1. Before  Children will learn about habitats at school before the trip, specifically looking at animals and plants that live in a pond. NC. Sc2 – 5b, 5c.  Previously children would have also learnt to identify animals and plants in order to recognise them during the trip. NC. Sc2 – 4a, 4b.  Written in a persuasive format before hand, which will be used after the trip. NC. En3 – 8c.  Have had class discussions previously, where different groups have different view points. NC. En1 – 3a-f.  The children will be told the stimulus for the trip, which is that a frog is looking for a new place to live. The children will act as estate agents and find his new home. They have to think of all the pros and cons before feeding back in the lesson after the trip.

2. During  Children will take a trip to the two ponds on the campus. The class will be split in two and within each half there will be smaller groups. The groups will take it in turns to visit each pond.  The children will discuss the features of the pond that are suitable for a frog to live in.  They will also do some pond dipping to discover what animals live in the pond already so they can let the frog know who his neighbours will be.  Whilst on their trip, each group will collect a journey stick and take pictures to show the frog, making him aware of the environment. NC. ICT – 3a. NC. Art – 5c

3. After  Children to review what they discovered on the trip. Look at journey sticks they created and the photos which were taken.  As a class children will discuss which pond they think is better and why.  Teacher to hold frog puppet and he decides which aspects of each pond he prefers.  Children will produce a persuasive piece of writing, in the form of a letter, to the frog to encourage him to choose their pond. Not all children have to choose the same pond.  After reading their letters the frog will decide which pond he will live in and give his reasons why.

4. Risk Assessments