WIlDlIFE - The Woodland Trust

Transcription

Page 1
Joydens Wood
R e s o u r c e s
Pre-visit
Outdoors
Post-visit
WILDLIFE
UNIT IN BRIEF
To explore the variety of wildlife found within the habitats
of Joydens Wood and to understand the relationships and
interactions within the ecosystems.
Curriculum Links
Science Key Stage 2 – Living things in their environment
- variety in nature and classification, food chains, pyramids and
webs, decomposers. Movement and adaptation in animals.
Science Key Stage 3 – Practical scientific activities and
fieldwork. Understanding competition between and variation,
adaptation and classification of species. Sustainability and
human and natural influences on the environment. Real-life
scientists and careers in natural science. Experiencing science
outside the school environment.
Drama Key Stage 2 – Create and perform actions and
roles as a group and evaluate performances.
Art Key Stage 2 – Making art and craft using a range of
materials, patterns and colours.
Art and Design Key Stage 2 – Collect visual information
for cross-curricular links, communicate observations, ideas
and feelings. Combine visual and tactile elements for different
purposes.
Art and Design Key Stage 3 – Drawing to express
information.
Physical Education Key Stage 2 - Outdoors
adventurous activities, working individually and as pairs and
within teams to complete challenges.
Physical Education Key Stage 3 – Outdoors
adventurous activities.
English Key Stage 2 – Speaking using imaginative
and scientific vocabulary. Creative writing techniques and
comprehension.
English Key Stage 3 – Composing writing creatively to
engage the reader. Structure and organise writing effectively.
Present writing appropriately.
Maths Key Stage 2 – Handling data – organising and
presenting findings.
Maths Key Stage 3 – Communicating mathematics
effectively, understanding mathematics as a tool in a wide range
of contexts.
Geography Key Stage 2 – Understand environmental
change and sustainable development. Using fieldwork
techniques. Asking geographical questions.
Geography Key Stage 3 – Understanding environmental
interaction and sustainable development. Appreciating people’s
attitudes. Geographical fieldwork techniques.
ICT Key Stage 2 – Finding accurate information on the
internet.
These sheets have been designed to be shared. Feel free
to photocopy and provide to colleagues. All resources are
available at woodlandtrust.org.uk The Woodland
Trust is the UK’s leading woodland conservation charity
dedicated to the protection of our native woodland
heritage. woodlandtrust.org.uk The Woodland Trust
is a registered charity, nos. 294344 and SC038885.
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ICT Key Stage 3 – Finding information, refining research
methods and checking accuracy of information.
Page 2
Joydens Wood
Pre-visit
Outdoors
R e s o u r c e s
Post-visit
WILDLIFE
STRUCTURE
ACTIVITY TITLE
CURRICULUM
LINKS
TEACHER
NOTES
STUDENT
WORKSHEETS
Introduction
Unit in brief
1
None
Pre-visit
activities
Which wild animal am I?
KS2
SC2 1.a.c
2.a.b.e 4.b 5.b.d.e
2, 3
None
Butterflies and their
lifecycles
KS2
En1.2.c
Sc2.1.a.c 4.a.b.c.
Art 1.a
ICT 1.a.b
None
Tree identification
KS2
Tree ID sheet
Sc2 4.a.b.c.
Ge1.b. 2.b
Ma2 1.f 2.a. Ma4
1.f.2.b.c.d.f
ICT 1.a.b
PE 11.a.c
KS3
Sc 2.2.a 3.3.d
Ge2.1.b.d 2.2.a
Ma1.1.b.c.2.4.a.b
3.3.a.b
ICT 2.1.b.c 2.3.a
PE 3.e
KS2
Sc1 1.a.b. Sc2 1.b.3.a..c
Ma3.4.a.b
None
KS3
Sc2.1a.b.c 2.2a.b 3.3a.d
3.4c
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How old is a tree?
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Joydens Wood
Pre-visit
Outdoors
R e s o u r c e s
Post-visit
WILDLIFE
STRUCTURE
ACTIVITY TITLE
CURRICULUM
LINKS
Pre-visit
activities
Working woodland
KS2
Ge 5.a.b
Sc2 3.a.b.c.5a.b
Art 1.a.c.2.c
TEACHER
NOTES
STUDENT
WORKSHEETS
None
KS3
Ge 1.5.a 1.6.a.b
Sc 3.4.c
Art 2.1.a.d
Animal tracking?
KS2
Sc2 1a 4b.c 5
PE 11.a.c
None
See trees breathe
KS2
Sc2 3a.b.c
None
KS3
Sc2.1a.b.c 2.2a.b 3.3a.d
3.4c
Minibeast safari
KS2
Sc2, 4.a.b.c,
5.a.b.c.d.e
Ge2.b, 5.a
PE11a
Minibeast ID sheet and
tally sheet
KS3
Sc2.1.a.c, 2.2.a.b,
4.c.e
Ge2.2.a
PE3.e
Decomposers
KS2
Sc2 5.f
None
KS3
Sc 3.4.a.c 4.e
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Wood-based
activities
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Joydens Wood
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R e s o u r c e s
Post-visit
WILDLIFE
STRUCTURE
ACTIVITY TITLE
CURRICULUM
LINKS
Wood-based
activities
Hibernating dormouse
KS2
Sc2 1a.b 2a.b.c.d 5a.b.c
TEACHER
NOTES
STUDENT
WORKSHEETS
None
KS3
Sc2.1a.b.c 2.2a.b 3.3d.e
3.4c
Deer’s ears
KS2
Sc2 5a.b.c
PE 11.a.c
None
KS3
Sc3.3d
PE3.e
Worm charming
KS2
Sc2 5a.b.c
PE 11.a.c
None
KS3
Sc3.3d
PE3.e
Food webs
KS2
Sc2 5.d.e
None
Animals on the move
KS2
Sc2 2.e
En.4.a.b.c.d
None
“Listen to me”
KS2
En.1a.b.c 2.a.b.e 3.a.b
4.b.c
None
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KS3
Sc3.3d 3.4c
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Joydens Wood
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R e s o u r c e s
Post-visit
WILDLIFE
STRUCTURE
ACTIVITY TITLE
CURRICULUM
LINKS
On site activities
Woodland hide and seek
KS2
Sc2 5b.d
PE 11.a.c
TEACHER
NOTES
STUDENT
WORKSHEETS
None
KS3
PE 3.e
Leaf caterpillars
KS1
Sc2 3b 4b 5a.b.c
Art 5a.b.c
None
KS2
Sc2 3b 4a.b.c
Art 5a.b.c
Natural art
KS2
Sc2, 2.e, 4.b
Art1.a, 2.a.c, 4.a
None
KS3
Sc3.3.d
Plant hunters
KS2
Sc2 4.a.b.c.
PE 11.a.c
Tree ID sheet
KS3
Sc 2.2.a 3.3.d
PE 3.e
KS2
Ge 5.a.b
Sc2 3.a.b.c.5a.b
PE 11.a.c
None
KS3
Ge 1.5.a 1.6.a.b
Sc 3.4.c
PE 3.e
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Wood cutter game
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Joydens Wood
Pre-visit
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R e s o u r c e s
Post-visit
WILDLIFE
STRUCTURE
ACTIVITY TITLE
CURRICULUM
LINKS
TEACHER
NOTES
STUDENT
WORKSHEETS
Post-visit
activities
Woodland poem
KS2
En2 3c.i 4f 8c
Poem and question
sheet
Design a minibeast
KS2
Sc2, 2.e, 4.b
Art2.c
Minibeast designer
worksheet
KS3
Sc3.3.d
My strange day
KS2
En3, 1.a.b, 3, 4, 5,
6.a, 9.a.b
None
Pyramids
KS2
Sc2 4.a.b.c.
PE 11.a.c
Tree ID sheet
Food webs
KS3
Sc3.3d 3.4.c
Food webs worksheet,
pictures and web
Non-native species
KS3
Sc3.4.c
ICT 2.1a.b.c.d 2.3.ab.c
3.a
Non-native species
worksheet
Peacock predator
KS2
PE.11.a.b.c
Sc2.5.a
None
Stained glass butterflies
KS2
Art 1.a.b. 2.a.b. 4.a.b.
Stained glass
butterflies - step by
step instructions
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KS3
Sc 2.2.a 3.3.d
PE 3.e
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Joydens Wood
Pre-visit
Outdoors
R e s o u r c e s
Post-visit
WILDLIFE
STRUCTURE
ACTIVITY TITLE
CURRICULUM
LINKS
TEACHER
NOTES
STUDENT
WORKSHEETS
Post-visit
activities
Butterflies in the
environment
KS3
En4.3.a.d.f.g.i
Sc2.3.a 3.3.d.e 3.4.c
4.a.c.d.e.g.k 4.e
ICT 2.1.b
Cit 2.3.a.b.c.
Butterflies in
the environment
worksheet
What’s good about wood?
KS2
Hi 9
Ge 5.b
Follow web link
Find out more about trees
KS2
Sc2 5.a.b.c
Follow web link
KS3
Sc 3.3.d
KS2
Ma3.4.a.b.e
Follow web link
KS3
Ma 1.4.a 3.2.h
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Measuring the properties
of trees
Page 8
Joydens Wood
Pre-visit
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R e s o u r c e s
Post-visit
WILDLIFE
WHICH WILD ANIMAL AM I?
Adapted from Joseph Cornell’s book ‘Sharing Nature with
Children’.
To encourage pupils to think about the variety of wildlife living
in the woodland habitat and the characteristics of each species.
Print off and cut out the animal species list, and attach a name
to each pupil’s back using masking tape so that they do not
know what they are.
The aim of the game is for the pupils to ask each other
questions to discover which animal they are. Encourage
the pupils to ask yes/no answer questions about their
appearance, where they live, what they eat. They must not ask
the responder to describe their animal but instead can ask
questions such as “Do I have two legs?” “Do I eat meat?” “Do I
live underground?” “Am I nocturnal?”
TIT
RFLY
Am I noct
meat?
I l i ve
unde
r
ou
nd
FROG
?
Ih
av e
t wo l e g s ?
EARTHWORM
gr
D
o
al?
EL
Do
BEE
urn
IRR
SQU
Do
BLUE
at
Ie
BUTTE
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Session aims:
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DRAGONFLY
BEE
FOX
BUTTERFLY
GRASS SNAKE
BADGER
BEETLE
COMMON LIZARD
STOAT
LADYBIRD
NEWT
RABBIT
SPIDER
FROG
MOLE
CATERPILLAR
SNAIL
KESTREL
WOODLOUSE
SLUG
BLUE TIT
SQUIRREL
EARTHWORM
WOOD PECKER
ANT
DEER
ROBIN
MILLIPEDE
PIGEON
BLACKBIRD
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WHICH WILD ANIMAL AM I?
ANIMAL SPECIES LIST TO CUT OUT
Page 10
Joydens Wood
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R e s o u r c e s
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WILDLIFE
BUTTERFLIES AND THEIR
LIFECYCLES
Session aims:
To teach the lifecycle of butterflies and moths and learn about
the variety within the species.
Everyone knows the childhood classic The Very Hungry
Caterpillar by Eric Carle, if you have a copy in school you may
wish to remind the class by asking the pupils to take it in
turns to read the story, a page each. Though actual caterpillars
would not be found munching on chocolate cake it isn’t so far
from the truth, caterpillars are pure eating machines and just
like children they have favourite foods and some refuse to eat
anything else.
One thing that is the same for all the caterpillars from the
moment they hatch from an egg on their parent’s chosen leaf
is that they must eat and eat until such time as they are ready
to hide themselves in a chrysalis and emerge a short while
later as a butterfly or moth. Some caterpillars and butterflies
are so specific in their food type that the populations of these
is very low, the food plants are lost as changes occur in the
habitat and this directly effects the insects who then do not
have enough to eat.
For this lifecycles activity you will need:
l
l
A4 paper in four different pale colours, cut into eight equal
sized strips (quantities as below)
Sticky tape
You can make lifecycle paper chains to decorate the classroom.
Use different coloured paper for each of the following; eggs,
caterpillars, chrysalis’, and butterflies/moths.
Give each pupil four egg coloured strips, three caterpillar
coloured strips, two chrysalis coloured strips and one butterfly
coloured strip. Explain that the reason there are more eggs
than butterflies etc is because during its lifecycle a butterfly
faces many hazards i.e. weather and predators which will cause
them to die.
Show them the egg laying video on the lifecycles section of the
website. Using the resources on the website to help them the
pupils can decorate their strips with the appropriate stage of
the lifecycle. Perhaps they may choose one particular butterfly
i.e. a speckled wood, encourage them to look at the difference
between each type and colour their pictures accordingly. When
they are finished you can join all the strips together starting
with all the eggs then the caterpillars and so on.
To find out more about what caterpillars, butterflies and moths
go to Butterfly Conservation (BC) http://www.butterflyconservation.org/ and click on ‘Learn’ where you can use the
play and learn online activities to discover:
l
The variety of butterflies and moths
l
Their unique body parts using the magnifier
l
What’s that caterpillar?
l
Butterfly/caterpillar food plants
The feely feet or twitching antennae games ideal for playing
in the classroom
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l
Page 11
Joydens Wood
Pre-visit
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R e s o u r c e s
Post-visit
WILDLIFE
TREE IDENTIFICATION
Session aims:
HOW OLD IS A TREE?
Key Stage 2
To teach about the variety of tree species present within a
given area and the different characteristics of each.
Session aims:
This activity can be done in conjunction with the “How old is a
tree?” activity.
Follow the link for this activity, it is at the bottom of the page.
http://www.treeforall.org.uk/JoinIn/AsASchool/english.
Maths and numeracy activity to discover the approximate age
and height of a tree.
Using the tree identification sheet provided, go to your school
grounds or a suitable local area. Use tally marks to count
the different tree species you find. Pupils can also repeat the
activity as a homework exercise in their garden or local park
or along a public right of way.
Use the results to create graphs to show which species were
most and least common in each of the locations.
Extension activity
Ask each pupil to choose one of the tree species they found
and find out the following information using books and the
internet.
l
Is it a broadleaved tree?
l
Does it lose its leaves in autumn?
l
Draw and label the leaf
l
Draw and label the fruit and seed
l
How is the seed of the tree dispersed?
l
Name one human use of the tree – either in the past or the
present.
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You may find this website useful - http://www.british-trees.
com/
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Joydens Wood
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Post-visit
WILDLIFE
WORKING WOODLAND
year cycle, whereas oak can be coppiced over a fifty year cycle
for poles or firewood.
Session aims:
Coppicing provides a rich variety of habitats, as the woodland
always has a range of different-aged coppice trees growing in it,
which is good for wildlife. Some areas of the woodland will be
more open and the sunlight will reach the woodland floor so
the flowering ground plants will increase, attracting butterflies,
bees and other wildlife. In the areas where the coppice is
more mature the tree canopy will shade the woodland floor
and different species will thrive here including mosses and
liverworts and damp loving invertebrates.
What is coppicing?
Coppicing is a traditional method of woodland management
in which young tree stems are repeatedly cut down to near
ground level. In later growth years, many new shoots will grow,
and, after a number of years the coppiced tree, or stool, is
ready to be harvested, and the cycle begins again.
The cycle length depends on the species cut, the local custom,
and the use to which the product is put. Birch can be coppiced
for faggots (bundles of sticks for burning) on a three or four
Coppicing has the effect of maintaining trees at a young
growth stage, and a regularly coppiced tree will never die of
old age – some coppice stools can reach immense ages (over
1,000 years). The age of a stool may be estimated from its
diameter, and some are so large (perhaps as much as 9 m or
30 ft across) that they are thought to have been continuously
coppiced for many centuries.
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To teach about the traditional and ancient form of woodland
management known as coppicing, to discover the benefits of
such sustainable management for people and wildlife.
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WILDLIFE
Why coppicing?
Coppiced trees may also have large uncut standard trees in
between them; these trees would be left and allowed to grow
much larger, this means the woodland is more flexible and
useful for the people.
King Henry VIII introduced laws to prevent the cutting of oak
trees so that they could mature to become suitable timber
for ship building, the law required coppiced woodland to be
enclosed to prevent deer from damaging the new shoots and
12 uncut trees were left to mature in each acre of woodland.
Using the photographs of coppiced woodland, ask the pupils to
produce a step-by-step illustration of the process of coppicing.
Encourage them to annotate their pictures with facts about
coppicing either from the information provided or their own
research and include the following aspects.
Growth stages of the trees
l
Standard trees
l
Wildlife
l
Wood products
In the wood
The wildlife route follows a small section of the Faesten
Dic trail, starting from the entrance by the bus stop
between two roads, Norfield Road and Fernheath Way
on Summerhouse Drive.TQ 507720
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l
Page 14
Joydens Wood
Pre-visit
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R e s o u r c e s
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WILDLIFE
ANIMAL TRACKING
SEE TREES BREATHE
Session aims:
Session aims:
To introduce the different types of mammals that can be
found in Joydens Wood. An icebreaker activity will encourage
children to think about the differences between these animals,
i.e. where they live, what they eat, how they move etc.
To teach pupils about the processes of photosynthesis and
transpiration.
You will need:
l
l
l
Animal footprint pictures – in advance you will need to
tie these to the trees along the first part of the path into
Joydens Wood, up to the bench junction, to make a trail.
If you have a large group, you can split them into smaller
groups and print off the tracks for each group so they know
which one they are to follow.
When you arrive along the path, get the children to follow
the trail and see if they can guess what animal it is. They can
untie the pictures as they go.
You can also include clues with the footprints to encourage
vocabulary and natural history knowledge.
You will need:
l
Some small clear plastic sandwich bags
l
Elastic bands.
l
A sign saying please leave these materials for school group.
With your group, place the bags over a bunch of leaves at the
end of a branch (still attached to a tree) and seal it at the top
with the elastic band.
At the end of the visit when you return you will see
condensation on the inside of the bags. This is the result of
transpiration – the evaporation of water through the leaves of
the plant.
You can put the bags onto different species of trees,
evergreens will transpire less due to the shape of their needles,
or compare some in the shade to those in the sunshine.
At the junction by the bench you can do the next activity.
Follow the Faesten Dic red trail
Just after the beginning of the houses on your right hand
side, turn left down a wide track, paths like these are
called woodland rides.
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l
This activity only works well in summer or early autumn, on
warm days and in direct sunshine.
Page 15
Joydens Wood
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ANIMAL FOOTPRINTS
Fox
Rabbit
this animal has a long tail, this animal
live in a den.
this animal is a herbivore, this animal lives
in an underground burrow.
Wood mouse
Hedgehog
Badger
Hedgehog
this animal can eat meat and berries, this
animal comes out at night (nocturnal).
this animal can roll into a ball, this
animal likes to eat worms.
Fallow Deer
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Squirrel
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ANIMAL FOOTPRINTS
g
eho
dg
He
Wood mouse
Hedgehog
eer
wD
lo
Fal
Fallow Deer
Squirrel
Squirrel
use
this
is a good climber, this animal
oanimal
dm
o
Wo
likes to eat nuts.
Fallow deer
this animal can have antlers, this animal
is big.
g
geho
Hed
l
irre
Squ
se
r
Dee
mou
Wood mouse
Weasel
this animal can sit on your hand, this
animal has a long tail.
this animal is a carnivore, this animal is
small and sleek and can run very fast.
rel
Squir
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d
Woo
w
Fallo
Page 17
Joydens Wood
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WILDLIFE
MINIBEAST SAFARI
Session aims:
To teach about the variety of invertebrates That can be found
in different micro-habitats within Joydens Wood.
You will need:
l
A minibeast identification sheet
l
A white cloth (bed sheet or table cloth size), this is optional.
A minibeast hunting activity, looking for flying minibeasts and
ones moving quickly in the sunny open space. Look out for
anthills as well, tick them off as you go by (on the Minibeast
Safari sheet), you will have a chance to do some more later on.
Remind children not to pick up the minibeasts with their
fingers as they can very small and delicate little living things and
some of them don’t like the feel of hot human skin whilst other
may sting or release chemicals as their defence against danger
i.e. a predator or us.
Compare these minibeasts with what you have already seen/
discussed from the open ride. Put the white cloth on the
ground below the branches of a living tree, shake the tree
branches and look at what minibeasts fall onto the cloth below.
Try different tree species or trees in the shade and the sun.
In the wood
At the junction turn left by the green G waymarker post
and the bridge you are now following the Faesten Dic red
trail again.
DECOMPOSERS
Key Stage 3
Session aims:
To introduce pupils to the concept of decomposition and how
it plays a vital role in the balance of nature and the carbon
cycle.
Decomposers are organisms that consume other dead
organisms; in doing so they are breaking down the dead
material performing the vital natural process of decomposition.
The pupils will have hopefully found some decomposers
(depending on the season/weather) such as detritivores e.g.
woodlice, worms, millipedes, beetles, or springtails, and fungi
breaking down wood and leaf litter. However the primary
decomposers are not visible to the naked eye, these are
bacteria. All decomposers get their energy to survive from
dead organic matter.
THE TWIG SNAP TEST
Ask the class to collect from the ground 10 small twigs each
and come back to you with them. Discuss the roles of fungi and
bacteria in breaking down wood and other organic material.
Suggest to the class that wood is a strong material until the
fungi and bacteria begin their work and start to eat the wood.
Ask them to test with their twigs whether the decomposers
have begun their work, by snapping the twigs with their fingers.
Most will snap easily.You can then discuss how you might need
to make the test fairer and improve it. Ask the class to imagine
a world without decomposers, where no wood ever rots,
discuss decomposers role within food chains.
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By the stack of logs and little bridge, continue the
minibeast hunt up the valley banks, under leaf litter and
small logs and on the log stack itself.
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WILDLIFE
Extension activity
Do you find any new minibeasts or more of some types you
have seen already? What new plant can you see? What is the
soil like? If it is a very warm summers day, you will need to
look out for snakes (adders) basking in the sand areas where
it is warm, you may wish to avoid the heathland area if you are
especially concerned, however the adders will be frightened
of you and will feel the vibrations of your footsteps and move
away from you.
ATMOSHPERIC
CARDON DIOXIDE
During the day oxygen is
given out by plants as a
waste product of
photosynthesis
At night, plants release
carbon dioxide as a
product of respiration
At night plants use
oxygen for
repiration
Animals breathe
in oxygen
Carbon dioxide returns
to the atmosphere
Carbon dioxide
is used in
photosynthesis
Carbon is absorbed
by animals when
they eat plants
Plants die
Decomposers release
carbon dioxide as they
decompose dead organisms
Animals breathe out
carbon dioxide as
a waste product
Animals faeces
Animals die
Dead organisms
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Continue along the Faesten Dic trail, when
you reach the open heathland area you can do some
more minibeast hunting among the heather.
Page 19
Joydens Wood
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Post-visit
WILDLIFE
HIBERNATING DORMOUSE
Session aims:
To encourage the pupils to consider the ways in which wildlife
survives through the winter and how important appropriate
habitat management is to their continued survival. This activity
also teaches about insulation and temperature changes. It is
easier to make your dormice before your visit.
An adult can fill each pot with some hot water. Then the
children can measure the temperature and record it on the
sheet. Then using their insulation material and some woodland
materials they must quickly find a place to make a winter nest/
shelter for their dormouse.
After you have done some other activities, ask each group to
go and collect up their mouse and the materials you gave them
and then you can measure the final temperature again and see
which group kept their mouse the warmest.
You will need:
l
1-2 flasks of hot water
Heatproof pots/bottles with secure lids, these are mice you
need one per group.You can use jam jars with a rectangle of
bubble wrap or jiffy bag stick on the outside where you will
hold it.
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Gloves
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Paper or card mouse ears, eyes and noses, one per group
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Short lengths of wool enough for whiskers
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Sticky tape
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A thermometer
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A range of insulation materials e.g. newspaper, wools, fabric,
plastic bags, bubble wrap etc, one type per group
A table to record results
The challenge is to keep your hibernating dormouse as warm
as possible, talk about hibernation and insulation.
Split the class into groups. Hand out the insulation materials (a
different one per group), pots and mouse materials; ask them
to stick the mouse features onto the pots.
Here are some activities you can do in this area whilst
your ‘mouse’ cools down. Deer’s ears,Worm charming,
Food webs, Animals on the move, Listen to me and a
Minibeast hunt on the Heathland area.
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DEER’S EARS
WORM CHARMING
Session aims:
Session aims:
A fun game to encourage pupils to think about how animals
hunt for their prey and how they avoid getting caught. It can
include discussions about adaptation.
To think about the role of worms in nature and how they live.
This activity is good to burn off excess energy and warm up
on colder days.
This activity should be played in the heathland area but try to
encourage the children to stay off the paths as otherwise it’ll
be too easy for them. Or you can play it later on after the
newt pond.
A trick to play on worms, by making them think it is raining so
they come up to the surface.
You will need:
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A blindfold and/or scarf
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2 twigs that look like antlers
Ask the group to spread out so they are not within arms
reach of each other. Ask them to practice walking quietly and
slowly, first with their eyes open and then closed as listening
for sounds of other people. Ask them to spread out again and
stand quietly with their eyes closed, practice listening and ask
the children to try cupping their hands around their ears to
direct the sounds, talk about the shapes of animals ears, e.g.
foxes, rabbits and deer and the way animals move quietly.
This works really well in some areas and sometimes it doesn’t
work at all. It would be best to try this on the grass area.
Get the whole to group to stand close together and to stamp,
jump, and jog on the spot for a minute or so.
The vibrations from the children’s feet feel like torrential rain
to the worms underneath. Worms often surface when it rains
because the conditions are good for them, they do not dry out
and they can find other worms to mate with. Worms do not
drown as they can breathe under water if it has lots of oxygen
in it. Sometimes birds try to trick worms by stamping on the
ground so they can eat them when they surface.
One child is blindfolded, and sits in a central place. Give them
some antlers to fix the side of their head to remind them that
they’re a deer. The other children spread out in a large circle
about twenty big steps away from the deer.
The aim of the game is for the stalkers/predators to creep up
and tag the blindfolded deer without being heard.
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If the blindfolded deer hears anything he points in that
direction and says “I hear you”. If he is correct that child is
‘out’. And must sit quietly where they are. This activity works
best if you point to the stalkers to indicate when they should
start, and have stopping points if the deer is getting crowded
by stalkers when the stalkers go back to beginning.
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WILDLIFE
FOOD WEBS
Adapted from Joseph Cornell’s book ‘Sharing Nature With
Children’.
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Session aims:
To introduce the concept of food chains and food webs and
the flow of energy and interactions between species in the
environment.
You will need
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A large ball of string
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An open space.
You can if you wish make some appropriate cards to pass
around for the food web game, this is helpful if you are short
of time, otherwise a reference list to hand is always useful.
To save time you can split the group in two, however you will
need more string.
Bit about food chains:
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Animals and plants are linked by food chains.
Plants get their energy to survive from the sun, they
make their own food, and they are sometimes called the
producers.
Animals get their energy to survive from eating plants and/
or other animals.
A food chain always starts with a producer; this can be a
green plant or even a decaying plant.
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The feeding levels of a food chain are called trophic levels.
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Producers are the first trophic level.
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Some food chains are longer than others; the forth and
fifth trophic levels are usually where you will find the top
carnivores that cannot be eaten by anything else.
Some animals eat plants and other animals; these are called
omnivores.
Ask the class to stand in a circle. Encourage the pupils to
think about what they have seen on their visit so far and
some of the plants and animals that have been investigated.
Tell them they will all need to stand still and hold the string
tightly without tugging it.
Ask the first pupil to name a producer, and hand one end of
the string to them.
Ask a second pupil across the circle to name an herbivore to
feed on the producer, pass the string to him/her so it pulls
tight between the pupils.
Ask a third pupil across the circle again to name a carnivore,
pass the string to them.
Depending on the choices continue this food chain with the
next pupil, or start a fresh chain passing on the string each
time, try to spread out the chains around the circle.
As you continue the pupils may exclaim that you are making
a spider’s web, you are in fact creating a food web. Some
pupils may query why each food chain is connected i.e. a fox
then leads onto an oak tree, explain that although the flow
of energy does not flow from the fox to the tree, the fox
depends on the tree as part of the habitat it lives in, perhaps
its den is among the roots, essentially the chains are linked
together as they are all part of the same habitat.
The second trophic level will be a plant eater, also called
herbivore or primary consumer.
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The third trophic level will be a meat eater, also called
carnivore or secondary consumer.
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WILDLIFE
ANIMALS ON THE MOVE
LISTEN TO ME
Adapted from Joseph Cornell’s book ‘Sharing Nature with
Children’.
Session aims:
Session aims:
To encourage pupils to look closely at the environment and
appreciate variety in nature using descriptive and imaginative
language, working with fellow pupils.
To explore and appreciate animal features and characteristics,
using role-play, team work and imagination.
The pupils need to be in pairs for this activity.
You will have already mentioned a wide variety of animals
within the course of your visit. Split the class into groups of
threes, fours and fives, a range of group sizes. Ask each group
to choose an animal that you would encounter in woodland, it
can be a mammal, bird, invertebrate, reptile or amphibian. Ask
them to keep their choice secret.
Pupil one leads pupil two a few paces through the habitat, pupil
two has their eyes closed. Pupil one says, “listen to me, I can
see” and describes a natural object without saying its actual
name, the description can be fantasy based. When they have
finished speaking pupil 2 can open their eyes and they must
find the object being described.
Now encourage them to think about what their animal looks
like, and how it moves around the wood. What sort of walk/
flight would it have, what mannerisms i.e. would it be social or
solitary, shy or confident, cheeky or preoccupied? Now ask the
pupils to recreate the movement of the animal using their own
bodies’ moving altogether as one unit. Help the groups where
needed, some cases may require the additional help of plant
materials (a millipede might need the extra legs in the form of
grass), other cases might benefit if individuals play the role of
individual animals (i.e. a colony of ants).
Some examples;
A fairy’s bed – carpet of moss
A fairy’s swimming pool – water filled hollow in a tree
A hide for a pixie – a leaf with two small holes in it
The tail of a cat – hazel catkin
Continue along the Faesten Dic trail, don’t
forget to check out your hibernating dormouse before
you leave this area.
In the area after the newt pond there is a plantation
area where you can look for evidence of squirrels eating
pine seeds and chestnuts, and play some more games.
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Each group will perform their secret woodland animal to the
class who will guess what they are.
A feast of juicy globes – blackberries
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WILDLIFE
WOODLAND HIDE AND SEEK
Session aims:
A sensory activity to encourage pupils to think about animal
adaptation, survival and predators and prey.
You will need
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LEAF CATERPILLARS
Wood-based activity for the autumn – Key Stage 1 or 2
Session aims:
A creative activity to look at the different tree species and
the types of leaves they have and include discussions about
seasonal changes.
A few blindfolds for this game
You will need:
Choose some children to be seekers (perhaps one child per
adult), the seekers will be blindfolded and the adults will stop
them tripping or walking into trees.
The other children are to hide (can be in pairs to save time
with a large group) but they will each have an animal sound
they must make from their hiding place. Woodpeckers can tap
trees, birds can hum or whistle, some can clap their hands to
sound like the wings of a startled pigeon, some can be frogs,
bees, owls, grasshoppers, snorting and grunting hedgehogs and
any other woodland animals they can think of. The seekers
must find the hiders using their ears alone.
Cross straight over the horse track.
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One thin twig per child (the children can find these)
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Secateurs
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Card cut out in the shape of a caterpillar head and tail, one
per child
Pens or crayons
An adult can cut one end the child’s twig to make a point. The
children can collect different coloured leaves to thread on to
the stick to make the caterpillar’s body. When the stick is full,
decorate the card head and tail and slot onto the stick to stop
the leaves falling off. Leave a bit of twig poking out each end to
be a tail and nose or tongue, an adult can cut off the pointed
end for safety, or you can use conkers, acorns or sweet
chestnuts on each end instead of the card.
Continue on the Faesten Dic trail, cross
straight over the horse track.
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Set some boundaries for the group to hide within.
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WILDLIFE
PLANT HUNTERS
This is an ongoing activity, which you can do all the way back.
Session aims:
To teach plant identification in a woodland habitat.
You will need:
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The plant identification sheet for Joydens Wood
Stick squares of doubled sided tape over each picture, (it is
see through)
Pencils and clipboards if you are doing the extension activity
Ask the pupils to unpeel all the double-sided tape before you
start the activity so you can see the pictures, this also means
you can easily contain the rubbish. When the children find the
correct leaf they can stick it onto their sheet.
Extension activity
In the space provided you could describe the bark of the tree,
the shape and rough height it grows and what its seeds are
called.
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Along the paths there are some piles of unused
chestnut poles left behind from the last coppice many
years previously.
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WILDLIFE
Session aims:
To reinforce, in an active and alternative way, the processes
involved in woodland management and how sustainable they
are.
Based on the game wink murder.
Stand in a circle. Select a woodland detective, and they must
move away out of sight and earshot. Everyone in the circle
closes his or her eyes. The teacher then walks around the
outside of the circle and selects one person to be the wood
sawyer by tapping them on the shoulder. This person must
not tell anyone that they are the wood cutter. Ask the class to
open their eyes, now explain that everyone, except the wood
cutter, is a tree in woodland that is managed by coppicing. The
wood cutter’s job is to cut down the trees; they must do this
by secretively winking or blinking at the trees. The “trees” once
they have been “cut” will fall down to the ground, but remind
them that they can re-grow with multiple stems each time they
are cut, the “trees” can use their arms, hands and fingers to
represent this. Remind the “trees” that once they know who is
the wood cutter they must try to keep the secret too and that
there is no talking in this game. Now call back the woodland
detective, explain that their job is to detect two things, one
what type of woodland management is happening and two
who is the wood cutter.
Once the woodland detective has guessed correctly you can
discuss with the class about the types of trees that they were
pretending to be. Now you can play the game again with a
new detective and wood cutter but this time the management
of the woodland is different. The “trees” will not be able to
grow back once they are cut. Once the wood cutter has been
identified or there are no “trees” left standing discuss this type
of woodland management – which is clear fell or thinning –
explain that this is common in faster growing plantations of
conifer trees.
If you have time you can play the game again and mix it up
so that the “trees” can choose to be a mature standard or a
coppice, they cannot change their tree management once the
game has started, see what happens with this more mixed
management.
Cross over the horse track and follow the woodland
edge by the golf course.There is an ancient oak with
spreading branches suggest this was the edge of the
wood for a number of years and that the coppicing
would have left some oak standards.
A wild cherry is right by the path – look for the ringed
bark.The honeysuckle tangles in its growth by the path
edge too.
At the end of the small path by the golf course turn
right onto a wide surfaced track and follow the way
markers up the hill, turning right again when you
reach the bench junction. Don’t forget to check your
breathing trees before you leave.
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WOOD CUTTER GAME
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WILDLIFE
P u p i l Wo r k s h e e t
WOODLAND POEM
Session aims:
This poem was written by a local man and sent to the
Woodland Trust. It is possible that he wrote it after spending
some time in Joydens Wood.The activity is an English
comprehension exercise with a poetry extension.
THE WOODS
Deep in the woods where the darkness dwells
I feel no fear or dread,
I love the quiet and solitude
3. What does the poet love?
4. What colour is the tree canopy?
5. What season is the poet writing about?
6. What are the trees sheltering the poet from?
7. Is the woodland floor soft or hard and how do you know?
beneath a canopy of gold and red.
The trees, so close, they shelter me
8. What does the poet watch?
from the worst of wind and rain,
and yet beneath the branches
9. What does the poet hear?
the solar rays still gleam.
The mossy floor, like Wilton pile
10. Write down some words that rhyme with;
cushion my every footfall;
a. dream
I stay and watch, for just a while,
leaves and pine needles in free fall.
Far below the sound of a bubbling stream,
this is indeed the place to dream.
b. fall
c. rain
Author Allan Colman. Swanley
d. red
Questions about the poem
1. What dwells deep in the woods?
Extension activity
Write your own poem about Joydens Wood.
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2. Is the poet scared?
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WILDLIFE
MINIBEAST DESIGN
MY STRANGE DAY
Session aims:
Session aims:
To remind pupils about the variety and differences there are
between species and what they need to survive. Encourage
them to design their own minibeast and include any
adaptations that it may need to survive.
To reflect on the visit, activities and what they have learnt in an
imaginative and unique way. Introducing the concept of why we
should care for the environment and how our actions affect
the plants and animals.
You will need:
Following their visit to Joydens Wood the pupils can record
their activities and experiences in the form of a written and
illustrated diary. However rather than a diary from their own
point of view, ask the pupils to consider the visit from the
perspective of one of the animals or plants that they saw on
the visit. For example it could be from the view of a curious
robin sitting in the trees watching and wondering what they
are doing collecting things or running from tree to tree.
Modelling clay
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Minibeast designer’s worksheet
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Pencils and colouring pens
Using the worksheet the pupils will answer the questions to
help them decide what their new minibeast will look like. They
can use the modelling clay to help them decide what looks
best on their creature, they can then add and remove features
as they decide. When they are happy with their new minibeast
they can draw it on the back of the worksheet and give it a
name.
Or it could be from the view of all the oak trees, spreading the
word through their leaves in the breeze that there is a strange
bunch of people wandering below. Encourage the children to
consider what the plants and animals might think and feel, if
they could talk to each other what would they say at the end
of the day?
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WILDLIFE
MINIBEAST DESIGNER
Answer the questions to help you decide what your new
minibeast will look like and how it is adapted to its habitat. Use
the modelling clay to make your minibeast and to add or take
away adaptations.
What habitat does it live in?
Does it have anything to
protect itself? (Like jaws,
pincers, a sting or a shell)
Does it have feelers?
Does it have eyes?
Does it have wings?
How many?
How many?
How many?
Does it have legs?
How does it breathe?
How many?
What does it eat?
How many segments or
sections does its body have?
What sort of mouth does it have?
How does it move around?
Does it have special feet?
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Does it have anything else to sense with?
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WILDLIFE
PYRAMIDS
Session aims:
To develop knowledge of food chains and introduce the
concept of pyramids of numbers/biomass and energy.
You will need:
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Graph and plain paper
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Pencil ruler
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Scissors
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Glue
Ask pupils to complete the pyramids worksheet and answer
the questions.
FOOD WEBS
Key Stage 3
Session aims:
To teach about the complex feeding interactions between
different species and how they are connected through a food
web.
Ask pupils to complete the food web activity; this can be done
in pairs.
You will need:
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Worksheets – introduction, images and web
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Scissors
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Glue
Answers:
7. In summer a tree’s biomass is greatest.
10. Plant based food contain more energy than animal based
foods.
NON-NATIVE SPECIES
Session aims:
To increase awareness of the impacts that non-native species
have on the British countryside.
You will need:
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The non-native species worksheet
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9. Energy is lost between trophic levels through, life
processes such growth, digestion and reproduction, and in
waste.
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Number
WILDLIFE
PYRAMIDS
We can express the information in a food chain using pyramids
to graphically represent the numbers/mass/flow of energy
between the trophic levels in a community or ecosystem.
3. Draw a set of axes, and place the folded pieces along the
y-axis.
1. Use the data in this food chain to produce a bar chart.
Owl
21
Mouse
949
Nuts
2100
4. Unfold the pieces and glue them down to form the pyramid
of number.
Number
5. Now repeat the tasks for the following food chain data.
Owl Mouse Type of organism
Nuts
Sparrow hawk
1
Blue tit
10
Caterpillars
100
Oak tree
1
Pyramids of number are not always pyramid shaped. A better
way to show the feeding relationship between the oaks,
caterpillars and blue tits would be a pyramid of biomass, which
takes into account the size of the organisms.
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2. Cut out the bars from the bar chart and fold them in half.
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R e s o u r c e s
6. Use the following food chain data to produce a pyramid of
biomass.
Fleas
40 g/m2
Foxes
100 g/m2
Rabbits
800 g/m2
Grass
5000 g/m2
The drawbacks of measuring biomass is that it can vary
throughout the season.
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WILDLIFE
9. If not all the energy is passed on between each trophic level
where does it go instead?
10. Humans are omnivores but which food would give you the
most energy, plant based or animal based?
7. Which time of year is the biomass of an oak tree at its
greatest?
The best way to show the feeding relationship between the
trophic levels in a food chain is to produce a pyramid of
energy.
8. Use the following food chain data to produce a pyramid of
energy.
Swallow
67kJ/m2/year
Ladybird
1600kJ/m2/year
Aphid
14000 kJ/m2/year
Nettle
87000kJ/m2/year
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The nettle is getting 100% of its energy from the sun, but not
all the energy is passed from the nettle to the aphid, similarly
the aphid does not pass all its energy onto the ladybird or the
ladybird pass all its energy to the swallow. The energy passed
along the chain gets less and less as you go up the trophic
levels.
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WILDLIFE
PEACOCK PREDATOR GAME
STAINED GLASS BUTTERFLIES
Session aims:
Session aims:
To teach about camouflage and defence strategies that wildlife
use to protect themselves from predators.
To reinforce what has been learnt about the colours of
butterflies and how they use camouflage and colours to defend
themselves from predators.
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A blindfold
A pair of mittens with colourful peacock eyes fixed to the
palms The peacock butterfly uses colour to defend itself from
predators. Its underwings are black and look like a dead leaf,
so that when it is at rest it is very difficult for predators to see
it. As a predator approaches the butterfly opens and closes its
wings rapidly thus flashing its false eyes to scare the predator
away. The wings rub together and make a scraping noise, which
also frightens the predators.
You will need:
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Tissue paper
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A4 sugar paper
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Pipe cleaners (cut to 6cm lengths, five per pupil)
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Scissors
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PVA glue
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Sticky tape
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Step by step worksheet
The aim of the game is to demonstrate how the peacock
frightens away potential predators. It works best on rustly
surfaces, so the beneath the trees in the leaf litter is a good
choice. Sit the class in a circle and ask then to be very quiet. Sit
one pupil in the middle of the circle blindfolded and wearing
the mittens. Point to someone in the circle. They become a
hungry bird. The hungry bird has to creep up on the butterfly
and tap it on the shoulder (eat it). If the peacock hears the
hungry bird it has to flash its eyes (the palms of the mittens)
in the direction of the danger. If the peacock flashes its eyes in
the right direction the bird has to fly off home with an empty
stomach. Choose another bird. Keep going until the peacock is
eaten.
STAINED GLASS BUTTERFLIES
Step-by-step instructions
Ask the class if they know of any other animals that have
interesting ways of defending themselves from predators.
5.You can add some eyes using paper, antennae, a proboscis
(long curled tongue) and legs using pipe cleaners and sticky
tape.
1.Fold the sugar paper in half and draw half a butterfly shape
with its wings open, cut out the shape.
2.With the paper still folded to keep the butterfly symmetrical,
draw on simple patterns and shapes and cut these out so
that both wings are the same.
3.Use different coloured pieces of tissue paper to fill in the
shapes you have cut out. Make sure both wings are the same.
4.When you have arranged the tissue paper, carefully glue the
pieces to the sugar paper, and leave the butterfly to dry.
6.When it is dry you can stick it a window and see the colours
change as the light shines through.
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You will need:
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WILDLIFE
BUTTERFLIES IN THE
ENVIRONMENT
Key Stage 3
FIND OUT MORE ABOUT TREES
This is a post tree planting activity however it is suitable to
follow on from the earlier tree activities.
Session aims:
Session aims:
To teach the relationships between animal populations and the
environment.
To encourage pupils to think more closely about the types of
trees they have seen and to find out additional information
about them. It also develops understanding of a scientific
approach to studying nature.
Print out the worksheet for each pupil to complete the
newspaper report activity, using Butterfly Conservation’s
website www.butterfly-conservation.org .You can also print
off some reports on similar issues to help the pupils with the
format and style of writing.
WHAT’S GOOD ABOUT WOOD?
Key Stage 2
Follow the link for this activity http://www.treeforall.org.uk/
JoinIn/AsASchool/english.htm
MEASURING THE PROPERTIES OF
TREES
Session aims:
Session aims:
To use mathematical techniques to explore features of trees.
To encourage pupils to think about the uses humans have
made of woodland products. To show how the importance
of some of these may have changed over time, but how even
today wood is still a valuable resource.
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NON-NATIVE SPECIES
Read the following information and complete the task below.
Animal and plant species from other countries often find their
way into the UK. Being an island only a few species will make
it here naturally, these are highly mobile species like birds and
some butterflies.
People have introduced other species in the past, so long ago
that they are now considered to be naturalised species. Many
people think some of these species are part of our native flora
and fauna, such as the pheasant, sweet chestnut, fallow deer,
little owl and the grey squirrel.
Some species have made it into the wider countryside by
accident, such as the ring necked parakeet, North American
crayfish, harlequin ladybird and mink, which have all escaped
from farms and zoos. Some plants have escaped over the
garden wall such as the rhododendron, Himalayan balsam and
Japanese knotweed. Some animals and plant seeds have made it
here through our transport network and even on the soles of
boots such as the American rosebay willow herb whose seeds
arrived here on American soldiers’ boots and were spread
along railway lines in the wind all the way into Scotland!
WILDLIFE
and have come from peoples’ gardens recently, but by far the
biggest problem plant is the invasive rhododendron. There are
also fallow deer in the woodland, a naturalised species that
has no natural predators in the UK and whose population
nationally exceed two million. Although the deer are
naturalised and not necessarily considered invasive, their large
and increasing populations can also be a problem. Ring necked
parakeets are very prolific and these birds are taking over the
feeding and nesting sites for our native woodpeckers.
TASK
Using the internet to research each of the following and make
a spider diagram of information for each.
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One of the non-native species found in Joydens Wood
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One other invasive species found in Britain
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A successful species re-introduction in Britain
Now choose one of the species and produce a poster
highlighting the key information.
There have been attempts to re-introduce some species that
have been made extinct in the UK in the recent past, such
as the wild boar, beaver, common European crane, red kites
and white-tailed eagles. Other re-introductions are under
consideration such as the wolves, lynx and bears, but these are
obviously more controversial with concerns for public safety.
Some of these non-native species do not cause any problems
to the countryside, where as others cause huge problems, we
call these species invasive species.
4900/10/11
You may have come across some non-native species during
your visit to Joydens Woods, or perhaps simply evidence of
their presence. There are a number of non-native plants in
Joydens Wood, some are found along the populated edges
Page 35
Joydens Wood
R e s o u r c e s
Pre-visit
Outdoors
Post-visit
WILDLIFE
BUTTERFLIES IN THE
ENVIRONMENT
You are a newspaper reporter and you have been asked to
write an article about the concerning decline of butterflies
in the countryside.Your article needs to explain to everyday
people the problems faced by butterflies and encourage them
to do what they can to help. Use the Butterfly Conservation
website to help you www.butterfly-conservation.org.
You need to cover the following points:
l
How does the weather and climate affect butterflies?
l
What threats are facing the habitats where butterflies live?
l
l
If butterfly numbers decline what happens to other animals
in the food chain?
What can people do to help butterflies?
4900/10/11
Use examples of species and places around the UK. Remember
that some butterflies are specific in their requirements for
food and habitat types and other species are more general.
Some butterflies can fly over long distances others cannot.
Therefore changes to the environment will affect some species
of butterflies more than others.
R e s o u r c e s
Joydens Wood
Post-visit
Outdoors
Pre-visit
Page 36
Page 37
Joydens Wood
R e s o u r c e s
Pre-visit
Outdoors
Post-visit
WILDLIFE
FOOD WEBS
Food chains are simple they only show one pathway of the
flow of energy between living things.
Often animals eat more than one type of food, this can be
different plants or different animals. For example a rabbit will
eat grass and dandelions, a fox will eat rabbits and pheasants, a
butterfly will get nectar from dandelions but a fox will not eat
the butterfly.
So food chains are not really as simple as a line of plant and
animal names, because each of those living things can belong to
more than one food chain. The living things live in a network of
complicated relationships.
Food chains often only include the producers, herbivores and
carnivores, but there are also the omnivores and decomposers
to consider.
Food chains can be linked together to make a food web. The
plants and animals are linked together with arrows to show
the directions the energy is flowing between them.
Now complete the food web by cutting out the pictures and
arranging them onto the web. Check with your teacher before
you stick down the pictures.
Remember it is not always a case of who eats whom, energy
will still be found in the leaves that have fallen from the tree,
otherwise how would the decomposers survive?
4900/10/11
Hint: it is best to start with your top carnivores as you know
nothing else will eat them, so they will only have arrows going
towards them, then work your way downwards thinking about
what animals they can eat. (A shrew is a carnivore).

WIlDlIFE - The Woodland Trust

Transcription

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