I SPY CAMOUFLAGE

Session Focus

Children will know that we see with our eyes. They look closely to spot items. They say whether they are camouflaged or not.

Curriculum Links

PSHEE (PSED): Work as part of a group or class; Listen to others’ ideas.

Literacy: Answer ‘how’ or ‘why’ questions; use descriptive language.

Science: Compare and group together a variety of everyday materials on the basis of their simple physical properties; Distinguish between an object and the material from which it is made; Identify and name a variety of everyday materials, including wood, plastic, glass, metal, water, and rock; Describe the simple physical properties of a variety of everyday materials.

Geography: Use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment.

Resources: 4 cones; 4 items to hide near each cone (16 items in total - some camouflaged, some not); lists of items near each cone (scroll down for templates - an example is also provided to give you some ideas of items you could use); Simple map of your outdoor area with the 4 locations and North marked on; compasses.

Key Vocabulary: Senses, sight, eyes, camouflage, shape, colour, match, light, dark, shade, blend, reflection, shape, texture.

Risk Assessments: Generic Site RA.

PIONEER SCHEME

SECTION OBJECTIVES

LEVEL 4

WELLBEING & EMOTIONAL INTELLIGENCE

• Shows development of character by growing a positive mindset in outdoor sessions.

SELF MANAGEMENT OF RISK

• Listens to & follows rules for practical outdoor tasks.

ENVIRONMENTALLY FRIENDLY

• Can leave the outdoor environment how they found it and know why this is important.

CREATIVITY & IMAGINATION

• Initiate their own creations, choosing their natural materials according to their properties.

RESILIENCE & PROBLEM SOLVING

• Perseveres when something doesn’t work first time.

BIODIVERSITY • Experiences the outdoor site over all seasons.

ENVIRONMENT • Can leave the outdoor environment how they found it and know why this is important.

MAP SKILLS & NAVIGATION

• Can use a simple map to find specific locations. and features. (Simple orienteering.)

• Can use a compass to find North.

• Use their knowledge of North to

find the directions of South, East & West with guidance.

• Draw a simple plan or route with some main features.

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SORTING MATERIALS

Session Outline

Preparation

• Mark 4 ‘I spy’ areas with cones & on your map. At each area, hide 4 items (some camouflaged, some not) for the children to spot. (Write a list of the hidden items on a piece of paper and place it under each cone. These can act as clues for adult helpers in case the children need prompts!)

Activity

• Discuss ‘camouflage with the children’ and demonstrate with

2 items how the shape, texture, size, reflective properties and colour can either camouflage an object or help it to ‘stick out’ amongst its surroundings.

• Split the children into small groups (dependent on numbers) so that each group has an adult helper.

• Show the children the map of their outdoor area & see if they can identify where they are. Can they orientate their map to ground using the features/ a compass?

• Can they discuss where the 4 marked areas are?

• Explain that there are 4 locations they must visit, which are

marked not he map, and use their super vision to try to spot 4 hidden items.

• You may want each group to start at a different numbered area. Each group should rotate around the ‘I spy areas’ to try to spot the 4 items hidden in each.

• Remind the children not to touch or remove any items they find as other groups need to spot them too! They can just point to items, say “I spy” & use their words to describe their positions.

• Children can be encouraged to say why they were easy/ hard to spot, referring to the item’s shape, texture, size, reflective properties, colour, etc.

• Discuss whether the items should be left out after the session. (Encourage them to help tidy up as leaving things out is like leaving out litter.)

Differentiation:

HA: Can they describe the items they see in more detail and give reasons why they were, or weren’t, camouflaged?

LA: Help and prompts with finding items.

Extension: Can they choose an item to hide for their friend to try and spot? (You may wish to provide a bucket of items

and a specific area for their own ‘I-spy’ challenges.)

OUTDOOR SKILLS

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I SPY CAMOUFLAGE

Write down the 4 hiding items as a clue, and hide under each

of the 4 cones

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Items hiding near cone 1:

Items hiding near cone 2:

Items hiding near cone 3:

Items hiding near cone 4:

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I SPY CAMOUFLAGE

Example clues and ideas for objects

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Items hiding near cone 1:

Plastic hoop metal spoon crop nettingbrown cardboard

box

Items hiding near cone 2:

Paint brush sunglasses teddy clear plastic sheet

Items hiding near cone 3:

Green paracord watering can Planting cane gardening fork

Items hiding near cone 4:

Umbrella small mirror plant pot sock

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