Startrite Activity Sheets combined.e$S:Layout 1

STEP IN THE RIGHT
DIRECTION
TEACHERS’ NOTES
&
ACTIVITY SHEETS
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
DDIRECTION
DIRECTIO
DIR
ON
CONTENTS
Lesson plan 1: It’s good to walk!
3
IT’S GOOD TO WALK! (A)
4
IT’S GOOD TO WALK! (B)
5
Lesson plan 2: Give your heart a workout!
6
GIVE YOUR HEART A WORKOUT!
7
Lesson plan 3: Complete the feet!
8
COMPLETE THE FEET!
9
Lesson plan 4: Shoe sense!
10
SHOE SENSE!
11
Lesson plan 5: Walky-talky Time!
12
Lesson plan 6: These Shoes were made for walking!
13
THESE SHOES WERE MADE FOR WALKING!
14
Lesson plan 7: Watch where you’re going!
WATCH WHERE YOU’RE GOING!
Lesson plan 8: See, hear, smell, feel!
SEE, HEAR, SMELL, FEEL!
15
16
17
18
Lesson plan 9: I’m on my way!
19
Lesson plan 10: I’ll draw you a map!
20
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
DDIRECTION
DIRECTIO
DIR
ON
STEP IN THE RIGHT
DIRECTION
“Can I explain why walking
is good for me?”
Cross-curricular links:
PSHE: Developing a healthy, safer lifestyle
Making simple choices that improve health and wellbeing
Preparing to play an active role as citizens
Taking part in discussions with one other person and the whole class
PE:
Knowledge and understanding of fitness and health
Knowing how important it is to be active
Recognising and describing how the body feels during different activities
Sc2:
Taking exercise and eating the right types and amounts of food helps us to
keep healthy
Pre-activity task:
• Launch the interactive whiteboard file (IWB file 1)
• Start a class discussion about different ways of travelling to school. Survey the
class to find out how children get to school
• Ask children who don’t walk to school how they travel to school. Ask them to
explain why
• What things do the children see on their way to school?
• What do they talk about on the way to school?
• Do the children who walk enjoy walking to school?
• What do they do enjoy about it?
• Why is walking to school a good idea?
• What are the benefits?
• How is it good for us?
• Brainstorm ideas as a class using talk partners
Independent activity:
Hand out copies of Activity Sheet 1 and set the children the task of drawing a picture
of themselves walking to school. Ask them to think carefully and draw things that
they would see around them. Underneath their picture, they should write about why
walking is good for them.
Lesson plan 1: It’s good to walk!
3
4
IT’S GOOD TO WALK!
Draw a picture of yourself on your way to school.
What things do you see around you on the way?
Draw them too!
When you’ve finished, label all the things in your drawing.
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
ACTIVITY SHEET 1A
DDIRECTION
DIRECTIO
DIR
ON
5
IT’S GOOD TO WALK!
Walking to school is good for me
because:
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
ACTIVITY SHEET 1B
DDIRECTION
DIRECTIO
DIR
ON
STEP IN THE RIGHT
DIRECTION
“Can I explain how
I feel before, during
and after walking?”
Cross-curricular links:
PE:
Knowledge and understanding of fitness and health
Recognising and describing how the body feels during different activities
Sc2:
Taking exercise and eating the right types and amounts of food helps us to
keep healthy
Pre-activity task:
•
•
•
•
•
•
•
Launch the interactive whiteboard file (IWB file 2, page 1)
Look at the different activities people are engaged in
Discuss which activities require the most/least energy
Point to the person reading a book
What do the children think the person is feeling? How fast is their heartbeat?
Point to the person running
What do the children think the person is feeling? What is their heart rate and
temperature?
• Use the temperature/heartbeat meter to chart estimates (IWB file2, page2)
Independent activity:
Hand out copies of Activity Sheet 2. Take your class out to the playground.
Explain how they should colour in the simple barometers after they complete
each activity. Discuss the results afterwards.
Post-activity task:
Back in the classroom, show the children a picture of a human heart and explain
that every time it beats it is carrying blood around the body. (For year 2 students,
you can explain that the oxygen we breathe is inside our blood).
Lesson plan 2: Give your heart a workout!
6
7
GIVE YOUR HEART
A WORKOUT!
5 MINUTES’ 5 MINUTES’
RUNNING WALKING
RESTING
Colour in the blank boxes in each chart up to the level you
feel your heart and temperature are at in each activity.
HEARTBEAT
very hot
hot
cold
very cold
HEARTBEAT
very hot
hot
cold
very cold
HEARTBEAT
very hot
hot
cold
very cold
TEMPERATURE
very hot
hot
cold
very cold
TEMPERATURE
very hot
hot
cold
very cold
TEMPERATURE
very hot
hot
cold
very cold
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
ACTIVITY SHEET 2
DDIRECTION
DIRECTIO
DIR
ON
STEP IN THE RIGHT
DIRECTION
“Can I explain why humans
and animals have different
types of feet?”
Cross-curricular links:
PSHE: Making simple comparisons and identifying simple patterns or associations
PE:
Recognising similarities and differences between ourselves and others and
treating others with sensitivity
Sc2:
Making simple choices that improve health and wellbeing. Identifying and
respecting the differences and similarities between people
Pre-activity task:
• Launch the interactive whiteboard file (IWB file 3.
• Look at the different animals
• Ask children to pair up and discuss their favourite animal. They should state
reasons for their choice
• Move to page 2 of IWB file and discuss the activity: pictures of animals with
missing feet. Ask the children to match the animals with the correct feet
• Discuss on completion
Independent activity:
Pass round copies of Activity Sheet 3. Set the children the task of drawing the missing
feet on the animals.
Post-activity task:
Why do humans wear shoes? Ask children to design a poster informing younger
children why it is important to wear shoes.
Lesson plan 3: Complete the feet!
8
9
COMPLETE THE FEET!
Oh-oh, not again! These poor animals won’t be walking very far, will they?
Draw their missing feet, then colour the pictures.
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
ACTIVITY SHEET 3
DDIRECTION
DIRECTIO
DIR
ON
STEP IN THE RIGHT
DIRECTION
“Can I explain why we wear
different shoes for
different activities?”
Cross-curricular links:
Sc1:
Making simple comparisons and identifying simple patterns or associations
Sc3:
Sorting objects into groups on the basis of simple material properties
PSHE: Making simple choices that improve health and wellbeing. Identifying and
respecting the differences and similarities between people
Pre-activity task:
• Launch the interactive whiteboard file (IWB file 3)
• Talk about the people in the pictures. What are they doing?
• As the children to match the people in the pictures with what they think are the
appropriate pairs of shoes
Independent activity:
Copy and distribute Activity Sheet 4. Set the children the task of sorting the pictures
of shoes into appropriate groups.
Lesson plan 4: Shoe sense!
10
11
SHOE SENSE!
Sort these shoes into the
correct groups
havoc – boots
WINTER
animal magic
– trainers
SUMMER
star anise
– sandals
EXERCISE
nicole
– school shoe
apple-butter
– party shoe
titanic
– boots
jet – trainers
thermo
– boots
safari
– sandals
ACTIVITY SHEET 4
STEP IN THE RIGHT
DIRECTION
STEP IN THE RIGHT
DIRECTION
“Can I talk about the best
kind of shoes for walking?”
Cross-curricular links:
Science: Finding out about the uses of a variety of materials (e.g. glass, wood, wool)
and how these are chosen for specific uses because of their properties
PSHE:
Making simple choices that improve health and wellbeing.
Maintaining personal hygiene
Pre-activity task:
•
•
•
•
Launch the interactive whiteboard file (IWB file 4)
Generate interest by talking about the pictures
What can the children see?
What do they think the lesson is going to be about?
Independent activity:
Talk about Joshua’s problem. What does he want to do? What does he need? How
could we help him decide?
Split the children into collaborative groups and ask them to brainstorm ideas for a
shoe design that they could walk a very long way in. What features would they like
the shoe to have?
Lesson plan 5: Walky-talky time
12
STEP IN THE RIGHT
DIRECTION
“Can I design my own
walking shoes?”
Cross-curricular links:
Science: Finding out about the uses of a variety of materials (e.g. glass, wood, wool)
and how these are chosen for specific uses because of their properties
PSHE:
Making simple choices that improve health and wellbeing
Maintaining personal hygiene
Art:
Recording from first-hand observation, experience and imagination, and
exploring ideas
Asking and answering questions about the starting point of work and
development of ideas
Pre-activity task:
• Discuss children’s ideas from their brainstorming activity
• Talk about Joshua’s problem and how they helped him decide what type of shoes
he needed
• What type of shoes does walking up a hill require?
• Talk about materials and design
Independent activity:
Ask the children to pair up and look at each other’s school shoes. What are they made
of? What about the design? Ask them to decide upon one thing they would change or
add to make their school shoes better.
Using Activity Sheet 6, the children should plan their own shoes, then draw and label
a design.
Lesson plan 6: These shoes
were made for walking!
13
14
THESE SHOES WERE
MADE FOR WALKING!
Use this planner to help you custom-design a new pair of school
shoes. Then draw your unique shoes in the space below.
What materials will I use for the uppers?
What style will I base my shoe design on?
How will they fasten?
What will the soles be made of?
What will make my shoes special?
My shoes will look this:
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
ACTIVITY SHEET 6
DDIRECTION
DIRECTIO
DIR
ON
STEP IN THE RIGHT
DIRECTION
“Can I make observations
about things in my
local area?”
Cross-curricular links:
Numeracy: Solving a problem using simple lists, tables and charts to sort,
classify and organise information
Discussing the process and explaining the results
Geography: Geographical enquiry and skills: observing and recording
Knowledge and understanding of patterns and processes: making
observations about where things are located
Knowledge and understanding of environmental change and
sustainable development
Pre-activity task:
• Show a picture of your local area on the interactive whiteboard
• Encourage your pupils to about the services they can see
• Tell children they are going to have a walk around the local area to see
what types of facilities are available
• Introduce the tally sheet and explain how it works
Independent activity:
Take the children on a walk round your local area and help them to fill in
their tally sheets (Activity Sheet 7).Take photographs
Lesson plan 7: Watch where you’re going!
15
16
WATCH WHERE
YOU’RE GOING!
Okay, eagle eye, it’s time to polish up your observational skills.
While you’re out having a brisk walk round your local area, look
out for the following facilities and keep a tally as you go.
SERVICES
TALLY
TOTAL
Shops
Churches
Bus stops
Post offices/post boxes
Phone boxes
Libraries
Restaurants/cafes
STEP IN THE RIGHT
ACTIVITY SHEET 7
DIRECTION
STEP IN THE RIGHT
DIRECTION
“Can I draw and write
about things in my local area?”
Cross-curricular links:
Geography: Geographical enquiry and skills: observing and recording
Knowledge and understanding of patterns and processes: making
observations about where things are located
Knowledge and understanding of environmental change and sustainable
development
Pre-activity task:
• Display the photographs you took during the previous lesson’s activity
• Referring to the children’s record sheets – record the results on a class table
on IWB
• What conclusions can we make?
• What other key features did you notice?
• Where were the pedestrian crossings located?
• Why do you think this is?
Independent activity:
Distribute copies of Activity Sheet 8 and set the children the task of writing an
account of their trip round the local area using their senses.
Lesson plan 8: See, hear, smell, feel!
17
18
SEE,HEAR,SMELL,FEEL!
Using your senses, write an account of your walk around the local area.
I saw...
I felt...
I heard...
I smelt...
STEP
SSTE
TEP IN THE RIGHT
RIGGHT
ACTIVITY SHEET 8
DDIRECTION
DIRECTIO
DIR
ON
STEP IN THE RIGHT
DIRECTION
“Can I show my route to school?”
Cross-curricular links:
Numeracy: Observing, visualising and describing positions, directions and
movements using common words
Geography: Using geographical vocabulary, e.g. hill, river, motorway, near, far,
north, south
Pre-activity task:
• Display a map of the local area for the children to look at
• Highlight the school and pick out different starting points
• Help the children to find the quickest way to school from each point, using clear
directional language whenever possible
Independent activity:
Give children a map of your local area. Ask them to find the street where they live and
identify their own route to school.
• Ask less able writers to draw their route to school
• Ask able writers to write down their route to school
Lesson plan 9: I’m on my way!
19
STEP IN THE RIGHT
DIRECTION
“Can I draw the key features
that I see on my way to school?”
Cross-curricular links:
Geography: Geographical enquiry and skills: observing and recording
Knowledge and understanding of patterns and processes: making
observations about where things are located
Knowledge and understanding of environmental change and sustainable
development
Pre-activity task:
• Launch the interactive whiteboard file (IWB file 5)
• Show your pupils Teddy Bear Picnic: A Walk in the Woods
• Complete the activities with the children using street positional/directional
language
Independent activity:
Pass around large sheets of paper and set your pupils the task of drawing their own
route to school. They should include all the key features they pass on the way, like
post boxes, churches, libraries etc.
Lesson plan 10: I’ll draw you a map!
20