How does this develop particular SPIRIT skills:

During the journey, a specific task must be carried out in a changing environment (because the bus is moving or we are walking), so the children need to be flexible and continuously interpret and solve the task within the ever-changing surroundings.

Specific skills development goals (What we want to achieve regarding skill development outcomes e.g. student understanding/behaviour by the activity):

Children should be able to focus on the same task even in a changing environment, and be able to return to it after briefly drifting away.

Academic/Curriculum Objective connection:

• Teaching traffic knowledge
• Developing counting and estimation skills
• Improving observation skills
• Expanding vocabulary and vocabulary usage
• Spatial orientation


Materials & Tools

None

Prep notes:

The teacher must be familiar with the route, the timing, and the possibilities. T need to choose which activities and games to implement. It is also important to have backup options ready to adapt to the needs of the children.

Guided Questions:

• How can you quickly switch between tasks when the environment changes?
• How does it feel when you see or hear something unexpected? How can you adapt to it?
• Can you pay attention to your surroundings and the game at the same time? How do you do that?
• If your mind wanders away from the task for a moment, how do you get back to it?
• What happens if you don’t recognize a traffic sign? How can you find out what it means?

Stage Debriefing Questions (Optional):

• How did you feel during the journey?
• How did you spend your time?
• Which part of the trip did you like the most?

Tips & Tricks for dealing with stage challenges

Games and activities should be offered to the children, but participation is not mandatory. However, these activities can lay the foundation for later tasks, engage the children’s thinking, entertain them during the journey, and help prevent misbehavior. Therefore, the teacher should observe which children need to take part in the suggested activities.
Some activities are done together (for example, one minute of silence during a break), and in these cases, everyone participates at least by not disturbing others’ work.