lonely planet’s not-for-parents ks2 activity pack · pdf filewelcome to lonely...

Lonely Planet’s Not-for-Parents KS2 Activity Pack

This pack is full of exciting activities inspired by Lonely Planet’s Not-for-Parents books. Inside you’ll find lesson plans, worksheets and

curriculum-linked activities to support KS2 literacy and humanities teaching.

Celebrate the launch of these NEW Not-for-Parents titles with 30% OFF at Peters. To claim, simply visit their site to get your discount: www.petersbooks.co.uk

Offer ends 31st December 2013

Contents

Introduction

Activity 1: Design-A-Saurus Worksheet 1: What’s in a name? Worksheet 2: Mapping dinosaurs Worksheet 3: Design a dinosaur

Activity 2: Seven Wonders Resource Sheet: Real Wonders Worksheet: Local Wonders

Activity 3: Persuade Me! Worksheet 1: Analysing adverts Challenge cards Worksheet 2: Write a holiday

advert

Activity 4: Instruct and Survive ResourceSheet1:DIYfishtrap Resource Sheet 2: How to survive an avalanche Jumbled instructions: How to

survive an avalanche Resource Sheet 3: How to escape

from quicksand Jumbled instructions: How to

escape from quicksand Resource Sheet 4: How to build an

igloo Jumbled instructions: How to

build an igloo Worksheet: Instructions writing

frame

Activity 5: Country A-Z Worksheet 1: Country brainstorm Worksheet 2: Country brainstorm Worksheet 3: Report writing frame

1 2 3 4

5 6 7

8 9 10

11

1213

14

15

16

17

18

19

20

21232425

Activity 6: Word Safari Worksheet 1: Dinosaur word safari Worksheet 2: Survival word safari

Activity 7: What’s in a Name? Resource sheet: World’s weirdest

place names (without locations) Resource sheet: World’s weirdest

place names (with locations) Worksheet 1: Location detective Worksheet 2: Street name quiz Activity 8: A World Apart Worksheet: Investigating

antipodes

Useful resources Outline world maps Criss-cross Countries Dinosaur Hunter Wordsearch Real Wonders sample pages How to be a Dinosaur Hunter sample pages Details of discount and order form

262728

29

30

313233

34

36

37414243

45

47

ii

Welcome to Lonely Planet’s Not-for-Parents KS2 Activity Pack.

It’s full of exciting activities for individuals, pairs and groups, inspired by the Not-for-Parents books. All the resources you need are included in the pack and free to print or photocopy.

You’ll find lesson plans, factsheets, worksheets, maps, quizzes and more.

Learning objectives and curriculum links make it easy to fit the activities with your planning, or draw on the pack for last-minute ideas.

Don’t miss these fact-packed, globetrotting books

Not-For-Parents books are crammed with awesome content to kickstart thinking and discussion about the world. They are ideal resources for literacy and humanities learning. The ideas in this pack will help you to get the most out of the Not-For-Parents books in the classroom.

To order copies of any of the books that inspired these activities, and receive up to 30% discount, please visit www.petersbooks.co.uk.

A double-sided A2 poster is also available for your classroom, featuring a colourful world map and useful summary of non-fiction text types. To order a FREE copy please email your school address details to [email protected]

Cool stuff to know about every country in the world

We hope you and your class enjoy the activities inspired by the Not-for-Parents books.

Teacher Introduction

How to Be an Explorer and How to Be a Dinosaur Hunter will inspire even the most reluctant readers. Packed with high-interest instructions, reports and explanations that you won’t find anywhere else.

Real Wonders of the World and Extreme Planet take readers on a whirlwind tour of the globe, seeking out the weirdest and most wonderful things on the planet.

The Travel Book devotes a full page to every country in the world, making it an ideal resource for history and geography teaching.

The Not-for-Parents City and Country books open up a world of intriguing stories and fascinating facts about the people, history and culture of the world’s most exciting places.

iii

1Not-For-Parents KS2 Activity Pack Free to print and photocopy for classroom use. © Lonely Planet

Geography: Geographical enquiry and skills (2c)

Links to Art and design

IntroductionThis activity is based on high-interest content from Not-For-Parents: How to Be a Dinosaur Hunter. Children explore the meaning of some dinosaur names, and find out how paleontologists give dinosaurs their scientific names. They use this information to design and name their own ‘local dinosaur’.

Activity 1. Children can work alone or in pairs. Start by completing Worksheet 1, matching some exciting dinosaurs

to their descriptions.

2. Use atlases to label the world map on Worksheet 2, filling in the dinosaur name information from Worksheet 1, plus each country and continent.

3. Use a visualiser, projector or interactive whiteboard to display Worksheet 3 to the class. Discuss how dinosaurs are given their scientific names, using the fun examples from the worksheet. Can the class think of other examples?

4. Imagine finding a fossilized dinosaur at the bottom of your garden. What would you call it? Children use the information on Worksheet 3 to design and name an imagined local dinosaur.

Other opportunitiesArt and design: Children could build models of their imagined new dinosaur species.

English: Children could write a report about their imagined dinosaur’s habitat, food and behaviour, and label a picture of their dinosaur to show its main features.

Science: Links to work on habitats and adaptation. How to Be a Dinosaur Hunter explains how different dinosaurs were adapted to habitats around the world.

Curriculum linksEnglish: En2 Understanding texts (2a)

Science: Sc2 Variation and classification (4c)

Have ready Worksheet 1: What’s in a name? Worksheet 2: Mapping dinosaurs

Atlases Worksheet 3: Design a dinosaur

Learning opportunities• Discover the meaning of some dinosaur scientific names

• Find out how new species are named using Latin and Greek terms

• Understand the terms prefix and suffix

• Use atlases to label a map of the world

• Design and name a local dinosaur

ACTIvITy 1: DesIgn-A-sAurus


Name: Neovenator

Worksheet 1: What’s in a name?Can you match these dinosaurs to their names and descriptions?

ACTIvITy 1: DesIgn-A-sAurus

Name: Camotaurus

Name: Pelecanimimus

Name: Ankylosaurus

Name means:

Description:

Found:

‘new hunter’

Isle of Wight, UK

A terrifying flesh-eater measuring 7 metres in length and armed with rows of razor-sharp teeth and long, hooked claws.

Name means:

Description:

Found:

‘meat-eating bull’

Chubut, Argentina

A huge predator up to 9 metres long

and crowned with two short horns.

Its arms were tiny and its skin was

covered in armour-like plates dotted

with bony studs.

Name means:

Description:

Found:

‘fused lizard’

Hell Creek, Montana, USA

As big as a car and built like a tank. Covered in thick, armour-like plates of bone, cloaked with tough skin, and studded with spikes. At the end of its tail was a broad, heavy club that could break the bones of anything that got in its way.

Name means:

Description:

Found:

‘pelican mimic’

Las Hoyas, Spain

Looks a bit like a pelican and has

220 teeth. Scooted around on its

powerful back legs.

3N

ot-F

or-P

aren

ts K

S2

Act

ivity

Pac

kFr

ee to

prin

t and

pho

toco

py fo

r cla

ssro

om u

se. ©

Lon

ely

Plan

et

Wor

kshe

et 2

: Map

ping

din

osau

rsLa

bel

th

is m

ap t

o s

how

wh

ere

in t

he

wo

rld

eac

h d

inos

aur

in W

ork

shee

t 1

was

dis

cove

red

.

AC

TIv

ITy

1: D

es

Ign

-A-s

Au

ru

s

Din

osau

r: N

ame

mea

ns:

Fou

nd

:

Cou

ntr

y:

Con

tin

ent:

Din

osau

r: N

ame

mea

ns:

Fou

nd

:

Cou

ntr

y:

Con

tin

ent:

Din

osau

r: N

ame

mea

ns:

Fou

nd

:

Cou

ntr

y:

Con

tin

ent:

Din

osau

r: N

ame

mea

ns:

Fou

nd

:

Cou

ntr

y:

Con

tin

ent:


Worksheet 3: Design a dinosaurAnyone who discovers a new species of dinosaur gets to choose the name. You might want to call your dinosaur Dave, but proper palaeontologists have to use scientific names, based on Latin or Greek terms.

Scientific names have two parts: the group (or genus) name and the species name. For example, Tyrannosaurus rex is a species in the Tyrannosaurus genus. Tyrannosaurus means ‘tyrant lizard’ and rex means ‘king’. Here are some other examples:

Imagine digging up a dinosaur fossil at the bottom of your garden. Draw a picture of your local dinosaur and give it a scientific name.

ACTIvITy 1: DesIgn-A-sAurAs

In 2009 five-year-old Daisy Morris found the bones of a

new species of pterosaur on the Isle of Wight. In 2013

it was named Vectidraco daisymorrisae in her honour!

In northeastern China in the late 1970s, Dong Zhiming found a dinosaur that was

among the smallest known, at barely 1m (3ft) in length. The name he gave it is the longest of any dinosaur:

Micropachycephalosaurus hongtuyanensis. Try saying that quickly! It means ‘small, thick-

headed lizard’.

If you found a new dinosaur, would you name it after yourself? Your mum? Or

maybe your favourite book? The Children’s Museum of

Indianapolis called one new species Dracorex hogwartsia after Hogwarts – the school

that features in the Harry Potter books.

Suffix (for end of word)-saurus – lizard-gnathus – jaw-nychus – claw-venator – hunter-mimus – imitator-raptor – thief-ceratops – horned face

Prefix (for start of word)Dino – TerribleDi – TwoTri – ThreeMicro – SmallMegalo – LargeTeratos – MonsterStegos – PlatedSaltus – Jumping

You can use some of these Latin and Greek terms to help you make up new genus names:


English: En2 Reading for information

IntroductionThis activity is a fun way to investigate and map the local area. It could also be used alongside Wonders of the World topic work.

Activity 1. Start by introducing or recapping the Seven Wonders of the World. Discuss the different lists of wonders

that have been created (Modern Wonders, Ancient Wonders, Medieval Wonders and Natural Wonders).

2. What makes something a wonder of the world? Create a class definition (e.g. a site that is amazing and unique). How does our view of what is amazing and unique change over time? Would the lists of wonders look different if children chose them?

3. Hand out Resource Sheet 1, summarizing some alternative wonders from Not-For-Parents: Real Wonders of the World. Working in pairs, use atlases to label the locations on a blank world map. If Real Wonders of the World is available in the classroom, children can find out more about these alternative wonders or select their own top seven.

4. Challenge the class to create a Seven Wonders list for their local area. Children can make suggestions based on local knowledge, or use books, leaflets and websites about the local area to identify candidates. These could be buildings, landmarks, historical sites, natural areas, events, tourist attractions, streets or even people – be as creative as possible.

5. Work in pairs to complete Worksheet 1 and draw a map of the local area, labeling the seven local wonders.

Other opportunitiesTo extend the activity, each group could prepare a short presentation making the case for a particular local wonder. Organise a class vote, and turn the final list into a display.

ICT opportunity: Use the free Google Maps software to create and label an interactive map of local wonders, which can be explored by other classes and parents.

KS2 Curriculum linksGeography: Geographical enquiry and skills (1a, 2c, d & e )Knowledge and understanding of places (3b)

Have ready Resource Sheet: Real Wonders of the World

Blank world maps (page 37)

Worksheet 1: Local Wonders

Atlases

Information books, leaflets and/or websites about the local area

Learning opportunities• To use atlases to label a map of the world

• To find out more about the physical and human geography of the local area by researching seven ‘real wonders’

• To create and label a map of the local area

ACTIvITy 2: seven WonDers

Reso

urce

She

et: R

eal W

onde

rs

Nam

eLo

cati

onW

hat m

akes

it a

maz

ing?

The

Bat

tle o

f th

e O

rang

esIv

rea,

Ital

yIn

this

gia

nt to

wn

food

figh

t, ni

ne te

ams

of lo

cals

pel

t eac

h ot

her

with

ora

nges

to c

omm

emor

ate

the

lege

nd

of th

e to

wns

peop

le d

efyi

ng a

loca

l med

ieva

l tyr

ant (

who

end

ed u

p ha

ving

his

hea

d cu

t off

). S

pect

ator

s w

ear

red

caps

so

they

don

’t g

et o

rang

es a

imed

at t

hem

.

Chu

tter

sS

wee

t Sho

pN

ew

Ham

pshi

re, U

SA

Chu

tter

s is

a c

andy

par

adis

e an

d ho

me

to th

e w

orld

’s lo

nges

t sw

eet c

ount

er. I

ts li

ne o

f aro

und

80

0 tr

eat-

stuff

ed ja

rs s

tret

ches

for

an a

maz

ing

34 m

etre

s.

Rob

otR

esta

rant

Har

bin,

Chi

naT

his

won

derf

ully

wei

rd re

stau

rant

is e

ntire

ly r

un b

y ro

bots

. At t

he d

oor

a ro

bot g

reet

s cu

stom

ers

with

the

wor

ds ‘E

arth

per

son,

hel

lo’. R

obot

s co

ok d

umpl

ings

and

noo

dles

and

ser

ve th

em b

y ru

nnin

g al

ong

trac

ks

arou

nd th

e ta

bles

.

Bur

j Kha

lifa

Dub

ai, U

AE

In 2

010

, the

828

-met

re B

urj K

halif

a be

cam

e th

e w

orld

’s h

ighe

st b

uild

ing.

Its

met

al a

nd g

lass

wal

ls h

ang

like

curt

ains

ove

r a

supe

r-st

rong

ste

el s

kele

ton.

Any

one

can

take

a tr

ip to

the

top

via

a zo

omin

g lif

t jou

rney

of

mor

e th

an h

alf a

kilo

met

re. H

old

on ti

ght t

houg

h –

in w

indy

wea

ther

the

very

top

of th

e to

wer

sw

ays

back

an

d fo

rth

by u

p to

2 m

etre

s.

McM

uro

Res

earc

h

Sta

tion

Ros

s Is

land

, A

ntar

ctic

aS

cien

tists

bas

ed a

t thi

s U

S R

esea

rch

Sta

tion

have

the

wor

ld’s

icie

st w

orkp

lace

. In

win

ter

ther

e ar

e si

x m

onth

s of

con

tinuo

us d

arkn

ess,

and

the

tem

pera

ture

can

dro

p to

-50

° C –

thre

e tim

es c

olde

r th

an a

hom

e fr

eeze

r. A

s w

ell a

s be

droo

ms

and

scie

nce

labs

, McM

urdo

has

a c

ante

en, g

ym, b

owlin

g al

ley,

fire

sta

tion,

po

st o

ffice

and

hos

pita

l.

Aut

osta

dtW

olfs

burg

G

erm

any

The

wor

ld’s

coo

lest

car

par

k. A

utos

tadt

is a

car

them

e pa

rk fa

mou

s fo

r its

aut

omat

ed c

ar to

wer

s. T

here

are

tw

o of

them

, bot

h 6

0 m

etre

s ta

ll an

d ho

usin

g 4

00

car

s. W

hen

a ca

r is

nee

ded,

a ro

botic

pla

tfor

m z

oom

s up

, the

car

com

es o

ut o

f its

bay

and

the

plat

form

zoo

ms

back

dow

n.

Pitt

Riv

ers

Mus

eum

Oxf

ord,

UK

If yo

u th

ink

mus

eum

s ar

e bo

ring

, you

’re

just

not

look

ing

hard

eno

ugh.

The

Pitt

Riv

ers

Mus

eum

has

ove

r ha

lf a

mill

ion

won

ders

from

aro

und

the

wor

ld, i

nclu

ding

clo

thes

mad

e fr

om s

eal i

ntes

tines

, shr

unke

n

hum

an h

eads

, a h

elm

et m

ade

from

an

infla

ted

puff

er fi

sh, a

120

-yea

r-ol

d ch

eese

and

a s

ilver

bot

tle s

aid

to

cont

ain

a w

itch.

6

AC

TIv

ITy

2: r

eA

l W

on

De

rs

Not

-For

-Par

ents

KS

2 A

ctiv

ity P

ack

Free

to p

rint a

nd p

hoto

copy

for c

lass

room

use

. © L

onel

y Pl

anet

Reso

urce

She

et: R

eal W

onde

rs

Seve

n W

onde

rs o

f

Nam

eLo

cati

onW

hat m

akes

it a

maz

ing?

7

AC

TIv

ITy

2: r

eA

l W

on

De

rs

Not

-For

-Par

ents

KS

2 A

ctiv

ity P

ack

Free

to p

rint a

nd p

hoto

copy

for c

lass

room

use

. © L

onel

y Pl

anet


IntroductionCollect a range of advertisements for holidays in different parts of the world. Children could be asked to bring these in from home. Include examples from magazines, newspapers, holiday brochures, leaflets, tourist board web pages, posters and billboards.

Activity1. Discuss the advertisements as a class. Who are the target audience? Which visual features attract

attention and make the destination seem appealing to that audience? How is language used to persuade? Which parts are factual? Which parts show an opinion?

2. Working in pairs or groups, use Worksheet 1 to analyse the features of one or more of the adverts.

3. Lay out the challenge cards in piles (tailor the selection to suit the age group, time and resources available). Ask each pair or group to pick a card from each pile. This will provide a destination, a target audience and a type of advertisement.

4. Challenge each group to research and create an advert that persuades their target audience to visit the destination shown. Worksheet 2 provides a useful framework for researching the destination. Groups choose which visual and language features to create an advert based on their research.

5. Give each finished advert to a different group. Pupils use Worksheet 1 to analyse how successful another group’s advert is.

Other opportunitiesFor a shorter activity use only the target audience challenge cards, keeping the destination and format the same for each group. For a longer activity, ask groups to create a leaflet or website to promote their destination.

For an activity that integrates speaking, listening, reading and writing, include television and radio advertisements in addition to print advertisements. Groups could be challenged to write and perform (or record) a television or radio advertisement.

KS2 Curriculum linksEnglish: En2 Reading for Information (3d & f)En2 Non-fiction texts (5b & f, 9b & c)En3 Composition (1a, c, d & e, 9c)En1 Speaking and Listening (1b & c, 2d)

Geography: Knowledge and understanding of places (3a & b)

ICT: Exchanging and sharing information (3a & b)

Have ready A range of advertisements for holiday destinations or tourist attractions

Worksheet 1: Analysing adverts

Worksheet 2: Researching a holiday advert

Challenge cards

Information books about the holiday destinations on the Challenge cards, such as The Travel Book, the Not-for-Parents City and Country guides, travel guidebooks and children’s atlases

Learning opportunities• To evaluate the language and presentational features of a range

of advertisements

• To use information texts to research a holiday destination

• To use and adapt the features of persuasive texts to create an advertisement aimed at a specific audience

ACTIvITy 3: PersuADe me!


Worksheet 1: Analysing adverts


Visual features

Font Colours SloganAlliteration

Puns

Rhyme

Metaphor and similie Personal language

Emotive language

LayoutImages

Language features

Use the table to write notes about an advert for a holiday destination. How do these features persuade the target audience to go to place being advertised?

Destination

Target Audience

These features attract attention

These features give information about the destination

These features help the advert appeal to the target audience

These features help people to remember the advertisment

Write down a fact from the advertWrite down an opinion from the advert



Destination Target Audience Type of advert

Australia Family with young children

Newspaper or magazine advert

USAFamily with teenage

childrenPoster on public

transport

ChinaYoung couple Tourist information flyer

Paris Over-50s Airport billboard

Rome Backpackers Web advert

London People looking for a budget holiday

Television advert

New York People looking for a luxury holiday

Radio advert

Challenge cards


Worksheet 2: Researching a holiday advert


Destination:

Target audience:

Type of advert:

The destination is located in:

The weather will be:

Some things to see are:

Some activities to do are:

The target audience will like visiting because:

Use your notes to create an advert to persuade your target audience to visit this destination.


IntroductionBefore the lesson, print or photocopy a set of Worksheets 1 to 3 for each group. Cut along the dotted lines and jumble up the instructions, clipping each set together.

Activity 1. Use a visualizer or interactive whiteboard to display Resource sheet 1: How to make a fish trap, adapted from

Not for Parents: How to be a World Explorer. Talk about why someone might need to make a fish trap e.g. if they were lost in the wilderness. If you have a copy of How to Be a World Explorer, read out some exciting real-life survival tales.

2. Point out the key features of instruction texts, including a list of materials needed, language (use of imperative ‘bossy’ verbs, use of time connectives to indicate order), structure (opening and concluding paragraphs, sequenced steps in time order), use of diagrams. Annotate Factsheet 1 as a class.

3. Give each pair or group a set of the jumbled instructions for three survival skills: How to survive an avalanche How to escape from quicksand How to build an igloo Ask the children to put the instructions in the right order.

4. Display the correct, numbered versions to the class. Did each group get the order right? Will they survive?

5. Ask the children to brainstorm special skills that they have. These could be survival skills, e.g. crossing the road safely or making a sandwich, or skills connected with sports or hobbies, e.g. doing a skateboard trick or a dance move. Challenge the children to write their own sequence of instructions for their chosen skill, using the writing frame on Worksheet 4 if necessary.

Other opportunitiesThis activity can be turned into an exciting survival game, played in larger groups. Groups order the jumbled instructions against the clock, winning a point for each correct set. Additional high-interest instruction texts can be found in How to Be a World Explorer and How to be a Dinosaur Hunter.

Curriculum linksEnglish: En2 Non-fiction texts (5b, c & f)En3 Composition (1d & e)En3 Planning and drafting (2a, b, c, d, e & f)En3 Language structure (7b & d)

Have ready Resource sheet 1: How to make a fish trap

Resource sheets 1 to 3: Jumbled instructions

Resource sheets 2 to 4: Display versions

Worksheet 4: Instructions writing frame

Learning opportunities• To understand the key features of instructional texts

• To put high-interest instructions into chronological order

• To write a set of instructions connected to a hobby or skill

ACTIvITy 4: InsTruCT AnD survIve!



If you are lost in a forest or mountain, look for a river or stream. Eating freshwater fish can help you to survive. This simple fish trap will help you to catch them.

First, cut the top off a large plastic bottle, about a third of the way up.

Next, put some bait in the bottom part

– you could use a worm or insect.

Turn the top half of the bottle around and stick it into the bottom half. Make sure the cap is off!

Finally, put the bottle in the stream in a good spot – at the outside of a bend, in the shade of the overhanging bank. Keep it in place with rocks and sticks.

When a fish swims through the narrow neck of the bottle to get the bait, it won’t be able to find its way out again.

Make a DIY fish trap at home, and try catching a fish in your nearest stream. Always have an adult with you when you are near water, and check that fishing is allowed first.

Adapted from Not for Parents: How to be a World Explorer

How to make a fish trap

1

2

3

4

5

You will need: • Large plastic bottle • Scissors • Bait



2 If you are caught in the start of an avalanche, try to get to the edge of the slide.

3 Cover your mouth so you don’t choke on powder snow.

4 While the avalanche is flowing, it behaves like water. Try to get to the edge using swimming motions, and aim to stay afloat.

How to survive an avalanche

5 If you come to a stop underneath the snow, clear a breathing space in front of your face. Do this quickly before the snow sets hard.

6 You will probably be disorientated. Spit or pee to see which way is up – you can tell from the direction the spit or pee is dribbling.

7 Wait for your companions to dig you out.


1 If you see an avalanche coming try to move out of its way. Take shelter behind a rock or tree if possible.



Jumbled instructions: How to survive an avalanche

How to survive an avalanche

If you see an avalanche coming try to move out of its way. Take shelter behind a rock or tree if possible.

If you are caught in the start of an avalanche, try to get to the edge of the slide.

Cover your mouth so you don’t choke on powder snow.

While the avalanche is flowing, it behaves like water. Try to get to the edge using swimming motions, and aim to stay afloat.

If you come to a stop underneath the snow, clear a breathing space in front of your face. Do this quickly before the snow sets hard.

Spit or pee to see which way is up – you can tell from the direction the spit or pee is dribbling.

Wait for your companions to dig you out.




Quicksand is a mixture of fine sand, clay and water. It can change from being as solid as concrete to being oozy like porridge. When you tread on it you will start to sink into it. To get out of quicksand you first need to stop yourself from sinking in too deep.

1 As soon as you realise you are in trouble, take off your pack and throw it to one side.

2 Lie down on your back to spread your weight; you should now stop sinking.

3 To get the quicksand to let go, you need to wriggle the stuck parts until they are free.

4 Once you are unstuck you need to get back to solid ground. If you have a friend, get them to pull you out – but make them do it very slowly at first or they’ll pull your arms out of their sockets!

5 If you are alone, use swimming or snakelike motions. It may take hours to move a few metres but you can take a break at any time.

boogie your way free

If you have a stick or pole, position it under your back or hips – it will help to spread your weight.


How to escape from quicksand



Quicksand is a mixture of fine sand, clay and water. It can change from being

as solid as concrete to being oozy like porridge. When you tread on it you

will start to sink into it. To get out of quicksand you first need to stop yourself

from sinking in too deep. As soon as you realise you are in trouble, take off your pack and

throw it to one side.

If you are alone, use swimming or snakelike motions. It may take hours to move a few metres but you can take a

break at any time.

boogie your way free


How to escape from quicksand

Lie down on your back to spread your weight; you should now stop sinking.

To get the quicksand to let go, you need to wriggle the stuck parts until they are free.

Once you are unstuck you need to get back to solid ground. If you have a friend, get

them to pull you out – but make them do it very slowly at first or they’ll pull your

arms out of their sockets!



How to build an iglooAfter a hard day’s walking or sledging across the ice, you need somewhere to rest and stay warm. The Inuit came up with one of the best and simplest ideas – use snow to make a little house that keeps heat inside and won’t blow away in the wind.

1 Mark a circle on the ground, about 2m (6.5ft) across. Stamp down the snow inside the circle until is hard.

2 Use your saw to cut blocks of hard snow (you may have to dig down to findit).Firstcuttwoparallellines,then make a horizontal cut and lastly make a vertical cut.

3 Laythefirstrowofblocksinacircle. Use your saw to cut a ramp in them.

4 Now lay blocks in a spiral around the ramp. Trim the sides of the blocks so that as you go up they slant inwards. The last block should sit in the hole at the top, and should be wider at the top so it is held in place.

5 On the side facing away from the wind, dig down to make an entrance. Use two slabs of hard snow to make a little roof.

6 Add a raised platform around one side, to make a seat/sleeping area. If you use a camping stove inside the igloo, make sure you make a chimney or invisible fumes might kill you.




After a hard day’s walking or sledging across the ice, you need somewhere to rest and stay warm. The Inuit came up with one of the best and simplest ideas – use snow to make a little house that keeps heat inside and won’t blow away in the wind.

Mark a circle on the ground, about 2m (6.5ft) across. Stamp down the snow inside the circle until is hard.

Use your saw to cut blocks of hard snow (you may have to dig down to find it). First cut two parallel lines, then make a horizontal cut and lastly make a vertical cut.

Lay the first row of blocks in a circle. Use your saw to cut a ramp in them.

Now lay blocks in a spiral around the ramp. Trim the sides of the blocks so that as you go up they slant inwards. The last block should sit in the hole at the top, and should be wider at the top so it is held in place.


How to build an igloo

Mark a circle on the ground, about 2m (6.5ft) across. Stamp down the snow inside the circle until is hard.

Add a raised platform around one side, to make a seat/sleeping area. If you use a camping stove inside the igloo, make sure you make a chimney or invisible fumes might kill you.


Writing instructions

Title: How to What you need:

•

•

•

•

•

What to do:

1.

2.

3.

4.

5.

Conclusion:

When you have finished



IntroductionIn this activity, children use research and report-writing skills to contribute to a class display about a chosen country or continent. This could be a place linked to topic work, to a celebration in the news (e.g. Australia Day, Bastille Day, St Patrick’s Day) or a place that that the class is connected to.

Activity 1. Introduce the country or continent, making links to any ongoing topic work or topical events. Ask the

class to help you locate it on a world map.

2. Ask the children to suggest words associated with the country, drawing on their prior knowledge. Prompt suggestions by asking questions such as ‘What sports do they play?’, ‘What is the capital city?’, ‘What are famous foods from this country?’, ‘What is the climate like?’ ‘What animals live there?’, ‘What are some natural resources?’, ‘What are some famous landmarks?”, “The storm clouds on Worksheet 1 provide more ideas. Older children can be challenged to come up with their own enquiry questions. Display Worksheet 2 on the whiteboard or visualiser, to record the brainstormed words. It does not matter if the class cannot come up with a word for each letter of the alphabet at this stage. For example, looking at Australia might prompt suggestions such as Canberra, Sydney, Indigenous peoples, rainforest, Australian football, koala, bushfire, outback, sharks, Uluru, farming, G’day, wallabies, gold, Opera House, surfing, pavlova, flag, kangaroos.

3. Recap on the use of an A-Z as one way to organise information, pointing out some such as encyclopedias that are structured in this way.

4. Assign each pupil a different letter A-Z (some children can work in pairs). Children should choose a country keyword that starts with that letter. They can use an idea from the class brainstorm, or come up with a new keyword. Ask them to research at least three interesting facts about their keyword using a range of resources, such as the Not-For-Parents country guides, and The Travel Book.

Continued...

Curriculum linksEnglish:En2 Reading for information (3a, c & e)En2 Non-fiction texts (5a & e, 9b)En3 Composition (1a, e)En3 Planning and drafting (2a, b, c, d and e)

Geography: Knowledge and understanding of places (3a & b)

Have ready World Map for display (page 37)

Range of print and/or ICT-based reference materials about a chosen country or continent, including information texts such as the Not-For-Parents country and continent guides, guidebooks, official tourism websites, atlases, encyclopedias such as The Travel Book

Worksheets 1 and 2: Country brainstorm

Worksheet 3: Writing a report

Learning opportunities• To build on existing knowledge of a country or continent

• To use research and note-taking skills to gather information about a keyword

• To organise information and collaborate to create an informative classroom display

ACTIvITy 5: CounTry A-z


ACTIvITy 5: CounTry A-zContinued...

5. Encourage children to use organisational features of non-fiction texts, such as the index, glossary, headings, subheadings or on-screen search facilities to find relevant information. Use skimming and note-taking skills to record only the information they need.

6. Children organise their findings into an A4 poster for display. Worksheet 3 is a writing frame that can help children to organise their findings into a non-chronological report.

7. Display the posters around a map of the continent or country to create an informative class A-Z.

Other opportunitiesWork as a class to categorise the A-Z topics into subgroups, for example places, climate, people, leisure, industry. Create a key for the classroom display, using sticky dots or coloured wool to connect each report to the map.



Sports

History

Capital city

Foods

Climate

Animals

Natural resources

Countryside

Landmarks

Transport

Industry

Famous citizens

Clothes

Music

Languages

Worksheet 1: Country brainstorm


Worksheet 2: Country brainstorm

An A to Z of


A n

B o

C P

D q

e r

F s

g T

H u

I v

J W

K x

l y

m z


Worksheet 3: Writing a report


Interesting fact 1

Introduction (Who, what, why, when, where and how?)

Interesting fact 2

Interesting fact 3

Interesting fact 4

Interesting fact 5

Stick or draw a picture here

Language:• Present tense • Third person

All about


IntroductionThe Not-for-Parents books How to Be a World Explorer and How to be a Dinosaur Hunter are great for engaging reluctant readers in years 5 and 6. This activity uses the titles as a basis for developing research and report-writing skills.

Activity 1. Work with individuals, pairs or small groups of children. Start by discussing what is meant by technical

language – specialist vocabulary that is used when talking, reading or writing about a certain subject. Look through How to Be a World Explorer and/or How to be a Dinosaur Hunter together, pointing out examples of technical and non-technical language.

2. Recap that glossaries help you to understand the technical language in a book. They provide short definitions telling you what new words mean, like a dictionary written especially for that book. Look at some examples of information books with glossaries.

3. Give the children a copy of Worksheet 1 and/or Worksheet 2, which list 10 words from How to Be a World Explorer and How to be a Dinosaur Hunter. Tell them they are going to research the meaning of each word in order to create a glossary for these books.

4. Encourage children to go on a word safari, using the index, headings and subheadings to find information about each new word. They should use note-taking skills to record the information they find.

5. Children use their notes to write a glossary definition for each word. They can compare their definitions to dictionary definitions.

Other opportunitiesChildren can use their definitions as clues to create a themed crossword, and test relatives on their dinosaur or survival knowledge.

Children could write definitions for younger children.

Curriculum linksEnglish:En2 Reading for information (3a, c & e)En2 Non-fiction texts (5a & g)En3 Composition (1b, 8b)

Geography:Use appropriate geographical vocabulary (2a)Knowledge and understanding of places (3a & b)

Have ready The Not-For-Parents books How to Be a World Explorer and How to be a Dinosaur

Hunter, or other information books about dinosaurs / survival skills

Examples of information books with glossaries, a dictionary

Worksheet 1: Dinosaur word safari

Worksheet 2: Survival word safari

Learning opportunities• To identify the use and effect of specialist vocabulary in non-fiction texts

• To understand the purpose of a glossary

• To compile a glossary of specialist terms

ACTIvITy 6: WorD sAFArI

27

Wor

kshe

et 1

: Din

osau

r wor

d sa

fari

T

hese

are

som

e sp

ecia

l wor

ds u

sed

by d

inos

aur

expe

rts.

Use

info

rmat

ion

book

s to

hun

t for

thei

r m

eani

ngs.

U

se y

our

note

s to

wri

te a

glo

ssar

y of

din

osau

r w

ords

.

AC

TIv

ITy

6: W

or

D s

AFA

rI

Din

osau

r Hun

ter w

ords

N

otes

Glo

ssar

y de

finit

ion

amm

on

ite

bra

chio

sau

r

cop

rolit

e

had

rosa

ur

Mes

ozo

ic E

ra

pal

aeo

nto

log

ist

pla

tes

sed

imen

tary

ro

ck

ther

op

od

Fin

d o

ut

all a

bo

ut

din

osau

rs in

Not

for P

aren

ts: H

ow to

be

a D

inos

aur H

unte

r

Not

-For

-Par

ents

KS

2 A

ctiv

ity P

ack

Free

to p

rint a

nd p

hoto

copy

for c

lass

room

use

. © L

onel

y Pl

anet

28

AC

TIv

ITy

6: W

or

D s

AFA

rI

Wor

kshe

et 2

: Sur

viva

l wor

d sa

fari

The

se a

re s

ome

spec

ial w

ords

use

d by

sur

viva

l exp

erts

. Use

info

rmat

ion

book

s to

hun

t for

thei

r m

eani

ngs.

Use

you

r no

tes

to w

rite

a g

loss

ary

of s

urvi

val w

ords

.

abse

il

bo

tfly

cele

stia

l nav

igat

ion

com

pas

s b

eari

ng

Dea

th Z

on

e

fros

tbit

e

hea

tstr

oke

hyd

rati

on

ligh

tnin

g c

rou

ch

ori

ente

erin

g

po

rtag

e

tage

lmu

st

Ad

apte

d fr

om

Not

for P

aren

ts: H

ow to

be

a W

orld

Exp

lore

r

Not

-For

-Par

ents

KS

2 A

ctiv

ity P

ack

Free

to p

rint a

nd p

hoto

copy

for c

lass

room

use

. © L

onel

y Pl

anet

Wor

ld E

xplo

rer w

ords

N

otes

Glo

ssar

y de

finit

ion

abse

il

cele

stia

l nav

igat

ion

com

pas

s b

eari

ng

Dea

th Z

on

e

fros

tbit

e

hea

tstr

oke

hyd

rati

on

ligh

tnin

g c

rou

ch

po

rtag

e


IntroductionIn this activity, children carry out their own research into places with interesting and funny names. They write and deliver a short presentation based on their findings.

Activity 1. Display the What’s in a name? signpost (Resource Sheet 1) and ask the class to guess which of the

placenames on the signpost are real. Reveal that they are all the names of real places and display Resource Sheet 2 and a world map to show where they are located.

2. Ask the class what they think each place might be like. Is it a village, town or city? Record their predictions.

3. Children work in pairs or small groups. Ask each group to find out more about one of the places on the signpost, using information books, atlases and/or Internet resources. Worksheet 1 provides a framework for enquiry and note taking. Alternatively, children could come up with their own enquiry questions, based on who?, what?, where?, why? and how?.

4. Each group uses their findings to prepare a short group presentation. The presentations should have an introduction (Is the place a village, town or city? Where in the world is it located?), interesting facts (How many people live there? How did it get its name? What languages do citizens speak?), and an ending (Would it be a good place to visit?). After each presentation, ask the class whether the facts support their predictions.

5. Finish with the What’s in a Name? quiz (Worksheet 2), adapted from Not for Parents City Guide: London.

Quiz answers: 1. Birdcage Walk 2. Cheapside 3. Cloth Fair 4. Cowcross Street 5. Fair Street 6. Friday Street 7. Ironmonger Lane 8. Knightrider Street 9. Love Lane 10. Shoe Lane 11. Throgmorton Street 12. Turnagain Lane

Other opportunitiesICT: Use Google Earth to zoom in from space to the locations, pointing out the continent and country outlines along the way.

Geography: Geographical enquiry and skills (1a, 2a, c & d)Knowledge and understanding of places (3a, b, c)

Curriculum linksEnglish: En1 Speaking (1a, c, d)En2 Reading for information (2a, b, c, d & e)

Have ready Resource Sheet 1 for display

Labelled world map for display (page 37)

Printed or photocopied world maps (Appendix page 38)

Worksheet 1: Location detective

Worksheet 2: Street name quiz

Learning opportunities• To use maps and atlases to locate places

• To use information books and/or the Internet to find answers to questions

• To prepare and deliver a group presentation

ACTIvITy 7: WHAT’s In A nAme?

Welcome to

DULLPaired with

Boring, Oregon, USA

Drive Safely


World’s weirdest place names


BOING BOING

SCRATCHY BOTTOM

LOWER PIDDLE ON THE MARSH

ACCIDENT

MONKEY’S EYEBROW

NOTHING

MUCKLE FLUGGA

DULL

BORING

MIDDELFART

MONSTER

NOWHERE ELSE

ELEPHANT BUTTE

SMELLEY

BURRUMBUTTOCK

Adapted from Not for Parents: Extreme Planet (Lonely Planet, 2012)



World’s weirdest place names

BOING BOING NT, Australia

SCRATCHY BOTTOM Dorset, UK

LOWER PIDDLE ON THE MARSH Gloucestershire, UK

ACCIDENT Maryland, US

MONKEY’S EYEBROW Kentucky, US

NOTHING Arizona, US

MUCKLE FLUGGA Shetland Isles, UK

DULLPerthshire, Scotland

BORING Oregon, USA

MIDDELFART Denmark

MONSTER The Netherlands

NOWHERE ELSE Tasmania and South Australia

ELEPHANT BUTTE New Mexico, US

SMELLEY Alabama, US

BURRUMBUTTOCK NSW, Australia

Adapted from Not for Parents: Extreme Planet (Lonely Planet, 2012)

32Title of KS2 Activities teacher pack Not-For-Parents KS2 Activity Pack. Free to print and photocopy for classroom use. © Lonely Planet


Worksheet 1: Location detective

Place Name

Which country is it in?

Which continent is it in?

How many people live there?

Which language(s) do they speak?

How did it get it gets its name?

What is the climate like?

Is it a village, town or city?


Worksheet 2: Street name quizMany of the streets in London are named after a trade, job or event that once took place there. Can you match the activities to the street names?

Adapted from Not for Parents: London (Lonely Planet 2012)

1. Where Charles II kept exotic birds in a cage (including a crane with wooden leg).

2. Where a market called a ‘chepe’ was held.

3. This is where Englands biggest cloth fair was held at the time of Elizabeth I.

4. Cattle had to cross here on their way to the slaughterhouse.

5. The site of the once-famous Horsleydown Fair.

6. Street of the fishmongers who went to market on Fridays.

7. The place to go to buy tools and hardware.

8. Knights rode down this street from the tower of London.

9. Lane in London where people in love liked to go for a walk.

10. Named for a shoe-shaped piece of land.

11. The home of Sir Nicholas Throgmorton, an ambassador to France.

12. This lane is a dead end so you have to turn again at the end.



IntroductionIn this activity, children compare two places on opposite sides of the world. As an extension, they can investigate the journey between them.

Activity 1. Hold up a globe and ask the class to imagine drawing a line from the classroom straight through the

centre of Earth and out of the opposite side. Two places on opposite sides of the Earth are called antipodes. The most famous antipodes are the North Pole and South Pole.

2. Introduce children to a pair of antipodes, first by locating them on a globe, and then on a world map. Examples include: • Getafe, Spain / North Island, New Zealand • Hainan Island, China / Atacama Desert, Chile • Hong Kong, China / La Quiaca, Argentina • Manila, Philippines / Amazon Rainforest, Brazil • Hilo, Hawaii, USA / Nxai Pan National Park, Botswana

2. As a class, brainstorm a list of enquiry questions that will be used to investigate a pair of antipodes. For example, What is the climate like?, How many people live there?, What are the main jobs and industries?, What is it like to live there?, What sort of buildings do people live in?, What language(s) are spoken?, What is the average income?, How long do people live for on average?, What proportion of the population can read and write?

3. Ask children to research facts and figures for a pair of antipodes using information books such as Not for Parents: The Travel Book, atlases, weather information websites and news websites. They can answer their own enquiry questions, or use Worksheet 1 as a framework.

4. Ask each group to present their findings to the class. What are the similarities and differences between the places? Interpret the facts and figures together, drawing out inferences about what it might be like to live there.

Continued...

Geography: Geographical enquiry and skills (1a & c, 2c)Knowledge and understanding of places (3a, b & f)

KS2 Curriculum linksEnglish: En2 Reading for information (3a, b, c, d & e)

Links to Mathematics and ICT

Have ready A globe and world map for classroom display (page 37)

Printed or photocopied A4 world maps, for labelling (page 38)

Worksheet 1: Investigating antipodes

Learning opportunities• To compare two different localities

• To find and categorise information

• To understand antipodes

• To use globes and maps, and understand how they relate to each other

ACTIvITy 8: A WorlD APArT



Continued...

Other opportunitiesSimplify the activity by asking children to gather facts and figures for antipodal countries, rather than precise localities.

Extend the activity by investigating a journey between the two places. Ask children to plot a possible route on a blank world map. Which countries will they travel through? Will they need to travel across oceans, over mountains or through deserts? Link to Mathematics learning by reading transport timetables and calculating an overall journey time.

ICT: Children could create a database to present and compare information about the different localities. Use Google Earth to simulate the journey from one locality to the other.



Worksheet: Investigating antipodesTwo places on exactly opposite sides of the Earth are known as antipodes. Plot the locations of a pair of antipodes on this map.

Use these enquiry questions to investigate the antipodes. How are they similar? How are they different?

Place 1 Place 2

How many people live there?

What is the average rainfall?

What is the average temperature?

What are the industries?

What type of homes do people live in?

What language(s) are spoken?

What is the average income?

What is the life expectancy?

What proportion of the population can read and write?

What types of wildlife live there?


Outline world map – Labelled


Outline world map – Unlabelled


Outline map with continent names


Outline world map – Unlabelled


Criss-cross CountriesThe world is a weird place! Can you find out which country is described in each clue?

useFul resourCes

Down 1. The world’s stinkiest flower is found in the rainforest here

Rafflesia smells like rotting meat. 2. Most of this country is covered by the Karakum Desert, a vast

expanse of black sand, dinosaur footprints and burning gas craters. Every so often, thousands of spiders run together into the fire of one of the craters.

6. Home to Thorramatur, a dish of burnt sheep’s heads, dried fish and smoked shark.

7. A country named for the fearsome Attila the Hun. 8. An S-shaped country where you can see the sun rise in the

Pacific Ocean and set in the Atlantic. 10. Home to the highest mountain range in Africa, the Mountains

of the Moon. 12. There are more castles in this country than in any other - most

of them built to keep the English out!

Across 3. This country has more than 200 pyramids, twice as many as

neighbouring Egypt. 4. Home of the ackee fruit, which is said to be yummy but can kill

you if you eat it when it isn’t ripe. 5. Fossil of some of the world’s biggest dinosaurs were found

here, including Gigantosaurus and Argentinosaurus. 9. The second largest country in the world after Russia. 11. The location of the world’s deepest cave, Voronya Cave,

plunging more than 2 km underground. 13. Where the game of polo was invented. Polo means ‘ball’ in the

local language. 14. This nation is made up of more than 500 islands, but only nine

of them have people living on them.

Find the answers in The Travel Book (Lonely Planet, 2010)


Dinosaur Hunter Wordsearch

Quick! See how many of these dinosaur words you can

hunt down before you’re nibbled by an Eotyrannus

useFul resourCes

W P I K C E J M Q N X S Q L CK A N K Y L O S A U R U S I IK L V S U R U A S O G E T S SX A J W C R E T A C E O U S SV E L O C I R A P T O R S O AH O T I T A N O S A U R Z F RQ N S T R I C E R A T O P S UV T Z A T R U A S O R E T P JN O E O S I N O P T E R Y X XQ L Z Q K V N Q H T C C E L FG O N H G N Y N K X Z P X I BL G I G A N T O R A P T O R LM I C R O R A P T O R X F U FI S Y G Y C C V Y H D E R U Q

ANKYLOSAURUS

CRETACEOUS

EOSINOPTERYX

FOSSILGIGANTORAPTOR

JURASSIC

MICRORAPTOR

PALEONTOLOGISTPTEROSAUR

STEGOSAURUS

TITANOSAUR

TRIASSIC

TRICERATOPS

TYRANNOSAURUS

VELOCIRAPTOR

Find out about dozens of dinosaurs in Not for Parents: How to Be a Dinosaur Hunter


Sample pages from How to Be a Dinosaur Hunter


Sample pages from Real Wonders of the World


There’s a wonderful world out there just waiting to be discovered. And the best parts are definitely Not For Parents!

Not-for-Parents books are ideal classroom and library resources. Dip into them for high-interest information on almost every topic imaginable. Use them to encourage independent reading and research.

Not-For-Parents books are available at all good bookshops and online at lonelyplanet.co.uk/shopFor an exclusive 30% teacher discount at Peter’s Books, please visit www.petersbooks.co.uk.

Offer ends 31st December 2013.

lonely planet’s not-for-parents ks2 activity pack · pdf filewelcome to lonely...

Documents