Dyfi Forest Education Initiative Cluster
Group
presents
Photograph: Harriet Wallis 2011
The Get Involved Resource Pack
Members of the Dyfi Forest Education Initiative Cluster Group created this resource pack as
a way of sharing their expertise and woodland knowledge to empower Key Stage 2 and 3
teachers to use local woodland as a teaching resource. The activities were delivered to a
year 6 class from St Padarn’s Primary School in Ceredigion and a year 7 class from Tywyn
Secondary School in Gwynedd. Both pupils and teachers fed back to the group and the
activities were adapted according to their feedback.
The activities, Curriculum Subject and National Skills Framework links:
Activity
Discover and Explore a
Woodland
Woodland Performance
Year
Group
6
National Curriculum Subject Links
Geography
Skills Across the
Curriculum
Thinking, Communicating
Understanding places, environments
and processes:
 Describe and explain details of
physical features
 Identifying woodland plants
7/8
English
Thinking, Communicating

Oracy: Listening and viewing
attentively, responding to a
wide range of communication;
communicating clearly and
confidently, adapting talk to
audience and purpose, using
appropriate gesture, intonation
and register in order to engage
the listener

Working with others: Working
independently and
cooperatively, empathizing
with others’ experiences,
feelings and actions
PSE
Biodiversity through a
single tree
6
Improving own learning: managing time
and meeting deadlines
Science
Thinking, Communicating
Interdependence of living organisms:
 Predict using sensory
exploration
 Investigating living organisms
and using relevant information
for identification
English
Developing writing skills:
 Pupils will create a piece of
simple poetry based on their
tree.
Woodland Games
All KS2
SEAL



To communicate effectively
within a team
To express how they feel about
activities just experienced
To work as part of a team
Physical Education
Thinking, Communicating,
Number



History of Woodlands
6/7
History


Exploring the Properties
of Wood
6/7
6/7



6/7
KS2: Communicate clearly by
speech and writing; Predict
using some previous knowledge
and understanding; Make
comparisons; Reflect on results
KS3: Communicate clearly by
speech and writing; Predict
using some previous knowledge
and making observations; Make
comparisons; Reflect on results
Design and technology

Felt Making
KS2: To identify different ways
of life in relation to woodlands
through the ages; To
understand what caused
specific events in relation to
woodlands and the
consequences of those events
KS3: To recognise the
characteristic features of
different periods and
experiences related to
woodlands in each
Science

Using tools
Find out how exercise affects
the body
Follow relevant rules and safety
procedures
Fitness and balance
Creating and designing a
woodland product, planning a
safe work process
Seek out information about
how to use specific tools, group
work, scientific terminology
Quantifying, calculating and
measuring using appropriate
S.I. Units, i.e. centimeters
Art




Investigating the natural
environment
Selecting and recording from
observation
Describing and making
comparisons
Texture, pattern and structure
Thinking, Communicating,
Number
Thinking, Communicating,
Number
Thinking, communication,
number
Thinking, communication,
number
Science


Shelter Building
6/7
Changes in materials
Uses of materials in everyday
life
Design and technology

KS2: Considering resources,
design criteria and method
Thinking, communication,
number

before constructing
KS3: Be creative and innovative
in their thinking when
generating ideas; generate a
specific method to create the
shelter; be creative in finding
alternative ways of making if
the first attempt is not
achievable
* for local woodlands accessible by public transport or on foot please see maps
Our thanks go to teachers and pupils from St Padarn’s Primary School and Tywyn Secondary
School.
Many thanks to photographers Giles Thaxton and Harriet Wallis www.gilesthaxton.co.uk
Please note:
Activity providers are available for advice, support or to run the activity for you while you observe.
Please see the activity provider contact list page at the end of this pack for their details.
Copies of this document can be downloaded from the Forest Education Initiative
Website under the Dyfi FEI Cluster Group page:
http://www.foresteducation.org/cluster_group/dyfi_fei/downloads/
Co-ordinated and collated by Kirsten Manley for Dyfi FEI Cluster Group 2011
LESSON PLAN SHEET
Discover and Explore a Woodland
Activity Provider: Hugo Iffla
Year: 5 and 6
Number of pupils: 30
Time: 1 and a half
hours
Subject: Geography
Skills to be developed:
Geography:
Understanding places, environments and processes:
 Describe and explain details of physical features

Identifying woodland plants
Learner Success Criteria:


Describe and explain the physical features of coniferous woodland
Carried out field work to observe and investigate real places and
processes
Resources:
14 blindfold (1 per pair), 7 colour charts (1 per team of 4), 28 blank sheets of
paper and 28 pencils. Field Studies Council identification keys (7x Tree name
trail, 7x Woodland plants, 7x Woodland name trail)
Introduction:
Short introductory talk to explain the aims of the session which are to explore
the woodland environment using the different senses. (5 mins)
Main Activity/Activities:
Walk through a deciduous woodland area asking the pupils to use their
observation skills on the way down by collecting colour samples on a colour paint
covered by double sided tape.
In a coniferous woodland, the group will be split into pairs for the ‘Find a tree’
exercise where one person leads their blindfolded partner on a circuitous route
to a tree and back to the start. The blindfold is removed and that person tries
to relocate the tree using any signals they have picked up (sound, memory of
route, feel of tree etc) Then they swap over and repeat.
Using the FSC guides in groups of 4 they will try and identify the trees they
found. Staying in the groups of 4 they will undertake a scavenge exercise. 20
naturally occurring items from the woodland area and immediate surrounds will
have been collected which they must search for, collect and replicate. Using the
keys they will again try to identify as many items as possible.
The final exercise will be an on an individual basis where each pupil finds a space
away from everyone else and sits quietly for about 10 minutes listening and
recording all the different sounds they hear. The group comes together at the
end to share what they have heard.
Differentation:- by outcome
Extension: The Field Studies Council keys will allow the more curious pupils to
identify and learn more about the different species encountered.
Support: 3 adults and materials.
Plenary:
What have we learnt? (5 mins)
Follow up / next steps:
Use the same process to explore different woodlands in the area
Risk assessment:
Be aware of the following: tripping hazards on the floor of the coniferous woods
(old branches etc), pointed branches sticking out of trees at head height, slopes
which could become slippery. Pupils to be warned of these and to take care. Low
risk.
LESSON PLAN SHEET
Environmental performance
Activity Provider: Cath Rigler
Year: 7 or 8
Independent Environmental Artist
Number of pupils: 30
Subject: English and Personal and Social Development
Time: 1 hour
Skills to be developed:
English
 Oracy: Listening and viewing attentively, responding to a wide range of
PSE


communication; communicating clearly and confidently, adapting talk to audience and
purpose, using appropriate gesture, intonation and register in order to engage the
listener
Working with others: Working independently and cooperatively, empathizing with
others’ experiences, feelings and actions
Improving own learning: managing time and meeting deadlines
Learner Success Criteria:
Developed a performance that involves everyone in each group
Verbalising appreciation of each other’s' work
Resources:
Large paper, pens, large boards, (or whiteboard, pens), Whistle, Dry space if raining –
tarpaulin, Laminated information cards
Introduction:
Explain the aim is to have a good time while thinking about what lives in the woods. That
'performance' doesn't necessarily mean standing up and giving a speech – we'll look at
'invisible performance' for the very shy. Important thing with imaginative exercises - as
long as there's respect, there's no right/wrong – and that it's o.k. to say you don't want to
do something if it makes you uncomfortable.
Main Activity/Activities:
1. Develop a short 'communal poem' about a (possibly fictional) woodland creature.
2. In groups – use information sheets to choose an animal/plant/bird that would live in
deciduous woodlands but less happy in plantation forests. State why you think that
is.
3. Create a piece of performance that 'speaks for' the creature in a way that they
choose
Differentation: by outcome
Extension:
Think about different aspects of performance: atmosphere, character, sound, set, walkabout,
mime, dance, storytelling, riddles, chants, projections, picture trails, treasure hunts.
Support:
Encourage EVERYONE in the group to be a part of the created performance, for example:
singing a song / hiding behind a tree making an animal noise / writing a poem that others will
perform / leading the audience from one performance space to another etc.
Plenary:
After each performance – much applause - and name 3 impressive points about each one
Follow up / next steps:


Ideas could be worked into a larger performance back at school
Further research on history of plantations /older history of working woodlands / how
nature and humans can live side by side in the future
Risk assessment:
1. Emotional risk to those who are uncomfortable 'performing'. Make it clear in introduction
that being a part of 'theatrical performance' is not necessary – there are many ways to be a
part of an environmental performance. 'Guess the creature' game should establish this
further.
2. See also separate risk assessments for general work in woodlands.
LESSON PLAN SHEET
Exploring biodiversity through a single tree
Activity Provider: Melissa Harvey and Zena Wilmot
Year: 5 & 6
Number of pupils: 19
Subject:
Time: 1 hour
Science –
 Interdependence of living organisms
English –
 Developing writing skills
Skills to be developed:



Predict using sensory exploration
Investigating living organisms and using relevant information for identification
Using a range of sentence structures, choosing and using appropriate vocabulary
Learner Success Criteria:



Pupils will select a single tree;
Pupils will explore different plant life around their selected tree;
Pupils will create a piece of simple poetry based on their tree.
Resources:
Pairs of leaves (12 different types of leaves); Blindfolds; palette and poetry card – 1
each; clipboards and pencils - 1 each.
Optional extras: FSC (Field Studies Council) or Nature Detectives tree ID cards;
examples of nature poems and art.
Introduction:
Introduction and forming leaf pairs (5 mins):
The session is introduced as an exploration of trees, how there are many different
trees and how they create a home for lots of other life. Each pupil takes a leaf from the
bag, then, in silence, finds their leaf pair by looking at the shapes of the leaves.
Main Activity/Activities:
Meet a tree (20 mins):
In pairs, with one blindfolded, the seeing pupil leads their partner to a tree. The
blindfolded partner feels the tree bark, branches, and around the base. The partner
then leads them away, removes the blindfold and invites them to find their tree. The
partners then swap.
Life on and around the tree (10 mins)
At the tree they found, each pupil uses a sticky palette card to collect evidence of
different plant life that grows on and around (within a large step of) the tree. Pupils are
asked to take only very small samples to protect the living plants.
Tree poem (10 mins)
Teacher reads a short tree poem (see example below). Pupils then write their own short
poem about their tree and/ or the life around it. Ideas to help pupils include: limiting the
poem to three lines long, describing the colours and textures of the tree and
surrounding life, describing the sounds around the tree or thinking about the tree in the
whole woodland.
Differentation:
Differentiation is by outcome.
Extension:
Pupils can use an ID guide to find out the names of their tree and the plant life around
the tree.
Support:
‘Meet a tree’ can be done in groups of three or may need some extra support. Some
pupils may need support with writing a poem.
Plenary:
In a circle, pupils put their tree life palettes down in front of them. They choose one
word from their poem and read this out one by one to create a group tree poem.
Follow up / next steps:
Investigate the different functions of trees and forests, such as in the carbon and
water cycles, for paper, furniture and building, for food and medicine.
Risk assessment:
Meet a tree: Pupils are asked to lead partners very slowly, and to talk to them as they
move around, warning them of any trip hazards.
Hygiene: Pupils are advised to wash their hands before eating.
SENSES POETRY
BARDDONIAETH
Y SYNHWYRAU
Find a quiet spot of your own.
While you sit there, complete these phrases:
Dewch o hyd i le tawel.
Wrth i chi eistedd yno, cwblhewch yr ymadroddion hyn:
I feel (touch)....
Rwy'n teimlo (cyffwrdd)…
I see…
Rwy'n gweld…
I hear...
Rwy'n clywed…
I smell...
Rwy'n arogli…
I feel (emotion)...
Rwy'n teimlo (emosiwn)…
Think Like a Tree
Soak up the sun
Affirm life’s magic
Be graceful in the wind
Stand tall after a storm
Feel refreshed after it rains
Grow strong without notice
Be prepared for each season
Provide shelter to strangers
Hang tough through a cold spell
Emerge renewed at the first signs of spring
Stay deeply rooted while reaching for the sky
Be still long enough to
hear your own leaves rustling.
Karen I. Shragg
LESSON PLAN SHEET
Woodland Games
Activity Provider: Hennie Tremlet
Year: 5&6
Number of pupils: 19
Time: 1 hour for all or 15
Corris Forest School
to 20 minutes per game
Subject:
Social and Emotional Aspects of Learning and Physical Education
Skills to be developed:
SEAL



To communicate effectively within a team
To express how they feel about activities just experienced
To work as part of a team
Physical Education:



Find out how exercise affects the body
Follow relevant rules and safety procedures
Fitness and balance
Learner Success Criteria:
These four games are for children of all abilities and success can be measured in how
out of breath and happy the children are at the end of the session. Also, if disputes
have arisen, success can be measured in how inclusive the games have been and how the
children have managed their disputes.
Resources:
3 adults, a flag on a stick, a bandana/scarf
Introduction:
‘Animal gangs’ - a game in 4 phases
Each phase takes 10 minutes.
Phase 1: Children to gather in a circle. Each person feels for their pulse or their heart
beat and counts it over 30 seconds.
Phase 2: Adult asks children to agree on 3 woodland animals. Once agreed, the adult
chooses who will be which animal e.g. ‘bat’, ‘snake’ or ‘fox’.
Phase 3: Active listening – the adult calls out various commands and the children
respond e.g. ‘Bats to the center’ –the ‘bats’ all run to the centre of the circle. Or ‘Foxes
swap places with each other’ or ‘snakes run to that tree’.
Phase 4: Once they have all had a few turns and are all out of breath, ask the children
to feel their pulse or heart beat and compare to how it was at the beginning.
Divide the group into their ‘animal gangs’. Each goes with one adult to play one of the
following games (the groups can each take a turn playing all three of the games in
succession or the adults can choose a game to manage each and stay with the same game
throughout the rest of the session)
Main Activity/Activities:
GAME 1: SCATTER
This is a hiding game which works with an older group that you are sure will follow
directions. The object of this game is to find cover and blend in quickly.
Take a walk in the woods on a well-marked trail. Without warning, the adult shouts
"SCATTER" and begin counting to a low number such as 8 or 10. The children will have an
8 or 10 count to find a hiding place. Then the adult will look for the hiders while staying
on the trail. Running a great distance after the count is over is not allowed. As the game
goes on, make the count shorter and shorter. The children love the challenge.
Differentiation: by outcome
Extension: children take on the role the adult has played either individually, in pairs or
small groups.
Support: Adults supervise to ensure the ‘rules’ are kept. There may be times when
rules or boundaries need to be discussed and this forms an opportunity for social and
emotional aspects of learning to take place.
GAME 2: TIP THE FLAG
This game is related to tag, hide and seek, and capture the flag which can be played
outdoors, with as many as three to a few dozen players. The game is one of skill,
strategy, and stealth as well as fleetness.
One person or a team of people is designated as "it" and a flag is placed in a clearing in
the woods. The rest of the players run off and hide while "it" covers his or her eyes and
counts to a previously decided number. "It" then tries to find and tag each of the
players. Any player who is tagged (caught and touched) is sent to the holding pen (jail)
which is simply a designated area for all the captured players to congregate, generally in
plain sight of the flag. Any player who has not been caught can "tip the flag". If they
can do this without being caught, then one of the captured players is set free - the first
person caught is the first to be set free, the second caught the second to be set free,
etc until the person tipping the flag is tagged or all the captured players are freed. If
"it" catches all of the players he or she wins that round and generally a new "it" is
designated for the next round. The new "it" is usually the person that has been held the
longest by the time round ends.
Differentiation: by outcome
Extension: children work in teams
Support: Adults supervise to ensure the ‘rules’ are kept. There may be times when
rules or boundaries need to be discussed and this forms an opportunity for social and
emotional aspects of learning to take place.
GAME 3: Owl Eyes
This is a fast and fun activity that introduces the use of sight in animals. Adult can
introduce by saying: “I know that you can see, but can you see like an animal can? Can you
see like an owl?
An owl has a wide field of vision. If you practice this nature activity, your field of vision
will expand. It has to. If you were in tunnel vision you would see only what is directly in
front of you, but in this game you need to have a wide field of vision. Practice this skill
and it will open up a whole new way of looking at nature for you.”
Group the children in a clearly marked circle (use long string), facing the center. One
person is chosen to enter the middle of the circle. He or she holds the bandana. When
the bandana is put on the ground in the center of the circle, the game begins. The
center person is not allowed to cover up the bandana in any way, such as sitting on it,
standing on it, etc.
The object of this nature activity is for every player who is standing in the circle to try
and take the bandana away from the person in the center. They enter from all sides
whenever they want to. The center person must tag players as they come close. If a
player is tagged, then he or she must go back to the outside of the circle and start
again.
If a player picks up the bandana, he or she must get back to the outside of the circle
without being tagged. Whoever is successful in getting the bandana all the way to the
outside of the circle becomes the next person in the center. Play until everyone has had
a turn to be in the center.
To conclude, ask: “How did that nature activity go for you? Did you use your Owl Eyes?
What was more helpful in this game, speed or owl vision? Where else do you think you
can use Owl Eyes?”
Differentiation:- by outcome
Extension: The children may want to add their own rules
Support: Adults supervise to ensure the ‘rules’ are kept. There may be times when
rules or boundaries need to be discussed and this forms an opportunity for social and
emotional aspects of learning to take place.
Plenary:
Gather the children back around in the original circle and use the ‘talking stick’ which
each child holds to say one or two words on what they enjoyed/found challenging during
the session.
Follow up / next steps:
Play some more!
Risk assessment:
Be aware of twigs and branches at the children’s face height, also, ‘tip the flag’ is
potentially a boisterous game, so over-excited children will need to be asked not to
barge/knock into the other children.
LESSON PLAN SHEET
Woodlands across the ages
Activity Provider: Richard Withers
Year: 6 and 7
Number of pupils: 30
Subject: History
Time: 1 hour
Skills to be developed:
KS2: To identify different ways of life in relation to woodlands through the ages; To understand
what caused specific events in relation to woodlands and the consequences of those events
KS3: To recognise the characteristic features of different periods and experiences related to
woodlands in each
Learner Success Criteria:
Identify different periods and sequence these into a timeline
Communicate information gained about woodlands in each period
Resources:
5 bags with 10 different leaves in each; Wooden boxes containing information about each period:
 Birch – celts – birch bark, wooden laminated photos of round houses, laminated
information card, laminated photo of tree cover


Rowan – Age of Princes - bow, photo of princes, drift wood, laminated photo of tree cover
Hawthorn - Tudors - a piece of Nelson’s ship HMS Victory, photo of the ship, photo of
king Henry, piece of cloth from the past, sheep, laminated photo of tree cover
 Ash - Industrial Revolution – charcoal, railway sleeper, photos of trains, pits, mining etc
photos of charcoal kilns, laminated photo of tree cover
 Oak - World Wars – spit fire picture, sheep fenced in photo, paper; steel helmet? Photos
bunkers coniferous piece, laminated photo of tree cover
Large rope along coniferous area with laminated years/names of each period
Introduction:
Students receive a leaf from one of the trees in the woodland. They must find a picture of the
matching tree attached to a wooden box. (10 students to 1 box – 5 boxes)
Main Activity/Activities:
Groups explore the content of the boxes and decide how they want to communicate the
information they have received to the others.
Differentiation:- photographs and written information provided – groups choose which they
will use in their presentation
Extension: Encourage prior knowledge to be used
Support: one adult per group
Plenary:
An update of woodlands today
Now 14% of the land in Wales is covered by trees.
Follow up / next steps:
Research the history of woodlands in the Dyfi Valley – Contact Dyfi Woodlands for articles
created by Forestry Commission Wales
Risk assessment: Low risk activity with rope above head height, make group aware of logs and
loose sticks underfoot.
LESSON PLAN SHEET
Properties of Wood
Activity Provider: Grace Crabb and Amy Brighty
Year: 6 and 7
Number of pupils: 12
Subject: science – the properties of wood
Time: 2 hours
Skills to be developed:
KS2: Communicate clearly by speech and writing; Predict using some previous knowledge and
understanding; Make comparisons; Reflect on results
KS3: Communicate clearly by speech and writing; Predict using some previous knowledge and
making observations; Make comparisons; Reflect on results
Learner Success Criteria:








Students are able to act out their understanding of a tree life cycle
Students vocalise their understanding of the different properties of wood.
Students are able to take part in the components of a tree activity and make the
appropriate sounds
Each student demonstrates that they are able to age a tree using growth rings
Students articulate what bendy and inflexible wood are used for. Answers are
recorded.
Students articulate that one piece of wood is heavier than another
Students show awareness of tensile and compression strength by giving examples that
they are familiar with.
In a final quiz students demonstrate retention of knowledge
Resources:
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
Straws
White board/flip pad and support
Book or board
Pruning saw and living tree
White board/marker pens
Bendy willow, non-bendy log of minimum 30” (also of decent age for counting rings, and
with clear heartwood and sapwood. Oak is good)
2 small log the same size and shape that have an obvious difference in weight
Baseball bat and oak beam
Quiz questions
Ash and tool handle, basket and willow, spoon and sycamore, paper and sitka spruce
Tags for each species, with name and properties
Introduction:
Split into pairs and do the life of a tree game. The children have to freeze in a position they
imagine a seed would be in, then a seedling, adult tree, forester and carpenter. Explain that a
tree has many uses in everyday life, but all those uses depend on the type of tree.
Introduce idea that the characteristics of a piece of wood will affect what it can be used for.
These characteristics are the woods' properties.
Main Activity/Activities:
What makes up a tree?
Build a tree game:
The students form parts of a tree. 1 in the middle as the heart wood (making a heart thumping
noise which gets slower and stops and the tress grows), 2 around the heart as the xylem
(sucking moisture up from the soil making a sucking noise), 3 around the xylem as the phloem
(pulls down sugars from the leaves to make timber, making a pulling sound) and 4 around the
phloem as the bark (making a barky sound!).
Straw activity:
Demonstrate the structure of the heart and sap wood using straws. Talk briefly about xylem
(transports down) and phloem (transports up). Attempt to balance a book on a few straws (it
will fall off) and then on a bundle of straws taped together (maybe stand on top of book if you
have enough straws). This demonstrates the structural strength of timber.
Explain that cubic inch of douglas fir can have up to 3 million tubes.
Draw an illustration to demonstrate the components, and then show a solid piece of wood with
clear heart wood, sap wood and bark.
Annual growth rings
Bring in the concept of annual growth and show tree rings. Cut down a young tree (possible?)
and ask the children to age the tree. Show the students a large log and ask them to age it.
What do we use wood for?
Explain that different trees have different uses because their heartwood and sapwood grow
slightly differently.
Split the group into 2 teams;
Bendy: Pass around some bendy willow and the chunk of wood. Can the students think of any
uses for bendy poles or wood with no flexibility?
Write on white board.
Heavy: In their groups show children the two different weighted bits of wood ask them to
say if they think the 2 blocks are the same weight. Explain that some woods are heavier than
others. This often means they are stronger.
Strong: Explain that there are different types of strength. Show a baseball bat and an oak
beam from a building. Here the aspects of tensile and compression strength emerge. Write
them on the white board, and draw the direction of the forces. Ask the students to name
some examples of where you want wood with high compression strength and high tensile
strength.
Wet: Explain that when a tree is cut down it is full of water in the cells, a bit like if the
straws were full. Tell them about drying wood and why it is important for firewood.
Final quiz: Quick quiz to discover learning success
Differentiation:- By outcome
Extension: What might affect the properties a piece of wood has? What could make
a piece of wood stronger/more bendy/heavier than the tree species it comes from?
Support:
Ensure everyone gets the chance to answer some of the questions. Prompt where
necessary.
Plenary:
Mix and match
Provide a range of wooden objects and their associated raw wood. Ask the students to match
up the product with the log. In order to aid this each log will have a tag with its name and
properties. e.g. ash and tool handle, basket and willow, spoon and sycamore, paper and sitka
spruce.
Follow up / next steps:
15. Search for scientific information from a range of sources
16. Apply new knowledge from woodland experience and information gathered to construct
a model house
Risk assessment: see separate sheet
1. The Life of a Tree (pairs)
Resources: none
Do you know how a tree lives out its life? Well let’s find out.
Get into pairs and act out the life of a tree!
1.
2.
3.
4.
5.
6.
7.
A seed blowing in the top of the mother tree
Seed falls to the ground and germinates (starts to grow)
Seed becomes a baby tree (sapling)
Seed grows into a great adult tree
Adult tree produces seeds that blow down to the woodland floor
Forester comes and chops down the tree
Carpenter makes a beautiful chair
That is an example of the life of one of the trees in this woodland
2. Heart, Xylem and Phloem Game
Resources: White board and piece of wood that shows heart, xylem and phloem?
So, we know the life of a tree, but what makes them stand up! And what’s inside them?
- Listening: To begin teacher draws parts of tree on the whiteboard and shows sections in
the block of wood.
Now we’re going to play a game that helps us understand. Who wants to be:
1. 1 person. The heart: Stand in a space and make a thumping sound
2. 2 people for the xylem: Wrap around the heart and suck up water making a sucking
sound
3. 3 people for the phloem: Wrap around the xylem and pull sugars down to the roots
from the leaves
4. 4 people for the bark: Surround the phloem protecting the tree
5. Roots: (depending on weather) lie on the ground and spread out your fibres to get
water. You also store all the sugars that the tree will need in the spring to grow new
shoots and leaves!
Now you know what its like inside a tree!
3. The Straw Demonstration: Strength
(May be easier to split the group depending on number of straws)
Resources: Straws (lots in 3 different colours)
How do you think trees get so strong? Why don’t they snap when the wind blows and how
do they hold up all those branches?
Well it’s because of their cells. Cells are the building blocks of all plants. In trees the cells
grow in a way that supports the tree.
You can see this if you use straws!
So, the red straws are the heart. Sellotape them together. Now we need to wrap the blue
xylem straws around the heart and sellotape them on. Now we can wrap the green straws
around.
Do you think they can take your weight? Place a book on top of the straws and stand on top.
Fact: Douglas fir can have 3 million of these tubes!
4. Tree Age Activity
For this activity, ensure you have a trained woodcraft person to fell the tree or find a tree
that has already been felled.
Resources: pruning saw, log for ageing
Ok, now we’re going to cut down a tree. Who wants to have a go (depending on the size)?
How can you tell how old it is? Guess.
Ok, so now count the growth rings!
This is an older tree. Count the growth rings to see how old it is.
5. Trees and Their Uses Activity
Resources: bendy willow, 2 identical sized logs one heavy one light, oak sawn board
a) Bendy willow: What do you think a bendy tree could be useful for? (write on board)
b) Heavy and Light: These bits of wood are the same size but one is heavier than the other.
This usually means that the heavy wood is stronger. It tends to have more or denser cells.
c) Strong:
Some wood has very strong compression strength (teacher draws on board) like this oak
beam. Others have very high tensile strength (draws on board) like this willow.
d) Wet: when a tree is first cut down the cells are full of water so the wood is heavy. It is also
wet so won’t burn very well. Does anyone have an open fire? Well, you need nice dry logs
for that. So, logs are kept for a couple of years and dried before they are burned.
6. Woody Quiz: 2 teams
Resources: 2 white boards
1. What are the cells called that transport water from the roots to the leaves
Xylem
2.. What are the cells called that take sugars to the roots from the leaves
Phloem
3. How can you tell the age of a tree?
Count the rings
4. What is the name of the bendy tree we looked at earlier?
Willow
6. Why is a tree heavier when you first cut it down?
Because it is still wet
7. Plenary: Mix and Match Wood and Product
Resources: Sycamore + spoon, ash +baseball bat, spruce +paper and length of bendy
willow + basket
Here are a range of wooden objects and their associated raw wood.
Can you match up the logs to the products?
LESSON PLAN SHEET
Safe woodland Tool use – “Making a Whimmy Diddle”
Activity Provider: Adam Thorogood
Year: KS 2 & 3
Number of pupils: 12
Subject: Science and Design and Technology
Skills to be developed:
Time: 1 and half hours



Developing thinking (creating and designing a woodland product, planning a safe work
process)
Developing communication (seek out information about how to use specific tools, group
work, scientific terminology)
Developing number (quantifying, calculating and measuring using appropriate S.I.
Units, i.e. centimeters).
Learner Success Criteria:
Safe tool use is the primary outcome of this workshop and is more important than the
finished product.
Pupils will have worked together in teams of two to each produce a “whimmy diddle,” a simple
woodland product that can be made using a variety of hand tools. Pupils will have absorbed
tool safety information and put safe tool use into practice. Pupils will have planned the work
process themselves by studying the finished product and assessing the raw materials and
tools available.
Resources:
Materials:
12 branches of wood cut from the
woodland, 1 – 2 cm diameter and 55 cm
long
Box of small nails (containing at least 12
nails)
6 coloured stars (the kind market stalls
use as price tags)
1 roll of sticky tape
Tools:
1 mat to place tools on
12 gloves
12 hi-vis vests
6 hacksaws or panel saws
6 potato peelers
6 files (rasps or needle files)
6 saw horses
6 axes
6 mallets
6 hammers
6 wooden blocks
6 tape measures or rulers
6 pencils
2 cordless power drills
Introduction:
Split the group into teams of two, i.e. six groups of two. The leader and assistant work with
three teams each.
Display one set of tools to the pupils, ask them to work out what the associated risks are for
each tool, elicit their responses and use these as talking points for a discussion on tool
safety. Then ask each group to come up with a precautionary measure for each risk, i.e. “ to
avoid cut to hand from saw, where a glove on the non-saw holding hand.” Give one tool to each
team (hacksaw, hammer, drill, file, axe, potato peeler), ask them to prepare a safety
discussion on their tool for the rest of the group, pointing out the risk, the harm and the
precaution.
Ask each team to set up their work station as if they were about to saw a piece of wood,
leader and assistant perform a safety check on each team.
Main Activity/Activities:
Pupils are going to make a whimmy diddle, a spinning toy made from material taken from the
woodland, made using tools found in most school Design and Technology tool boxes.
17. Show the pupils a whimmy diddle, ask them what they think it is and what tools were
used to make it, elicit answers from the pupils.
18. Hand out gloves to all the pupils, ask them to put them on. Give each team of two a
coloured star.
19. Explain that working with tools can be dangerous and risky but that we can reduce the
risks by carefully planning our work and being aware of the dangers. Explain a basic
risk assessment using the terms: Hazard, risk and precaution.
20. Show the pupils one set of tools needed for the whole process: saw, tape measure,
file, hand drill, axe, mallet, hammer, potato peeler. Ask pupils to identify the risks
associated with each tool by sticking the coloured star to the dangerous part of the
tool, get each group to feed back about why they put the star there, ask each team
to explain in terms of hazard, risk and precaution.
21. Run through the tool training with a saw and saw horse. Ask each team of two to set
themselves up ready to saw a piece of wood safely. Examine each team for safety
measures. Then ask pupils to put down tools.
22. Ask pupils to plan the process of making the whimmy diddle from start to finish, work
through this with the pupils to create a step by step plan of action.
23. Measure 30 cm along branch, mark line with pencil. Measure 35 cm along branch, mark
line with pencil. Measure 32.5 cm along branch, make a dot with pencil.
24. Using the cordless power drill and the wooden block for support, drill a hole through
the branch at the 32.5 cm dot.
25. Using saw and saw horse, cut the branch in two at the 35 cm pencil mark, then cut at
the 30 cm mark, leaving 3 pieces of wood: 20 cm, 5 cm and 30 cm
26. Set the larger piece of branch to one side. Using the potato peeler, hold the branch
in one hand and remove at least half of the bark from the branch, this is your diddle
stick.
27. Next, set down the diddle stick and pick up the longer piece of branch. Using the file
and the wooden block for support, cut at least ten groves into the wood of the 30 cm
longer piece.
28. Stop all work. Explain the process of splitting to the group. Take the small 5 cm piece
of wood. Use the axe and the mallet, cut the piece in half to produce two sections,
both 5 cm long with a hole through each piece, these are your propellers.
29. One member of the team holds the branch on the saw horse whilst the other member
hammers a nail gently through the propeller and into the end of the branch.
30. You now have your whimmy diddle!
Differentiation:- by outcome.
Some teams will finish their whimmy diddle, others won't finish but as long as safe tool use
has been practiced, the main aim of the workshop has been achieved.
Instead of finishing a whimmy diddle, pupils can make a rhythm stick by cutting notches into
the branch using the file.
Extension: to make a scaled-up version of the handheld whimmy diddle, the group could all
work together to draw up a cutting list and tool kit for the task.
Support: Assistant (trained in safe tool use) to support one half of the group.
Plenary: Run through tool risks and tool safety
Follow up / next steps:
Once safe and competent tool use has been achieved by all pupils, tools can be exchanged for
bigger versions, i.e. hacksaws can be exchanged for bow saws, potato peelers can be
exchanged for whittling knives. New safety briefings must accompany the new tools.
Risk assessment:
All activities are to take place in the space designated for this workshop and risks should be
assumed to be located here, all risks are to the pupils involved.
Tool use:
Hazard: Saw
Risk: lacerations, cuts to hands, body
Level of risk: high
Control: Safe explanation and demonstration of saw use followed by close supervision.
Wearing of glove on hand not holding saw.
Hazard: Potato peeler
Risk: cut to hands, fingers
Level of risk: medium
Control: Safe explanation and demonstration of peeler use followed by close supervision.
Pupils must always peel away from their body.
Hazard: Hammer and nail
Risk: blow to fingers, hand, body
Level of risk: medium
Control: Safe explanation and demonstration of hammer use followed by close supervision.
LESSON PLAN SHEET
Woodland Felt Making
Activity provider: Jane Rigby
Year: 5,6,7 &8
Number of pupils: 10
Time: 1 and a half
Independent Forest School leader
hours
Subject:
Art




Investigating the natural environment
Selecting and recording from observation
Describing and making comparisons
Texture, pattern and structure
Science
 Changes in materials
 Uses of materials in everyday life
Skills to be developed:





Using a range of apparatus and equipment safely and with skill
the physical change in fleece when hot water, friction and an alkaline is added
Communicating their observations with each other
Understanding the properties of sustainable materials
Exploring, experimenting with and applying the elements of the visual, tactile and
sensory language of art and craft
Learner Success Criteria:
The children will:




Observe the natural environment
Learn about the process of felt making
Notice the changes in materials
Produce a piece of felt in response to the natural environment
Resources:
Hot water in flasks (roughly 3 litres / 3 medium flasks), cold water in 5 litre water
container, old towels
For the felt: resistant material e.g. cane mat or woven plastic, net curtain pieces about
30cm square, various types and colours of fleece, carding tool for uncombed fleece, 2x
bowls, soap
Introduction:
Ask children to observe patterns and shapes in the wood, e.g. bark
patterns, leaf, tree, plant shapes. Describe the activity to them,
reminding them of safety. They choose how they would like to respond
to their observations in their felt work.
Suggested
time:
15 mins
Main Activity/Activities:

Use a tool created in a previous session to help make a piece of
felt.
15 mins


The history of felt-making and its uses can be discussed here.
Children observe how the material changes from fleece to felt.
They use their own creative response to the woodland
experience to make piece of felt related to their own
observation of natural objects in the woods.
45 mins to
make the felt
Differentation:- some children will need more physical help when
felt-making. Pair or teamwork is encouraged. Children are able to work
at their own pace and create an individual piece of felt.
Extension: various kinds of fleece can be tested for their felting
ability and more felting made
Support: an adult supervising 3 pairs of children working together
Plenary:
15 mins
All can share their responses to the activities in a discussion circle and
explain their piece of work
Follow up / next steps:
The finished pieces of felt may be joined together to form an item for the group to
display or use e.g. a wall hanging, curtain for a den or a story cape.
Risk assessment:
Awareness of allergies to wool or soap
Use of hot water while felting – add cold water to create a hand hot temperature
LESSON PLAN SHEET
Shelter Building
Activity Provider: Leigh Denyer
Year: 6 and 7
Number of pupils: 30
Subject: Design and Technology
Time: 1 and a half hours
Skills to be developed:
KS2: Considering resources, design criteria and method before constructing
KS3: Be creative and innovative in their thinking when generating ideas; generate a specific
method to create the shelter; be creative in finding alternative ways of making if the first
attempt is not achievable
Learner Success Criteria:
Apply the use of 2 different types of knots
Design the shelter
List the steps involved
Follow the steps created with flexibility to find alternative ways if the first attempt is not
achievable
 Ideas and suggestions for shelter
Resources: (see attached)
 Evaluation template
 Story
 Clip boards
 Step by step instructions of knot tying
 Pencils
 Template for design ideas
 Sisal and scissors
 Template for step by step ideas

Template for resource list
Introduction:
Read story to the group
Teach clove hitch and square lash
Divide into 5 groups of 6
Main Activity/Activities:
Groups work together to plan the design of their shelter and begin applying their ideas, adapting
where necessary.
Differentiation:- suggestions are provided, but new ideas could be used
Extension: Create a ‘fire area’ nearby
Support: 3 adults move between groups to supervise
Plenary:
Visit each shelter – each group reflects on the experience
All groups fill in evaluation sheet.
Follow up / next steps:
Find different designs – provide wood for construction in school grounds
Risk assessment:
Carry long pieces of wood holding thick end in front, beside the body and thin end dragging behind.
Shake the shelter before anyone goes underneath.
Remind about rope burn and careful tying of string.
Resource 1
Pre-visit Activities
These activities can be found at: http://www.forestry.gov.uk/forestry/INFD-8G5GZC
Story Extract
‘Hatchet’ by Gary Paulsen.
Published by Macmillan Children’s books, London 2005;ISBN 978-0-33043972-5
Brian is a city boy. Not used to living rough. Until his plane crash –
lands in the Canadian wilderness. All he has is a hatchet – and a
desperate will to survive. Now Brian must learn to live the hard way or
die.
“He was deep in the woods and didn’t have any matches, and couldn’t light a fire.
There were large things in the woods. There were wolves, he thought and bears –
other things. In the dark he would be in the open here, just sitting at the bottom
of a tree.”
“He reached into his pockets and took out everything he had and laid it on the
grass in front of him. It was pitiful enough. A quarter, three dimes, a nickel, and
too pennies. A finger nail clipper. A bill-fold with a twenty dollar bill. On his belt,
somehow still there (after the crash), the hatchet his mother had given him (on
the way to the airport).”
“He looked up suddenly, felt the hair on the back of his neck go up. Things might
be looking at him right now, waiting for him – waiting for dark so they could
move in and take him. He had to have some kind of shelter.”
“His eyes fell upon the stone ridge to his left and he thought first he should build
his shelter against the stone. But before that he decided to check out the far side
of the ridge and that was where he got lucky. At one time in the far past the
ridge had been scooped by something, probably a glacier, and this scooping had
left a kind of sideways bowl, back in under a ledge. It wasn’t very deep, not a
cave, but it was smooth and made a perfect roof and he could almost stand up
under the ledge. All he had to do was wall off part of the bowl and leave an
opening as a doorway and he would have a perfect shelter.”
“From dead pines up the hill he brought down heavy logs and fastened several of
them across the opening, wedging them at the top and burying the bottoms in
the sand. Then he wove long branches in through them to make a truly tight wall
and, still not satisfied, he took even thinner branches and wove those into the
first weave. When he was at last finished he could not find a place to put his fist
through. It all held together like a very stiff woven basket.”
“He judged the door opening to be the weakest spot, and here he took special
time to weave a door of willows in so tight a mesh that matter how a skunk tried,
he thought, it could not possibly get in. He had no hinges but by arranging some
cut-off limbs at the top in the right way he had a method to hook the door in
place, and when he was in and the door was hung he felt relatively safe, and the
structure still allowed the smoke to filter up through the top and out. All in all it
took him three days to make the shelter.”
Knots
Resource 2
1. Clove hitch
The clove hitch is a method of 'hitching'
a rope to a post, it is often used to
begin other hitches and lashings such as the square lashing used to secure your
shelter. There are several ways to tie a clove hitch. The two below are the most
commonly used.
Technique 1.
i) Drape the string over the stick keeping the back end (b) longer. Bring this B
infront and over A.
ii) Drape B over the pole a second time and loop it back through itself.
iii) Pull both cords in opposite directions to tighten the hitch.
Technique 2.
i) Form 2 loops – see picture
ii) Slide loop A behind loop B.
iii) Slip the loops onto the stick and pull ends in opposite directions to tighten.
2. Square Lashing
This is a particularly useful knot for securing to sticks or branches as it
helps give strength to the structure of your shelter.
Square lash directions taken from – The Knot Book, Girl Guiding UK
Design criteria
My shelter has to be … (e.g. big enough for 4 people)
Resource 3
Designing your shelter
Start to draw your ideas for your
shelter here.
1.________________________________________________________
2.________________________________________________________
3.________________________________________________________
4.________________________________________________________
5.________________________________________________________
Resources
Resource 4
What resources will you need?
What will you use them for?
Things you could use – long sticks, leaves, string,
pine cones……
Resource 5
Fill in the flow diagram to show the order in which you will
make the shelter.
Resource 6
Tipi Design
A-Frame Design
Resource 7
Lean-to Design
Utilising a fallen
tree or branch.
Resource 8
Post Visit Activity
Evaluation of your shelter
Did you use the design you drew?
If not, why not?
What alterations did you make to your design?
What was your favourite bit about your shelter?
Did you have any problems?
How well did your team work together?
Resource 9
If you would prefer to observe your class as they interact with the activities included here, or book some time
for advice and support, please contact the relevant activity provider:
Activity
Year
Group
Discover and explore a
woodland environment
Woodland Performance
Biodiversity through a
single tree
Woodland Games
History of Woodlands
Properties of Wood
Using Tools
Felt Making
Shelter Building
6
7/8
5/6
All KS2
7
6/7
6/7
6/7
6/7
Activity Provider
Coetiroedd Dyfi Woodlands
Using John Muir Award ideas
[email protected]
0845 4560342
Cost for
delivery by
provider
£250 full day
£125 half day
1 leader
Cath Rigler
Freelance Environmental Arts and
Performance
Member of Forest School Wales
[email protected]
07757211059
Melissa Harvey and Zena Wilmot
Coetiroedd Dyfi Woodlands
[email protected]
0845 4560342
Henni Tremlet
Corris Forest School
Member of Forest School Wales
[email protected]
01654761709
£150 full day
£75 half day
Richard Withers
Welsh Timber Forum
[email protected]
01654761358
£300 full day
£150 half day
Grace Crab
Biologist
Centre for Alternative Technology
[email protected]
01654705971
Adam Thorogood
Coetiroedd Dyfi Woodlands
[email protected]
0845 4560342
Jane Rigby
Freelance Forest School Leader
Member of Forest School Wales
[email protected]
07771590883
£250 full day
£125 half day
Leigh Denyer
Education Officer
Forestry Commission Wales
[email protected]
Free
For a digital copy of this booklet, please see
http://www.foresteducation.org/cluster_group/dyfi_fei/downloads/
1 leader
£250 full day
£125 half day
1 leader
£240 full day
£150 half day
1 leader
2 leaders
2 leaders
£250 full day
£125 half day
2 leaders
£150 full day
£75 half day
1 leader