Stubbington fox

Role play mapping game as foxes

stubbington fox
Learning outcome

To understand how a fox is adapted to survive in its habitat.

Key Stubbington focus

Environment - mammal dangers

Overview
  • For Key Stage 2
  • Duration 1½ hours
Success criteria
  • I can list what I already know about foxes
  • I can create a list of adjectives to describe a fox’s behaviour
  • I can find points on a map
  • I can decide how a fox should react to a variety of situations to keep itself from harm
Session plan

Introduction 30 minutes

Discuss with the children what they already know about foxes and discuss other aspects that they don’t already know e.g. home (earth), colour (red fox), tail (brush), sexes (dog and vixen), feeding (scavenger, esp. carrion).

Discuss adjectives that describe how a fox behaves. Encourage words such as quick, cunning, sly; as these will apply to the game.

Discuss the problems foxes face in their everyday lives. How have foxes adapted their behaviours to avoid/survive these situations.

  • Farmers and shooting. Discuss what may happen to the fox and why (optional drama to show fox taking farmers chickens)
  • Fox hunting – give a balanced argument for fox hunting as well as the dangers to the fox
  • Diseases – Fox Mange and Rabies
  • Traps and Snares – both available to show the children
  • Traffic and Roads
  • Pollution
  • Adverse weather

Main 30-40 minutes

The Game

Each pair will be given a map of the Conservation Area showing the 10 points that they need to find. At each point there will be a tag showing code letter/s and a question. The children must use their sheet to record their yes/no answer and the code letters, to eventually find a code word.

While doing this, there will be teachers in role as farmers trying to ‘shoot’ the foxes. The teachers will each have stamps that can be used to record when children have been ‘shot’. Again talk about the behavioural adaptations of a fox that the children will need to be successful.

While the game is being played, there will also be members of staff acting as protectors to help the children if needed.

Scoring

The children will receive one point for each correct yes/no answer and a bonus point for finding the code word, giving a maximum total of 11 points. For each stamp they have collected, through being caught, they will lose 1 point. The winning team is the team with the most points. In the occurrence of a draw for points, next look to which team was caught the least.

Playing the game

The whole game will be played in the conservation area. Farmers should give the children a head start to encourage them to orientate their maps before beginning the game.

The game will last for approx. 30 mins and which will be signified with a whistle. At the end of the game, the children and teachers should all make their way to the Roundhouse.

Plenary

As a group discuss the questions that were asked of the children. Did they respond in the right way? Would they, as a fox, have remained unharmed? How did they act like a fox to avoid danger?

Total up scores. Winners will be awarded a Stubbington Fox winner’s badge.

Less able children

  • Children are paired to assist each other
  • Teachers will be around the grounds to help out any pairs that get stuck
  • Discussion about fox facts and adjectives to be more teacher led

More able children

When discussing answers, children to give examples and justify answers.

Previsit activities

Orientating and simple map work.

Follow up activities

  • Persuasive writing – for or against fox hunting
  • Diary work – thinking about the day/night of a fox
Health and safety checks
  • Look out for ponds, ditches, nettles. Paths checked and cut back regularly
  • Children must stay with their partners when moving around
  • Adults should behave in a calm and controlled manner to model for children. Please do not chase children – if they are spotted by a ‘farmer’ they must come to that adult
  • Playing area is conservation area, boundaries should be made clear
  • Children must not climb trees
  • Additional adults should be around conservation area, with one stationed near classrooms so easy to find