Information ||

Objective
• To create and follow a trail using identifiable features of the school grounds

Prior learning
To benefit from this lesson, children should: • be familiar with simple maps and keys.

Vocabulary
map, plan, diagram, scale, orienteering, feature

Resources
• data projector or interactive whiteboard linked to a laptop • digital camera • colour printer • Internet access • an aerial photograph and a map of the school and nearby surrounding area (you could download both of these from websites such as [|www.multimap.com] or [|www.streetmap.co.uk] ). • a scanned copy of a plan of the school grounds • 20 cards and cones • four envelopes

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • download maps and aerial photographs from the Internet; • annotate a plan on the interactive whiteboard; • take and print digital photographs.

Preparation for this lesson
Take 20 photographs of notable features in the school grounds, such as a climbing frame or flowerbed, and print them out. You will need a teaching assistant to support this lesson.


 * Lesson extract ||

Starter
Remind children how maps are drawn from a bird’s-eye perspective. To do this you could place a couple of objects on a table and demonstrate their positioning on a drawn rectangle. Show children the aerial photograph and then the map of the school and nearby surrounding area. Q Which buildings do you recognise? Q Do you recognise any other features? Next show them a scanned copy of a plan of the school grounds without a key and compare the two images. Q How could the plan be improved? Draw on their experiences of looking at maps and agree that a key would be useful. Agree on a simple key, annotate the plan with this and then print four copies.

Main activity
Split the class into four groups. Give each group five photographs and one copy of the site plan. Walk outside and ask the children to look around for recognisable features and to find these on their plans. Help them to orientate their plans in line with the grounds. Explain that the digital photographs of recognisable features are within the boundaries of the school perimeter. Ask the teaching assistant to take two groups while you take the remaining two groups. Each group should work together to find the photographed features on the ground, and then to mark them with a cross on their plans. Stress the importance of staying within the school grounds at all times, avoiding the car park and not wandering out of sight. When they have done this, they should choose a five-letter word and write each letter of the word on a separate card. They should agree which photographed place should have each letter, mark the back of the photograph with the correct letter, and place the card under a cone at the feature itself. (If you wish, these could be marked on the plan on the computer and printed.) Collect each group’s photographs and place each in a separate envelope. The word for each group should be written on the inside of the envelope flap. Each group should then use another group’s plan to find all five letters and arrange them to form the word. Before they start, talk about the importance of listening and taking turns to talk. When they think they have identified the word, they should check with the corresponding envelope of photographs to see whether they found the correct places and letters and made the correct word.

Plenary
Q How easy was it to follow the map? Q Were there any particular places that were obvious or particularly difficult to find? Why? Look at the map on the computer. Q How could we improve the plan? Discuss the need for teamwork and the skills that go with it. Q What could you improve next time?


 * Notes ||

Links to QCA schemes of work
The lesson links to: QCA PE Unit 19: Outdoor and adventurous activities 1

Context of this lesson
In a previous lesson, children could have used a map to follow a route around the hall and apparatus to get used to orientating the map. In the following lesson, children could review their plans and improve them, and then use another group’s plan to find the five-letter word. It could be useful for each group to have their own file, which could include a copy of the plan, digital photographs of their features and evaluation of the activity.

Subject links
Useful links could be made to the Primary National Strategy //Speaking and listening// materials, literacy (NLS Framework, Year 4, Term 1, objectives 25 and 26 on writing instructions) and map work in geography.

Useful sources of resources
• Use websites such as the following to download maps of your local area: www.multimap.com www.streetmap.co.uk

Why use ICT?
The advantages of using ICT are as follows. • The Internet gives access to a much wider range of information and resource material than is offered by the traditional print resources in a school. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • ICT allows children to annotate the maps and plans easily. Their work can be saved, and refined or added to later. • The interactivity of the software is motivating and stimulating. • Using a digital camera allows children to record pictures of places they visit.

PE Year 4 || =Gymnastic balances=

Information ||

Objective
• To develop balances on the floor and large apparatus

Prior learning
To benefit from this lesson, children should: • be proficient at performing balances on the floor; • be confident using apparatus and aware of the safety issues when getting on and off it.

Vocabulary
strength, extension, tension, control

Resources
• data projector or interactive whiteboard (or screen) linked to a laptop • software which can display images (in this Example, //PowerPoint//) • data video clips of children performing balances • digital video recorder or digital camera • mats and low apparatus • music to warm up to

ICT skills needed by teachers
To teach this unit, teachers need to know how to: • use a digital video recorder or digital camera and display the footage / images on a screen.

Preparation for this lesson
You will need to have filmed children performing balances.

Lesson extract ||

Warm-up
Remind the children about correct vocabulary and good practice. Q What words describe a good balance? Q What are the different ways that we can travel? Ask the children to travel around the room in different ways. When the music stops they should perform a balance.

Main activity
Using the slow playback facility, show the children video footage of children performing balances. Discuss with the class what was good and safe about the other children’s balances. Q What made their balances so good? Q What do you have to think about when you are getting into and out of a balance? Q How can you keep your balance still or stable? Q What do we need to think about when we are balancing on equipment? Ask the children to work with a partner to explore what balances they can do together. Alternatively, divide the children into groups and put each group with a piece of equipment. Ask the children to explore what balances they can do using the equipment. Encourage them to give feedback on each other’s balances. When they have had time to explore different balances, ask them to practise two or three they think they do well. Use a digital video recorder to film some of the balances.

Plenary
Show the children the video footage of their balances. Q What was good about that balance? Q Was there anything that you would like to improve on next time?

Notes ||

Links to QCA schemes of work
The lesson links to: QCA PE Unit 15: Gymnastic activities 4

Context of this lesson
This would be near the end of a unit of work on balance. The children could think about how they could move into and from these balances with jumps and travelling, including differing levels and speed.

Subject links
Possible links can be made to the Primary National Strategy //Speaking and Listening// materials.

Why use ICT?
The advantages of using ICT are as follows. • ICT allows teachers to project enlarged visual images for whole-class demonstration and discussion. • Video technology allows pupils or teachers to record, replay, evaluate and improve sequences of movement or personal performances both from the class and of experts to demonstrate good practice. Using a still image facility helps children to see a whole action broken down.