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Lesson 4 - Problem Solving and Shape Making

Collaborative Navigation Adventures

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Year 3

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Outdoor Adventurous Activities

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Big Question

How can we work together effectively to solve problems when we can't rely on sight?

Learning Objectives

To develop problem-solving skills through collaborative activities
To improve communication and listening skills in challenging situations
To demonstrate agility, balance, coordination and precision in group tasks

Key Outcomes

Students will successfully work together to solve shape-making challenges
Students will demonstrate effective communication strategies when blindfolded
Students will show improved agility, balance, coordination and precision through problem-solving activities

Equipment & Resources Required

Tennis Balls

Place in central hoop before lesson starts

Alternative: Bean bags, soft balls, foam balls

Hoops

11 (1 central, 10 team hoops)

Central hoop in middle, team hoops spaced around perimeter

Alternative: Chalk circles, rope circles, cones in circles

Rope Loops

4-5 (one per group of 7)

Each rope should be 6-8 metres in circumference

Alternative: Long skipping ropes tied in loops, elastic bands (large)

Blindfolds

30 (one per student)

Check all blindfolds are clean and secure fitting

Alternative: Scarves, eye masks, 'eyes closed' method

Cones

20-30 for grid layout

Set in grid pattern with 3-4 metre spacing

Alternative: Markers, spots, playground markings

Cards

20-30 cards

Pre-written numbers or mathematical instructions

Alternative: Laminated paper, whiteboard markers on cones

Mats

8-10 different routes

Each showing 4-6 cone sequence with clear start/finish

Alternative: Simple drawn maps, written instructions

Stopwatch

For timing activities and transitions

Alternative: Phone timer, classroom clock

Key Vocabulary

Problem-solving

Working together to find solutions to challenges or difficulties

Communication

Sharing ideas, instructions and information clearly with others

Strategy

A plan or method for achieving a goal or solving a problem

Cooperation

Working together towards a common goal

Precision

Being exact and accurate in movements and actions

Agility

Moving quickly and easily with good balance and coordination

Geometric shapes

2D shapes like squares, triangles, rectangles with specific properties

Skill Progression Pathway

Understanding where pupils are coming from and where they're going

Prior Learning

Basic understanding of teamwork and cooperation
Simple balance and coordination skills
Following basic instructions and rules

Current Skills

Advanced problem-solving in groups
Communication without visual cues
Complex shape recognition and creation
Mathematical thinking in physical contexts

Next Steps

Leading problem-solving activities
Creating own challenges for others
Advanced orienteering skills
Independent navigation tasks

Milestone Indicators

Can communicate effectively while blindfolded

Shows persistence when problem-solving becomes difficult

Demonstrates clear leadership qualities in group tasks

Can explain strategies used to solve problems

Key Teaching Points

Communication is essential for successful problem-solving - encourage constant dialogue between team members
Physical skills develop through practice - celebrate improvement and effort rather than just perfect technique
Trust building requires patience - allow adequate time for students to feel comfortable with blindfolded activities
Mathematical thinking can be applied practically - link number work to real problem-solving situations
Teamwork skills transfer across activities - highlight connections between different challenges
Self-reflection builds awareness - encourage honest assessment of both successes and areas for growth
Safety comes first - establish clear rules and boundaries before beginning each activity

Common Misconceptions

Perfect shapes are more important than good communication - emphasise process over product
Fastest completion means best performance - celebrate thoroughness and teamwork alongside speed
Only strong mathematical students can succeed at number trails - highlight that cooperation matters most
Blindfolded activities are just fun games - explain the serious learning about trust and communication
Physical skills can't be improved - show how practice and persistence lead to development
Self-assessment should always be positive - encourage honest reflection about genuine areas for growth

SEN Adaptations

ADHD

Break activities into shorter segments, provide clear physical boundaries, offer regular movement breaks and positive reinforcement

dyspraxia

Simplify rope handling techniques, allow extra time for spatial activities, provide step-by-step visual guides for complex tasks

autism spectrum

Provide clear visual schedules of activities, offer quiet space if overwhelmed, use consistent routines and clear expectations

visual impairment

Provide tactile maps with raised elements, use verbal descriptions of cone locations, buddy system for navigation support

hearing impairment

Use visual signals and demonstrations, provide written instructions, ensure teacher is visible when speaking

physical disability

Adapt rope activities for seated participation, modify running games to walking or alternative movements, provide supportive equipment as needed

Cross-Curricular Links

English

Speaking and listening skills, giving clear instructions, following complex directions, vocabulary development for geometric terms

Maths

2D shape recognition and properties, mental addition and subtraction, problem-solving strategies, following sequential instructions

Science

Understanding forces when pulling ropes, balance and coordination concepts, sensory awareness and adaptation

Geography

Map reading skills, understanding grids and coordinates, directional vocabulary, spatial awareness and navigation

PSHE

Teamwork and cooperation, building trust with others, communication skills, resilience when facing challenges

Teacher Guidance

Positioning

Move between groups during activities to observe and encourage, position centrally during whole-class instructions for maximum visibility

Observation Focus

Watch for effective communication strategies, note physical skill development, monitor group dynamics and inclusion

Intervention Points

Step in if groups become frustrated with blindfolded activities, support students who struggle with mathematical concepts, address any exclusion or negative behaviour immediately

Demonstration Notes

Show clear examples of good communication, demonstrate safe techniques for all physical activities, model positive encouragement and support language

Verbal Cues

•'Talk to your team!' when groups work silently
•'Check your shape before calling out!' for accuracy
•'One step at a time!' for complex problems
•'How can you help your partner?' for cooperation

Safety Considerations

Space & Surface Requirements

Space Requirements

Large indoor hall or outdoor playground area, minimum 20m x 15m clear space

Surface Check

Dry, even surface free from loose objects or trip hazards, suitable for running activities

Equipment Safety

Safety Checks

•Check all blindfolds are clean and in good condition
•Ensure rope loops have no frayed edges or sharp knots
•Verify cones are stable and won't tip over easily
•Confirm tennis balls are properly inflated and undamaged

Risk Management

Key Risks

•Collisions during running activities
•Disorientation when blindfolded
•Trips and falls over equipment
•Rope burns from pulling too hard
•Anxiety or claustrophobia with blindfolds

Risk Mitigation

•Clear boundaries established for all activities
•Adequate spacing between groups during blindfolded activities
•Proper instruction on safe rope handling techniques
•Continuous supervision during all blindfolded work
•Alternative activities for students who cannot use blindfolds

Supervision & Emergency Procedures

Supervision Points

•Position to observe all groups during blindfolded activities
•Monitor running activities for safe technique
•Watch for signs of distress or discomfort with blindfolds
•Ensure fair play and safe tagging during chasing games

Emergency Procedures

Stop activity immediately if anyone appears distressed, provide appropriate first aid for minor injuries, have clear procedure for contacting school office if needed