Use less water Water: using less at home · 2020-06-01 · To save water, you could use a shower...

Use less water

© www.teachitprimary.co.uk 2011 15028 of 6

Water: using less at home

Water is a precious resource that needs to be used carefully. Water taken from rivers and

lakes for human use has an impact on wildlife too. Read on to find out how to cut your

water use, save money on your water bills and help the environment.

Why saving water at home is important

Although the UK is an island, there is less water available per person in the UK

than in France, Italy or Greece. Water used in homes comes from rivers, lakes and

wetlands. Lower natural water levels can threaten the wildlife that depends on these

places for their survival. Treating, transporting and heating domestic water also uses a

lot of energy, which adds to your fuel bills, and contributes to climate change.

Turn off the taps

Leaving a tap running while you are cleaning your teeth, or washing fruit and

vegetables can waste about nine litres of water a minute. Instead of letting

water and money go down the drain, here are some ways to cut down on

wastage:

x save the cold water that comes through before a tap runs hot, and use it to water plants

x keep a jug of water in the fridge instead of waiting for the tap to run cold

x turn off the taps when you're brushing your teeth or shaving

x wash fruit and vegetables in a washing-up bowl full of water instead of under a running tap

Flush less water down the toilet

Most water companies provide water saving devices (sometimes called a ‘hippo’) free for their

customers. Toilet flushing accounts for about a third of household water usage. You probably flush

away as much water in a day as you drink in a whole month. There are easy ways to reduce this:

x install a water displacement device (or 'hippo') in the cistern of a higher

flush toilet – these reduce the amount of water used for each flush,

typically by one or two litres

x when buying a new toilet, choose a water-saving, low-flush or dual-flush

version

x fit a variable flushing device to existing higher flush toilets - this will give you a choice of flush

volumes to help save water

Dorine Lovett

Day 1: Monday 8th June 2020

Use less water


Take shorter showers

A quick shower can use much less water than a bath. However, not all showers

are water efficient. High volume power showers can use more water than a bath

in less than five minutes.

To save water, you could use a shower timer to reduce your time in the shower.

One minute off your shower time, for a family of four would save 12,000 litres

of water a year.

Use water-efficient appliances

Half-load cycles use much more than half the energy and water of a full

load. Try to use washing machines and dishwashers when they’re full.

Fix dripping taps and leaks

A dripping tap can waste up to 15 litres of water a day. Water leaks mean you

are paying for water you haven't used, and they can also cause a lot of damage

to your property, and possibly to neighbouring properties.

Make use of greywater and rainwater

Any water that has been used in the home, except water from toilets, is called greywater. Shower,

bath and washbasin water can be re-used in the garden. Guidelines for doing this include:

x only watering non-edible plants with greywater

x making sure it is cool before you use it

x avoiding pouring it straight on to foliage

You can also collect rainwater to use in your house for flushing toilets, washing the car, watering

plants or even for the washing machine. For this you will need a large rainwater harvesting

system. This must be linked to your domestic plumbing.

Save water in the garden

A garden hose can use more water in an hour than a family of four uses in a day. Some simple

ways of saving water in the garden include:

x using a watering can rather than a hose – this will make a huge difference to the amount of

water you use in your garden.

x buying a water butt to collect rain water – you’ll save mains water and the energy used to treat it.

Use less water


Name: ............................................................... Date: ..................................................................

Read the article Water: using less at home then answer the following questions. Don’t forget to back up your answers with evidence or examples from the text.

1. In the first paragraph, what two advantages does the author give for saving water?

2. ‘Water is a precious resource…’ Why has the author described the water as precious?

3. Which 3 countries have more water available than the UK? Why is this surprising?

4. Why does the author use the word ‘waste’ when talking about how much water we use?

5. How much water is wasted per minute by leaving a tap running?

6. What is a ‘hippo’?

7. A dripping tap wastes how much water a day?

8. What is ‘greywater’? Why do you think it is called greywater?

9. List your top five tips for saving water:

Dorine Lovett

Odin’s Reward by Mary H. Foster and Mabel H. Cummings

© www.teachitprimary.co.uk 2017 30347 Page 51 of 81

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Odin’s Reward - extract

This is a story from Norse mythology about

Odin, the chief of the Aesir (the gods of

Asgard).

One night when all was quiet in Asgard and

the Aesir had gone to rest, Odin, the

Allfather, sat awake on his high throne,

troubled with many thoughts. At his feet

crouched his two faithful wolves, and upon

his shoulders perched the two ravens of

thought and memory, who flew far abroad

every day, through the nine worlds, as

Odin’s messengers.

The Allfather had need of great wisdom in

ruling the worlds; after thinking a long time

on the matters which needed his care, he

suddenly started up, and went forth with

long strides from his palace of Gladsheim

into the night. He soon returned, leading

his beautiful, eight-footed steed, Sleipnir,

and it was plain that Odin was going on a

journey. He quickly mounted Sleipnir, and

rode swiftly away toward Bifröst, the

rainbow bridge, which reached from

Asgard, the city of the gods, down through

the air to the lower worlds.

When Sleipnir stepped upon the bridge it

trembled, and seemed hardly strong

enough to bear the horse and his rider; but

they had no fear of its giving way, and

Sleipnir galloped swiftly onward.

Soon Odin saw Heimdall, the watchman of

the bridge, riding toward him on a fine

horse, with a golden mane that reflected

light upon the noble face of his rider.

“You must be bound on some important errand, Father Odin, to be riding forth from

Asgard so late at night,” said Heimdall.

“It is indeed a most important errand, and I

must hasten on,” replied Odin. “It is well for us that we have such a faithful guardian of

the ‘trembling bridge’; if it were not for you, Heimdall, our enemies might long ago have

taken Asgard by storm. You are so watchful,

you can hear the grass grow in the fields, and

the wool gather on the backs of the sheep,

and you need less sleep than a bird. I myself

stand in great need of wisdom, in order to

take care of such faithful servants, and to

drive back such wicked enemies!”

Dorine Lovett

Day 2:Tuesday 9th June 2020


© www.teachitprimary.co.uk 2017 30347 2 of 81

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They hurried over the bridge until they came

to Heimdall’s far-shining castle, at the

farther end of it. This was a lofty tower

which was placed so as to guard the bridge,

and it sent forth into the land of the giant

enemies such a wonderful, clear light, that

Heimdall could see, even in the darkest

night, any one who came toward the bridge.

Here Odin stopped a few moments to drink

the mead which the good Heimdall offered

him.

Then said Odin, “As I am journeying into the

land of our enemies, I shall leave my good

horse with you; there are not many with

whom I would trust him, but I know that

you, my faithful Heimdall, will take good

care of him. I can best hide myself from the

giants by going on as a wanderer.”

With these words the Allfather quitted

Heimdall’s castle, and started off toward the north, through the land of the fierce giants.

During all the first day there was nothing to

be seen but ice and snow; several times

Odin was nearly crushed as the frost giants

hurled huge blocks of ice after him.

The second day he came to mountains and

broad rivers. Often when he had just

crossed over a stream, the mountain giants

would come after him to the other bank,

and when they found that Odin had escaped

them, they would send forth such a fierce

yell, that the echoes sounded from hill to

hill.

At the end of the third day, Odin came to a

land where trees were green and flowers

blooming. Here was one of the three

fountains which watered the world tree,

Yggdrasil, and near by sat the wise giant,

Mimir, guarding the waters of this

wonderful fountain, for whoever drank of it

would have the gift of great wisdom.

Mimir was a giant in size, but he was not

one of the fierce giant enemies of the gods,

for he was kind, and wiser than the wisest.

Mimir’s well of wisdom was in the midst of a wonderful valley, filled with rare plants and

bright flowers, and among the groves of

beautiful trees were strange creatures,

sleeping dragons, harmless serpents, and

lizards, while birds with gay plumage flew and

sang among the branches. Over all this quiet

valley shone a lovely soft light, different from

sunlight, and in the centre grew one of the

roots of the great world tree. Here the wise

giant Mimir sat gazing down into his well.



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Odin greeted the kind old giant, and said, “Oh, Mimir, I have come from far-away Asgard to

ask a great boon!”

“Gladly will I help you if it is in my power,” said Mimir.

“You know,” replied Odin, “that as father of gods and men I need great wisdom, and I have

come to beg for one drink of your precious water of knowledge. Trouble threatens us, even

from one of the Æsir, for Loki, the fire-god, has lately been visiting the giants, and I fear he has

been learning evil ways from them. The frost giants and the storm giants are always at work,

trying to overthrow both gods and men; great is my need of wisdom, and even though no one

ever before has dared ask so great a gift, I hope that since you know how deep is my trouble,

you will grant my request.”

Mimir sat silently, thinking for several moments, and then said, “You ask a great thing, indeed, Father Odin; are you ready to pay the price which I must demand?”

“Yes,” said Odin, cheerfully, “I will give you all the gold and silver of Asgard, and all the

jewelled shields and swords of the Æsir. More than all, I will give up my eight-footed horse

Sleipnir, if that is needed to win the reward.”

“And do you suppose that these things will buy wisdom?” said Mimir. “That can be gained

only by bearing bravely, and giving up to others. Are you willing to give me a part of yourself?

Will you give up one of your own eyes?”

At this Odin looked very sad; but after a few moments of deep thought, he looked up with a

bright smile, and answered, “Yes, I will even give you one of my eyes, and I will suffer whatever else is asked, in order to gain the wisdom that I need!”

We cannot know all that Odin bravely suffered in that strange, bright valley, before he was

rewarded with a drink from that wonderful fountain; but we may be quite sure that never

once was the good Allfather sorry for anything he had given up, or any suffering he had borne,

for the sake of others.



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Comprehension questions

Name: ............................................................... Date: ..................................................................

1. Who are Odin’s messengers?

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

2. ‘... he suddenly started up, and went forth with long strides from his palace of Gladsheim into the night.’

What does went forth mean?

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

3. What was unusual about Odin’s horse, Sleipnir?

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

4. Look at the paragraph which begins: “It is indeed a most important errand …”

Name one extraordinary thing that Heimdall can do.

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

5. Look at the paragraph which begins: ‘They hurried over the bridge …’ Why was the clear light from the tower important?

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

6. What weather does Odin encounter on the first day of his journey?

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

7. Why was Mimir guarding the fountain?

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



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8. “Oh, Mimir, I have come from far-away Asgard to ask a great boon!”

Which word most closely matches the meaning of the word boon?

question curse delight favour

9. What treasures does Odin offer Mimir in exchange for wisdom? Name two.

1. ........................................................................................................................................

2. ........................................................................................................................................

10. Number the following events 1–5 to show the order in which they happened. The first one

has been done for you:

Frost giants throw blocks of ice at Odin.

1 Odin sits on his throne at night, awake.

Mimir asks Odin for an eye in exchange for wisdom.

Heimdall meets Odin on the rainbow bridge.

Odin is chased by the mountain giants.

A newspaper report


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A newspaper report

The Humbleton Herald Edition No. 72059 “The voice of the community since 1878” Thursday 12th October 2017

LOCAL PUPIL DISCOVERS BURIED TREASURE! A pupil at Brownings Primary

School has discovered a hoard of gold treasure hidden in the school field. Amelie Phipps, 10, was playing tag at lunchtime with her friends when she spotted something shining on the ground.

‘It was sort of hidden under the leaves,’ she said. ‘I bent down to look closer, and there was a gold coin there. It was extremely dirty. I was really surprised.’

Amelie alerted the teacher on duty, Shahida Bansal, who realised at once that the pupil had found something rather special. ‘I put cones around the area and called the children off the field,’ Mrs Bansal said. ‘Then I rang the county archaeology team. They sent someone out immediately.’

By the afternoon, the school field had turned into an archaeological dig. Before long, more gold was unearthed. ‘It was a thrilling moment,’ Jack Walker, County Archaeologist, told us. ‘I knew straight away that we had something extraordinary on our hands.’

It transpired that the coin Amelie Phipps had found was part of a larger hoard. As well as the gold coins, a number of necklaces and brooches were also discovered. ‘It is at least 1300 years old – maybe more. It is certainly of significant historic

interest,’ Mr Walker stated. ‘We are very excited to begin studying it.’

The archaeologist believes that a fox or a badger may have disturbed the hoard while digging, leading to Amelie spotting the coin on the ground. ‘Even so, if it hadn’t been for Amelie’s keen eyes, we might never have found this wonderful hoard,’ Mr Walker said. ‘Very soon, the falling leaves would have just buried it again.’

The school field will be out of bounds for the children for the next few weeks, while a team of archaeologists search the ground carefully for any further treasure. In the meantime, a neighbouring farmer has offered the school children the use of one of his fields for playtime. ‘I don’t mind the kids playing on it for a few weeks,’ Mr Andy Kew said. ‘It’s not fair for them to have to spend playtimes in their classrooms.

I’m happy to help.’ The headteacher of Brownings Primary School, Mrs Karen Coleman, said the teachers and children were very grateful for the farmer’s kind offer.

The find will go out for valuation next month, but Mr Walker says it is likely to be worth, ‘In the tens of thousands of pounds.’ According to the Treasure Act 1996, any reward for finding the treasure should be shared equally between the finder and the owner of the land. In this case, the money will be split between Miss Amelie Phipps and her school.

I’m not sure what I will do with the money yet,’ Miss Phipps explained. ‘I will probably save a lot of it for when I’m older. But I’m definitely going to buy a metal detector straight away – so that I can go out and hunt for more treasure!’

©cea +, 2012, flic.kr/p/bSdxha

https://flic.kr/p/bSdxha

Dorine Lovett

Day 3:Wednesday 10th June 2020

A newspaper report


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Comprehension questions

Name: ............................................................... Date: ..................................................................

1. Look at the paragraph which begins: ‘By the afternoon, the school field …’

Find and copy a word which means discovered.

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

2. Aside from the gold coins, what else was in the hoard? Name two different items.

1. ........................................................................................................................................

2. ........................................................................................................................................

3. What season was it when Amelie found the first coin? Explain how you know. ....................................................................................................................................................

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

4. Jack Walker is an archaeologist. Tick the definition that you think best describes this word:

Someone who studies rocks and earth.

Someone who studies human history by examining ancient sites and objects.

Someone who works with schools to make sure they are safe for children.

Someone who shoots with a bow and arrow.

5. ‘It transpired that the coin Amelie Phipps had found was part of a larger hoard.’

Which of the following is closest in meaning to transpired?

Told Tricked Transformed Turned out

A newspaper report


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6. How does Jack Walker think that the first gold coin got dug up?

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

7. Why are the school children not allowed on the field for the next few weeks?

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

8. Using information from the text, tick one box in each row to show whether each statement

is true or false.

True False

The hoard included coins and jewellery.

Mrs Bansal rang the police when she realised

there was treasure on the school field.

Amelie will receive all the reward money for the

treasure find.

The children will be able to play in the farmer’s field until the archaeologists have finished their

work in the school field.

9. Why will the reward money be split between Amelie and her school?

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

10. What is Amelie going to do with her reward money? Name one thing.

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

3

Chapter 1:Down the Rabbit-Hole

A lice was beginning to get very tired of sitting by her sister on the

bank, and of having nothing to do: once or twice she had peeped

into the book her sister was reading, but it had no pictures or

conversations in it, `and what is the use of a book,’ thought Alice `without

pictures or conversation?’

So she was considering in her own mind (as well as she could, for the hot

day made her feel very sleepy and stupid), whether the pleasure of making

a daisy- chain would be worth the trouble of getting up and picking the

daisies, when suddenly a White Rabbit with pink eyes ran close by her.

There was nothing so very remarkable in that; nor did Alice think it so very

much out of the way to hear the Rabbit say to itself, `Oh dear! Oh dear!

I shall be late!’ (when she thought it over afterwards, it occurred to her

that she ought to have wondered at this, but at the time it all seemed quite

natural); but when the Rabbit actually took a watch out of its waistcoat-

pocket, and looked at it, and then hurried on, Alice started to her feet, for

it flashed across her mind that she had never before seen a rabbit with

either a waistcoat-pocket, or a watch to take out of it, and burning with

curiosity, she ran across the field after it, and fortunately was just in time

to see it pop down a large rabbit-hole under the hedge.

In another moment down went Alice after it, never once considering how

in the world she was to get out again.

The rabbit-hole went straight on like a tunnel for some way, and then

dipped suddenly down, so suddenly that Alice had not a moment to think

about stopping herself before she found herself falling down a

very deep well.

Either the well was very deep, or she fell very slowly, for she

had plenty of time as she went down to look about her and to

wonder what was going to happen next. First, she tried to

Dorine Lovett

Day 4: Thursday 11th June 2020

4

Chapter 1: Down the Rabbit-Hole

look down and make out what she was coming to, but it was too

dark to see anything; then she looked at the sides of the well, and

noticed that they were filled with cupboards and book-shelves; here

and there she saw maps and pictures hung upon pegs. She took

down a jar from one of the shelves as she passed; it was labelled ÒRANGE

MARMALADE’, but to her great disappointment it was empty: she did not

like to drop the jar for fear of killing somebody, so managed to put it into

one of the cupboards as she fell past it.

`Well!’ thought Alice to herself, àfter such a fall as this, I shall think

nothing of tumbling down stairs! How brave they’ll all think me at home!

Why, I wouldn’t say anything about it, even if I fell off the top of the

house!’ (Which was very likely true.)

Down, down, down. Would the fall never come to an end! Ì wonder how

many miles I’ve fallen by this time?’ she said aloud. Ì must be getting

somewhere near the centre of the earth. Let me see: that would be four

thousand miles down, I think--’ ( for, you see, Alice had learnt several

things of this sort in her lessons in the schoolroom, and though this was

not a very good opportunity for showing off her knowledge, as there was no

one to listen to her, still it was good practice to say it over) `--yes, that’s

about the right distance--but then I wonder what Latitude or Longitude

I’ve got to?’ (Alice had no idea what Latitude was, or Longitude either, but

thought they were nice grand words to say.)

Presently she began again. Ì wonder if I shall fall right through the earth!

How funny it’ll seem to come out among the people that walk with their

heads downward! The Antipathies, I think--’ (she was rather glad there

was no one listening, this time, as it didn’t sound at all the right word)

`--but I shall have to ask them what the name of the country is, you know.

Please, Ma’ am, is this New Zealand or Australia?’ (and she tried to curtsey

as she spoke-- fancy curtseying as you’re falling through the air! Do you

think you could manage it?) Ànd what an ignorant little girl she’ll think

me for asking! No, it’ll never do to ask: perhaps I shall see it written up

somewhere.’

Down, down, down. There was nothing else to do, so Alice soon began

talking again. `Dinah’ll miss me very much to-night, I should think!’

(Dinah was the cat.) Ì hope they’ll remember her saucer of milk at

5

tea-time. Dinah my dear! I wish you were down here with me! There are no

mice in the air, I’m afraid, but you might catch a bat, and that’s very like a

mouse, you know. But do cats eat bats, I wonder?’ And here Alice began to

get rather sleepy, and went on saying to herself, in a dreamy sort of way,

`Do cats eat bats? Do cats eat bats?’ and sometimes, `Do bats eat cats?’

for, you see, as she couldn’t answer either question, it didn’t much matter

which way she put it. She felt that she was dozing off, and had just begun

to dream that she was walking hand in hand with Dinah, and saying to

her very earnestly, `Now, Dinah, tell me the truth: did you ever eat a bat?’

when suddenly, thump! thump! Down she came upon a heap of sticks and

dry leaves, and the fall was over.

Alice was not a bit hurt, and she jumped up on to her feet in a

moment. She looked up, but it was all dark overhead; before her was

another long passage, and the White Rabbit was still in sight, hurrying

down it. There was not a moment to be lost: away went Alice like

the wind, and was just in time to hear it say, as it turned a corner,

`Oh my ears and whiskers, how late it’s getting!’

Chapter 1: Down the Rabbit-Hole

total marks

24

total for this page

Year 5 Reading Assessment: Fiction

Questions 1 to 16 are about ‘Chapter 1 - Down the Rabbit-Hole’

1 mark

1. The story is mainly told from the perspective of…

the rabbit

Alice’s sister

the author

Alice

1 mark

2. At the start of the extract both girls are…

talking

reading

sitting

fishing

1 mark

3. Alice fell...

down a rabbit hole

down river

down a deep well

down stairs

1 mark

4. The first three paragraphs are set…

in a town

in a tunnel

in the countryside

in a well

Tick the correct option to complete each sentence below.

Year 5 Reading Assessment: Fiction 3

2 marks

5. Order these events as they happen in the story. Number them 1, 2, 3, 4.

2 marks

6. ‘In another moment down went Alice after it, never once considering how in the world she was to get out again.’

Explain two things that the sentence suggests about Alice.

1.

2.

total for this page

Alice saw a white rabbit run close by.

Alice went down a rabbit hole.

Alice was sitting on the bank.

Alice landed at the bottom of a large well.

2 marks

8. How old do you think Alice is? Use the text to explain your answer.

1 mark

7. Why do you think the rabbit didn’t stop to talk to Alice?


total for this page

2 marks

11. What time of year do you think the story is set? Explain your answer.

1 mark

10. What do these words tell you about the way she was feeling?

2 marks

12. Throughout the story Alice feels a range of feelings.

Find and copy one sentence from the text that shows she was feeling bored.

Find and copy one sentence that shows she was feeling drowsy.

1 mark

9. Which words does the author use to show how Alice is feeling as she runs across the field after the rabbit?

3 marks

13. ’Alice is very clever.’ Do you agree with this?

yes yes and no no

Explain your answer using evidence from the text.


total for this page

End of questions about ‘Chapter 1 - Down the Rabbit-Hole’

total for this page

1 mark

15. ‘There was nothing so very remarkable in that.’

Give another word with the same meaning as remarkable that could have been used instead.

1 mark

14. ‘Oh my ears and whiskers, how late it’s getting!’

Find and copy another sentence that supports the idea that the rabbit was late for something.

2 marks

16. Based on what you have read in the story, explain why ‘Alice was not a bit hurt,’ when she finally landed at the bottom of the well.

6

A Beginner’s Guide to Coarse Fishing

Welcome to angling, whether you are looking for a new hobby,

competition or just relaxation, fishing is the sport for you!On the following pages you will find information on the basic fishing tackle

you will need to go coarse fishing and what you need to know to start fishing for coarse fish. I hope you find the information helpful and interesting.

What is Fishing?

Fishing (also called angling) is the sport of

catching fish, freshwater or saltwater, typically with rod, line and hook. Fishing originated

as a means of providing food for survival. In

its most basic form, fishing is throwing out a fishing line and pulling in the fish when it goes for your baited fishing hook or fishing lure.

Types of Fishing

There are three types of fishing: coarse, game and sea. Coarse angling is fishing for any species of fish other than those that live in the sea or trout and salmon. When coarse fishing you can catch chub, carp, roach, perch, bream

and many more species. Game fishing relates to the pursuit of trout and salmon. Sea fishing, as its name suggests, is fishing for species that inhabit the sea such as cod, pollock and bass.

An off-shoot of coarse angling is carp fishing. Carp is the common name for the fish belonging to the family ‘cyprinidae’. These fish can grow to really big weights and over the last decade

or so anglers have specifically targeted these specimen fish. Hence the birth of carp fishing and the ‘specimen angler’.

Rod Licence

Any angler aged 12 years or over, fishing for salmon, trout, freshwater fish or eels in England (except the River Tweed), Wales or the Border

Esk and its tributaries in Scotland must have an

Environment Agency rod licence. You can buy

your rod licence at Post Offices, by telephone or online. Be warned! It is an offence to fish for freshwater fish and eels without a valid rod licence - if you do you are looking at a fine of up to £2,500. If you’re serious about taking up

fishing then it is cheaper to buy a 12 month licence. If you are unsure then I would suggest

buying a 1 day or 8 day licence.

Close Season

Close season means no fishing (you are not allowed to fish in certain areas during a specified period). Coarse fish close season – 15th March to 15th June inclusive. The coarse fish close season applies to all rivers, streams and

drains in England and Wales, but does not apply

to most still waters or canals following recent

byelaw changes. Fishery owners and angling

clubs are also free to introduce a close season

through club or fishery rules if they wish to.

Dorine Lovett

Day 5: Friday 12th June 2020

7


Fish welfare

The welfare of the fish is vital to the future of fishing and all fish that are caught must be returned to the water without injury. It is

preferable to use barbless hooks as these do less

damage to fish - they are a lot easier to remove as well.

Handling fish

All fish are covered with a protective layer of slime that acts as the first line of defence against parasitic infections, bacteria and other

diseases that a fish may contract. When you catch a fish, you must make sure that you don’t remove too much of this protective coating so

always wet your hands before handling fish and never use a cloth. Always unhook fish quickly but carefully and return them to the water as

quickly as possible. If the fish is too large to hold, use an unhooking mat (padded cushion to

protect fish from being injured on the ground). With a smaller fish, hold it tightly so that it doesn’t flap about and slip out of your hands but don’t hole it too tight or you may damage

its internal organs.

Unhooking a fish

Never pull on the line to remove a hook from

a fish – this will not work without seriously injuring the fish. If the fish is lip-hooked, you may be able to remove it using your fingers. If the fish is hooked inside its mouth, and you can see the hook, use a disgorger (a thin rod with

a slot in the end). Hold the line tight, put the

slot of the disgorger over the line and slide it

along until you reach the hook. Push the hook

in the opposite direction to the way it went in

until it is free to be carefull yremoved. If the

fish is deeply hooked, it is better to cut the line as close to the hook as possible. The hook will

dislodge itself or will eventually rust away.

Using barbless hooks make removal a lot easier!

Returning fish to the water

Never throw a fish back into the water! Always get down close to the water to release a fish and let the fish swim away. If it is a large fish, especially Barbel, it may have tired itself out while you were catching it. In this case,

hold the fish in the water facing the current until it is ready to swim away. Moving the fish backwards and forwards sometimes aids its

recovery.

8


Poster 1

Poster 2

#GoFishing

Get

hookedDon’t cheat on angling - buy a rod licence postoffice.co.uk/rod-fishing-licence

total marks

16

total for this page

Year 5 Reading Assessment: Non-Fiction

Questions 17 to 26 are about ‘A Beginner’s Guide to Coarse Fishing’

1 mark

17. What type of fishing is the information mainly about?

18. Draw lines to match the correct information.

sea

game

coarse

perch and bream

trout and salmon

pollock and bass

1 mark

1 mark

19. ‘Game fishing relates to the pursuit of trout and salmon’

Give another word with the same meaning as pursuit that could have been used instead.

1 mark

1 mark

20. How/where can you buy your rod licence?

1 mark

Year 5 Reading Assessment: Non-Fiction 7

3 marks

21. ‘The welfare of the fish is vital to the future of fishing and all fish that are caught must be returned to the water without injury’

Explain why you think this is.

1 mark

22. ‘All fish are covered with a protective layer of slime and this acts as the first line defence against parasitic infections, bacteria, and other diseases that a fish may contract.’

In this sentence, what is the word defence closest in meaning to? Tick one box.

attack

guard

argument

2 marks

Look at the posters...

23. ‘Get Hooked’

Explain the meaning of the words in this context.

3 marks

24. According to the posters, what are the three key things you must not do when fishing?

1.

2.

3.

total for this page

Year 5 Reading Assessment: Non-Fiction 8

total for this page

End of questions about ‘A Beginners Guide to Coarse Fishing’

total for this page

2 marks

25. Why is the poster an effective way of explaining the rules about fishing?

1 mark

26. How does the information in the posters link to the information in the text?

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