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Te a c h e r s P a c k
A curriculum-linke
d
pack provided by
the
Forestry Commiss
ion
for Early Years and
Key Stage 1
forestry.gov.uk/earlyyears
Contents
Introduction 01
Scene Setting
Aim to enable children to become
familiar with the forest
Programme 1 03
Explore and discover the forest
Aim to explore geographical
features, and use and create maps
Programme 2 14
Design, make and evaluate
Aim to design and make a variety of
products using natural materials
Programme 3 22
All about animals
Aim to learn about forest animals and
birds through a series of hands-on activities
Family
follow-up
Throughout the
PacTheIP
Preparation
lFind your nearest Forestry TfoO
r te rs
Commission woodland at
forestry.gov.uk/visit.
will be
lFor health and safety advice Some children
iliar with the
and to find out how the totally unfam
ment you
Forestry Commission looks forest environ
em photos, or
after the nations forests, visit could show th
ith things you
forestry.gov.uk/learning. have a table w
lIfyou are planning to visit, or have collected
nes, branches.
would like more information or e.g. leaves, co
advice, please contact the Forestry
Commission learning team visit
forestry.gov.uk/learning
and click on contacts.
lk
a bout What is a forest? What is it like?
Ta
in the forest?
Deer, squirrels, foxes, badgers,
woodpeckers, owls
geographical
l Mathematics
l Understanding the world
features, and use
and create maps Key stage 1: Geography
l Human and physical geography
use basic geographical
Preparation vocabulary to refer to key
physical features.
l Y ou will need to print and laminate
the resources for the activities you l Geographical skills and fieldwork
are going to do. use simple compass directions
and locational and directional
l ontact your local Forestry
C language, to describe the
Commission learning team to ask location of features and routes
for advice about where to acquire on a map;
aerial photos and map leaflets
for your local forest. Visit use aerial photographs and
forestry.gov.uk/learning and plan perspectives to recognise
click on contacts. landmarks and basic human
and physical features; devise
a simple map; and use and
Resources provided construct basic symbols in a key.
with programme 1 l lace Knowledge
P
understand geographical
lGeographical
similarities and differences
features checklist through studying the human and
lSample aerial photo physical geography of a small
area of the United Kingdom.
Forestry
lSample
Commission map
lAnimalpictures to cut out
and laminate
Part 2
Aerial photo of the forest
bout
lk
a Look at an aerial photo Can they see areas Why do they think there are
of a forest: differences?
Ta
l Give each child or pair of children a one This activity could be extended to create
metre length of string. Ask the children to an adventurous route for other animals.
decide where to lay their string to create an Different groups in the class could have a
adventurous route through the forest for a different animal to work with.
tiny mouse. A puddle can become a huge
lake to cross, a stone is a cliff face. Ask
the children to include as many physical Family
and human features as they can (they can follow-up
create their own, using soil, cones, leaves
etc if they want to), then describe their Encourage the children to complete the
route to the rest of the group. Forestry Commissions spring wordsearch
forestry.gov.uk/familyfollowup
na
ctivities Locational and the rocks; it is behind the fence which is
around the car park, or it is balancing
directional language
H a n ds o
ctivities
na Ask the children to have a look around the l the tallest and the shortest tree they can
H a n ds o
area and investigate the trees. Challenge find, then the fattest and the thinnest.
them to lean their chosen picture of an
animal or character against: Extension
You can also use keys to identify the species
l n evergreen tree, then a deciduous tree,
a
if appropriate to the ability of your group.
then a conifer and then a broadleaf;
l tree with big flat leaves, then a tree
a
Cross-curricular links
with needles;
l tree with rough bark, then one with
a Science plants
smooth bark, then ones with nuts, seeds,
flowers or catkins;
Tree words:
Conifer Broadleaf Evergreen Deciduous
A tree with cones and A tree with broad A tree which keeps its A tree which loses
needles e.g. Scots flat leaves e.g. oak, leaves all year round; its leaves in autumn;
pine, Douglas fir; silver birch; usually mostly conifers (but mostly broadleaves
usually evergreen. deciduous. not all e.g. holly is (but not all e.g. larch is
evergreen, but not a deciduous conifer).
a conifer).
ctivities
na Symbols on Signposts
H a n ds o
ing
number of paces.
l
naughty elephants squirt water).
sk questions about which direction you
A Extension Lin e a r ns t
would have to walk to get to particular This can be extended from four to your fore
features e.g. rocks or hill. eight compass directions for older or
E xplain that4.
north ispa
usually atct ions
the top of more able children.
l
Com ss dire north and
a map, andLoc is ate
often shownng an by
OS an
ma p compass. Point to the
arrow
or
north usi ere eas t, sou th and west
with a capital N.
n enc our age the chi ldren to work out wh y ele phants
the ropriate (e.g. naught
me if app
are, with the aid of a rhy ction you would
xt, ask que stions about which dire
ter) .
l Ask the children to walk ten parNe paces k or caf. Explain
ticular north,
squ irt wa par
features e.g. car
have to walk to get to and is ofte n shown by an
do five skips tha
tot the
northwest orattwenty
is usually the top ofhops
a ma p,
to the south,arr
orowtowitplace ital N. picture of an
h a captheir Cross-curricular links
animal to the north of the picnic site, or
the south of the rocks, or the east of the 7) Mathematics
conifer tree. Mak
ing a map (activities 5-
5. Paper map or stand to draw their
maps, using paper on
n
a sui tab le pla ce wh ere the children can sit the m to use the symbols which have bee
Find our ed pencils. Encourage
h pen cils and col
clipboards wit
Part 7
features on the map.
discussed to represent
l hoose an areaChthat
C is fairly flat, ly flat, and
oose an area that is fair
and gently sweep the leafthelitter
sweep r aside to
aside
leaf litte
gently
a bar e spa ce. Co llec t four or
to create a barecrespace;
ate
to make a frame, then
more sticks
gs, smalltostic ks, stones, leaves,
l ollect four or more
C use twisticks
ent all of the
pine cones etc to repres
make a frame; features on the map, making sure
t places in
they put them in the righ any other features that
l ext, use twigs, rela
N small
tion tosticks,
each othstones,
er. They will also
leaves, pine conesneedetc key.
tokerepresent
to ma a they want to include
features on the map, including: a key to show how each
rocks feature is represented
stream 4
lake
Hill or Valley Stream, river or pond Mixed Vegetation (plants) Play area
Hand
ferry
il Symonds Yat
Tr a Rock Car Park
B4432
Key to map
Parking
Toilets
Easy-access toilets
Cafe
Picnic area
Viewpoint
Wildlife viewing area
Public telephone
Forest track
Forest path
Curriculum links
EYFS
l Physical development
l Expressive arts and design
Prepare
improve) is used to make the
following different products
from natural materials:
l S elect which product(s) you are l Organise children into groups. 1. a picture frame
going to make, from the list on 2.
a musical instrument/
l Discuss the questions in orange.
the right. sound-maker
l Y ou could look at existing 3. a nest
l ead and understand the
R
products and discuss how 4. a shelter
design criteria.
they are made. 5. a bridge
Family
Make Evaluate follow-up
l Work in groups to select l Give the children the opportunity For a family follow-up activity,
and collect the materials, cut to show their product to the rest see page 21
them and join them to make of the group and to explain their
the product. choice of materials and method.
a shape
l
on the ground lthe
frame has to be
made from leaves, mud square.
or cones?
sticks
l
hanging from
a branch?
Cross-curricular links
Key Stage 1: Mathematics
Geometry
recognise and name
common 2-D shapes.
Measurements
measure and begin to
record lengths and heights.
Cross-curricular links
Key Stage 1: Music
Pupils should be taught to
experiment with, create,
select and combine sounds.
l F ood (nuts, seeds find out about and
berries, insects); describe the basic
needs of animals,
l Shelter; including humans, for
l Trees for nesting. survival (water, food,
air and shelter).
You could explore the forest
looking for nests, and
discussing where and how
they have been made.
Please remember not to touch
nests or to disturb them in
any way.
Cross-curricular links
Year 2: Science
Living things and
their habitats
identify that most living
things live in habitats to
which they are suited.
Animals, including humans
find out about and
describe the basic
needs of animals,
including humans, for
survival (water, food,
air and shelter).
Cross-curricular links
Year 1: Science
Everyday materials
identify and name a
variety of everyday
materials.
forestry.gov.uk/familyfollowup
na
ctivities
Test your memory How to do it
1
H a n ds o
Mammal, bird,
2
ctivities How to do it
na
In their groups, the children sort the
reptile or amphibian
H a n ds o
3
ctivities Carnivore, herbivore How to do it
na
Place the sets of pictures at one end of
H a n ds o
or omnivore
an open space, and the word cards at
Children will need to be familiar with the other; have a relay race where each
these words and their meanings. child runs to collect one picture of an
animal, brings it back and puts it into
You will need
the correct category; identify and
A complete set of the twelve animal
discuss their reasoning and any
pictures, and a set of carnivore,
common mistakes.
herbivore, omnivore cards, for each
group of children.
na
ctivities
Who am I?
5
H a n ds o
6
ctivities
na
H a n ds o
Toad
Mouse Toads have dry leathery skin and short legs.
There are a number of different species They are well camouflaged on the forest
of mouse, all of which are mammals. floor. They are amphibians, so they need to
A wood mouse is an omnivore and an spend part of their lives in the water, which
opportunistic feeder. Its diet depends on is where they lay strings of eggs that hatch
the time of year and what is available, and into tadpoles. Toads are carnivores, and eat
includes seeds, nuts, fruits, fungi, insects insects and the occasional small frog.
and other invertebrates. Wood mice are
mostly nocturnal. They can climb trees, but
spend most of their time on the woodland Owl
floor, and live underground in a network of The tawny owl is a bird and a carnivore, with
tunnels. a diet of small mammals and other birds, as
well as insects, frogs and worms. It is mostly
Hedgehog nocturnal and has excellent hearing to help
it hunt for its prey. After eating, owls produce
The hedgehog is a mammal and a pellets (the bones and fur are sicked,
carnivore, with a varied diet which includes or regurgitated, back up a bit like cats
worms, slugs, beetles and bird eggs and coughing up fur balls).
chicks. Hedgehogs are mostly nocturnal
and live on the forest floor. However, they
can climb trees and even swim! They
hibernate in the winter, making a nest in
a pile of leaves or logs. Their spiky coat
protects them from predators.
27 Forestry Commission Early Years Teachers Pack Programme 3 forest animal information
Forest animal
information for teachers
Squirrel Slow Worm
Grey squirrels and red squirrels live in The slow worm is a reptile. It looks like a
forests in different parts of the country, with snake, but is actually a lizard with no legs. It
grey squirrels being much more common is a carnivore and enjoys a diet of slugs and
and widespread. They are mammals and earthworms. Slow worms live in the edge of
herbivores, whose diet includes nuts and the woodland, and spend most of their time
berries. They spend most of their time up in underground or hiding under things.
the trees, and make a nest (called a drey)
from sticks and twigs.
Frog
Bat Frogs are amphibians, which need to live
near to water. They lay their eggs in jelly-
The pipistrelle bat is the most common like lumps in ponds, and are carnivores,
bat in the UK. All bats are mammals, and eating insects and other minibeasts. They
the pipistrelle is a carnivore. It eats moths have smooth moist skin, and in cold winters,
and other insects, hunting at night using they go into a state of torpor (a bit like
echolocation (making a high pitched squeak hibernation) in the mud at the bottom of
which bounces back off flying insects so it ponds.
can locate them). Bats sleep (roost) during
the day.
Woodpecker
Adder There are three different species of
woodpecker that live in forests in the UK.
The adder is a type of snake, which enjoys The green woodpecker is a carnivore (and
sunbathing in warm sunny spots during the a bird), which eats lots of ants, as well as
summer. Adders are reptiles, although they beetles, flies and caterpillars. They nest in
give birth to live young, and dont lay eggs holes in trees and you are more likely to hear
like most reptiles. They are carnivores, mostly them in the forest than to see them they
eating small mammals, which they kill with tap on tree trunks with their beaks, in order
their venom (poison) then swallow whole. to make nest holes.
They hibernate during the winter and as
they grow, they shed (get rid of) their skin
several times.
28 Forestry Commission Early Years Teachers Pack Programme 3 forest animal information
Top left adder;
Top right common frog;
Bottom left green woodpecker;
Bottom right - hedgehog
29 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Top left pipistrelle bat;
Top right slow worm;
Bottom Left tawny owl;
Bottom right common toad
30 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Top left wood mouse;
Top right fallow deer;
Bottom left fox;
Bottom right grey squirrel
31 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Word cards
Bird Amphibian
Reptile Mammal
Carnivore Herbivore
Omnivore
32 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Animal fact card: Fox
I live
I am mostly I have an
underground
nocturnal excellent sense
in a burrow or
(come out of hearing
den (sometimes
at night) & smell
called an earth)
I am a carnivore,
and I eat other
I am a small mammals, I am
mammal but I also like fruits, reddish brown
berries and even
food from bins
33 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Animal fact card: Hedgehog
I live on the forest I hibernate
I am mostly
floor, but can climb in the winter,
nocturnal
trees and even making a cosy
(come out
swim (but I dont nest in a pile of
at night)
like swimming!) leaves or logs
I am a carnivore
I have a spiky
and eat worms,
I am a coat to protect
slugs, beetles
mammal me from
and bird eggs
predators
and chicks
34 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Animal fact card: Squirrel
I am a herbivore
My nest is called I spend most of I eat nuts and
a drey and it is my time up in berries, and am a
made from sticks the trees pest to the forester
and leaves because I nibble
tree bark
I sleep (roost)
during the day in I am a I eat moths and
roof spaces carnivore other insects
and trees
35 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Anim a l fa c t c a rd : S n a k e (a d d e r)
I am a reptile
I look a bit like
I eat slugs and
I am a carnivore a snake, but am
earthworms
actually a lizard
with no legs
36 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Animal fact card: Tawny owl
I am a carnivore
and I eat small I have excellent
I am mostly
mammals and hearing to help
nocturnal (come
other birds, as well me hunt and
out at night) as insects, frogs find my prey
and worms
After eating, I
produce pellets
I nest in
(bones & fur
holes in I am a bird
from whatever I
trees have eaten, are
regurgitated)
l fa c t c a rd : G re e n w o o d p e c k e r
Anima
I eat lots of ants; I nest in holes
also beetles, flies in trees, but I
I am a carnivore and caterpillars, find most of
but ants are my my food on the
favourite ground
37 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Animal fact card: Toad
The forest is a
good place for I have dry I am well
me to live as leathery skin camouflaged on
long as there is and short legs the forest floor
a pond nearby
38 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
Diet fact cards
I find
Mice
I love to worms,
are my
nibble slugs &
favourite
on a nut beetles
food
really tasty
I like insects
My favourite
Ants, ants for my tea,
foods are
and more and the
insects
ants mmm, occasional
and other
delicious! small frog or
minibeasts
tadpole
39 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet