Staffordshire Wildlife Trust
Watery
Wildlife
Watery Wildlife gives an insight into the
diversity of life associated with freshwater
and how Capability Brown used water in
his landscapes. Children will investigate the
type of creatures living in water, gain an
understanding of the life cycles of some of
them and look at the relationships between
creatures (food chains/webs, etc.). Results are
collected using simple identification keys. The
activity can be adapted to focus on comparing
the different watery habitats, to investigate
different micro-environments.
Watery Wildlife Activities
Watery Wildlife begins in the classroom with a discussion
about pond and river habitats. The children are encouraged to
discuss the differences between the natural River Trent and
the man made Trentham Lake planned by Capability Brown.
Children are asked what aquatic wildlife they might expect
to see in each habitat. Pictures illustrating the diversity
of freshwater aquatic life can be shown if time allows. An
outline of the pond dipping activity is given; how best to
sample for invertebrates and health and safety points.
After walking to the activity site, the children are told about
the general ecology of the area, including an outline of what
plants and larger animals can be found there. The children
will have time to think how Capability Brown built the lake
and why. They are then shown simple invertebrate keys/
identification charts (a variety of keys are available with
varying degrees of complexity) and how to use them. A
demonstration of how to pond dip is then given.
The children get into their groups and carry out the pond
dipping activity. They sample using nets and observe what
they have caught in a white tray. Once invertebrates have
been caught, the following can be carried out:
• Identification of each invertebrate using a simple key.
Curriculum Links
Watery Wildlife links with National Curriculum
attainment targets in English, Science and Mathematics.
Key Stage 1
English
Reading (2a, 2c, 7b)
• Recording species found and numbers caught.
• Looking at how species are adapted to their environment
(for example how they move).
• Investigating which animals are herbivores and which are
Writing (1a, 2a, 9a, 9c, 9d)
Mathematics
Number (1g)
Science
Scientific enquiry (1, 2a, 2b, 2e, 2f, 2h)
Life processes and living things (1b, 1c,
carnivores, and looking at relative numbers of each type
2a, 2b, 2e, 2f, 2g, 4b, 5a, 5b, 5c)
caught.
• Exploration of food chains and webs – what eats what?
• Exploration of similarities between these animals and
animals that the pupils are already familiar with (such as
Key Stage 2
English
relating this to water quality and pollution.
• Filling in a ‘freshwater creature profile’ sheet, which allows a
more detailed look at a particular animal.
The speaking and listening section
Reading (3a, 3d, 3e, 9b)
hoglice and woodlice, pond snails and garden snails, etc.).
• Counting the numbers of different species found, and
The speaking and listening section
Writing (1b, 9b, 9d, 10)
Mathematics
Number (1f)
Science
Scientific enquiry (2a, 2b, 2e, 2i, 2j, 2k, 2l)
Life processes and living things (1a, 1c,
4a, 4b, 4c, 5a, 5b, 5c, 5d, 5e)
Please Note: Schools should consider bringing a change of
clothes in case there are any accidents whilst pond dipping.
Want to know more?
Registered charity no 259558 Limited company no 959609 www.staffs-wildlife.org.uk 01889 880100
Contact Clare at The Trentham Estate
Tel 01782 646646
Email: [email protected]
www.trentham.co.uk