Discover and learn with Herts and Middlesex Wildlife Trust - wetlands by HMWT

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There are 47 Wildlife Trusts across the UK. We are unique in being the only organisations that work to protect the full range of UK habitats and species at a local level.

Herts and Middlesex Wildlife Trust

LOCAL STRENGTH

Herts & Middlesex

Discover and learn with the Wildlife Trust

Collectively we have over 800,000 members. Our vision is of a Living Landscape and Living Seas rich in wildlife. The support of our members is crucial to our success.

Herts and Middlesex Wildlife Trust Grebe House, St Michaelâ&#x20AC;&#x2122;s Street St Albans, Herts AL3 4SN Tel: 01727 858901 Email: info@hmwt.org

Find out more at:

www.hertswildlifetrust.org.uk

Join us on Facebook and Twitter

This folder has been produced by Herts & Middlesex Wildlife Trust with funding from the City Bridge Trust and Heritage Lottery Fund.

n Herts & Middlesex Wildlife Trust â&#x20AC;&#x201C; Registered in England: 816710; Registered Charity: 239863. n Printed by Berforts. n Design by Wildcat Design (wildcat1@ntlworld.com)

Protecting Wildlife for the Future

Wetland Activity Pack

Contents The following activities and additional materials are included in this Wetland Activity Pack: 1.

Animal Super Sense â&#x20AC;&#x201C; Hearing

Wildfowl Migration Game 2a-2e. Team Bird Cards 2f. Starter Cards 2g-2k. Game Cards

Duck Detectives 3a. Duck Detectives Template Key Stage 1 3b. Duck Detectives Template Key Stage 2

Make a Mini Pond!

Pond Dipping 5a. Pond Dipping Worksheet

Pond Food Pyramid

Predator vs Prey

Water Vole Survival Game 8a. Results Table

Winter Wildfowl Spotting Challenge 9a. Winter Wildfowl Spotting Sheet

10.

Migration and Habitat Quiz 10a. Migration and Habitat Quiz Sheet 10b-10j. Migration and Habitat Quiz Fact Sheets

Protecting Wildlife for the Future

Wetland activity

Animal Super Sense – Hearing Game A – What Can You Hear? Background information

As humans, we rely primarily on our sight to interpret the world around us. However many other animals, like mice and voles, have poor eyesight and must rely on other senses such as hearing to listen out for predators. Mice and voles have many predators including kestrels, owls, foxes, stoats and weasels so being able to listen out for them is vital to their survival.

Activity objectives

This activity aims to get children thinking about their senses, in particular their hearing. It gives them an opportunity to listen to and appreciate natural sounds normally drowned out by the noises of urban life.

Wood mouse

d W hat yo u w ill nee

ea – preferably 1. A large outdoor ar gh school by a river/lake, althou used. A site grounds can also be to hear a range where you are likely of sounds is best. uld be done in 1. ** This activity co – one in an two contrasting areas a quiet green urban area and one in y to highlight space. This is a good wa pollution and the problem of noise ing space the importance of mak for nature. and pencils if 2. Paper, clipboards a sound map you are going to draw 2). (older children and KS iona 3. Mats to sit on (opt

l).

Now turn over...

and play the game!

Protecting Wildlife for the Future

Wetland activity

Animal Super Sense – Hearing Game A – What Can You Hear? How to play

How to play

1. Give the children a mat each and ask them to find a quiet place to sit. Give them a couple of minutes but make sure they don’t sit too close to someone else.

1. Hand out a clipboard with a sheet of paper and pencil to each student.

Younger children and KS1

Older children and KS2

2. Ask them to draw a cross in the middle of the paper to show where they are sitting and explain that this will be their sound map. When they hear a sound 2. Get them to sit and listen quietly they should draw a mark on the map to represent it. This should also indicate the distance and direction for 5-10 minutes. If possible ask of the sound. them to close their eyes to maximise their sense of hearing. 2. ** Keep the marks very simple, a few lines or a shape to represent the type of sound heard. Top tip! Get them to try cupping For example an arrow could mean wind through their hands around their ears to the trees or wavy lines could be water flowing. help focus their hearing in one direction. Many animals can move their ears to listen in different 3. Follow steps 1-2 in KS1 instructions. directions! 4. After 5-10 minutes bring them back together and ask them to share their maps with a partner, 3. After 5-10 minutes bring them discussing what they heard and where. back together and ask them what sounds they heard. Which were natural and which were man-made?

Fo llow up

Information for Teachers National Curriculum Links – Science

Y2 POS Describe how animals obtain their food from other animals, using the idea of a simple food chain. Find out and describe the basic needs of animals, including humans, for survival. Y6 POS Identify how animals are adapted to suit their environment in different ways and that adaptation may lead to evolution.

1. Repeat in a contrasti ng area and compare so und maps between the tw o. 2. Get the students to discuss their maps, deciding which sounds they liked best/least and which of the two areas they preferred.

3. Combine with ga me 8 (Water Vole Survival Game).

Wetland activity

Animal Super Sense – Hearing Game B – Mind the Mink Background information

Water voles were once a common sight along our waterways but are now Britain’s fastest declining mammal. Populations have fallen by over 90% in the last century. One of the main reasons for this decline is predation by the American mink, a non-native species which has spread throughout our waterways. Like other small mammals, water voles have poor eyesight and therefore must rely on their hearing to listen out for predators such as mink.

Activity objectives

This activity aims to get children thinking about their senses, in particular their hearing. It will help them to understand how animals rely on their hearing in order to catch prey or to avoid being caught.

d W hat yo u w ill nee

play – indoors or 1. A space in which to re quiet! outdoors but somewhe 2. The class or group. 3. One blindfold.

Now turn over...

Water vole

and play the game!

Protecting Wildlife for the Future

Wetland activity

Animal Super Sense – Hearing Game B – Mind the Mink How to play

1. Get the group to sit in a large circle and choose one child to be the water vole.

2. Get the water vole to sit in the middle and put on the blindfold. The rest of the group in the circle are mink.

3. Pick one of the mink to try and reach the water vole without being heard.

4. If the water vole thinks they hear the mink they should point at where they hear the noise and shout “mink!”

Fo llow up

1. Discuss how well th e water voles did at avoiding being caught and how well the mink did at catching the wa ter voles. 2. Discuss how impo rtant hearing is to all anim als and why.

3. Combine with gam e8 (Water Vole Surviva l Game).

5. If the water vole is correct, the mink is out of the game and another mink is chosen to try and reach the water vole.

6. If the mink manages to get to the water vole and touch them on the shoulder without being heard, the water vole is caught!

American mink

7. Pick someone else to be the water vole and play again.

Information for Teachers National Curriculum Links – Science

Y2 POS Describe how animals obtain their food from other animals, using the idea of a simple food chain. Find out and describe the basic needs of animals, including humans, for survival.

Y6 POS Identify how animals are adapted to suit their environment in different ways and that adaptation may lead to evolution.

n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding from the City Bridge Trust and Heritage Lottery Fund. n Photography by Paul Broadbent/istockphoto.com, Margaret Holland, Mike Lane/istockphoto.com. n Design by Wildcat Design (wildcat1@ntlworld.com).

Wetland activity

Wildfowl Migration Game Background information

Many birds migrate between different countries every year. They do this in order to breed in the summer and to find food in the winter. Birds may fly thousands of miles to reach these places which means they may face many hazards along the way. However, as migration is vital to their survival, these birds must take these risks.

Here in the UK we have two mass movements of migratory birds. In spring our summer migrants move north from Africa to breed here in the UK and Europe. In the autumn they return to Africa when their food supply here (usually insects) starts to run out. At the same time our winter migrants arrive. They move south into the UK and Europe from more northerly places such as Russia, Iceland and Scandinavia to spend the winter here when food there becomes hard to find. They will stay here until the spring when they return north to breed, just as our summer migrants begin to arrive again!

Activity objectives

This game aims to teach children about bird migration, in particular the winter migration of ducks and geese to the UK. It should get children thinking about the hazards that birds face on their journeys and how we can help them on their way.

W hat yo u w ill nee d

1. The class or large group.

2. A large area in wh ich to play – a hall or playing field .

3. 20 x A4 cards num bered 1-20 – to form ‘stepping sto nes’.

4. Printed Game Ca rds (2g to 2k) and Starter Cards (2f).

5. Printed Team Bird cards (2a to 2e).

6. Tent pegs – optiona l (to hold ‘stepping stones’ down if outside). 1. ** Make sure all the cards are laminated, especially if you are using them outside! Now turn over...

and play the game!

Protecting Wildlife for the Future

Wetland activity

Wildfowl Migration Game How to play

1. Arrange the numbered ‘stepping stones’ on the ground, evenly spaced out from one end of the hall or field to the other, pegged down if necessary. 2. Shuffle the Game Cards and Starter Cards but keep the two packs separate!

3. Split the class/group into 5 teams (or less) and assign them a bird using the Team Bird cards. This is now their ‘flock’.

4. Explain that these birds migrate from their breeding grounds (noted on the Team Bird cards) to the UK in the autumn and why.

5. Ask the flocks to line up at the start of the ‘stepping stones’ ready to begin their migration. 6. To start the game, each flock in turn should take a Starter Card and follow the instruction. If they are unable to start their migration they should wait until their next turn and try again. Once a flock has started, use the Game Cards to instruct their next move.

1. ** Ask the flocks to remember all the problems they face, as well as the things that help them along the way.

7. Each flock in turn then takes a Game Card and follows the instruction – moving forward or back according to the conditions they face.

1. ** The flocks will move along the migration route at different rates.

1. ** Some of the flock might not make it to the end due to predators or hunters!

8. Once all the flocks have reached their destination bring the group back together to discuss their journeys: 1. • Who arrived first/last? Why? 1. • Did you all make it to your wintering grounds? If not, why not? 1. • What problems did you face? 1. • What helped you on your way? 1. • What can we do to help birds that migrate?

Information for Teachers National Curriculum Links – Science

Y1 POS Identify and name a variety of common animals (use the local environment to answer questions about animals and their habitats). Y2 POS Describe how different habitats provide for the basic needs of animals, (introduce the idea of 'habitat' and 'microhabitat' and observe how living things depend upon each other). Describe the basic needs of animals for survival. Y3 POS Animals need the right amount of nutrition, they cannot make their own food, they get nutrition from what they eat. Y6 POS Identify how animals are adapted to suit their environment in different ways.

Team Goldeneye!

photo: Dave Kilbey

(from Sweden)

2a. Wildfowl Migration Game â&#x20AC;&#x201C; Team Bird cards

Herts and Middlesex

Team Wigeon!

photo: Liz Leyden/istockphoto.com

(from Iceland)

2b. Wildfowl Migration Game â&#x20AC;&#x201C; Team Bird cards

Herts and Middlesex

Team Smew!

photo: Elenarts/istockphoto.com

(from Russia)

2c. Wildfowl Migration Game â&#x20AC;&#x201C; Team Bird cards

Herts and Middlesex

Team Bewick’s Swan!

photo: Gillian Day

(from Siberia)

2d. Wildfowl Migration Game – Team Bird cards

Herts and Middlesex

Team Pink-footed Goose!

photo: Mike Lane/istockphoto.com

(from Greenland)

2e. Wildfowl Migration Game â&#x20AC;&#x201C; Team Bird cards

Herts and Middlesex

The weather is perfect for flying so you set off on migration

Fly ahead 3 spaces

The weather is perfect for flying so you set off on migration

Fly ahead 3 spaces

Bad weather stops you from leaving on time

Stay where you are until your next go

Bad weather stops you from leaving on time

Stay where you are until your next go

2f. Wildfowl Migration Game - starter cards

STARTER CARD

Wildfowl Migration Game

STARTER CARD

Wildfowl Migration Game

STARTER CARD

Wildfowl Migration Game

STARTER CARD

Wildfowl Migration Game

2f. Wildfowl Migration Game - starter cards

A member of your flock is attacked and killed by a peregrine falcon

Stay where you are while you recover but 1 person must leave the game!

You fly into very strong winds and are pushed off course

Fly back 2 spaces

You get sick from eating fish from a polluted river

Stay where you are while you recover

You stop at a resting site but there is not enough food

Fly ahead only 1 space

2g. Wildfowl Migration Game - game cards

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

2g. Wildfowl Migration Game - game cards

A new shopping centre has been built on your favourite resting site

Fly back 2 spaces to find a better place to stop

While flying over a city you fly into a window

Stay where you are while you recover

Freezing conditions make it hard to find food

Fly ahead only 1 space

You fly into a rainstorm and canâ&#x20AC;&#x2122;t fly any further

Fly ahead only 1 space and wait while the storm passes

2h. Wildfowl Migration Game - game cards

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

2h. Wildfowl Migration Game - game cards

A member of your flock is shot and killed by a hunter

Fly back one space but 1 person must leave the game!

You land on a lake where people are sailing. Luckily there are other lakes in the area.

Fly 1 space to the next quieter lake

Flying is easy in good weather

Fly ahead 3 spaces

Good weather and a tail wind help you on your way

Fly ahead 3 spaces

2i. Wildfowl Migration Game - game cards

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

2i. Wildfowl Migration Game - game cards

You land at a lovely lake with plenty of food

With more energy you can fly ahead 5 spaces

Conservationists have saved your favourite resting site from being built on

You have a rest and then fly on 2 spaces

You land in a nature reserve where you can eat undisturbed

You eat lots and fly ahead 3 spaces

Flying is easy in good weather

Fly ahead 3 spaces

2j. Wildfowl Migration Game - game cards

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

2j. Wildfowl Migration Game - game cards

Good weather and a tail wind help you on your way

Fly ahead 3 spaces

You land at a lovely lake with plenty of food

With more energy you can fly ahead 5 spaces

Conservationists have saved your favourite resting site from being built on

You have a rest and then fly on 2 spaces

You land in a nature reserve where you can eat undisturbed

You eat lots and fly ahead 3 spaces

2k. Wildfowl Migration Game - game cards

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

GAME CARD

Wildfowl Migration Game

2k. Wildfowl Migration Game - game cards

Wetland activity

Duck Detectives Background information

In the UK we have many different species of duck. Some live here all year round and others come here just for the winter. With so many ducks about, winter is a great time to learn how to identify them. Each species can be identified by its plumage. Males are usually more colourful than females and so are a good place to start. Females are often a mottled brown colour which means they are camouflaged when sitting on the nest. One way to identify the species is to sketch it and note the different colours in its plumage. You can then look it up in a bird identification guide back at home or at school.

d W hat yo u w ill nee

of ducks and better 1. A lake with plenty still, one with hides! gh to share between 2. Binoculars – enou . pairs or small groups ee additional sheets 3. Duck templates (s 2). 3a for KS1 or 3b for KS the children can draw 3. ** If you prefer, scratch. their own ducks from . uring pencils or pens 4. Clipboards, colo keep you warm as 5. Warm clothing – to you draw! guide (see overleaf 6. Bird identification for suggestions). the children look at 3. ** Try not to let have finished the guides until they their sketches!

Activity objectives

This activity aims to get children to look closely at and appreciate our local wildlife, see how many species there are and understand the differences between them. It also teaches children how to observe carefully and make detailed notes and drawings of what they see. Older children and KS2 can look more closely at the ducks’ behaviour. Different ducks feed in different ways. They may be ‘dabblers’ which feed mainly at the surface e.g. mallards, or ‘divers’ which dive under the water to reach food e.g. tufted ducks. Watching how the ducks feed can tell you what category they come under.

Now turn over...

for further instructions!

Protecting Wildlife for the Future

Wetland activity

Duck Detectives Instructions

Instructions

1. Give each child a clipboard with a copy of the duck template and colouring pencils.

1. Follow steps 1-2 in KS1 instructions.

Younger children and KS1

2. Hand out the binoculars between pairs or small groups.

3. Ask them to observe the different ducks on the lake and choosing one duck, colour in the template. 4. Using the bird guides, get the children to match their drawings to the correct duck.

5. Ask the children to sort the duck drawings into groups, explaining why they have grouped them together.

bird W here to buy guides

s-council.org/ www.field-studie publications www.nhbs.com

Older children and KS2

2. Get the children to look at several ducks, colour in the templates and make notes. 2. ** If not using colouring pencils, label the colours and patterns on each part of the duck. The colouring could be done back in the classroom.

3. Using the bird guides, ask the children to identify the different species drawn.

4. Back in the classroom, ask the children to do a bit of research or use the bird guides to answer the questions at the bottom of each sheet. 5. Using their drawings, ask the children to write their own descriptions for each duck.

Information for Teachers National Curriculum Links â&#x20AC;&#x201C; Science

KS1 POS Observe closely using simple equipment. Identify and classify. Gather and record data to help answer questions (use simple features to compare living things, decide how to sort them into groups, collect and record simple data, talk about what they have found).

Y1 POS Identify and name a variety of common animals. Describe and compare the structure of common animals (use the local environment to answer questions about animals and their habitats).

Y2 POS Describe how different habitats provide for the basic needs of animals and plants and how they depend on each other.

Y4 POS Recognise that living things can be grouped in different ways. Explore the use of classification keys to group, identify and name a variety of living things in their local and wider environment. Y6 POS Identify how animals are adapted to suit their environment in different ways.

Wetland activity

Duck Detectives Template Key Stage 1 Use this sheet to colour in your chosen duck!

What species am I?

................................................................................

Protecting Wildlife for the Future

Wetland activity

Duck Detectives Template Key Stage 2

Use this sheet to colour in and label the main identification features of your chosen duck. Then do a bit of research to fill in the answers underneath!

Species

....................................................................................................................

What do I eat?

.......................................................................................................... ..........................................................................................................

This makes me a:

Diver

Dabbler

Do I live in the UK all year round or have I migrated here? If I migrate, where have I migrated from?

..........................................

...................................................................

Protecting Wildlife for the Future

Wetland activity

Make a Mini Pond! Background information

We can all do something to help our local wildlife and it doesn’t have to be something big. If you have a garden (whatever the size) or school grounds you can do your bit for wildlife, such as planting wildflowers, making a bug hotel or putting up a bird box.

One habitat that is fantastic for wildlife is ponds. They support two thirds of all freshwater species, from aquatic plants and invertebrates to dragonflies, amphibians and birds. Ponds in good condition can support a complex food web.

Ponds are rapidly disappearing throughout the countryside and are also being lost in back gardens as people decide to fill them in. 50% of all ponds were lost in the 20th century and 80% of those that remain are in a poor state.

Activity objectives

This activity aims to highlight how important ponds are for wildlife, how easy it is to create a new pond and to show children what wildlife lives in a pond. For older children and KS2 this can be used as an experiment to see how quickly a new pond is colonised and what wildlife moves in.

The activity focuses on making mini ponds but if you have more space you could create a larger pond in your own designated ‘wildlife area’!

Creating a new pond is therefore one of the best things that you can do for wildlife.

d W hat yo u w ill nee

ithout 1. A garden planter (w drainage holes). baskets 2. 2-3 pond plants in oxygenator including at least one (see link overleaf). 3. Pebbles or rocks.

Now turn over...

4. Topsoil.

with – from 5. Rainwater to fill it le. a water butt if possib . 6. Gardening gloves

for further instructions!

Protecting Wildlife for the Future

Wetland activity

Make a Mini Pond! Instructions

1. Choose a site for your pond. Wildlife ponds will flourish in an area that has equal sun and shade, with plenty of vegetation close by.

2. Dig a hole for your pond. The earth you have removed can be used as a base for a background rockery for frogs and toads to find shelter in. Insert the planter – it should be flush with the surrounding ground. 2. ** This step is optional – your planter can be left sitting on the ground if you are unable to dig a hole.

3. Add a shovelful of topsoil into the bottom of the planter and place your pond plants into position inside the planter.

Fo llow up

1. Get the children to check the pond each week to see what has changed an d what creatures have moved in. 2. Keep a pond diary and record the changes ov er time. 3. Appoint some of th e children as ‘Pond Ambassadors’ to look after the pond and te ach other classes how to make their own.

4. Arrange your rocks or pebbles inside the planter to create hiding places for the creatures that move in.

5. Build some rocks up the inside of the pond to allow any animals that fall in to get out again. 6. Fill the planter to the top with fresh, clean water. Rainwater from a water butt is perfect for this. 7. Let your pond settle for a few days and keep an eye on it. It won’t take long for wildlife to find it!

2. ** Don’t move anything into it from another pond as you risk contaminating your new wildlife haven with diseases.

Information for Teachers National Curriculum Links – Science

nks Useful li

t. wildlifetrus www.herts n -you-ca org.uk/how g fe-gardenin li d il w / lp e h et ad the leafl ** downlo lant info! for pond p

Y2 POS Describe how habitats provide for the basic needs of different kinds of animals and plants and how they depend on each other. Describe how animals obtain food from plants and other animals, using the idea of a simple food chain and identify and name different sources of food. Find out and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Y3 POS Explore the requirements of plants for life and growth and how they vary from plant to plant.

Y4 POS Construct and interpret a variety of food chains, identifying producers, predators and prey.

Wetland activity

Pond Dipping Background information

Pond dipping is a great way to get children thinking about the diversity of life and to understand what goes on in one ecosystem, in this case a pond or river. It allows them to see the range of life under the water which they don’t normally get to see. It also offers the chance to try out invertebrate sampling techniques while understanding the need to treat these creatures with care.

Activity objectives

This activity teaches children how to find, identify and record a variety of invertebrates.

Pond dipping is a good activity for all ages and can be adapted depending on the age group or key stage. For younger children and KS1, they don’t need to identify what they catch – it is just fun to look at all the creatures in the pond. Older children and KS2 can follow the identification keys and can even invent their own.

W hat yo u w ill nee d

1. Somewhere to pond /r

iver dip!

2. Wellies – if you are going river dipping!

3. Fine mesh pond ne ts –

one per group. 4. White trays – one per group. 5. Magnifying pots or clear plastic pots and magnifying glasse s. 6. Plastic spoons.

7. A small plastic aqua rium

(optional).

8. Minibeast keys (e.g . ‘Freshwater Name Trail’ fold-out chart fro m the Field Studies Council).

9. Worksheets to reco rd your findings (see additional sheet 5a) or notebooks. 10. Antibacterial hand gel or soapy water/paper towels fo r hand washing. 2. ** See links overle af for details on where you can buy the kit.

Now turn over...

for further instructions!

Protecting Wildlife for the Future

Wetland activity

Pond Dipping How to pond dip

1. Split the class into small groups and give them each a net and tray, magnifying glasses, pots, plastic spoons, a minibeast key and worksheet.

2. Explain what everything is, how to use it and what they are aiming to find. Also explain the importance of returning everything they catch back to where they found it.

3. Carefully fill the white tray half full with clear water from the pond, ready to put your findings in.

4. Gently move the net through the water without hitting the bottom â&#x20AC;&#x201C; to avoid a net full of pond sludge!

5. Place the net into the tray and turn it inside out to allow the creatures to swim out.

6. See what you have caught and identify them using the minibeast key, recording them on the worksheet.

How to river dip

1. Once you have found a safe, shallow and accessible river, wade in wearing wellies to about ankle deep.

2. Get the children to work in pairs â&#x20AC;&#x201C; one gently stirring up the gravel and stones using their feet, with the other holding the net vertically in the water downstream to catch the minibeasts dislodged from the bottom. 3. Follow the same process of identifying them in the tray and pots before returning them to the river.

7. Try sweeping the net at different depths and in different parts of the pond to get a range of minibeasts.

8. To get a better look, carefully transfer the minibeasts using the plastic spoons into a magnifying pot or clear plastic pot and use a magnifying glass. 9. ** Make sure the pots are half filled with water first!

9. If you want to hold onto some creatures for longer, fill your aquarium half full with pond water, put in a bit of vegetation and some stones for cover and transfer them in. 9. ** Make sure this is kept out of the sun and donâ&#x20AC;&#x2122;t leave the minibeasts in there for too long before returning them to the pond.

10. Once the groups have identified what they have caught, carefully return all the minibeasts back into the pond. 9. ** Be very careful when moving the minibeasts! Some of them are quite delicate so need to be looked after gently.

W here to buy yo u r pond d ipping kit

www.nhbs.com www.gbnets-uk.com www.field-studies-cou ncil. org/publications

Wetland activity

Pond Dipping Fo llow up

Younger children an

KS2 Older children and keys to identify the 1. Use the minibeast t the children to species found and ge ication keys. make their own identif rences in 2. Compare the diffe species in fast and adaptations between slow flowing water. rent methods of 3. Compare the diffe the different locomotion shown by species found. tor species and 4. Learn about indica und are which of the species fo ter. indicators of clean wa uses pollution in 5. Think about what ca s and what can be ponds, lakes and river waterways. done to clean up our an aquatic food 6. Research and draw some of the chain – try to include species found. cles of minibeasts 7. Research the life cy mammals. and compare them to

d KS1

1. Draw or identify th e minibeasts found.

2. Research other fre shwater animals and label them as carnivores, herbivore s and omnivores.

3. Sort the minibeasts found into groups and explai n the reasons for putting th em together.

4. Compare the struc ture of the minibeasts found and describe how they ar e suited to their environment. 5. Discuss how animal s obtain the things they need for survival.

Points to consider for working safely and responsibly

In advance:

• Confirm local health and safety considerations with LEA. • Carry out a risk assessment, including health

and safety measures.

• Ensure that there is a safe area to dip from.

• Ensure that an appropriate ratio of supervising adults will be present.

• Ensure that the children who take part have appropriate footwear and clothing for the weather conditions.

continues overleaf

Protecting Wildlife for the Future

Wetland activity

Pond Dipping Points to consider for working safely and responsibly continued...

On the day:

• Check the area again on the day of the activity to make sure there have been no changes or new hazards. • Do a safety talk and demonstration for both children and assisting adults before the activity starts – this should set boundaries and ensure safe use of equipment.

On the day:

• Ask the children not to pick creatures up out of the water by hand and warn them to avoid hand to mouth contact.

• Make sure that the children wash their hands

immediately after the activity and before eating or drinking.

• Make sure health and safety measures are in

• Explain that animals (including invertebrates) should be treated humanely and handled carefully.

• Monitor the activity as it takes place to ensure

returned to the place from which they were taken.

place.

that it continues to run safely.

• Ensure that animals taken from the wild are

Information for Teachers National Curriculum Links – Science

Y1 POS Identify and name a variety of common animals, identify as carnivores, herbivores, omnivores. Describe and compare the structure of common animals (use the local environment to answer questions about animals and their habitats). Y2 POS Explore and compare the differences between things that are living, dead and have never been alive. Describe how different habitats provide for the basic needs of animals and plants and how they depend on each other. Identify and name a variety of plants and animals and their habitats. Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain. Notice that animals have offspring which grow into adults. Lower KS2 POS Make systematic and careful observations, take accurate measurements, record findings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables. Report on findings (talk about criteria for grouping and classification). Y3 POS Animals need the right amount of nutrition, they cannot make their own food, they get nutrition from what they eat.

Y4 POS Recognise that living things can be grouped in different ways. Explore the use of classification keys to group, identify and name a variety of living things in their local and wider environment. Construct and interpret a variety of food chains, identifying producers, predators and prey.

Upper KS2 POS Record data using classification keys.

Y5 POS Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird. Describe the life process of reproduction in some plants and animals.

Y6 POS Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including micro-organisms, plants and animals. Give reasons for classifying plants and animals based on specific characteristics (use keys to identify some plants and animals in the immediate environment). Identify how animals and plants are adapted to suit their environment in different ways and that adaptation may lead to evolution.

Wetland activity

Pond Dipping Worksheet

Use this sheet to record your findings! Sketch the minibeasts you find in the boxes below and then fill in the details on the right, using your minibeast key. Species:

......................................................

Where did you find me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ...................................................................

Description: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ................................................................... ...................................................................

Species:

......................................................

Where did you find me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ...................................................................

Description: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ................................................................... ...................................................................

Species:

......................................................

Where did you find me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ...................................................................

Description: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ................................................................... ...................................................................

Protecting Wildlife for the Future

Wetland activity

Pond Dipping Worksheet Species:

......................................................

Where did you find me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ...................................................................

Description: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ................................................................... ...................................................................

Species:

......................................................

Where did you find me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ...................................................................

Description: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ................................................................... ...................................................................

Species:

......................................................

Where did you find me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ...................................................................

Description: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ................................................................... ...................................................................

Species:

......................................................

Where did you find me? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ...................................................................

Description: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

................................................................... ................................................................... ...................................................................

Wetland activity

Pond Food Pyramid Background information

Food chains exist throughout nature and are vital to the survival of all species. If one part of a food chain is adversely affected, the consequences for the other species in the chain can be huge.

A well known example of how interfering with a food chain can be devastating is that of the insecticide DDT. This was once widely used to eradicate insects from crops. However, the insects that ingested the DDT were then eaten by small birds which were then eaten by birds of prey such as peregrine falcons. As more and more DDT accumulated in the birds of prey it stopped their eggshells forming properly. The eggshells were so thin that they were easily crushed by the parent birds, resulting in a rapid population decline.

Thankfully DDT was eventually banned in the UK in the 1980s and bird of prey populations began to recover as the toxic chemicals in the food chain disappeared.

d W hat yo u w ill nee

outdoors. 1. A space indoors or group. 2. The class or large e as name 3. Sticky labels to us e species. badges for each of th 4. Camera (optional). ptional). 5. Black card discs (o

Otter

Activity objectives

This activity aims to get children thinking about food chains and food pyramids. It aims to show the importance of the very small creatures right at the bottom and what happens when a pollutant is introduced.

Now turn over...

and play the game!

Protecting Wildlife for the Future

Wetland activity

Pond Food Pyramid How to play

1. Divide the group into the following sub-groups and give them each a sticky label on which to write the name of their species (use these numbers as a guide): 1. • 10 x water plants (producers) 1. • 6 x tadpoles (herbivores/prey) 1. • 3 x trout (carnivores/prey/predators) 1. • 1 x otter (the tallest member of the group!) (carnivore/top predator)

2. Arrange the groups as follows: 1. • Water plants sit on the ground in a line 1. • Tadpoles crouch behind them with their hands on the water plants’ shoulders 1. • Trout stand behind the tadpoles with their hands on the tadpoles’ shoulders 1. • The otter stands behind one of the trout with their hands on the trout’s shoulders

3. Take a photo of the group to take back to the classroom and display.

4. Explain why this is called a food chain or pyramid. Identify key terms for KS1 – carnivore, herbivore, omnivore and KS2 – producers, predators and prey.

Extensions of the game

1. Ask which of the creatures depend on the water plants for survival. Answer: All of them – tadpoles, trout and otter as they are all connected!

2. Ask which of the creatures rely on the otter for food. Answer: None – the otter is at the top of the food chain!

3. Explain that a food chain needs a greater abundance of smaller creatures/plants lower down the chain to support fewer larger species (predators) towards the top.

4. Discuss the need for a variety of food items in a food chain. What happens when the tadpoles grow into frogs and leave the pond? If there wasn’t a diversity of other food items neither the trout or otter would survive. 1. ** Explain the need for both diversity and abundance of species within a food chain to support all species.

5. Pretend to spray the water plants with herbicide and give each plant a black disc.

6. Get the plants to pass these back to the tadpoles, then get the tadpoles to pass these back to the trout and the trout to Information for Teachers pass them back to the otter. The otter should end up with all the black discs. National Curriculum Links – Science

Y1 POS Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

7. Discuss how the pollutant (the herbicide) has been concentrated up the food chain. Sometimes it may not have an effect on Y2 POS Describe how animals obtain their food from those species lower down (they might not plants and other animals, using the idea of a simple feel the effects or live long enough) but food chain. when accumulated in the bodies of Y3 POS Identify that animals cannot make their own predators at the top of the food chain the food, they get nutrition from what they eat. effects can be far greater.

Y4 POS Recognise that environments can change and this can sometimes pose dangers to living things. Construct and interpret a variety of food chains, identifying producers, predators and prey.

8. Use the example of DDT to illustrate how this can affect top predators.

Wetland activity

Predator vs Prey Background information

In nature there is a constant struggle for survival between predators and prey. Both need to eat to survive and prey species need to avoid being eaten. This game is based on frogs and herons. Herons eat a variety of prey species but frogs are a favourite. Frogs therefore have to be alert to the presence of herons and stay hidden and camouflaged to avoid being spotted. Frogs are also eaten by a number of other predators including foxes, kestrels, owls and badgers.

In winter frogs usually leave the pond to find damp safe places in which to hibernate, such as under logs, roots, buildings or old burrows. In spring they wake up and make the hazardous journey back to the pond to breed. In this game explain that the frogs have just woken up from hibernation and need to make it back to the pond without being caught by the heron.

Common fr og

Activity objectives

This game aims to introduce the concept of predatorprey relationships, food chains and the life cycle of frogs.

d W hat yo u w ill nee

ich to play 1. A large area in wh â&#x20AC;&#x201C; preferably outside. group. 2. The class or large â&#x20AC;&#x2DC;pondâ&#x20AC;&#x2122; 3. A rope to mark the (optional). Now turn over...

and play the game!

Grey heron

Protecting Wildlife for the Future

Wetland activity

Predator vs Prey How to play

1. Lay the rope out at the end of the playing area to mark the edge of the ‘pond’ – where the frogs need to get to!

2. Play the game ‘Grandmother’s Footsteps’. One child is selected as the heron and stands in front of the rope with their back to the rest of the group. 3. The rest of the group are all frogs and line up at the other end.

4. The frogs have to try and make it to the pond past the heron without being caught.

Fo llow up

t of food chains. 1. Discuss the concep glets and frogs What do tadpoles, fro ? eat and what eats them for prey species 2. Discuss the need d the need for to be camouflaged an y. Herons will predators to be stealth waiting for stand patiently, quietly g. their prey to come alon edator-prey 3. Research other pr relationships.

5. The frogs start to make their journey (hopping if they like!) while the heron’s back is turned. The heron can choose at any point to turn around at which point all the frogs have to freeze. If the heron sees any frogs still moving they are caught and become extra herons!

e Common frog tadpol

6. See how many frogs make it back to the pond!

Information for Teachers National Curriculum Links – Science

Y1 POS Identify and name a variety of common animals that are carnivores, herbivores and omnivores.

Y2 POS Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain. Y3 POS Identify that animals cannot make their own food, they get nutrition from what they eat.

Y4 POS Recognise that environments can change and this can sometimes pose dangers to living things. Construct and interpret a variety of food chains, identifying producers, predators and prey.

n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding from the City Bridge Trust and Heritage Lottery Fund. n Photography by Tim Hill, Dave Kilbey, Richard Burkmar. n Design by Wildcat Design (wildcat1@ntlworld.com).

Wetland activity

Water Vole Survival Game Background information

Water voles were once a common sight along our waterways but are now Britain’s fastest declining mammal. Populations have fallen by over 90% in the last century and as a result, the water vole now needs protection nationwide.

Destruction of the water vole’s natural habitat – river banks and wetlands – has resulted in a direct loss of water vole colonies as well as the isolation of remaining populations. However, the biggest threat facing water voles is predation by the non-native American mink. Having originally escaped from fur farms, this species can wipe out an entire water vole colony in a matter of weeks.

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group. 1. The class or large is could be 2. An open area – th tside near a indoors but ideally ou king about the river to get them thin game in real terms. bags. 3. Several small bean

table (see 4. Printed out results optional. additional sheet 8a) – rd the results 1. ** Use this to reco uld be of each round – this co child each allocated to a different discussed time to fill in and then ion. at the end of the sess

Activity objectives

This game aims to show how a number of factors affect the survival of a species and its ability to reproduce successfully. Habitat destruction, predator/prey relationships, disease, weather and pollution can all affect wildlife populations over time. Some of these are natural factors but others are man-made. It is the latter which we can do something about – for example by restoring damaged or lost habitat. This game aims to teach children that: 1. • Good habitat is key to a population’s survival.

1. • Populations will continue to increase until limiting factors are imposed – i.e. when there is not enough food for the whole population.

1. • Limiting factors will often contribute to fluctuations in wildlife populations – i.e. as numbers of prey increase, so will the number of predators. However, once the predators have reduced the prey population, the predator population will also decrease allowing the numbers of prey to increase again! This is a natural predator/prey cycle. 1. • Nature is constantly changing!

Now turn over...

and play the game!

Protecting Wildlife for the Future

Wetland activity

Water Vole Survival Game How to play

1. Divide the class into two - one group will be water voles, the other group will act as the following three habitat factors (things that all water voles need to survive): 1. • Food (riverside plants) 1. • Water (for travelling through and hiding in) 1. • Shelter (their burrows)

habitat factor, they link arms with them and walk back behind the water vole line. This habitat factor then becomes a water vole. Any water vole that fails to find what they need ‘dies’ and becomes a habitat factor themselves. Any unused factors return to their line.

1. ** Starting with only one or two water voles will show the population growth better.

2. Each habitat factor will be identified by a different symbol. Get the children to practice these symbols: 1. • Food – hands on their stomachs 1. • Water – hands over their mouths 1. • Shelter – hands on their heads

3. Establish two horizontal lines (about 10m apart). Ask the water voles to stand behind one line and the habitat factors behind the other. Ask them to turn around so that their backs are to each other.

4. Tell everyone that they need to decide on their habitat factor. The water voles should decide on whether they need to find food, water or shelter, and the habitat factors should decide which of these they want to be. Each child should make the symbol for their chosen habitat factor. Once they are ready, count slowly to three and allow both groups to turn around. 5. Allow the groups to mingle in the space between the two lines as the water voles look for what they need. Once the water vole has found their

Water vole 1. ** Habitat factors cannot be shared – only one water vole to each factor! 1. ** During each round, neither the water voles nor habitat factors can change symbols once they have decided on one!

6. Repeat the process and play about 10 rounds, with the water voles and habitat factors choosing different symbols each time. Using the results table, record the number of water voles at the beginning and end of each round, as well as the number of each type of habitat factor you start with.

7. After 10 rounds, introduce one or two predators – American mink. The mink can ‘catch’ the water voles by tossing small bean bags at them as they look for their chosen habitat factor. Water voles can only be caught when they are in the mingling zone between the two lines. Any water vole that is caught then ‘dies’ and becomes a habitat factor. Record how quickly the water vole population declines now.

Wetland activity

Water Vole Survival Game Fo llow up

gether to 1. Gather the group to d ask why this discuss the results an happened. r voles need 2. Discuss what wate could do to to survive and what we habitat along help, such as restoring lling mink. river banks and contro controlling 3. Discuss the issue of to protect a a non-native species ies. (See links native declining spec n). for further informatio a graph to 4. Plot the results on ctuations show the population flu mink are and the decline when introduced. e 1 (Animal 5. Combine with gam g). Super Sense – Hearin

Water vole

Useful links

www.hertswildlifetrust. org.uk/ watervoles www.gwentwildlife.or g/what-we-do/ projects/water-vole-pr oject/ american-mink-and-m ink-control www.norfolkwildlifetru st.org.uk/wildlife -in-norfolk/species-e xplorer/ mammals/american-m ink

Information for Teachers National Curriculum Links – Science

Y1 POS Identify and name a variety of common animals (use the local environment to answer questions about animals and their habitats).

Y2 POS Describe how different habitats provide for the basic needs of animals, (introduce the idea of ‘habitat’ and ‘microhabitat’ and observe how living things depend upon each other). Describe the basic needs of animals for survival.

Y3 POS Animals need the right amount of nutrition, they cannot make their own food, they get nutrition from what they eat.

Y4 POS Recognise that environments can change and this can sometimes pose dangers to living things.

Protecting Wildlife for the Future

Wetland activity

Water Vole Survival Game

Water vole feeding

Greater pond-sedge ant – a water vole food pl

American mink – main predator of water voles

Stoat – a predator of water voles

or of water voles Grey heron – a predat

n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding from the City Bridge Trust and Heritage Lottery Fund. n Photography by Paul Broadbent/istockphoto.com, Kenny Crooks/Tees Valley WT, Dave Kilbey, Mike Lane/istockphoto.com, Rachel Scopes, Russell Spencer, Neil Wyatt. n Design by Wildcat Design (wildcat1@ntlworld.com).

Wetland activity

Water Vole Survival Game Results Table Round 1

Habitat factors (number of each) Food=

Number of water voles at start

Number of water voles at end

Water=

Shelter=

Food=

Water=

Shelter=

Food=

Water=

Shelter=

Food=

Water=

Shelter=

Food=

Water=

Shelter=

Food=

Water=

Shelter=

Food=

Water=

Shelter=

Protecting Wildlife for the Future

Wetland activity

Water Vole Survival Game Results Table continued Round 8

Habitat factors (number of each) Food= Water=

Number of water voles at start

Number of water voles at end

Shelter=

Food=

Water=

Shelter=

Food=

Water=

Shelter=

Food= Water= Shelter= Mink= Food= Water= Shelter= Mink= Food= Water= Shelter= Mink=

Food= Water= Shelter= Mink=

Wetland activity

Winter Wildfowl Spotting Challenge Background information

In the UK we have many different species of duck. Some live here all year round and others come here just for the winter. With so many ducks about, winter is a great time to get out and learn how to identify them. Each species can be identified by its plumage. Males are usually more colourful than females and so are a good place to start. Females are often a mottled brown colour which means they are camouflaged when sitting on the nest.

Activity objectives

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of ducks and 1. A lake with plenty des! better still, one with hi gh to share 2. Binoculars – enou l groups. between pairs or smal otting 3. ‘Winter Wildfowl Sp printed or – Challenge’ sheets (9a ). photocopied in colour

. 4. Clipboards, pens keep you warm 5. Warm clothing – to rds! as you look for the bi

This activity aims to get children to look closely at and appreciate our local wildlife, see how many species there are and understand the differences between them.

Pochard

Now turn over...

for further instructions!

Protecting Wildlife for the Future

Wetland activity

Winter Wildfowl Spotting Challenge Instructions

1. Give each child a clipboard, ‘Spotting Challenge’ sheet and pen.

2. Hand out the binoculars between pairs or small groups.

Fo llow up

3. Go for a walk around the lake, stopping in the hides to see how many of the birds on the sheet the groups can find. 1. ** If you see any other birds on the way, make a note of them on the back of your sheet!

rent species 1. Research the diffe sroom and found back in the clas migrants and determine which are year round. which are resident all

game 2 2. Combine this with e), (Wildfowl Migration Gam game ves) or game 3 (Duck Detecti tat Quiz). 10 (Migration and Habi

4. At the end of the walk bring everyone together to find out how many different species they saw.

Great crested grebe

Information for Teachers National Curriculum Links – Science

Y1 POS Identify and name a variety of common animals. Describe and compare the structure of common animals (use the local environment to answer questions about animals and their habitats).

Y2 POS Describe how different habitats provide for the basic needs of animals and plants and how they depend on each other.

Y6 POS Identify how animals are adapted to suit their environment in different ways.

n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding from the City Bridge Trust and Heritage Lottery Fund. n Photography by Tim Hill, Amy Lewis, Andrew Palmer. n Design by Wildcat Design (wildcat1@ntlworld.com).

Wetland activity

9a Winter Wildfowl Spotting Challenge Use this sheet to record your findings.

Shoveler

Tufted duck

Pochard

Great crested grebe

Coot

Gadwall

Grey heron

Moorhen

Wigeon

Goldeneye

Goosander

Smew

n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding from the City Bridge Trust and Heritage Lottery Fund. n Photography by Rich Andrews/CVL Birding, Richard Bowler, Bob Coyle, Gillian Day, Elenarts/istockphoto.com, Dave Kilbey, Amy Lewis, Liz Leyden/istockphoto.com, Andrew Palmer. n Design by Wildcat Design (wildcat1@ntlworld.com).

Wetland activity

Migration and Habitat Quiz Background information

In the UK we have many different species of wildfowl. Some live here all year round and others come here just for the winter. Each year in September/October thousands of ducks migrate into the Colne Valley to spend the winter here when their breeding grounds, in places such as Scandinavia and Iceland, freeze over and they can no longer find food. They will stay here until March when they migrate north again to breed.

The chain of lakes in the Colne Valley provides a fantastic habitat for a variety of wildfowl, making it a great place to go birdwatching in the winter.

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tdoor space 1. A classroom or ou the quiz fact where you can put up sheets. eets (10b to 10j) 2. Printed quiz fact sh tside. â&#x20AC;&#x201C; laminated if using ou pins/sticky tape. 3. Blu-tack/drawing (10a) and pens. 4. Printed quiz sheets Broadwater Lake in the Colne Valley

Activity objectives

This quiz aims to get children to understand why birds such as ducks migrate and why the Colne Valley is so important for them.

Now turn over...

Migrating

flock of du cks for further instructions!

Protecting Wildlife for the Future

Wetland activity

Migration and Habitat Quiz Instructions

1. Prior to the activity, print/laminate and stick up the fact sheets around the classroom/outdoor space. 1. ** Mix them up so they are not in question order.

1. Discuss th e answers to the quiz questions.

2. Research different hab itats and find out whic h species live in each type of habit at.

2. Give each child a quiz sheet and pen. Ask them to write their name at the top. 3. Explain that they have to look for facts to answer the quiz questions.

Fo llow up

4. At the end of the session bring the group together and go through the answers. Get the children to mark each other’s quizzes.

3. Find out a bo birds that vis ut other migratory it the UK. 4. Combine this with gam e2 (Wildfowl M igration Gam e), game 3 (Duck Detec tive Wildfowl Spo s) or game 9 (Winter tting Challen ge).

Useful links

For more information on the Colne Valley Park visit : www.colnevalleypark. org.uk www.hertswildlifetru st.org.uk

Swallow

Wildfowl at S

tocker’s Lake

Information for Teachers

National Curriculum Links – Science

Y2 POS Living things and their habitats.

Y4 POS Living things and their habitats.

n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding from the City Bridge Trust and Heritage Lottery Fund. n Photography by Zsuzsanna Bird, Tim Hill. n Design by Wildcat Design (wildcat1@ntlworld.com).

Wetland activity

10a Migration and Habitat Quiz Work together in teams to look for the facts put up around the classroom to help answer the questions! Question 1: What is a habitat? .......................................................................................................................... ..........................................................................................................................

Question 2: List six different types of habitat.

(Think about what habitats you might find in the Colne Valley!) .......................................................................................................................... .......................................................................................................................... ..........................................................................................................................

Question 3: What do all animals need from a habitat? .......................................................................................................................... ..........................................................................................................................

Question 4: What is the name for the journey that birds make from one country to another? ..........................................................................................................................

Question 5: Why do birds like ducks migrate?

They like to visit other countries

They go to visit relatives

n n

They need to find food

They need to find places to breed

(Tick the correct answers)

Now turn over...

for more questions!

Protecting Wildlife for the Future

Wetland activity

10a

Migration and Habitat Quiz Question 6: Why is the Colne Valley good for ducks?

1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Question 7: Which of these birds migrate here in the summer and which migrate here in the winter?

Swallow

Goldeneye

Smew

Common tern

............................

,,,,,,,,,,,,,,,,,,,,,,,,,,,,

Question 8: When do our migrant birds arrive and when do they leave? Winter birds?

Summer birds?

Arrive in:

Leave in:

............................................

Well done, you have completed the quiz! How many did you get right?

....................

n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding from the City Bridge Trust and Heritage Lottery Fund. n Photography by Elenarts/istockphoto.com, Tim Hill, Dave Kilbey. n Design by Wildcat Design (wildcat1@ntlworld.com).

Wetland activity

10b

Migration and Habitat Quiz Facts

Red fox

â&#x20AC;˘ A habitat is the place where an animal lives

â&#x20AC;˘ Habitats in the Colne Valley include lakes, rivers, ponds, grasslands, woodlands and reedbeds

Wetland activity

10c

Migration and Habitat Quiz Facts

Wren with chicks

â&#x20AC;˘ All animals need food, water, shelter and a safe place to raise their young from a habitat

Wetland activity

10d

Migration and Habitat Quiz Facts

Migrating flock of ducks

â&#x20AC;˘ Lots of birds make long journeys called migrations from one country to another â&#x20AC;˘ They do this to find food and to find places to breed when the seasons change

Wetland activity

10e

Migration and Habitat Quiz Facts

Great crested grebe

â&#x20AC;˘ The Colne Valley is fantastic for ducks because:

There are lots of lakes with plenty of food (above and below the water!)

Wetland activity

10f

Migration and Habitat Quiz Facts

Broadwater Lake

â&#x20AC;˘ The Colne Valley is fantastic for ducks because: There are lots of large lakes â&#x20AC;&#x201C; big enough for lots of birds!

Wetland activity

10g

Migration and Habitat Quiz Facts

Coot with chicks

• The Colne Valley is fantastic for ducks because: It is quiet – the birds don’t get disturbed

Wetland activity

10h

Migration and Habitat Quiz Facts

Stockerâ&#x20AC;&#x2122;s Lake

â&#x20AC;˘ The Colne Valley is fantastic for ducks because: There are lots of places to shelter and hide

Wetland activity

10i

Migration and Habitat Quiz Facts

Common tern

â&#x20AC;˘ Birds such as swallows and common terns migrate here in the summer â&#x20AC;˘ Summer migrants arrive in March and leave in October

Wetland activity

10j

Migration and Habitat Quiz Facts

Goldeneye

â&#x20AC;˘ Birds such as goldeneye and smew migrate here in the winter â&#x20AC;˘ Winter migrants arrive in October and leave in March

NATIONAL VOICE

There are 47 Wildlife Trusts across the UK. We are unique in being the only organisations that work to protect the full range of UK habitats and species at a local level.

Herts and Middlesex Wildlife Trust

LOCAL STRENGTH

Herts & Middlesex

Discover and learn with the Wildlife Trust

Collectively we have over 800,000 members. Our vision is of a Living Landscape and Living Seas rich in wildlife. The support of our members is crucial to our success.

Herts and Middlesex Wildlife Trust Grebe House, St Michaelâ&#x20AC;&#x2122;s Street St Albans, Herts AL3 4SN Tel: 01727 858901 Email: info@hmwt.org

Find out more at:

www.hertswildlifetrust.org.uk

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This folder has been produced by Herts & Middlesex Wildlife Trust with funding from the City Bridge Trust and Heritage Lottery Fund.

n Herts & Middlesex Wildlife Trust â&#x20AC;&#x201C; Registered in England: 816710; Registered Charity: 239863. n Printed by Berforts. n Design by Wildcat Design (wildcat1@ntlworld.com)

Protecting Wildlife for the Future