Download symmetry-year-2-the-woods - Pembrokeshire Outdoor Schools

Pembrokeshire Outdoor Schools
Rich Tasks
Area:
Woodlands
Learning Objective: Create a symmetrical picture using natural
NC Year
Group:
Year 1 & 2
materials
Area of Learning and Experience: Mathematical Development
Programme of Study
Developing Numerical Reasoning
Identify processes and connections
 Transfer mathematical skills to play and classroom activities
 Identify steps to complete the task or reach a solution
 Select appropriate equipment and resources.
Represent and communicate
 Use everyday and mathematical language to talk about their own ideas and choices
 Present work orally, pictorially and in written form, and use a variety of ways to represent
collected data.
Review
 Interpret answers within the context of the problem and consider whether answers are
sensible.
Using geometry skills.
 Recognise and complete a symmetrical picture or simple shape (Y1)
 Identify a line of symmetry for 2D shapes and complete symmetrical pictures. (Y2)
Curriculum links
ICT, Art.
Heading/Child Friendly
Create a symmetrical picture from things you find in the woods.
Success Criteria
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To create a symmetrical shape/picture.
To show where the line of symmetry is.
What to do:
Preparatory activities:
 The class could spend time outside identifying things they think might be
symmetrical (e.g. flowers, snail shells, different, trees, man-made objects etc.).
These can then be photographed.
 In the class, the photos could be displayed on the IWB. Place a line placed down
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the middle and pupils asked if items are symmetrical or not. Test using ICT
functions to copy and reflect.
Extension:
Some flowers have one line of symmetry. Some have multiple lines of symmetry.
Take pictures of various flowering plants outdoors and investigate. Each child
choses some leaves to take back to class to create leaf rubbing
Draw on the line, and use a mirror to check if your leaf is symmetrical or not
Main activity:
 Teacher to use a stick as a line of symmetry and pebbles, and make matching or
non-matching patterns either side and ask group if they are symmetrical or not.
 Provide each child with a flattened circle of clay and ask them to mark out a line of
symmetry (with a stick, leaves pebbles etc.).
 Once this is done ask them to collect a variety of natural objects, and display on
both sides of the line to show a symmetrical picture.
 Convince me the pattern you have made has one line of symmetry (use mirrors
with the children to check).
 Take photos as evidence.
Extension:
 Create symmetrical mandalas with two or more lines of symmetry.
Use everyday and mathematical language to talk about their own ideas and choices.
Follow up activity – use photos from IPad for children to talk about what they did/how
they know it is symmetrical.
Discuss: what do mean by symmetry?
What is the difference between reflective symmetry and a line of symmetry?
Extension activity:
 Pupils create one side of the line of symmetry using objects in a 3 minute slot.
Pupils are challenged to complete another group’s symmetrical pattern.
 Demonstrate a pattern with more than one line of symmetry. Pupils are
challenged to make a symmetrical pattern with more than one line of symmetry.
Resources:
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IPad/camera
Clay
Mirrors.