Discover and learn with Herts and Middlesex Wildlife Trust - woodlands

Protecting Wildlife for the Future

Herts &Middlesex

There are 47 Wildlife Trustsacross 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.

Collectively we have over800,000 members. Our visionis of a Living Landscape and Living Seas rich in wildlife.

The support of our membersis crucial to our success.

Herts and Middlesex Wildlife TrustGrebe House, St Michael’s StreetSt Albans, Herts AL3 4SN

Tel: 01727 858901Email: [email protected]

Find out more at:

www.hertswildlifetrust.org.ukJoin us on Facebook and Twitter

LOCAL STRENGTH

NATIONAL VOICE

n Herts & Middlesex Wildlife Trust – Registered in England: 816710; Registered Charity: 239863.n Printed by Berforts. n Design by Wildcat Design ([email protected])

This folder has been producedby Herts & Middlesex WildlifeTrust with funding from theCity Bridge Trust and HeritageLottery Fund.

Herts an

d M

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with the Wildlife TrustDiscover and learn


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The following activities and additional materialsare included in this Woodland Activity Pack:

1. Blue Tit Survival Game1a. Results Table

2. Animal Super Sense – Echolocation

3. Camouflage Caterpillars

4. Hibernation Game4a-4c. Hibernation Game Tokens

5. Minibeast Safari5a. Minibeast Safari Worksheet

6. Tree Discovery

7. Tremendous Trees!

8. Woodland Food Chain Game

9. Woodland Explorers9a. Woodland Explorers Scavenger Hunt Sheet/Collecting Bag

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

Contents

ProtectingWildlife for the Future

Background informationAlthough we regularly see blue titsin our gardens they are primarily awoodland bird, making their nests inholes and cracks in trees. They feedon caterpillars, insects, seeds andnuts and in spring rely on theabundance of newly emergedcaterpillars to feed their young.

Activity objectivesThis game aims to show how a number of factors affect the survival of aspecies and its ability to reproducesuccessfully. Habitat destruction,predator/prey relationships, disease,weather and pollution can all affectwildlife populations over time. Some of these are natural factors but othersare man-made. It is the latter which wecan do something about – for exampleby restoring damaged or lost habitat.This game aims to teach children that:

1. • Good habitat is key to apopulation’s survival.

1. • Populations will continue toincrease until limiting factors areimposed – i.e. when there is notenough food for the wholepopulation.

1. • Limiting factors contribute tofluctuations in wildlife populations– i.e. as numbers of prey increase, sowill the numbers of predators. Oncethe predators have reduced the preypopulation, the predator populationwill also decrease allowing thenumbers of prey to increase again.This is a natural predator/preycycle.

1. • Nature is constantly changing!

1

Now turn over...

and play the game!

What you will need1. The class or large group.2. An open area in which to play thegame – this could be ind

oors but

better outside and better still, an

open area in a woodland to get them

thinking about the game in real terms.

3. Several small bean bags.

4. Printed out results table (see additional sheet 1a)

– optional.

1. ** Use this to record the results of each round – this could

be

allocated to a different child to

fill in each time and discussed

at the end of the session.

Woodland activity Blue Tit Survival Game

Blue Tit Survival GameHow to play1. Divide the class into two – one groupwill be blue tits and the other group willact 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 bluetits will show the population growthbetter.

2. Each habitat factor will be identifiedby a different symbol. Get the children to practice these symbols: 1. • Food – hands on their stomachs1. • Water – hands over their mouths1. • Shelter – hands on their heads3. Establish two horizontal lines (about10m apart). Ask the blue tits to standbehind one line and the habitat factorsbehind the other. Ask them to turn aroundso that their backs are to each other.

4. Tell everyone that they need to decideon their habitat factor. The blue tits shoulddecide on whether they need to findfood, water or shelter, and the habitatfactors should decide which of thesethey want to be. Each child should makethe symbol for their chosen habitat factor.Once they are ready, count slowly tothree and allow both groups to turnaround.

5. Allow the groups to mingle in the spacebetween the two lines as the blue tits lookfor what they need. Once the blue tit hasfound their habitat factor, they link arms

with them and walk back behind the bluetit line. This habitat factor then becomesa blue tit. Any blue tit that fails to findwhat they need ‘dies’ and becomes ahabitat factor themselves. Any unusedfactors return to their line.

1. ** Habitat factors cannot be shared– only one blue tit to each factor!

1. ** During each round, neither theblue tits nor habitat factors canchange symbols once they havedecided on one!

6. Repeat the process, with the blue titsand habitat factors choosing differentsymbols each time. Using the results table,record the number of blue tits at thebeginning and end of each round, as wellas the number of each type of habitatfactor you start with. Running about 10-15rounds is usually enough to show howpopulation size is affected by availabilityof resources.

7. You can also introduce one or twopredators – sparrowhawks – if desired.The sparrowhawk can ‘catch’ blue tits bytossing small bean bags at them as theylook for their chosen habitat factor. Bluetits can only be caught when they are inthe mingling zone between the two lines.Any blue tit that is caught then ‘dies’ andbecomes a habitat factor.

1. ** Sparrowhawks are a native speciesand naturally hunt a variety of smallbirds.

Woodland activity

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Woodland activity

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Blue Tit Survival Game

Information for TeachersNational 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 dependupon 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.

Blue tit


Follow up1. Gather the group together to discussthe results and why this ha

ppened.

You could discuss what habitat factors

animals need to survive and how

their avail ability can affect an animal’s

survival and population size. The

children should also recognise that

both habitats and populations are

dynamic and that the more blue tits

there are, the greater the competition

is for resources (habitat factors).

2. Discuss what blue tits need to surviveand what we could do to

help, such as

protecting our woodlands and providing

nest boxes.

3. Plot the results on a graph to showthe population fluctuation

s and the

decline when predators (such as

sparrowhawks) are introduced.

Woodland activity

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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, AlanPrice/Gatehouse Studio and Paul Thrush. n Design by Wildcat Design ([email protected])

Sparrowhawk

– a predator of blue tits

Garden ponds can

provide water for survival

A nest provides shelter

Caterpillar

Blue tit

Blue Tit Survival Game


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Round Habitat factors Number of blue tits Number of blue tits(number of each) at start at end

1 Food=

Water=

Shelter=

2 Food=

Water=

Shelter=

3 Food=

Water=

Shelter=

4 Food=

Water=

Shelter=

5 Food=

Water=

Shelter=

6 Food=

Water=

Shelter=

7 Food=

Water=

Shelter=

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n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with funding fromthe City Bridge Trust and Heritage Lottery Fund. n Design by Wildcat Design ([email protected]).

1a

Blue Tit Survival GameResults Table continued

Round Habitat factors Number of blue tits Number of blue tits(number of each) at start at end

8 Food=Water=Shelter=



11 Food=Water=Shelter=Sparrowhawk=






Background informationBats are nocturnal, coming out afterdark to hunt for food. They are notblind as often thought, but rely onecholocation rather than sight tonavigate and to find and capturetheir prey. This works like sonar, with the bat emitting a high pitchedsound as it flies. The sound travelsaway from the bat and if it meetssomething (a tree/building/insect)the sound hits it and bounces back.The bat can determine the location,distance and what the object isdepending on the echo it receives.

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

Activity objectivesThis game aims to teach children thatanimals may use different senses tolocate their prey and to discover howecholocation in bats works.

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Animal Super Sense –Echolocation

Now turn over...

and play the game!

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What you will need1. Blindfolds (one per ‘bat’).

2. A flat area with no obstacles (thiscould be a clearing in a w

oodland or

in a park or playground).

1.** Before the activity, check the areafor trip hazards/obstacles

/dog mess.

Pipistrelle bat

Information for TeachersNational Curriculum Links – ScienceY4 POS Construct and interpret a variety of foodchains, identifying producers, predators and prey.

Y6 POS Identify how animals are adapted to suittheir environment in different ways and thatadaptation may lead to evolution.

How to play1. Nominate one child to be a bat andtwo children to be moths.

2. Ask the rest of the group to be treesand form a large circle (they might needto hold their arms out to ensure the circleis large enough).

3. The bat and moths stand inside thecircle and the bat puts on a blindfold.

4. The aim is for the bat to catch themoths. To do this the bat must shout out “bat” and the moths respondimmediately by shouting out “moth”. The bat must then work out where theyare, follow the sounds and try to catchthem. This should show how echolocationworks!

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

moth, the moth has been caught andshould leave the circle and become atree. The bat carries on until all themoths have been ‘eaten’.

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

8. You can make the circle smaller orintroduce more bats and moths to speedup the game.

9. The game can be played severaltimes to allow all children to have achance at being a bat or a moth.W

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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]).

Animal Super Sense –Echolocation

2

Follow up1. Discuss what otheranimals use echolocationto find their way around.2. Discuss what otheranimals are nocturnal.3. Research how otheranimals find their food.Do they use their hearingor sense of smell? 4. Discuss what senseswe use to find our food.


Background informationFor animals that are prey species (i.e. areeaten by predators) it is important to tryand avoid being eaten. Many animals,such as caterpillars, use camouflage as a way of doing this. It helps them blendinto their surroundings so they don’tstand out.

Activity objectivesThis game aims to teach childrenabout camouflage and how insectssuch as caterpillars use this toavoid being eaten by birds. It showsthem how camouflage works andwhy many animals have evolvedto use this as a method ofprotecting themselves frompredators.

The game can also be used toexplain why some animals do the exact opposite! Bright coloursand patterns act as a warning topredators, showing that theanimal might be poisonous (or mimicking one that is).

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What you will need1. A tree or shrub with lots of low

branches. (This activity works best in

spring or summer when there are

leaves on the trees).

2. Pipe cleaners of various colours

cut into 10cm lengths. These should

include some dark coloured ones,

particularly greens and browns as

well as some brightly coloured ones.

3. A mat to kneel or sit on (optional).

Pipe cleaner ‘caterpillars’

Camouflage Caterpillars

Information for TeachersNational Curriculum Links – ScienceY2 POS Identify that most living things live inhabitats to which they are suited.

Y6 POS Identify how animals are adapted to suittheir environment in different ways and thatadaptation may lead to evolution.

How to play1. Prior to the session, attach the pipecleaners to the tree by twisting them on totwigs/branches (all within reaching heightof the children).

Top tip! Remember to count how manypipe cleaners you put out so you can makesure they all get collected at the end!

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

3. Tell the children that they are theparent 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 thebaby bird. Tell them they have to do thisquickly as baby birds need feedingevery few minutes. However they areonly allowed to collect and bring backone caterpillar at a time!

4. ** Tell them to watch out fortwigs/branches that mightpoke them in the eye.

5. As the children bring the caterpillarsback, line them up on the ground in theorder they bring them back to you. Thisshould end up being mostly the brightcolours first with the green/brown colourstowards the end.

6. After all the caterpillars have beenfound, gather the group together.

7. Ask if they notice any differencebetween the caterpillars collected at thebeginning and the ones collectedtowards the end.

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

4.

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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]).

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Follow up1. Discuss the advantage ofbeing camouflaged.2. Discuss why some animalsmight be brightly coloured andwhy this might be an advantage. 3. Research other methods somecaterpillars use to deter predators.4. Discuss mimicry – someanimals adopt bright colours and patterns to mimic poisonousanimals even though they aren’tpoisonous themselves.5. Ask the children to design theirown caterpillars – one that is wellcamouflaged and one that isbrightly coloured.

Camouflage Caterpillars


Background informationOnly three animals in the UK trulyhibernate: hedgehogs, bats anddormice. Other animals, such asreptiles, amphibians and some insectsare often described as hibernating, but they are in a dormant state, like a very deep sleep, rather than in truehibernation. During hibernation theanimal’s heart rate, body temperatureand metabolic rate drop significantly.This allows it to conserve energy andlive longer off its fat reserves during the winter months when there is littlefood available. Animals may alsohibernate in the summer if there isinsufficient food – a process known as aestivation.

In order to survive hibernation, animalsneed to put on extra fat in the autumn inorder to have enough energy reservesto see them through the winter. Theyalso need to find somewhere dry andwell insulated in which to hibernate. Ifthey don’t find a good place they mightget too cold and wake up (which usesup a lot of energy) or freeze!

Activity objectivesThis game aims to teach childrenabout hibernation and that allanimals need food, shelter and waterto survive, especially during thewinter months. It also aims tohighlight how animals need to be onthe lookout for predators at all times!

4

Now turn over...

and play the game!

Woodland activity

What you will need1. A number of tokens (cut out andlaminated from the accom

panying

sheets 4a to 4c).

2. • Acorns = food (tokens can besubstituted with real acor

ns/

hazelnuts/pinecones if

available)

2. • Rippling pond = water2. • House = shelter2. A large area in which to hide the tokens – preferably a

woodland,

although this could be played in

school grounds.

3. Clothes pegs – for the predator(optional).

Hibernation Game

Information for TeachersNational Curriculum Links – ScienceY2 POS Describe how different habitats provide forthe 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 thatadaptation may lead to evolution.

How to play1. Prior to the game, hide the tokens invarious places around a central point.

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

3. Explain that they need to try and findenough ‘food’ (acorn tokens) to survivethe winter. Tell them how many tokensthey need to collect in order to survive.

4. Give them a time limit and then letthem go off to find the ‘food’.

5. When the time is up, gather the grouptogether and see who has collectedenough food to survive.

Extensions of the game1. Add shelter tokens. Children have tocollect one of these along with enoughfood to survive. (You could hide lessshelter tokens so that there will not beenough for everyone!).

2. Add water tokens. Children have tocollect one or more of these along withthe food and shelter tokens.

3. Add in a predator. Choose one childto act as a predator. Their job is to sneakup on their ‘prey’ and attach a clothespeg to their clothes. This means that the‘prey’ has been caught and is out of thegame. You could mark out a circle aroundthe central point to be a safe zone fromthe predator.W

oodland activity

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]).

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Follow up1. Research where differentanimals like to hibernate.2. Discuss what happens to themwhen they hibernate.3. Discuss how other animals thatdon’t hibernate survive the winter,e.g. squirrels collect lots of nuts inautumn and store them in caches.4. Make a hedgehog hibernationhouse! www.bbc.co.uk/breathingplaces/hedgehog_home

Hibernation Game

Useful linksHedgehogswww.sttiggywinkles

.org.uk/fact_sheets

** download the hedgehog hibernation

fact sheet.

Batswww.bats.org.uk/p

ages/bat_roosts.html

Dormicewww.ptes.org/files

/122_dormouse_

fact_sheet_and_information_small.pd

f

4a. Hibernation Game - food tokens

4a. Hibernation Game - food tokens

FOOD TOKEN

Hibernation Game

FOOD TOKEN

Hibernation Game

FOOD TOKEN

Hibernation Game

FOOD TOKEN

Hibernation Game

FOOD TOKEN

Hibernation Game

FOOD TOKEN

Hibernation Game

4b. Hibernation Game - water tokens

4b. Hibernation Game - water tokens

WATER TOKEN

Hibernation Game

WATER TOKEN

Hibernation Game

WATER TOKEN

Hibernation Game

WATER TOKEN

Hibernation Game

WATER TOKEN

Hibernation Game

WATER TOKEN

Hibernation Game

4c. Hibernation Game - shelter tokens

4c. Hibernation Game - shelter tokens

SHELTER TOKEN

Hibernation Game

SHELTER TOKEN

Hibernation Game

SHELTER TOKEN

Hibernation Game

SHELTER TOKEN

Hibernation Game

SHELTER TOKEN

Hibernation Game

SHELTER TOKEN

Hibernation Game

Background informationMinibeast hunting is a great way to get children thinking about thediversity of life and the role thatdifferent animals play within anecosystem. It allows them to getclose to a range of life that they don’t normally get to see and offersthe chance to try out invertebratesampling techniques, whileunderstanding the need to treatthese creatures with care.

Many invertebrates act asdecomposers and detritivores,feeding on and breaking downdead organic material. Withoutthem our woodlands would fill up with dead wood, leaf litter and dead animals!

Activity objectivesThis activity teaches children howto find, identify and record a variety of invertebrates. Minibeasthunting is a good activity for all agesand can be adapted depending onthe age group or key stage.

For younger children and KS1 theydon’t need to identify what they find– it is just fun to look at all thecreatures that they come across.Older children and KS2 can follow identification keys and can even design their own.

Now turn over...

for further instructions!

What you will need1. Somewhere to go minibeast hunting!Visit a local woodland and search inlog piles, leaf litter and under deadwood and stones. You can also hunt inother locations including gardens,flower beds, piles of pots/tiles oranywhere else minibeasts might behiding.

1. ** Alternatively, gather and bringsome leaf litter into the classroom in large bowls or buckets, lay outnewspaper and spread the leaf litterout for each group to hunt through.Remember to return the creaturesback to where you found them!2. Magnifying pots or clear plasticpots and magnifying glasses.3. Soft paint brushes (optional).4. Minibeast keys (e.g. ‘WoodlandName Trail’ fold-out chart from theField Studies Council).5. Worksheets to record your findings(see additional sheet 5a) or notebooks.6. Antibacterial hand gel.1. ** See links overleaf for details onwhere you can buy the kit.

Minibeast Safari


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Minibeast SafariHow to hunt minibeasts1. Split the group into pairs or smallgroups and start hunting! Get the childrento look carefully under leaves, logs andstones to see what minibeasts they canfind. Remind them to put things backwhere they found them.

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

3. Identify them using the minibeast key.The children could also photograph/drawthem or describe them in words toidentify later.

4. Once the minibeasts have beenidentified, return them carefully to wherethey were found.

1. ** Be very careful when handling thecreatures. Some of them are quite delicate so need to be looked after gently.

Follow up1. Discuss the role of minibeasts in

the ecosystem as decomposers and

detritivores.

2. Research some of the different

minibeasts you found – their needs,

food, adaptations etc. Create a display

about them using drawings.

2. Research the life cycles of mini -

beasts and compare them to mammals.

3. Make a bug hotel – see Wildlife

Watch website for instructions

www.wildlifewatch.org.uk/activity-

sheets

Where to buy your kitwww.field-studies-council.org/

publicationswww.nhbs.comwww.wildforms.co.uk

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Minibeast Safari

Information for TeachersNational Curriculum Links – ScienceKS1 POS Observe closely using simple equipment. Identify and classify. Gather and record datato help answer questions (use simple features to compare living things, decide how to sort theminto 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 neverbeen alive. Describe how different habitats provide for the basic needs of animals and plants andhow they depend on each other. Identify and name a variety of plants and animals and theirhabitats. 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. Recordfindings using simple scientific language, drawings, labelled diagrams, keys, bar charts andtables. 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 getnutrition from what they eat.

Y4 POS Recognise that living things can be grouped in different ways. Explore the use ofclassification keys to group, identify and name a variety of living things in their local and widerenvironment. Construct and interpret a variety of food chains, identifying producers, predatorsand 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 commonobservable characteristics and based on similarities and differences, including micro-organisms,plants and animals. Give reasons for classifying plants and animals based on specificcharacteristics (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 thatadaptation may lead to evolution.

On the day:

• Make sure health and safety measures are inplace and monitor the activity as it takes placeto ensure that it runs safely.

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

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

• Ensure that animals taken from the wild arereturned to the place from which they weretaken.

Points to consider for working safely and responsibly


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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]).

Minibeast Safari

Ladybird

Search under wood piles

Woodlouse

Millipede

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Search leaf litter


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

Species: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

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

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Species: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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

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Species: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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

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n Activity sheets These activity sheets have been produced by Herts & Middlesex Wildlife Trust (Registered in England: 816710; Registered Charity: 239863) with fundingfrom the City Bridge Trust and Heritage Lottery Fund. n Design by Wildcat Design ([email protected]).

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

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Species: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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

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Species: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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

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Species: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


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

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Background informationDifferent trees have different types ofbark. We can use the colour and textureof the bark to help us identify thespecies of tree.

Activity objectivesThis activity aims to get children touse their senses of touch and smellrather than sight to explore a tree and to learn how bark can be used toidentify different types of tree. It alsoaims to develop their interest in treesand looking after them.

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What you will need1. Blindfolds (one per pair).

2. A flat area with several medium to

large trees (in a woodland or park).

1. ** Before the activity, check the

area for trip hazards/obstacles/

dog mess.

Information for TeachersNational Curriculum Links – ScienceY1 POS Identify and name a variety of common wildplants, 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 andanimals in their habitats.

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

How to play1. Ask the children to get into pairs and hand out a blindfold to each pair.

2. Explain that they will be taking it inturns to ‘meet a tree’. Each pair decideswho will be the leader first and who willbe blindfolded.

3. Explain that by using the blindfolds,the children will have to use their sensesof touch and smell instead of relying ontheir sight.

4. Get the leaders to gently spin theirpartner round to confuse their sense of direction then guide their partners to a tree, taking care to avoid lowbranches and obstacles underfoot!

5. Get the blindfolded partner toexplore the tree by touch/smell etc.Leaders can help by asking themquestions 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?

6. When the blindfolded partner ishappy that they know what their treefeels and smells like, the leader shouldlead them away from the tree and gentlyspin them round a few times again.

7. The blindfolded partner then takes off their blindfold and tries to work outwhich tree was theirs by rememberingwhat it felt and smelt like.

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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]).

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Follow up1. Get the children to try andidentify their tree from the bark. 1. ** You will need a tree

identification guide to helpwith this, e.g. ‘Winter Trees: aphotographic guide’ from theField Studies Council.2. If there are different treespecies, look at them with thegroup pointing out the differencesin the bark – texture/colour/smell.3. Get the children to do barkrubbings using paper and crayonsto see the different bark texturesand patterns. 4. Combine with games 10 (LeavesGalore!) and 7 (Tremendous Trees!)to gain a better understanding ofhow different parts of the treefunction and how to identify treesfrom their leaves.

Tree Discovery


BackgroundinformationTrees are hugely importantto a wide range of wildlife.They provide habitats for a variety of species to livein as well as a bounty offood for many creatures,from invertebrates tomammals.

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

Activity objectivesThis activity aims to teachchildren how a treefunctions by acting out theworking parts of a tree.

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What you will need1. A large group (preferably at least 12 children).2. The game uses drama to act out the rolesplayed by each part of the tree. You will needthe following actors to make up the tree. 1. • Heartwood (x1) – provides the strengthand support of the tree1. • Taproot (x1) – anchors the tree in theground and draws up minerals and water1. • Lateral roots (x2) – also help anchor thetree and draw up water and nutrients1. • Xylem (pronounced zy-lem) (x2) – tubeswhich carry water up to the branches and the leaves1. • Cambium (x2) – the growing part of thetree where cells divide (producing xylem on one side and phloem on the other) 1. • Phloem (pronounced flow-em) (x2)– tubes which carry food made in the leaves to the rest of the tree 1. • Bark (x2) – the tough outer layer whichprotects the new woodTop tip! Work out how many children you needto act out each part of the tree beforehand, asthis will vary depending on the size of your group.You can multiply up all the parts of the tree.

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Hornbeam

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Tremendous Trees!How to playThe group leader acts as the narrator,choosing the actors to play the differentparts of the tree and explaining the roleand function of each in turn.

1. The first person chosen is theheartwood. Ask them to stand upstraight and tall.

Explain: You are the heartwood. You arethe inner core of the tree. Your job is tohold the tree strong and tall. All the other parts of the tree above the grounddepend on you to hold them up. You have been around for a long time. At one time you were alive and carriedwater and food through the thousands oftiny tubes in your wood, but as you grewthey clogged up with sticky resin andpith and now you are dead.

2. Ask the heartwood to say “I am talland strong”.

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

Explain: You are the taproot. You are thetree’s anchor. Your job is to get waterfrom deep under the ground. You are oneof many taproots that hold this treetightly to the earth and keep it standingduring storms.

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

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

base of the trunk helping to keep thetree upright. Each root has tiny hairs (ask the roots to spread out their hair).You have thousands of these hairs toabsorb water and nutrients from the soil.

5. Ask the taproot and lateral roots tomake ‘slurping’ noises as if they’resucking up water from the soil.

6. The next actors are the xylem. Ask them to form a circle around theheartwood, facing inwards and holdinghands. Be careful not to step on thelateral roots!

Explain: You are the xylem. Your job is to draw water from the roots up to thehighest branches and leaves. You are the most efficient pump in the world. Youmove hundreds of litres of water a day,sometimes at speeds of up to 100 milesan 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…!” drawingthe water up.

8. The next actors are the cambium andthe phloem. Ask them to form a circlearound the xylem, facing outwards.

Explain: You are the cambium and thephloem. The cambium is the growingpart of the tree. Every year you grow anew layer of xylem on the inside of thetree and a new layer of phloem on theoutside. Ask them to say “We divide and grow”.

Explain: Phloem, your job is to carry thefood made in the leaves around the treeso it can grow. Ask them to start withtheir hands in the air then lower them

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Tremendous Trees!down towards the ground as they bendtheir knees and say “Whoooo…”, in a long descending note.

9. Ask everyone to act their parts – theheartwood 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. Askthem to circle the rest of the group facingoutwards.

Explain: You are the bark. Your job is toprotect the tree. You protect the livingparts of the tree from drying out anddamage. You also protect it from insects,pests and fungi.

11. Ask the bark actors to adopt a stanceas if they’re protecting the tree – barkingas they do so!

12. With all the parts of the tree in place

they can all work together to act out thefunctions 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 tobe different things ‘attacking’ the treesuch as a woodpecker or a chainsaw,which the tree has to defend itself from.

14. The group leader could alsobecome the wind, initiating a big stormthat causes the whole tree to sway backand forth before falling over! The leadercould then tap three or four children onthe shoulder to be acorns who then grow up from the ground to becomenew trees!

Follow up1. Discuss how similar this

structure is to other plants.

2. Look at a freshly cut treestump to see if you can

identify the layers (see

overleaf).

Information for TeachersNational Curriculum Links – ScienceY1 POS Identify and describe the basic structure ofa variety of common flowering plants, including trees.

Y2 POS Explore and compare the differencesbetween things that are living, things that are deadand things that have never been alive.

Y3 POS Identify the functions of different parts offlowering plants: roots, stem/trunk, leaves andflowers. Explore the requirements of plants for lifeand growth (air, light, water, nutrients from soils androom to grow) and how they vary from plant to plant.Investigate the way in which water is transportedwithin plants.


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Tremendous Trees!

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]).

Cross section of a tree trunk

Phloem

Cambium

Xylem

Heartwood

Bark

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Background informationFood chains exist throughout natureand are vital to the survival of allspecies. Green plants are at thebottom of the food chain as they canmake their own food throughphotosynthesis. Animals can’t maketheir own food, so they must eatplants to stay alive, either directly asin the case of a rabbit eating grass,or indirectly as in the case of a foxeating a rabbit. Ultimately everythingderives its energy from the sun.

Activity objectivesThis activity aims to get childrenthinking about food chains and theimportance of the very smallcreatures at the bottom of the chain.

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Woodland Food Chain Game

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What you will need1. A space indoors or outdoors.

2. The class or large group.

3. Sheets of coloured card (four

different colours).

Oak tree

Sparrowhawk

Information for TeachersNational Curriculum Links – ScienceY1 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 theidea 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.

How to play1. Divide the group into four evenly sizedsub-groups and designate each sub-groupas 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 differentcoloured card and give each member of thegroup a card of the relevant colour (they canwrite their species name on it if they like).

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

4. Once all four parts of the food chainhave found each other, they should line up in the correct order with their hands on the shoulders of the species belowthem in the food chain.

5. They should end up in groups of four consisting of one oak tree, onecaterpillar, one blue tit and onesparrowhawk lined up in this order.

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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 Food Chain Game

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Follow up1. Discuss what other foodchains the children can think of.2. Add additional species youmight find in a woodland tocreate a food web. How manyconnections can be madebetween the different species?3. Make a food ‘pyramid’ withthe same four species byarranging the children into atriangular shape, with theproducer at the bottom and thetop predator at the top. Thinkabout how many of each speciesare needed to support the nextspecies in the food chain.

** Note: this won’t quite be apyramid as there will only be one oak at the bottom supportingmany caterpillars! 4. Research and draw foodchains/webs/pyramids for theclassroom wall.


Background informationAs humans we are used to exploringplaces primarily with our sense ofsight. Animals, however, often use allof their senses to find their way, tolocate food and to avoid danger.

Activity objectivesThis activity aims to getchildren to look at andexperience a habitat, in this case a woodland, in a different way. Itencourages them to use all of their senses to search for sights,sounds, textures andsmells.

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What you will need1. Woodland Explorers scavenger hunt

sheet (printed out from sheet 9a).

2. A woodland in which to scavenge!

3. Pencils.

Woodland Explorers

Information for TeachersNational Curriculum Links – ScienceKS1 POS Working scientifically, observing closelyusing simple equipment.

How to play1. Before the activity, print out theWoodland Explorers scavenger huntsheet.1. 2. ** You can either print just the side

with ‘Cuthbert the Caterpillar’ on, or print both sides and staple/tapethe edges together, leaving the topedge open. This then becomes acollecting bag for the children.

2. Tell the group they are going to beexploring the woodland, using ‘Cuthbertthe Caterpillar’ to help them look, listenand feel for different things in the wood.

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

3. Set a time limit for the scavenging.

4. Give each child a WoodlandExplorers scavenger hunt sheet/collecting bag and pencil and let thescavenger hunt begin!

5. At the end of the search gather thegroup together and ask about what they found. This could include the bestand worst things they found, the mostunusual sound they heard, the biggestthings they saw...

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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]).

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Follow up1. Make a picture of the habitat using thescavenged materials. This can be done in smallgroups on the woodlandfloor by clearing a flatarea of any debris or back in the classroom.

2. Use the scavengeditems to make collagesback in the classroom.

Scavenger art

Woodland Explorers

Somethingvery small

2 pieces ofbark that feeldifferent

Somethingwith a hole

in it

Somethingprickly

Somethingthat makesa cracklingsound

Somethingsmooth

Somethingan animalmight eat

3 differentshapedleaves

Somethingthat smellsnice

A twigshaped likethe letter Y

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

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

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

9a. Woodland Explorers - scavenger hunt

This Woodland Explorers Collecting Bagbelongs to:

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Herts andMiddlesex


Background informationThere are many different tree speciesin the UK which can be identified bytheir leaves, bark, buds and fruits.The accompanying identificationsheet can be used as a resource tohelp identify some of our tree speciesby their leaves. It can also be used to play a variety of games – seesuggestions overleaf.

Activity objectivesThis resource aims to teachchildren that leaves come inlots of different shapes andsizes and that they can beused to identify differenttree species. It also aims toget children thinking aboutclassifying species by theircharacteristics.

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What you will need1. A space in which to play – possibly

a wood depending on the game!

2. Copies of the accompanying leaf

identification sheets 10a and 10b.

3. A supply of leaves.

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Beech leaves

Leaves Galore!

Information for TeachersNational Curriculum Links – ScienceY1 POS Identify and name a variety of common wild and garden plants, including deciduousand 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 useclassification keys to help group, identify and name a variety of living things in their localand wider environment.

Y6 POS Describe how living things are classified into broad groups according to commonobservable characteristics and based on similarities and differences, including micro-organisms, plants and animals.

Suggested Games –how to play1. Leaf Detectives. Visit a woodlandand ask the children to collect severaldead leaves that look different. Get themto match their leaves to the pictures onthe worksheet and work out whichspecies of tree they belong to.

2. Mix and Match! Print off thesheets and cut them up. Mix them up andget the children to match the speciesnames and details to the correct leaf.

3. Snap! Print off several copies of thesheets, cut out the pictures and use themto play snap.

4. Feature Finder. Get the childrento classify the leaves into different groupsby their features. How many differentways can they be grouped?

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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]).

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Follow up1. Discuss why leaves are important to trees.2. Discuss why some trees areevergreen and some trees aredeciduous.

3. Discuss what adaptations theleaves of evergreen trees show.4. Research why deciduous trees lose their leaves in the autumn and why they changecolour.

5. Design your own games toplay using the leaf pictures and grid.

Leaves Galore!

10a. Leaves Galore! – leaf identification sheet Photography by istockphoto.com

Leaf Common Latin Deciduous/ Descriptionname name Evergreen

Ash Fraxinus excelsior

Deciduous •Opposite pairsof oval leaflets.• Pointed tips.• Smooth edges.

Silver birch

Betula pendula

Deciduous • Small, ovalleaves. • Pointed tips.• Toothed edges.• Light green.

Field maple

Acer campestre

Deciduous • Small leaveswith five lobes.• Rounded bluntteeth.• Smooth edges.

Hazel Corylus avellana

Deciduous • Round to ovalleaves.• Pointed tips. •Double toothededges. •Hairy.

Holly Ilex aquifolium

Evergreen •Oval shapedleaves. •Many withspiky edges. •Glossy green.

10b. Leaves Galore! – leaf identification sheet Photography by istockphoto.com

Leaf Common Latin Deciduous/ Descriptionname name Evergreen

Hornbeam Carpinus betulus

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

Horse chestnut

Aesculus hippocastanum

Deciduous • 5-7 leafletsspreading from acentral stem.• Pointed tips.• Toothed edges.

English oak

Quercus robur

Deciduous • Lobed leaf.• Smooth edges.

Yew Taxus baccata

Evergreen • Leaves aresmall, straightneedles.• Pointed tips.• Smooth edges.

Beech Fagus sylvatica

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


Herts &Middlesex

There are 47 Wildlife Trustsacross 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.

Collectively we have over800,000 members. Our visionis of a Living Landscape and Living Seas rich in wildlife.

The support of our membersis crucial to our success.

Herts and Middlesex Wildlife TrustGrebe House, St Michael’s StreetSt Albans, Herts AL3 4SN

Tel: 01727 858901Email: [email protected]

Find out more at:

www.hertswildlifetrust.org.ukJoin us on Facebook and Twitter

LOCAL STRENGTH

NATIONAL VOICE

n Herts & Middlesex Wildlife Trust – Registered in England: 816710; Registered Charity: 239863.n Printed by Berforts. n Design by Wildcat Design ([email protected])

This folder has been producedby Herts & Middlesex WildlifeTrust with funding from theCity Bridge Trust and HeritageLottery Fund.

Herts an

d M

idd

lesex Wild

life Trust

with the Wildlife TrustDiscover and learn

Discover and learn with Herts and Middlesex Wildlife Trust - woodlands

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