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

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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

Woodland Activity Pack

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

Blue Tit Survival Game 1a. Results Table

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

Camouflage Caterpillars

Hibernation Game 4a-4c. Hibernation Game Tokens

Minibeast Safari 5a. Minibeast Safari Worksheet

Tree Discovery

Tremendous Trees!

Woodland Food Chain Game

Woodland Explorers 9a. Woodland Explorers Scavenger Hunt Sheet/ Collecting Bag

10.

Leaves Galore! 10a-10b. Leaf Identification Sheets

Protecting Wildlife for the Future

Woodland activity

Blue Tit Survival Game Background information

Although we regularly see blue tits in our gardens they are primarily a woodland bird, making their nests in holes and cracks in trees. They feed on caterpillars, insects, seeds and nuts and in spring rely on the abundance of newly emerged caterpillars to feed their young.

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group. 1. The class or large ich to play the 2. An open area in wh indoors but game – this could be tter still, an better outside and be nd to get them open area in a woodla me in real terms. thinking about the ga bags. 3. Several small bean

table 4. Printed out results 1a) – optional. (see additional sheet rd the results 1. ** Use this to reco uld be of each round – this co child to allocated to a different scussed fill in each time and di 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 contribute to fluctuations in wildlife populations – i.e. as numbers of prey increase, so will the numbers of predators. 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

Woodland activity

Blue Tit Survival Game How to play

1. Divide the class into two – one group will be blue tits and the other group will act as the following three habitat factors (things that all blue tits need to survive): 1. • Food (caterpillars and other insects) 1. • Water (for drinking and washing) 1. • Shelter (their nests) 1. ** Starting with only one or two blue tits 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 blue tits 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 blue tits 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 blue tits look for what they need. Once the blue tit has found their habitat factor, they link arms

with them and walk back behind the blue tit line. This habitat factor then becomes a blue tit. Any blue tit that fails to find what they need ‘dies’ and becomes a habitat factor themselves. Any unused factors return to their line. 1. ** Habitat factors cannot be shared – only one blue tit to each factor! 1. ** During each round, neither the blue tits nor habitat factors can change symbols once they have decided on one!

6. Repeat the process, with the blue tits and habitat factors choosing different symbols each time. Using the results table, record the number of blue tits at the beginning and end of each round, as well as the number of each type of habitat factor you start with. Running about 10-15 rounds is usually enough to show how population size is affected by availability of resources. 7. You can also introduce one or two predators – sparrowhawks – if desired. The sparrowhawk can ‘catch’ blue tits by tossing small bean bags at them as they look for their chosen habitat factor. Blue tits can only be caught when they are in the mingling zone between the two lines. Any blue tit that is caught then ‘dies’ and becomes a habitat factor.

1. ** Sparrowhawks are a native species and naturally hunt a variety of small birds.

Woodland activity

Blue Tit Survival Game Fo llow up

gether to discuss 1. Gather the group to is happened. the results and why th at habitat factors You could discuss wh and how animals need to survive fect an animal’s their availability can af n size. The survival and populatio cognise that children should also re lations are both habitats and popu ore blue tits dynamic and that the m the competition there are, the greater t factors). is for resources (habita tits need to survive 2. Discuss what blue to help, such as and what we could do ds and providing protecting our woodlan nest boxes. a graph to show 3. Plot the results on tions and the the population fluctua s (such as decline when predator troduced. sparrowhawks) are in

Blue tit

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

Woodland activity

Blue Tit Survival Game

A nest provides shelter

Sparrowhawk s â&#x20AC;&#x201C; a predator of blue tit

Blue tit

Garden ponds can ival provide water for surv

Caterpillar

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, HMWT, Amy Lewis, Tom Marshall, Alan Price/Gatehouse Studio and Paul Thrush. n Design by Wildcat Design (wildcat1@ntlworld.com)

Woodland activity

Blue Tit Survival Game Results Table Round 1

Habitat factors (number of each) Food=

Number of blue tits at start

Number of blue tits 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

Woodland activity

Blue Tit Survival Game Results Table continued Round 8 9 10 11

Habitat factors (number of each) Food= Water= Shelter=

Number of blue tits at start

Number of blue tits at end

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

Food= Water= Shelter= Sparrowhawk=

Food= Water= Shelter= Sparrowhawk= Food= Water= Shelter= Sparrowhawk=

Woodland activity

Animal Super Sense – Echolocation Background information

Bats are nocturnal, coming out after dark to hunt for food. They are not blind as often thought, but rely on echolocation rather than sight to navigate and to find and capture their prey. This works like sonar, with the bat emitting a high pitched sound as it flies. The sound travels away from the bat and if it meets something (a tree/building/insect) the sound hits it and bounces back. The bat can determine the location, distance and what the object is depending on the echo it receives.

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r ‘bat’). 1. Blindfolds (one pe

obstacles (this 2. A flat area with no a woodland or could be a clearing in nd). in a park or playgrou ity, check the area 1.** Before the activ cles/dog mess. for trip hazards/obsta

Bats in the UK are insectivores and can eat thousands of insects a night. There are 18 species of bat in the UK, of which 10 are regularly recorded in Hertfordshire.

Activity objectives

Pipistrelle bat

This game aims to teach children that animals may use different senses to locate their prey and to discover how echolocation in bats works. Now turn over...

and play the game!

Protecting Wildlife for the Future

Woodland activity

Animal Super Sense – Echolocation How to play

1. Nominate one child to be a bat and two children to be moths.

2. Ask the rest of the group to be trees and form a large circle (they might need to hold their arms out to ensure the circle is large enough). 3. The bat and moths stand inside the circle and the bat puts on a blindfold.

4. The aim is for the bat to catch the moths. To do this the bat must shout out “bat” and the moths respond immediately by shouting out “moth”. The bat must then work out where they are, follow the sounds and try to catch them. This should show how echolocation works!

moth, the moth has been caught and should leave the circle and become a tree. The bat carries on until all the moths have been ‘eaten’.

7. If the bat gets too close to the edge of the circle, the children in the circle should shout out “tree” so the bat can avoid them.

8. You can make the circle smaller or introduce more bats and moths to speed up the game. 9. The game can be played several times to allow all children to have a chance at being a bat or a moth.

5. The moths should move around, trying to avoid being captured while continually responding to the bat. 6. If the bat manages to touch a

Information for Teachers National Curriculum Links – Science

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

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

Fo llow up

1. Discuss what other animals use echoloca tion to find their way arou nd.

2. Discuss what othe r animals are nocturna l. 3. Research how othe r animals find their food . Do they use their hear ing or sense of smell? 4. Discuss what sens es we use to find our food .

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 Amy Lewis. n Design by Wildcat Design (wildcat1@ntlworld.com).

Woodland activity

Camouflage Caterpillars Background information

For animals that are prey species (i.e. are eaten by predators) it is important to try and avoid being eaten. Many animals, such as caterpillars, use camouflage as a way of doing this. It helps them blend into their surroundings so they don’t stand out.

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th lots of low 1. A tree or shrub wi works best in branches. (This activity en there are spring or summer wh leaves on the trees). rious colours 2. Pipe cleaners of va These should cut into 10cm lengths. loured ones, include some dark co d browns as particularly greens an coloured ones. well as some brightly sit on (optional). 3. A mat to kneel or

Activity objectives

This game aims to teach children about camouflage and how insects such as caterpillars use this to avoid being eaten by birds. It shows them how camouflage works and why many animals have evolved to use this as a method of protecting themselves from predators.

The game can also be used to explain why some animals do the exact opposite! Bright colours and patterns act as a warning to predators, showing that the animal might be poisonous (or mimicking one that is).

ars’ Pipe cleaner ‘caterpill Now turn over...

and play the game!

Protecting Wildlife for the Future

Woodland activity

Camouflage Caterpillars 1. Prior to the session, attach the pipe cleaners to the tree by twisting them on to twigs/branches (all within reaching height of the children).

5. As the children bring the caterpillars back, line them up on the ground in the order they bring them back to you. This should end up being mostly the bright colours first with the green/brown colours towards the end.

2. One adult should pretend to be a baby bird. It’s easiest if they can kneel/sit on the floor while the game is in progress.

7. Ask if they notice any difference between the caterpillars collected at the beginning and the ones collected towards the end.

How to play

Top tip! Remember to count how many pipe cleaners you put out so you can make sure they all get collected at the end!

3. Tell the children that they are the parent birds and need to find ‘caterpillars’ (pipe cleaners) to feed the baby bird.

4. Ask them to go to the tree, find a ‘caterpillar’ and bring it back to feed the baby bird. Tell them they have to do this quickly as baby birds need feeding every few minutes. However they are only allowed to collect and bring back one caterpillar at a time!

6. After all the caterpillars have been found, gather the group together.

8. Discuss why it might be beneficial to be a darker coloured caterpillar. 4.

4. ** Tell them to watch out for twigs/branches that might poke them in the eye.

Information for Teachers National Curriculum Links – Science

Y2 POS Identify that most living things live in habitats to which they are suited.

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

Fo llow up

1. Discuss the advant age of being camouflaged. 2. Discuss why some animals might be brightly colo ured and why this might be an advantage. 3. Research other met hods some caterpillars use to dete r predators. 4. Discuss mimicry – some animals adopt bright colours and patterns to mimic poisonous animals even though they aren’t poisonous themselves . 5. Ask the children to design their own caterpillars – one that is well camouflaged and one that is brightly coloured.

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 HMWT. n Design by Wildcat Design (wildcat1@ntlworld.com).

Woodland activity

Hibernation Game Background information

Only three animals in the UK truly hibernate: hedgehogs, bats and dormice. Other animals, such as reptiles, amphibians and some insects are often described as hibernating, but they are in a dormant state, like a very deep sleep, rather than in true hibernation. During hibernation the animal’s heart rate, body temperature and metabolic rate drop significantly. This allows it to conserve energy and live longer off its fat reserves during the winter months when there is little food available. Animals may also hibernate in the summer if there is insufficient food – a process known as aestivation.

In order to survive hibernation, animals need to put on extra fat in the autumn in order to have enough energy reserves to see them through the winter. They also need to find somewhere dry and well insulated in which to hibernate. If they don’t find a good place they might get too cold and wake up (which uses up a lot of energy) or freeze!

Activity objectives

This game aims to teach children about hibernation and that all animals need food, shelter and water to survive, especially during the winter months. It also aims to highlight how animals need to be on the lookout for predators at all times!

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ns (cut out and 1. A number of toke companying laminated from the ac sheets 4a to 4c). kens can be 2. • Acorns = food (to acorns/ substituted with real if hazelnuts/pinecones available) water 2. • Rippling pond = 2. • House = shelter ich to hide 2. A large area in wh ly a woodland, the tokens – preferab played in although this could be school grounds. r the predator 3. Clothes pegs – fo (optional).

Now turn over...

and play the game!

Protecting Wildlife for the Future

Woodland activity

Hibernation Game How to play

1. Prior to the game, hide the tokens in various places around a central point.

2. Discuss with the group why some animals find it difficult to survive the winter.

3. Explain that they need to try and find enough ‘food’ (acorn tokens) to survive the winter. Tell them how many tokens they need to collect in order to survive. 4. Give them a time limit and then let them go off to find the ‘food’.

5. When the time is up, gather the group together and see who has collected enough food to survive.

Useful links

Hedgehogs ets es.org.uk/fact_she www.sttiggywinkl tion hedgehog hiberna e th d oa nl w do ** fact sheet.

l Bats es/bat_roosts.htm ag /p uk g. or s. at .b www Dor mice _ s/122_dormouse www.ptes.org/file mation_small.pdf nfor fact_sheet_and_i

Information for Teachers National Curriculum Links – Science

Y2 POS Describe how different habitats provide for the basic needs of animals.

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

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

Extensions of the game

1. Add shelter tokens. Children have to collect one of these along with enough food to survive. (You could hide less shelter tokens so that there will not be enough for everyone!). 2. Add water tokens. Children have to collect one or more of these along with the food and shelter tokens.

3. Add in a predator. Choose one child to act as a predator. Their job is to sneak up on their ‘prey’ and attach a clothes peg to their clothes. This means that the ‘prey’ has been caught and is out of the game. You could mark out a circle around the central point to be a safe zone from the predator.

Fo llow up

1. Research whe re different animals like to hi bernate. 2. Discuss what happens to them when they hiber nate. 3. Discuss how other animals th at don’t hibernate survive the winte r, e.g. squirrels co llect lots of nuts in autumn and stor e them in caches . 4. Make a hedg ehog hibernation house! www.bbc. co.uk/ breathingplaces /hedgehog_hom e

4a. Hibernation Game - food tokens

FOOD TOKEN

Hibernation Game

FOOD TOKEN

Hibernation Game

FOOD TOKEN

Hibernation Game

4a. Hibernation Game - food tokens

4b. Hibernation Game - water tokens

WATER TOKEN

Hibernation Game

WATER TOKEN

Hibernation Game

WATER TOKEN

Hibernation Game

4b. Hibernation Game - water tokens

4c. Hibernation Game - shelter tokens

SHELTER TOKEN

Hibernation Game

SHELTER TOKEN

Hibernation Game

SHELTER TOKEN

Hibernation Game

4c. Hibernation Game - shelter tokens

Woodland activity

Minibeast Safari Background information

Minibeast hunting is a great way to get children thinking about the diversity of life and the role that different animals play within an ecosystem. It allows them to get close to a range of life that they don’t normally get to see and offers the chance to try out invertebrate sampling techniques, while understanding the need to treat these creatures with care.

Many invertebrates act as decomposers and detritivores, feeding on and breaking down dead organic material. Without them our woodlands would fill up with dead wood, leaf litter and dead animals!

Activity objectives

This activity teaches children how to find, identify and record a variety of invertebrates. Minibeast hunting 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 find – it is just fun to look at all the creatures that they come across. Older children and KS2 can follow identification keys and can even design their own.

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1. Somewhere to go minibeast hunting! Visit a local woodland and search in log piles, leaf litter an d under dead wood and stones. You can also hunt in other locations includ ing gardens, flower beds, piles of po ts/tiles or anywhere else minib easts might be hiding.

1. ** Alternatively, ga ther and bring some leaf litter into th e classroom in large bowls or buck ets, lay out newspaper and spread the leaf litter out for each group to hunt through. Remember to return th e creatures back to where you foun d them! 2. Magnifying pots or clear plastic pots and magnifying glasses. 3. Soft paint brushe s (optional).

4. Minibeast keys (e .g. ‘Woodland Name Trail’ fold-out ch art from the Field Studies Council).

5. Worksheets to reco rd your findings (see additional sheet 5a) or notebooks. 6. Antibacterial hand gel. 1. ** See links over leaf for details on where you can buy th e kit.

Now turn over...

for further instructions!

Protecting Wildlife for the Future

Woodland activity

Minibeast Safari How to hunt minibeasts

1. Split the group into pairs or small groups and start hunting! Get the children to look carefully under leaves, logs and stones to see what minibeasts they can find. Remind them to put things back where they found them.

2. Carefully transfer the minibeasts into a magnifying or clear plastic pot (using a soft paint brush if preferred). Then take a closer look, using a magnifying glass if necessary.

3. Identify them using the minibeast key. The children could also photograph/draw them or describe them in words to identify later. 4. Once the minibeasts have been identified, return them carefully to where they were found. 1. ** Be very careful when handling the creatures. Some of them are quite delicate so need to be looked after gently.

Where to buy your kit

www.field-studies-council.org/ publications www.nhbs.com www.wildforms.co.uk

Fo llow up

minibeasts in 1. Discuss the role of mposers and the ecosystem as deco detritivores. the different 2. Research some of â&#x20AC;&#x201C; their needs, minibeasts you found Create a display food, adaptations etc. ings. about them using draw cycles of mini2. Research the life em to mammals. beasts and compare th â&#x20AC;&#x201C; see Wildlife 3. Make a bug hotel uctions Watch website for instr .uk/activitywww.wildlifewatch.org sheets

Woodland activity

Minibeast Safari Points to consider for working safely and responsibly

On the day:

• Make sure health and safety measures are in place and monitor the activity as it takes place to ensure that it runs safely.

• Make sure that the children wash their hands, or use antibacterial gel, after the activity and before eating or drinking.

• Explain that animals (including invertebrates) should be treated humanely and handled carefully. • Ensure that animals taken from the wild are returned to the place from which they were taken.

Information for Teachers National Curriculum Links – 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 – 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.

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.

Y5 POS Describe the differences in the life cycles of an animal, 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.

Protecting Wildlife for the Future

Woodland activity

Minibeast Safari

Search leaf litter

Ladybird

les Search under wood pi

Millipede

Woodlouse

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 Adam Cormack, Clare Gray, HMWT, Dr Malcolm Storey. n Design by Wildcat Design (wildcat1@ntlworld.com).

Woodland activity

Minibeast Safari 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

Woodland activity

5a Species:

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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: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Woodland activity

Tree Discovery Background information

Different trees have different types of bark. We can use the colour and texture of the bark to help us identify the species of tree.

Activity objectives

This activity aims to get children to use their senses of touch and smell rather than sight to explore a tree and to learn how bark can be used to identify different types of tree. It also aims to develop their interest in trees and looking after them.

d W hat yo u w ill nee

r pair). 1. Blindfolds (one pe veral medium to 2. A flat area with se land or park). large trees (in a wood ity, check the 1. ** Before the activ obstacles/ area for trip hazards/ dog mess.

Now turn over...

and play the game!

Protecting Wildlife for the Future

Woodland activity

Tree Discovery How to play

1. Ask the children to get into pairs and hand out a blindfold to each pair.

2. Explain that they will be taking it in turns to ‘meet a tree’. Each pair decides who will be the leader first and who will be blindfolded.

3. Explain that by using the blindfolds, the children will have to use their senses of touch and smell instead of relying on their sight. 4. Get the leaders to gently spin their partner round to confuse their sense of direction then guide their partners to a tree, taking care to avoid low branches and obstacles underfoot! 5. Get the blindfolded partner to explore the tree by touch/smell etc. Leaders can help by asking them questions such as:

1. • How does it feel – smooth/bumpy? 1. • Are there any bits that stick out, feel unusual? 1. • Does it have a smell? 1. • Can you put your arms right around the trunk?

Information for Teachers National Curriculum Links – Science

Y1 POS Identify and name a variety of common wild plants, including deciduous and evergreen trees. Identify and describe the basic structure of a variety of common flowering plants, including trees.

Y2 POS Identify and name a variety of plants and animals in their habitats.

6. When the blindfolded partner is happy that they know what their tree feels and smells like, the leader should lead them away from the tree and gently spin them round a few times again. 7. The blindfolded partner then takes off their blindfold and tries to work out which tree was theirs by remembering what it felt and smelt like.

Fo llow up

1. Get the children to try and identify their tree from the bark. 1. ** You will need a tree identification guide to help with this, e.g. ‘Winter Trees: a photographic guide’ from the Field Studies Council. 2. If there are differe nt tree species, look at them with the group pointing out th e differences in the bark – texture/ colour/smell. 3. Get the children to do bark rubbings using pape r and crayons to see the different ba rk textures and patterns. 4. Combine with gam es 10 (Leaves Galore!) and 7 (Tremen dous Trees!) to gain a better unde rstanding of how different parts of the tree function and how to id entify trees from their leaves.

Y4 POS Explore and use classification keys to group, identify and name a variety of living things in their local environment.

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 Emma Bradshaw, Debs Richardson Bull. n Design by Wildcat Design (wildcat1@ntlworld.com).

Woodland activity

Tremendous Trees! Background information

Trees are hugely important to a wide range of wildlife. They provide habitats for a variety of species to live in as well as a bounty of food for many creatures, from invertebrates to mammals.

Trees are made up of a number of parts, many of which we can’t see. They all have a vital role to play in the functioning and survival of the tree.

Activity objectives

This activity aims to teach children how a tree functions by acting out the working parts of a tree.

Hornbeam

W hat yo u w ill nee d

1. A large group (pre ferably at least 12 child ren). 2. The game uses dra ma to act out the role s played by each part o f the tree. You will nee d the following actors t o make up the tree. 1. • Hear twood (x1) – provides the strengt h and support of the tree 1. • Taproot (x1) – an chors the tree in the ground and draws up minerals and water 1. • Lateral roots (x 2) – also help anchor the tree and draw up wate r and nutrients 1. • Xylem (pronoun ced zy-lem) (x2) – tube s which carry water up to the branches and the leaves 1. • Cambium (x2) – the growing part of th e tree where cells divid e (producing xylem on one side and phloe m on the other) 1. • Phloem (prono unced flow-em) (x2) – tubes which carry fo od made in the leaves to the rest of th e tree 1. • Bark (x2) – the tough outer layer whi ch protects the new wood

Top tip! Work out h ow many children you need to act out each part of the this will vary depending tree beforehand, as on the size of your gro up. You can multiply up al l the parts of the tree.

Now turn over...

and play the game!

Protecting Wildlife for the Future

Woodland activity

Tremendous Trees! How to play

The group leader acts as the narrator, choosing the actors to play the different parts of the tree and explaining the role and function of each in turn. 1. The first person chosen is the heartwood. Ask them to stand up straight and tall.

Explain: You are the heartwood. You are the inner core of the tree. Your job is to hold the tree strong and tall. All the other parts of the tree above the ground depend on you to hold them up. You have been around for a long time. At one time you were alive and carried water and food through the thousands of tiny tubes in your wood, but as you grew they clogged up with sticky resin and pith and now you are dead. 2. Ask the heartwood to say “I am tall and strong”.

3. The next person is the taproot. Ask them to sit with their back to the heartwood – their legs stretched out in front of them.

Explain: You are the taproot. You are the tree’s anchor. Your job is to get water from deep under the ground. You are one of many taproots that hold this tree tightly to the earth and keep it standing during storms.

4. The next actors are the lateral roots (ideally with long hair!). Ask them to lie down on their backs with their feet up against the heartwood.

Explain: You are the lateral roots. There are hundreds of you growing out from the

base of the trunk helping to keep the tree upright. Each root has tiny hairs (ask the roots to spread out their hair). You have thousands of these hairs to absorb water and nutrients from the soil. 5. Ask the taproot and lateral roots to make ‘slurping’ noises as if they’re sucking up water from the soil.

6. The next actors are the xylem. Ask them to form a circle around the heartwood, facing inwards and holding hands. Be careful not to step on the lateral roots!

Explain: You are the xylem. Your job is to draw water from the roots up to the highest branches and leaves. You are the most efficient pump in the world. You move hundreds of litres of water a day, sometimes at speeds of up to 100 miles an hour! 7. Ask the xylem to go “Wheeee…!” and throw their arms up into the air. Ask the roots to ‘slurp’ again and then the xylem to go “Wheeee…!” drawing the water up.

8. The next actors are the cambium and the phloem. Ask them to form a circle around the xylem, facing outwards.

Explain: You are the cambium and the phloem. The cambium is the growing part of the tree. Every year you grow a new layer of xylem on the inside of the tree and a new layer of phloem on the outside. Ask them to say “We divide and grow”.

Explain: Phloem, your job is to carry the food made in the leaves around the tree so it can grow. Ask them to start with their hands in the air then lower them

Woodland activity

Tremendous Trees!

down towards the ground as they bend their knees and say “Whoooo…”, in a long descending note.

9. Ask everyone to act their parts – the heartwood to say “I am tall and strong”, the roots to ‘slurp’, the xylem to say “Wheeee…!’’, the cambium to say “We divide and grow” and the phloem to go “Whoooo…”.

10. The final actors are the bark. Ask them to circle the rest of the group facing outwards.

Explain: You are the bark. Your job is to protect the tree. You protect the living parts of the tree from drying out and damage. You also protect it from insects, pests and fungi.

11. Ask the bark actors to adopt a stance as if they’re protecting the tree – barking as they do so! 12. With all the parts of the tree in place

they can all work together to act out the functions of the tree at the same time: 1. • Heartwood stands tall and strong, saying “I am tall and strong” 1. • Roots anchor themselves firmly and ‘slurp’ 1. • Xylem goes “Wheeee…!’’ 1. • Cambium says “We divide and grow” 1. • Phloem goes “Whoooo…” 1. • Bark defends them all by barking!

13. The group leader could pretend to be different things ‘attacking’ the tree such as a woodpecker or a chainsaw, which the tree has to defend itself from.

14. The group leader could also become the wind, initiating a big storm that causes the whole tree to sway back and forth before falling over! The leader could then tap three or four children on the shoulder to be acorns who then grow up from the ground to become new trees!

Information for Teachers National Curriculum Links – Science

Y1 POS Identify and describe the basic structure of a variety of common flowering plants, including trees. Y2 POS Explore and compare the differences between things that are living, things that are dead and things that have never been alive.

Y3 POS Identify the functions of different parts of flowering plants: roots, stem/trunk, leaves and flowers. Explore the requirements of plants for life and growth (air, light, water, nutrients from soils and room to grow) and how they vary from plant to plant. Investigate the way in which water is transported within plants.

Fo llow up

r this 1. Discuss how simila lants. structure is to other p t tree 2. Look at a freshly cu n stump to see if you ca ee (s identify the layers overleaf ).

Protecting Wildlife for the Future

Woodland activity

Tremendous Trees! Cross section of a tree trunk Phloem

Cambium Xylem

Heartwood Bark

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 Clare Gray, istockphoto.com n Design by Wildcat Design (wildcat1@ntlworld.com).

Woodland activity

Woodland Food Chain Game Background information

Food chains exist throughout nature and are vital to the survival of all species. Green plants are at the bottom of the food chain as they can make their own food through photosynthesis. Animals canâ&#x20AC;&#x2122;t make their own food, so they must eat plants to stay alive, either directly as in the case of a rabbit eating grass, or indirectly as in the case of a fox eating a rabbit. Ultimately everything derives its energy from the sun.

d W hat yo u w ill nee

outdoors. 1. A space indoors or group. 2. The class or large

card (four 3. Sheets of coloured different colours).

Activity objectives

This activity aims to get children thinking about food chains and the importance of the very small creatures at the bottom of the chain.

Oak tree Sparr owha wk

Now turn over...

and play the game!

Protecting Wildlife for the Future

Woodland activity

Woodland Food Chain Game How to play

1. Divide the group into four evenly sized sub-groups and designate each sub-group as one of the following species: 1. • Oak tree (producer) 1. • Caterpillar (herbivore/prey) 1. • Blue tit (carnivore/prey/predator) 1. • Sparrowhawk (carnivore/top predator) 2. Allocate each group/species a different coloured card and give each member of the group a card of the relevant colour (they can write their species name on it if they like).

3. Get the different groups to mingle as each player searches for the other three species to complete the food chain.

4. Once all four parts of the food chain have found each other, they should line up in the correct order with their hands on the shoulders of the species below them in the food chain. 5. They should end up in groups of four consisting of one oak tree, one caterpillar, one blue tit and one sparrowhawk lined up in this order.

Information for Teachers National Curriculum Links – Science

Fo llow up

1. Discuss what othe r food chains the children ca n think of . 2. Add additional sp ecies you might find in a woodla nd to create a food web. Ho w many connections can be m ade between the different species? 3. Make a food ‘pyram id’ with the same four species by arranging the childre n into a triangular shape, with the producer at the botto m and the top predator at the to p. Think about how many of ea ch species are needed to suppor t the next species in the food ch ain. ** Note: this won’t qu ite be a pyramid as there will only be one oak at the bottom supporting many caterpillars! 4. Research and draw food chains/webs/pyramid s for the classroom wall.

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 Susannah O’Riordan, Steve Waterhouse. n Design by Wildcat Design (wildcat1@ntlworld.com).

Woodland activity

Woodland Explorers Background information

As humans we are used to exploring places primarily with our sense of sight. Animals, however, often use all of their senses to find their way, to locate food and to avoid danger.

Activity objectives

This activity aims to get children to look at and experience a habitat, in this case a woodland, in a different way. It encourages them to use all of their senses to search for sights, sounds, textures and smells.

d W hat yo u w ill nee

s scavenger hunt 1. Woodland Explorer sheet 9a). sheet (printed out from ich to scavenge! 2. A woodland in wh

Now turn over...

3. Pencils.

and play the game!

Protecting Wildlife for the Future

Woodland activity

Woodland Explorers How to play

1. Before the activity, print out the Woodland Explorers scavenger hunt sheet. 1. 2. ** You can either print just the side with ‘Cuthbert the Caterpillar’ on, or print both sides and staple/tape the edges together, leaving the top edge open. This then becomes a collecting bag for the children.

2. Tell the group they are going to be exploring the woodland, using ‘Cuthbert the Caterpillar’ to help them look, listen and feel for different things in the wood.

3. Set a time limit for the scavenging.

4. Give each child a Woodland Explorers scavenger hunt sheet/ collecting bag and pencil and let the scavenger hunt begin!

5. At the end of the search gather the group together and ask about what they found. This could include the best and worst things they found, the most unusual sound they heard, the biggest things they saw...

2. ** For younger children and KS1, organise stopping points along a set walk where they can go scavenging. Older children and KS2 could be allowed to roam more freely within a specified area.

Scavenger art

Fo llow up

Information for Teachers National Curriculum Links – Science

KS1 POS Working scientifically, observing closely using simple equipment.

1. Make a picture of the habitat using the scavenged materials. This can be done in sm all groups on the woodlan d floor by clearing a flat area of any debris or back in the classroom .

2. Use the scavenged items to make collage s back in the classroom .

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 HMWT. n Design by Wildcat Design (wildcat1@ntlworld.com).

Woodland Explorers Scavenger Hunt Cuthbert the Caterpillar is looking for some special things today. Can you help him find them?

A twig shaped like the letter Y

Something that smells nice

3 different shaped leaves

Something an animal might eat Something smooth Something that makes a crackling sound

Write down....

The loudest sound you hear in the wood: ........................................................................

Something very small 2 pieces of bark that feel different Something with a hole in it

Something prickly

Write down....

Your favourite thing in the wood: ........................................................................

This Woodland Explorers Collecting Bag belongs to:

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

9a. Woodland Explorers - scavenger hunt

Herts and Middlesex

Woodland activity

Leaves Galore! Background information

There are many different tree species in the UK which can be identified by their leaves, bark, buds and fruits. The accompanying identification sheet can be used as a resource to help identify some of our tree species by their leaves. It can also be used to play a variety of games â&#x20AC;&#x201C; see suggestions overleaf.

Activity objectives

This resource aims to teach children that leaves come in lots of different shapes and sizes and that they can be used to identify different tree species. It also aims to get children thinking about classifying species by their characteristics.

l nee d W hat yo u w il

sibly hich to play â&#x20AC;&#x201C; pos 1. A space in w ing on the game! a wood depend af accompanying le 2. Copies of the b. 10 eets 10a and identification sh aves. 3. A supply of le

Now turn over...

Beech leaves and play the games!

Protecting Wildlife for the Future

Woodland activity

Leaves Galore! Suggested Games â&#x20AC;&#x201C; how to play

1. Leaf Detectives. Visit a woodland and ask the children to collect several dead leaves that look different. Get them to match their leaves to the pictures on the worksheet and work out which species of tree they belong to.

2. Mix and Match! Print off the sheets and cut them up. Mix them up and get the children to match the species names and details to the correct leaf. 3. Snap! Print off several copies of the sheets, cut out the pictures and use them to play snap.

4. Feature Finder. Get the children to classify the leaves into different groups by their features. How many different ways can they be grouped?

Fo llow up

1. Discuss why leaves are important to trees.

2. Discuss why some trees are evergreen and some trees are deciduous.

3. Discuss what adap tations the leaves of evergreen tre es show. 4. Research why deci duous trees lose their leaves in the autumn and why they change colour.

5. Design your own ga mes to play using the leaf pi ctures and grid.

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

Y1 POS Identify and name a variety of common wild and garden plants, including deciduous and evergreen trees.

Y2 POS Identify and name a variety of plants and animals in their habitats.

Y4 POS Recognise that living things can be grouped in a variety of ways. Explore and use classification keys to help group, identify and name a variety of living things in their local and wider environment.

Y6 POS Describe how living things are classified into broad groups according to common observable characteristics and based on similarities and differences, including microorganisms, plants and animals.

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 Thrush. n Design by Wildcat Design (wildcat1@ntlworld.com).

Leaf

Common name

Latin name

Deciduous/ Evergreen

Description

Ash

Fraxinus excelsior

Deciduous

• Opposite pairs of oval leaflets. • Pointed tips. • Smooth edges.

Silver birch

Betula pendula

Deciduous

• Small, oval leaves. • Pointed tips. • Toothed edges. • Light green.

Field maple

Acer campestre

Deciduous

• Small leaves with five lobes. • Rounded blunt teeth. • Smooth edges.

Hazel

Corylus avellana

Deciduous

• Round to oval leaves. • Pointed tips. • Double toothed edges. • Hairy.

Holly

Ilex aquifolium

Evergreen

• Oval shaped leaves. • Many with spiky edges. • Glossy green.

10a. Leaves Galore! – leaf identification sheet

Photography by istockphoto.com

Leaf

Common name

Latin name

Deciduous/ Evergreen

Description

Hornbeam

Carpinus betulus

Deciduous

• Oval leaves. • Pointed tips. • Toothed edges.

Beech

Fagus sylvatica

Deciduous

• Oval leaves. • Pointed tips. • Smooth edges.

English oak

Quercus robur

Deciduous

• Lobed leaf. • Smooth edges.

Horse chestnut

Aesculus hippocastanum

Deciduous

• 5-7 leaflets spreading from a central stem. • Pointed tips. • Toothed edges.

Yew

Taxus baccata

Evergreen

• Leaves are small, straight needles. • Pointed tips. • Smooth edges.

10b. Leaves Galore! – leaf identification sheet

Photography by istockphoto.com

NATIONAL VOICE

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Herts and Middlesex Wildlife Trust

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Herts & Middlesex

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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

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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