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 Michael’s Street
St Albans, Herts AL3 4SN
Tel: 01727 858901
Email: [email protected]
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 – Registered in England: 816710; Registered Charity: 239863.
n Printed by Berforts. n Design by Wildcat Design ([email protected])
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
2.
Animal Super Sense – Echolocation
3.
Camouflage Caterpillars
4.
Hibernation Game
4a-4c. Hibernation Game Tokens
5.
Minibeast Safari
5a. Minibeast Safari Worksheet
6.
Tree Discovery
7.
Tremendous Trees!
8.
Woodland Food Chain Game
9.
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
1
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.
d
W hat yo u w ill nee
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
1
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
1
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
1
Blue Tit Survival Game
A nest provides shelter
Sparrowhawk
s
– 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 ([email protected])
Woodland activity
1a
Blue Tit Survival Game
Results Table
Round
1
2
3
4
5
6
7
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
1a
Blue Tit Survival Game
Results Table continued
Round
8
9
10
11
12
13
14
15
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=
Food=
Water=
Shelter=
Sparrowhawk=
Food=
Water=
Shelter=
Sparrowhawk=
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 Design by Wildcat Design ([email protected]).
Woodland activity
2
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.
d
W hat yo u w ill nee
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
2
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 ([email protected]).
Woodland activity
3
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.
d
W hat yo u w ill nee
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
3
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 ([email protected]).
Woodland activity
4
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!
d
W hat yo u w ill nee
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
4
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
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 Design by Wildcat Design ([email protected]).
4a. Hibernation Game - food tokens
FOOD TOKEN
FOOD TOKEN
Hibernation Game
Hibernation Game
FOOD TOKEN
FOOD TOKEN
Hibernation Game
Hibernation Game
FOOD TOKEN
FOOD TOKEN
Hibernation Game
Hibernation Game
4a. Hibernation Game - food tokens
4b. Hibernation Game - water tokens
WATER TOKEN
WATER TOKEN
Hibernation Game
Hibernation Game
WATER TOKEN
WATER TOKEN
Hibernation Game
Hibernation Game
WATER TOKEN
WATER TOKEN
Hibernation Game
Hibernation Game
4b. Hibernation Game - water tokens
4c. Hibernation Game - shelter tokens
SHELTER TOKEN
SHELTER TOKEN
Hibernation Game
Hibernation Game
SHELTER TOKEN
SHELTER TOKEN
Hibernation Game
Hibernation Game
SHELTER TOKEN
SHELTER TOKEN
Hibernation Game
Hibernation Game
4c. Hibernation Game - shelter tokens
Woodland activity
5
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.
W hat yo u w ill nee
d
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
5
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
– 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
– see Wildlife
3. Make a bug hotel
uctions
Watch website for instr
.uk/activitywww.wildlifewatch.org
sheets
Woodland activity
5
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
5
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 ([email protected]).
Woodland activity
5a
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:
......................................................
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: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
...................................................................
...................................................................
...................................................................
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 Design by Wildcat Design ([email protected]).
Woodland activity
6
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
6
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
([email protected]).
Woodland activity
7
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
7
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
7
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
7
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
([email protected]).
Woodland activity
8
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 can’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
8
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
([email protected]).
Woodland activity
9
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
9
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 ([email protected]).
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
10
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 – 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 – 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
10
Leaves Galore!
Suggested Games –
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 – 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 ([email protected]).
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
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 Michael’s Street
St Albans, Herts AL3 4SN
Tel: 01727 858901
Email: [email protected]
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 – Registered in England: 816710; Registered Charity: 239863.
n Printed by Berforts. n Design by Wildcat Design ([email protected])
Protecting Wildlife for the Future