discover and learn with herts and middlesex wildlife trust - wetlands

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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life Trust

with the Wildlife TrustDiscover and learn

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

1. Animal Super Sense – Hearing

2. Wildfowl Migration Game2a-2e. Team Bird Cards2f. Starter Cards2g-2k. Game Cards

3. Duck Detectives3a. Duck Detectives Template Key Stage 13b. Duck Detectives Template Key Stage 2

4. Make a Mini Pond!

5. Pond Dipping5a. Pond Dipping Worksheet

6. Pond Food Pyramid

7. Predator vs Prey

8. Water Vole Survival Game8a. Results Table

9. Winter Wildfowl Spotting Challenge9a. Winter Wildfowl Spotting Sheet

10. Migration and Habitat Quiz10a. Migration and Habitat Quiz Sheet10b-10j. Migration and Habitat Quiz Fact Sheets

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Contents

Activity objectivesThis activity aims to get childrenthinking about their senses, inparticular their hearing. It givesthem an opportunity to listen toand appreciate natural soundsnormally drowned out by thenoises of urban life.

1

Animal Super Sense – HearingGame A –What Can You Hear?

Now turn over...

and play the game!

What you will need1. A large outdoor area – pr

eferably

by a river/lake, although school

grounds can also be used. A site

where you are likely to hear a range

of sounds is best.

1. ** This activity could be done intwo contrasting areas – o

ne in an

urban area and one in a quiet green

space. This is a good way to highlight

the problem of noise pollution and

the importance of making space

for nature.

2. Paper, clipboards and pencils ifyou are going to draw a s

ound map

(older children and KS2).

3. Mats to sit on (optional).

Wetland activity


Wood mouse

Background informationAs humans, we rely primarily on oursight to interpret the world around us.However many other animals, like miceand voles, have poor eyesight and mustrely on other senses such as hearing to listen out for predators. Mice andvoles have many predators includingkestrels, owls, foxes, stoats and weaselsso being able to listen out for them isvital to their survival.

Information for TeachersNational Curriculum Links – ScienceY2 POS Describe how animals obtain their food from other animals, using the idea of a simple food chain. Find out and describe the basic needs of animals, including humans, for survival.

Y6 POS Identify how animals are adapted to suit their environment in different ways and that adaptation may lead to evolution.

How to playYounger children and KS11. Give the children a mat eachand ask them to find a quiet placeto sit. Give them a couple ofminutes but make sure they don’tsit too close to someone else.

2. Get them to sit and listen quietlyfor 5-10 minutes. If possible askthem to close their eyes tomaximise their sense of hearing.

Top tip! Get them to try cuppingtheir hands around their ears tohelp focus their hearing in onedirection. Many animals can move their ears to listen in differentdirections!

3. After 5-10 minutes bring themback together and ask them whatsounds they heard. Which werenatural and which were man-made?

How to playOlder children and KS21. Hand out a clipboard with a sheet of paper andpencil to each student.

2. Ask them to draw a cross in the middle of thepaper to show where they are sitting and explain thatthis will be their sound map. When they hear a soundthey should draw a mark on the map to represent it. This should also indicate the distance and directionof the sound.

2. ** Keep the marks very simple, a few lines ora shape to represent the type of sound heard.For example an arrow could mean wind throughthe trees or wavy lines could be water flowing.

3. Follow steps 1-2 in KS1 instructions. 4. After 5-10 minutes bring them back togetherand ask them to share their maps with a partner,discussing what they heard and where.

Wetland activity Animal Super Sense – Hearing

Game A –What Can You Hear?

1

Wetland activity

Follow up1. Repeat in a contrastingarea and compare soundmaps between the two. 2. Get the students todiscuss their maps,deciding which sounds they liked best/least and which of the two areas they preferred.

3. Combine with game 8(Water Vole SurvivalGame).

Animal Super Sense – HearingGame B –Mind the MinkBackground informationWater voles were once a commonsight along our waterways but are nowBritain’s fastest declining mammal.Populations have fallen by over 90%in the last century. One of the mainreasons for this decline is predationby the American mink, a non-nativespecies which has spread throughoutour waterways. Like other smallmammals, water voles have pooreyesight and therefore must rely ontheir hearing to listen out forpredators such as mink.

Activity objectivesThis activity aims to get childrenthinking about their senses, inparticular their hearing. It will helpthem to understand how animalsrely on their hearing in order tocatch prey or to avoid being caught.

1

Now turn over...

and play the game!

What you will need1. A space in which to play

– indoors or

outdoors but somewhere quiet!

2. The class or group.

3. One blindfold.

Wetland activity


Water vole

Animal Super Sense – HearingGame B –Mind the Mink

Wetland activity

Information for TeachersNational Curriculum Links – ScienceY2 POS Describe how animals obtain their food from other animals, using the idea of a simple food chain. Find out and describe the basic needs of animals, includinghumans, for survival.

Y6 POS Identify how animals are adapted to suit their environment in different waysand that adaptation may lead to evolution.

How to play1. Get the group to sit in a large circle andchoose one child to be the water vole.

2. Get the water vole to sit in the middleand put on the blindfold. The rest of thegroup in the circle are mink.

3. Pick one of the mink to try and reach thewater vole without being heard.

4. If the water vole thinks they hear themink they should point at where they hearthe noise and shout “mink!”

5. If the water vole is correct, the mink isout of the game and another mink is chosento try and reach the water vole.

6. If the mink manages to get to the watervole and touch them on the shoulder withoutbeing heard, the water vole is caught!

7. Pick someone else to be the water vole and play again.

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 Broadbent/istockphoto.com, Margaret Holland, Mike Lane/istockphoto.com. n Design by Wildcat Design ([email protected]).

Follow up1. Discuss how well the watervoles did at avoid ing beingcaught and how well the minkdid at catching the water voles.2. Discuss how importanthearing is to all animals and why.

3. Combine with game 8(Water Vole Survival Game).

American mink

1Wetland activity

Background informationMany birds migrate between differentcountries every year. They do this inorder to breed in the summer and tofind food in the winter. Birds may flythousands of miles to reach theseplaces which means they may facemany hazards along the way. However,as migration is vital to their survival,these birds must take these risks.

Here in the UK we have two massmove ments of migratory birds. Inspring our summer migrants movenorth from Africa to breed here in theUK and Europe. In the autumn theyreturn to Africa when their foodsupply here (usually insects) starts to run out. At the same time our wintermigrants arrive. They move south into the UK and Europe from morenortherly places such as Russia,Iceland and Scandinavia to spend the winter here when food therebecomes hard to find. They will stayhere until the spring when they returnnorth to breed, just as our summermigrants begin to arrive again!

Activity objectivesThis game aims to teach childrenabout bird migration, in particularthe winter migration of ducks andgeese to the UK. It should getchildren thinking about the hazardsthat birds face on their journeys andhow we can help them on their way.

2

Now turn over...

and play the game!

What you will need1. The class or large group.2. A large area in which to play – a hall or playing field.

3. 20 x A4 cards numbered 1-20 – to form ‘stepping stones’.

4. Printed Game Cards (2g to 2k)and Starter Cards (2f).

5. Printed Team Bird cards (2a to 2e).

6. Tent pegs – optional (to hold‘stepping stones’ down if outside). 1. ** Make sure all the cards arelaminated, especially if you areusing them outside!

Wetland activity


Wildfowl Migration Game

Information for TeachersNational Curriculum Links – ScienceY1 POS Identify and name a variety of common animals (use the local environmentto 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 thingsdepend upon each other). Describe the basic needs of animals for survival.

Y3 POS Animals need the right amount of nutrition, they cannot make their own food,they get nutrition from what they eat.

Y6 POS Identify how animals are adapted to suit their environment in different ways.

How to play1. Arrange the numbered ‘steppingstones’ on the ground, evenly spaced outfrom one end of the hall or field to theother, pegged down if necessary.

2. Shuffle the Game Cards and StarterCards but keep the two packs separate!

3. Split the class/group into 5 teams (orless) and assign them a bird using theTeam Bird cards. This is now their ‘flock’.

4. Explain that these birds migrate fromtheir breeding grounds (noted on theTeam Bird cards) to the UK in the autumnand why.

5. Ask the flocks to line up at the start ofthe ‘stepping stones’ ready to begin theirmigration.

6. To start the game, each flock in turnshould take a Starter Card and follow the instruction. If they are unable to starttheir migration they should wait untiltheir next turn and try again. Once a flock has started, use theGame Cards to instruct their next move.

1. ** Ask the flocks to remember all theproblems they face, as well as thethings that help them along the way.

7. Each flock in turn then takes a GameCard and follows the instruction – movingforward or back according to theconditions they face.

1. ** The flocks will move along themigration route at different rates.

1. ** Some of the flock might not make itto the end due to predators or hunters!

8. Once all the flocks have reached theirdestination bring the group backtogether to discuss their journeys:

1. • Who arrived first/last? Why?1. • Did you all make it to your winteringgrounds? If not, why not?

1. • What problems did you face?1. • What helped you on your way?1. • What can we do to help birds thatmigrate?

Wetland 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]).

2


2a. Wildfowl Migration Game – Team Bird cards

Team Goldeneye!(from Sweden)

photo: Dave Kilbey

Herts andMiddlesex

2b. Wildfowl Migration Game – Team Bird cards

Team Wigeon!(from Iceland)

photo: Liz Leyden/istockphoto.com

Herts andMiddlesex

2c. Wildfowl Migration Game – Team Bird cards

Team Smew!(from Russia)

photo: Elenarts/istockphoto.com

Herts andMiddlesex

2d. Wildfowl Migration Game – Team Bird cards

Team Bewick’s Swan!(from Siberia)

photo: Gillian Day

Herts andMiddlesex

2e. Wildfowl Migration Game – Team Bird cards

Team Pink-footed Goose!(from Greenland)

photo: Mike Lane/istockphoto.com

Herts andMiddlesex

2f. Wildfowl Migration Game - starter cards

The weather is perfect for flying so you set off

on migration

Fly ahead 3 spaces


on migration

Fly ahead 3 spaces


on migration

Fly ahead 3 spaces


on migration

Fly ahead 3 spaces

Bad weather stops youfrom leaving on time

Stay where you are until your next go







2f. Wildfowl Migration Game - starter cards

STARTER CARD


STARTER CARD


STARTER CARD


STARTER CARD


STARTER CARD


STARTER CARD


STARTER CARD


STARTER CARD


2g. Wildfowl Migration Game - game cards

A member of your flock is attacked and killed by a

peregrine falcon

Stay where you are while you recover but 1 person must leave the game!

A member of your flock is attacked and killed by a

peregrine falcon

Stay where you are while you recover but 1 person must leave the game!

You fly into very strong winds and are pushed

off course

Fly back 2 spaces

You fly into very strong winds and are pushed

off course

Fly back 2 spaces

You get sick from eating fish from a polluted river

Stay where you are while you recover

You get sick from eating fish from a polluted river


You stop at a resting site but there is not enough food

Fly ahead only 1 space

You stop at a resting site but there is not enough food


2g. Wildfowl Migration Game - game cards

GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


2h. Wildfowl Migration Game - game cards

A new shopping centrehas been built on your favourite resting site

Fly back 2 spaces to find abetter place to stop

A new shopping centrehas been built on your favourite resting site

Fly back 2 spaces to find abetter place to stop

While flying over a cityyou fly into a window


While flying over a cityyou fly into a window


Freezing conditions make it hard to

find food


Freezing conditions make it hard to

find food


You fly into a rainstorm and can’t

fly any further

Fly ahead only 1 space andwait while the storm passes

You fly into a rainstorm and can’t

fly any further

Fly ahead only 1 space andwait while the storm passes

2h. Wildfowl Migration Game - game cards

GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


2i. Wildfowl Migration Game - game cards

A member of yourflock is shot and killed

by a hunter

Fly back one space but 1 person must leave the game!

A member of yourflock is shot and killed

by a hunter

Fly back one space but 1 person must leave the game!

You land on a lake wherepeople are sailing.

Luckily there are other lakes in the area.

Fly 1 space to the next quieter lake

You land on a lake wherepeople are sailing.

Luckily there are other lakes in the area.

Fly 1 space to the next quieter lake

Flying is easyin good weather

Fly ahead 3 spaces

Flying is easyin good weather

Fly ahead 3 spaces

Good weather and a tail wind help you

on your way

Fly ahead 3 spaces


on your way

Fly ahead 3 spaces

2i. Wildfowl Migration Game - game cards

GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


2j. Wildfowl Migration Game - game cards

You land at alovely lake with plenty of food

With more energy you canfly ahead 5 spaces

You land at alovely lake with plenty of food


Conservationists have savedyour favourite resting site

from being built on

You have a rest and thenfly on 2 spaces


from being built on


You land in a nature reserve where you can

eat undisturbed

You eat lots and fly ahead 3 spaces

You land in a nature reserve where you can

eat undisturbed


Flying is easy in good weather

Fly ahead 3 spaces

Flying is easy in good weather

Fly ahead 3 spaces

2j. Wildfowl Migration Game - game cards

GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


2k. Wildfowl Migration Game - game cards


on your way

Fly ahead 3 spaces


on your way

Fly ahead 3 spaces

You land at a lovely lake with plenty

of food


You land at a lovely lake with plenty

of food



from being built on



from being built on


You land in a naturereserve where you can

eat undisturbed


You land in a naturereserve where you can

eat undisturbed


2k. Wildfowl Migration Game - game cards

GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


GAME CARD


Background informationIn the UK we have many different species ofduck. Some live here all year round and otherscome here just for the winter. With so manyducks about, winter is a great time to learnhow to identify them. Each species can beidentified by its plumage. Males are usuallymore colourful than females and so are a goodplace to start. Females are often a mottledbrown colour which means they arecamouflaged when sitting on the nest.

One way to identify the species is to sketchit and note the different colours in its plumage.You can then look it up in a bird identificationguide back at home or at school.

Activity objectivesThis activity aims to get childrento look closely at and appreciateour local wildlife, see how manyspecies there are and under standthe differences between them. It also teaches children how to observe carefully and makedetailed notes and drawings of what they see.

Older children and KS2 can look more closely at theducks’ behaviour. Differentducks feed in different ways.They may be ‘dabblers’ whichfeed mainly at the surface e.g.mallards, or ‘divers’ which diveunder the water to reach foode.g. tufted ducks. Watching howthe ducks feed can tell you whatcategory they come under.

3

Duck Detectives

Now turn over...

for further instructions!

What you will need1. A lake with plenty of ducks and betterstill, one with hides!

2. Binoculars – enough to share betweenpairs or small groups.

3. Duck templates (see additional sheets

3a for KS1 or 3b for KS2).

3. ** If you prefer, the children can draw

their own ducks from scratch.

4. Clipboards, colouring pencils or pens.

5. Warm clothing – to keep you warm as

you draw!

6. Bird identification guide (see overleaffor suggestions).

3. ** Try not to let the children look at

the guides until they have finished

their sketches!

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Information for TeachersNational Curriculum Links – ScienceKS1 POS Observe closely using simple equipment. Identify and classify. Gather and record data tohelp answer questions (use simple features to compare living things, decide how to sort them intogroups, collect and record simple data, talk about what they have found).

Y1 POS Identify and name a variety of common animals. Describe and compare the structure ofcommon 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 and plants and howthey depend on each other.

Y4 POS Recognise that living things can be grouped in different ways. Explore the use of classificationkeys to group, identify and name a variety of living things in their local and wider environment.


InstructionsOlder children and KS21. Follow steps 1-2 in KS1 instructions.2. Get the children to look at severalducks, colour in the templates andmake notes.

2. ** If not using colouring pencils,label the colours and patterns on each part of the duck. Thecolouring could be done back in the classroom.

3. Using the bird guides, ask thechildren to identify the different species drawn.

4. Back in the classroom, ask thechildren to do a bit of research or use the bird guides to answer thequestions at the bottom of each sheet.

5. Using their drawings, ask thechildren to writetheir own descriptions for each duck.

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Duck Detectives

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InstructionsYounger children and KS11. Give each child a clipboard with a copyof the duck template and colouring pencils.

2. Hand out the binoculars between pairsor small groups.

3. Ask them to observe the different duckson the lake and choosing one duck,colour in the template.

4. Using the bird guides, get the childrento match their drawings to the correct duck.

5. Ask the children to sort the duckdrawings into groups, explaining why theyhave grouped them together.

Where to buy birdguideswww.field-studies-

council.org/

publications

www.nhbs.com

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Duck Detectives TemplateKey Stage 1Use this sheet to colour in your chosen duck!

What species am I? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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3b

Duck Detectives TemplateKey Stage 2Use this sheet to colour in and label the main identificationfeatures of your chosen duck. Then do a bit of research to fillin the answers underneath!

Species . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

What do I eat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

This makes me a: Diver Dabbler

Do I live in the UK all year round or have I migrated here? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

If I migrate, where have I migrated from? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .


Activity objectivesThis activity aims to highlighthow important ponds are forwildlife, how easy it is tocreate a new pond and to showchildren what wildlife lives ina pond. For older children andKS2 this can be used as anexperiment to see how quicklya new pond is colonised andwhat wildlife moves in.

The activity focuses on makingmini ponds but if you havemore space you could create a larger pond in your owndesignated ‘wildlife area’!

4

Now turn over...


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Background informationWe can all do something to help our localwildlife and it doesn’t have to be something big. If you have a garden (whatever the size) orschool grounds you can do your bit for wildlife,such as planting wildflowers, making a bug hotelor putting up a bird box.

One habitat that is fantastic for wildlife is ponds.They support two thirds of all freshwaterspecies, from aquatic plants and invertebrates to dragonflies, amphibians and birds. Ponds ingood condition can support a complex food web.

Ponds are rapidly disappearing throughout thecountryside and are also being lost in backgardens as people decide to fill them in. 50% of all ponds were lost in the 20th century and80% of those that remain are in a poor state.

Creating a new pond is therefore one of the best things that you can do for wildlife.

Make a Mini Pond!

What you will need1. A garden planter (withoutdrainage holes).

2. 2-3 pond plants in basketsincluding at least one oxy

genator

(see link overleaf).

3. Pebbles or rocks.4. Topsoil.5. Rainwater to fill it with – froma water butt if possible.

6. Gardening gloves.

Information for TeachersNational Curriculum Links – ScienceY2 POS Describe how habitats provide for the basic needs of different kinds of animals and plantsand how they depend on each other. Describe how animals obtain food from plants and otheranimals, using the idea of a simple food chain and identify and name different sources of food. Findout and describe how plants need water, light and a suitable temperature to grow and stay healthy.

Y3 POS Explore the requirements of plants for life and growth and how they vary from plant to plant.

Y4 POS Construct and interpret a variety of food chains, identifying producers, predators and prey.

Instructions1. Choose a site for your pond. Wildlife ponds willflourish in an area that has equal sun and shade, with plenty of vegetation close by.

2. Dig a hole for your pond. The earth you haveremoved can be used as a base for a backgroundrockery for frogs and toads to find shelter in. Insertthe planter – it should be flush with the surroundingground.

2. ** This step is optional – your planter can beleft sitting on the ground if you are unable todig a hole.

3. Add a shovelful of topsoil into the bottom of theplanter and place your pond plants into positioninside the planter.

4. Arrange your rocks or pebbles inside the planterto create hiding places for the creatures that move in.

5. Build some rocks up the inside of the pond to allowany animals that fall in to get out again.

6. Fill the planter to the top with fresh, clean water.Rainwater from a water butt is perfect for this.

7. Let your pond settle for a few days and keep aneye on it. It won’t take long for wildlife to find it!

2. ** Don’t move anything into it from another pond as you risk contaminating your new wildlife havenwith diseases.

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Follow up1. Get the children to checkthe pond each week to seewhat has changed and whatcreatures have moved in.2. Keep a pond diary andrecord the changes over time.3. Appoint some of the childrenas ‘Pond Ambassadors’ to lookafter the pond and teach otherclasses how to make their own.

Make a Mini Pond!

Useful linkswww.hertswi

ldlifetrust.

org.uk/how-you-can-

help/wildlife-gardening

** download the leaflet

for pond plant info!

Background informationPond dipping is a great way to getchildren thinking about the diversityof life and to understand what goeson in one ecosystem, in this case apond or river. It allows them to seethe range of life under the waterwhich they don’t normally get to see.It also offers the chance to try outinvertebrate sampling techniqueswhile understanding the need totreat these creatures with care.

Activity objectivesThis activity teaches children howto find, identify and record avariety of invertebrates.

Pond dipping is a good activity forall ages and can be adapteddepending on the age group or keystage. For younger children andKS1, they don’t need to identify whatthey catch – it is just fun to look atall the creatures in the pond. Olderchildren and KS2 can follow theidentification keys and can eveninvent their own.

5

What you will need1. Somewhere to pond/river dip! 2. Wellies – if you are going riverdipping!

3. Fine mesh pond nets – one per group.4. White trays – one per group.5. Magnifying pots or clear plastic potsand magnifying glasses.6. Plastic spoons.7. A small plastic aquarium (optional).8. Minibeast keys (e.g. ‘Freshwater NameTrail’ fold-out chart from the Field Studies Council).9. Worksheets to record your findings (see additional sheet 5a) or notebooks.10. Antibacterial hand gel or soapywater/paper towels for hand washing.2. ** See links overleaf for detailson where you can buy the kit.

Wetland activity


Pond Dipping

Now turn over...


Wetland activityPond Dipping

How to pond dip1. Split the class into small groups and give themeach a net and tray, magnifying glasses, pots,plastic spoons, a minibeast key and worksheet.

2. Explain what everything is, how to use it andwhat they are aiming to find. Also explain theimportance of returning everything they catchback to where they found it.

3. Carefully fill the white tray half full with clearwater from the pond, ready to put your findings in.

4. Gently move the net through the water withouthitting the bottom – to avoid a net full of pond sludge!

5. Place the net into the tray and turn it inside out to allow the creatures to swim out.

6. See what you have caught and identify them usingthe minibeast key, recording them on the worksheet.

7. Try sweeping the net at different depths and indifferent parts of the pond to get a range of minibeasts.

8. To get a better look, carefully transfer theminibeasts using the plastic spoons into amagnifying pot or clear plastic pot and use amagnifying glass.

9. ** Make sure the pots are half filled with water first!

9. If you want to hold onto some creatures forlonger, fill your aquarium half full with pond water,put in a bit of vegetation and some stones forcover and transfer them in.

9. ** Make sure this is kept out of the sun anddon’t leave the minibeasts in there for too longbefore returning them to the pond.

10. Once the groups have identified what they havecaught, carefully return all the minibeasts back intothe pond.

9. ** Be very careful when moving theminibeasts! Some of them are quite delicate so need to be looked after gently.

How to river dip1. Once you have found a safe,shallow and accessible river,wade in wearing wellies to aboutankle deep.

2. Get the children to work inpairs – one gently stirring up thegravel and stones using their feet,with the other holding the netvertically in the water down streamto catch the minibeasts dislodgedfrom the bottom.

3. Follow the same process ofidentifying them in the tray andpots before returning them to the river.W

etland activity

5

Where to buy yourpond dipping kitwww.nhbs.comwww.gbnets-uk.comwww.field-studies-council.

org/publications

Wetland activity

5

Follow upYounger children and KS11. Draw or identify theminibeasts found.2. Research other freshwateranimals and label them ascarnivores, herbivores andomnivores.

3. Sort the minibeasts foundinto groups and explain thereasons for putting themtogether.

4. Compare the structure ofthe minibeasts found anddescribe how they are suitedto their environment.5. Discuss how animals obtainthe things they need forsurvival.

Older children and KS2

1. Use the minibeast keys to identify thespecies found and get the

children to

make their own identification keys.

2. Compare the differences inadaptations between spe

cies in fast and

slow flowing water.

3. Compare the different methods oflocomotion shown by the

different

species found.

4. Learn about indicator species andwhich of the species foun

d are

indicators of clean water.

5. Think about what causes pollution inponds, lakes and rivers a

nd what can be

done to clean up our waterways.

6. Research and draw an aquatic foodchain – try to include som

e of the

species found.

7. Research the life cycles of minibeastsand compare them to ma

mmals.

Pond Dipping

Points to consider for working safely and responsibly


In advance:

• Confirm local health and safety considerationswith LEA.

• Carry out a risk assessment, including healthand safety measures.

• Ensure that there is a safe area to dip from.

• Ensure that an appropriate ratio of supervising adults will be present.

• Ensure that the children who take part haveappropriate footwear and clothing for theweather conditions.

continues overleaf

Information for TeachersNational Curriculum Links – ScienceKS1 POS Observe closely using simple equipment. Identify and classify. Gather and record data tohelp answer questions (use simple features to compare living things, decide how to sort them intogroups, 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 answerquestions 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 and howthey depend on each other. Identify and name a variety of plants and animals and their habitats.Describe how animals obtain their food from plants and other animals, using the idea of a simple food chain. Notice that animals have offspring which grow into adults.

Lower KS2 POS Make systematic and careful observations, take accurate measurements, recordfindings using simple scientific language, drawings, labelled diagrams, keys, bar charts and tables.Report on findings (talk about criteria for grouping and classification).

Y3 POS Animals need the right amount of nutrition, they cannot make their own food, they get nutrition from what they eat.

Y4 POS Recognise that living things can be grouped in different ways. Explore the use of classificationkeys to group, identify and name a variety of living things in their local and wider environment.Construct and interpret a variety of food chains, identifying producers, predators and prey.

Upper KS2 POS Record data using classification keys.

Y5 POS Describe the differences in the life cycles of a mammal, an amphibian, an insect and a bird.Describe the life process of reproduction in some plants and animals.

Y6 POS Describe how living things are classified into broad groups according to common observablecharacteristics and based on similarities and differences, including micro-organisms, plants andanimals. Give reasons for classifying plants and animals based on specific characteristics (use keys toidentify some plants and animals in the immediate environment). Identify how animals and plants areadapted to suit their environment in different ways and that adaptation may lead to evolution.

Wetland activity

5

Pond Dipping

On the day:

• Check the area again on the day of the activityto make sure there have been no changes or newhazards.

• Do a safety talk and demonstration for bothchildren and assisting adults before the activitystarts – this should set boundaries and ensuresafe use of equipment.

• Make sure health and safety measures are inplace.

• Monitor the activity as it takes place to ensurethat it continues to run safely.

On the day:

• Ask the children not to pick creatures up out of the water by hand and warn them to avoidhand to mouth contact.

• Make sure that the children wash their handsimmediately after the activity and before eatingor drinking.

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

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

Points to consider for working safely and responsibly continued...

Wetland 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 Photography by HMWT. n Design by Wildcat Design ([email protected]).

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Pond Dipping WorksheetUse 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 funding fromthe City Bridge Trust and Heritage Lottery Fund. n Design by Wildcat Design ([email protected]).

5a Pond DippingWorksheet

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


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

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6

Now turn over...

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What you will need1. A space indoors or outdoors.2. The class or large group.3. Sticky labels to use as name

badges for each of the species.

4. Camera (optional).

5. Black card discs (optional).

Background informationFood chains exist throughout natureand are vital to the survival of allspecies. If one part of a food chain isadversely affected, the consequencesfor the other species in the chain canbe huge.

A well known example of howinterfering with a food chain can bedevastating is that of the insecticideDDT. This was once widely used toeradicate insects from crops.However, the insects that ingestedthe DDT were then eaten by smallbirds which were then eaten by birdsof prey such as peregrine falcons. As more and more DDT accumulatedin the birds of prey it stopped theireggshells forming properly. Theeggshells were so thin that they were easily crushed by the parentbirds, resulting in a rapid populationdecline.

Thankfully DDT was eventuallybanned in the UK in the 1980s andbird of prey populations began torecover as the toxic chemicals in the food chain disappeared.

Activity objectivesThis activity aims to get childrenthinking about food chains and food pyramids. It aims to show the importance of the very smallcreatures right at the bottom and what happens when a pollutant is introduced.

Otter

Pond Food Pyramid

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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 Darin Smith. n Design by Wildcat Design ([email protected]).

6

Information for TeachersNational Curriculum Links – ScienceY1 POS Identify and name a variety of commonanimals that are carnivores, herbivores andomnivores.

Y2 POS Describe how animals obtain their food fromplants and other animals, using the idea of a simplefood chain.

Y3 POS Identify that animals cannot make their ownfood, they get nutrition from what they eat.

Y4 POS Recognise that environments can change andthis 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 the following sub-groups and give them each a stickylabel on which to write the name of theirspecies (use these numbers as a guide):1. • 10 x water plants (producers)1. • 6 x tadpoles (herbivores/prey)1. • 3 x trout (carnivores/prey/predators)1. • 1 x otter (the tallest member of thegroup!) (carnivore/top predator)

2. Arrange the groups as follows:1. • Water plants sit on the ground in a line1. • Tadpoles crouch behind them withtheir hands on the water plants’ shoulders

1. • Trout stand behind the tadpoles withtheir hands on the tadpoles’ shoulders

1. • The otter stands behind one of the troutwith their hands on the trout’s shoulders

3. Take a photo of the group to take back to the classroom and display.

4. Explain why this is called a food chainor pyramid. Identify key terms for KS1 –carnivore, herbivore, omnivore and KS2 –producers, predators and prey.

Extensions of the game1. Ask which of the creatures depend on the water plants for survival.Answer: All of them – tadpoles, trout and otter as they are all connected!

2. Ask which of the creatures rely on theotter for food. Answer: None – the otteris at the top of the food chain!

3. Explain that a food chain needs a greaterabundance of smaller creatures/plantslower down the chain to support fewerlarger species (predators) towards the top.

4. Discuss the need for a variety of fooditems in a food chain. What happens whenthe tadpoles grow into frogs and leave the pond? If there wasn’t a diversity ofother food items neither the trout or otterwould survive.

1. ** Explain the need for both diversityand abundance of species within a foodchain to support all species.

5. Pretend to spray the water plants withherbicide and give each plant a black disc.

6. Get the plants to pass these back to the tadpoles, then get the tadpoles to passthese back to the trout and the trout topass them back to the otter. The ottershould end up with all the black discs.

7. Discuss how the pollutant (the herbicide)has been concentrated up the food chain.Sometimes it may not have an effect onthose species lower down (they might notfeel the effects or live long enough) butwhen accumulated in the bodies ofpredators at the top of the food chain theeffects can be far greater.

8. Use the example of DDT to illustratehow this can affect top predators.

Pond Food Pyramid

7

Now turn over...

and play the game!

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What you will need1. A large area in which to play

– preferably outside.

2. The class or large group.

3. A rope to mark the ‘pond’

(optional).

Background informationIn nature there is a constant struggle for survivalbetween predators and prey. Both need to eat tosurvive and prey species need to avoid being eaten.This game is based on frogs and herons. Herons eat a variety of prey species but frogs are a favourite.Frogs therefore have to be alert to the presence ofherons and stay hidden and camouflaged to avoidbeing spotted. Frogs are also eaten by a number ofother predators including foxes, kestrels, owls andbadgers.

In winter frogs usually leave the pond to find dampsafe places in which to hibernate, such as under logs,roots, buildings or old burrows. In spring they wakeup and make the hazardous journey back to the pondto breed. In this game explain that the frogs have justwoken up from hibernation and need to make it backto the pond without being caught by the heron.

Common frog

Predator vs Prey

Activity objectivesThis game aims to introducethe concept of predator-prey relationships, foodchains and the life cycle of frogs.

Grey heron

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 the idea of a simple food chain.Y3 POS Identify that animals cannot make their own food, they get nutrition fromwhat they eat.

Y4 POS Recognise that environments can change and this can sometimes pose dangersto living things. Construct and interpret a variety of food chains, identifyingproducers, predators and prey.

How to play1. Lay the rope out at the end of theplaying area to mark the edge of the‘pond’ – where the frogs need to get to!

2. Play the game ‘Grandmother’sFootsteps’. One child is selected as theheron and stands in front of the ropewith their back to the rest of the group.

3. The rest of the group are all frogsand line up at the other end.

4. The frogs have to try and make it to the pond past the heron withoutbeing caught.

5. The frogs start to make theirjourney (hopping if they like!) whilethe heron’s back is turned. The heroncan choose at any point to turn aroundat which point all the frogs have tofreeze. If the heron sees any frogs stillmoving they are caught and becomeextra herons!

6. See how many frogs make it back to the pond!

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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, Dave Kilbey, Richard Burkmar. n Design by Wildcat Design ([email protected]).

7

Predator vs Prey

Follow up1. Discuss the concept of food chains.

What do tadpoles, froglets and frogs

eat and what eats them?

2. Discuss the need for prey species

to be camouflaged and the need for

predators to be stealthy. Herons will

stand patiently, quietly waiting for

their prey to come along.

3. Research other predator-prey

relationships.

Common frog tadpole

Background informationWater voles were once a commonsight along our waterways but arenow Britain’s fastest decliningmammal. Populations have fallen by over 90% in the last century and as a result, the water vole nowneeds protection nationwide.

Destruction of the water vole’snatural habitat – river banks andwetlands – has resulted in a directloss of water vole colonies as well as the isolation of remainingpopulations. However, the biggestthreat facing water voles is predationby the non-native American mink.Having originally escaped from furfarms, this species can wipe out anentire water vole colony in a matterof weeks.

Activity objectivesThis game aims to show how a number offactors affect the survival of a species andits ability to reproduce successfully. Habitatdestruction, predator/prey relationships,disease, weather and pollution can all affectwildlife populations over time. Some of theseare natural factors but others are man-made.It is the latter which we can do somethingabout – for example by restoring damagedor lost habitat. This game aims to teachchildren that:

1. • Good habitat is key to a population’ssurvival.

1. • Populations will continue to increaseuntil limiting factors are imposed – i.e. when there is not enough food for the whole population.

1. • Limiting factors will often contribute tofluctuations in wildlife populations – i.e.as numbers of prey increase, so will thenumber of predators. However, once the predators have reduced the preypopulation, the predator population willalso decrease allowing the numbers ofprey to increase again! This is a naturalpredator/prey cycle.

1. • Nature is constantly changing!

8

What you will need1. The class or large group.2. An open area – this could beindoors but ideally outsid

e near a

river to get them thinking about the

game in real terms.

3. Several small bean bags.4. Printed out results table (seeadditional sheet 8a) – opt

ional.

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

be

allocated to a different child each

time to fill in and then discussed

at the end of the session.

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Water Vole Survival Game

Now turn over...

and play the game!

How to play1. Divide the class into two - one groupwill be water voles, the other group willact as the following three habitat factors(things that all water voles need tosurvive):1. • Food (riverside plants)1. • Water (for travelling through and

hiding in)1. • Shelter (their burrows)1. ** Starting with only one or twowater voles will show the populationgrowth better.

2. Each habitat factor will be identifiedby a different symbol. Get the childrento 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 water voles 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 todecide on their habitat factor. The watervoles should decide on whether theyneed to find food, water or shelter, andthe habitat factors should decide whichof these they want to be. Each childshould make the symbol for theirchosen habitat factor. Once they areready, count slowly to three and allowboth groups to turn around.

5. Allow the groups to mingle in thespace between the two lines as thewater voles look for what they need.Once the water vole has found their

habitat factor, they link arms with themand walk back behind the water voleline. This habitat factor then becomes a water vole. Any water vole that fails to find what they need ‘dies’ andbecomes a habitat factor themselves.Any unused factors return to their line.

1.

1. ** Habitat factors cannot be shared– only one water vole to each factor!

1. ** During each round, neither the watervoles nor habitat factors can changesymbols once they have decided on one!

6. Repeat the process and play about 10rounds, with the water voles and habitatfactors choosing different symbols eachtime. Using the results table, record thenumber of water voles at the beginningand end of each round, as well as thenumber of each type of habitat factor youstart with.

7. After 10 rounds, introduce one or twopredators – American mink. The mink can‘catch’ the water voles by tossing smallbean bags at them as they look for theirchosen habitat factor. Water voles can onlybe caught when they are in the minglingzone between the two lines. Any water volethat is caught then ‘dies’ and becomes ahabitat factor. Record how quickly thewater vole population declines now.

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8


Water vole

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8

Follow up1. Gather the group together todiscuss the results and as

k why this

happened.

2. Discuss what water voles needto survive and what we co

uld do to

help, such as restoring habitat along

river banks and controlling mink.

3. Discuss the issue of controlling a non-native species to p

rotect a

native declining species. (See links

for further information).

4. Plot the results on a graph toshow the population fluct

uations

and the decline when mink are

introduced.

5. Combine with game 1 (AnimalSuper Sense – Hearing).

Useful linkswww.hertswildlifetrust.org.uk/watervoleswww.gwentwildlife.org/what-we-do/projects/water-vole-project/american-mink-and-mink-controlwww.norfolkwildlifetrust.org.uk/wildlife-in-norfolk/species-explorer/mammals/american-mink


Information for TeachersNational Curriculum Links – ScienceY1 POS Identify and name a variety of common animals (use the local environmentto 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 thingsdepend upon each other). Describe the basic needs of animals for survival.

Y3 POS Animals need the right amount of nutrition, they cannot make their ownfood, they get nutrition from what they eat.

Y4 POS Recognise that environments can change and this can sometimes posedangers to living things.

Water vole


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Greater pond-sedge

– a water vole food plant

Stoat – a predator

of water voles

Water vole feeding

Grey heron – a predator of water voles

American mink – main predator of water voles

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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 Broadbent/istockphoto.com, Kenny Crooks/Tees Valley WT, Dave Kilbey, Mike Lane/istockphoto.com, Rachel Scopes, Russell Spencer, Neil Wyatt. n Design by Wildcat Design ([email protected]).

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Water Vole Survival GameResults TableRound Habitat factors Number of water Number of water

(number of each) voles at start voles 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]).

8a

Water Vole Survival GameResults Table continued

Round Habitat factors Number of water Number of water(number of each) voles at start voles at end

8 Food=Water=

Shelter=

9 Food=

Water=

Shelter=

10 Food=

Water=

Shelter=

11 Food=Water=Shelter=Mink=





9Wetland activity


Winter Wildfowl Spotting Challenge

Now turn over...


What you will need1. A lake with plenty of ducks andbetter still, one with hide

s!

2. Binoculars – enough to sharebetween pairs or small groups.

3. ‘Winter Wildfowl Spotting

Challenge’ sheets (9a – printed or

photocopied in colour).

4. Clipboards, pens.5. Warm clothing – to keep you w

arm

as you look for the birds!

Background informationIn the UK we have many differentspecies of duck. Some live here allyear round and others come here justfor the winter. With so many ducksabout, winter is a great time to getout and learn how to identify them.Each species can be identified by itsplumage. Males are usually morecolourful than females and so are agood place to start. Females are oftena mottled brown colour which meansthey are camouflaged when sitting on the nest.

Activity objectivesThis activity aims to get children tolook closely at and appreciate ourlocal wildlife, see how many speciesthere are and understand thedifferences between them.

Pochard

Information for TeachersNational Curriculum Links – ScienceKS1 POS Observe closely using simple equipment. Identify and classify. Gather and recorddata to help answer questions (use simple features to compare living things, decide how tosort them into groups, collect and record simple data, talk about what they have found).

Y1 POS Identify and name a variety of common animals. Describe and compare thestructure of common animals (use the local environment to answer questions about animalsand their habitats).

Y2 POS Describe how different habitats provide for the basic needs of animals and plantsand how they depend on each other.

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 andwider environment.


Instructions1. Give each child a clipboard,‘Spotting Challenge’ sheet and pen.

2. Hand out the binoculars betweenpairs or small groups.

3. Go for a walk around the lake,stopping in the hides to see how manyof the birds on the sheet the groupscan find.

1. ** If you see any other birds on the way, make a note of them on the back of your sheet!

4. At the end of the walk bring every one together to find out howmany different species they saw.

Wetland 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 Photography by Tim Hill, Amy Lewis, Andrew Palmer. n Design by Wildcat Design([email protected]).

9Winter Wildfowl Spotting Challenge

Follow up1. Research the different sp

ecies

found back in the classroom and

determine which are migrants and

which are resident all year round.

2. Combine this with game 2

(Wildfowl Migration Game),

game 3 (Duck Detectives) or game

10 (Migration and Habitat Quiz).

Great crested grebe

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 Photography by Rich Andrews/CVL Birding, Richard Bowler, Bob Coyle, Gillian Day, Elenarts/istockphoto.com, Dave Kilbey,Amy Lewis, Liz Leyden/istockphoto.com, Andrew Palmer. n Design by Wildcat Design ([email protected]).

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Use this sheet to record your findings.

Shoveler Tufted duck Pochard

Great crested grebe Coot Gadwall

Grey heron Moorhen Wigeon

Goldeneye Goosander Smew

10Wetland a

ctivity


Migration and Habitat Quiz

Now turn over...


What you will need1. A classroom or outdoor spacewhere you can put up the

quiz fact

sheets.

2. Printed quiz fact sheets (10b to 10j)– laminated if using outsi

de.

3. Blu-tack/drawing pins/sticky tape.4. Printed quiz sheets (10a) and pens.

Background informationIn the UK we have many differentspecies of wildfowl. Some live hereall year round and others come herejust for the winter. Each year inSeptember/October thousands ofducks migrate into the Colne Valleyto spend the winter here when theirbreeding grounds, in places such asScandinavia and Iceland, freeze overand they can no longer find food.They will stay here until March whenthey migrate north again to breed.

The chain of lakes in the Colne Valleyprovides a fantastic habitat for a varietyof wildfowl, making it a great placeto go birdwatching in the winter.

Activity objectivesThis quiz aims to get children tounderstand why birds such as ducksmigrate and why the Colne Valley is so important for them.

Broadwater Lake in

the Colne Valley

Migrating flock of ducks

Information for TeachersNational Curriculum Links – Science

Y2 POS Living things and their habitats.

Y4 POS Living things and their habitats.

Instructions1. Prior to the activity, print/laminateand stick up the fact sheets around theclassroom/outdoor space.

1. ** Mix them up so they are not in question order.

2. Give each child a quiz sheet andpen. Ask them to write their name atthe top.

3. Explain that they have to look forfacts to answer the quiz questions.

4. At the end of the session bring thegroup together and go through theanswers. Get the children to mark each other’s quizzes.

Wetland a

ctivity

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 Zsuzsanna Bird, Tim Hill. n Design by Wildcat Design([email protected]).

10Migration and Habitat Quiz

Follow up1. Discuss the answers to the quizquestions.2. Research different habitats andfind out which species live in eachtype of habitat.3. Find out about other migratorybirds that visit the UK.4. Combine this with game 2(Wildfowl Migration Game), game 3(Duck Detectives) or game 9 (WinterWildfowl Spotting Challenge).

Wildfowl at Stocker’s Lake

Swallow

Useful linksFor more information on theColne Valley Park visit:www.colnevalleypark.org.ukwww.hertswildlifetrust.org.uk

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Now turn over...

for more questions!

Work together in teams to look for the facts put up around the classroom to helpanswer the questions!

Question 1: What is a habitat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

Question 2: List six different types of habitat.(Think about what habitats you might find in the Colne Valley!) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

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

Question 3: What do all animals need from a habitat? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

Question 4: What is the name for the journey that birds make from one country to another? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Question 5: Why do birds like ducks migrate? (Tick the correct answers)n They like to visit other countries

n They need to find food

n They go to visit relatives

n They need to find places to breed

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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 Photography by Elenarts/istockphoto.com, Tim Hill, Dave Kilbey. n Design by Wildcat Design ([email protected]).

10a


Question 6: Why is the Colne Valley good for ducks?1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

1. • . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

Question 7: Which of these birds migrate here in the summer and which migrate here in the winter?

Question 8: When do our migrant birds arrive and when do they leave?

Winter birds?

Summer birds?

Well done, you have completed the quiz!How many did you get right? . . . . . . . . . . . . . . . . . . . .

Arrive in: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

Leave in: . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .

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

Swallow

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

Goldeneye

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

Smew

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

Common tern

, , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Wetland activity

10b

• A habitat is the place where an animal lives

• Habitats in the Colne Valley includelakes, rivers, ponds, grasslands,

woodlands and reedbeds

Wetland activity

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 Photography by Tim Hill. n Design by Wildcat Design ([email protected]).

Migration and Habitat Quiz Facts

10b

Red fox

• All animals need food, water,shelter and a safe place to raise

their young from a habitat

Wetland activity

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 Photography by Bob Coyle. n Design by Wildcat Design ([email protected]).


10c

Wren with chicks

• Lots of birds make long journeyscalled migrations from one country

to another

• They do this to find food and to find places to breed when the

seasons change

Wetland activity

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 Photography by Zsuzsanna Bird. n Design by Wildcat Design ([email protected]).


10d

Migrating flock of ducks

• The Colne Valley is fantastic forducks because:

There are lots of lakes with plenty of food (above and below the water!)

Wetland activity

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 Photography by Donald Sutherland. n Design by Wildcat Design ([email protected]).


10e

Great crested grebe


There are lots of large lakes – big enough for lots of birds!

Wetland activity



10f

Broadwater Lake


It is quiet – the birds don’t get disturbed

Wetland activity

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 Photography by Clare Gray. n Design by Wildcat Design ([email protected]).


10g

Coot with chicks


There are lots of places to shelter and hide

Wetland activity

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 Photography by Clare Gray. n Design by Wildcat Design ([email protected]).


10h

Stocker’s Lake

• Birds such as swallows andcommon terns migrate here

in the summer

• Summer migrants arrive in March and leave in October

Wetland activity



10i

Common tern

• Birds such as goldeneye and smewmigrate here in the winter

•Winter migrants arrive in Octoberand leave in March

Wetland activity

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 Photography by Dave Kilbey. n Design by Wildcat Design ([email protected]).


10j

Goldeneye


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 - wetlands

Documents

wildlife trustdiscover

wildlife trustsacross

middlesex wildlife trustwith

herts al3

wildfowl migration game2a

pond food pyramid7

mini pond

pond dipping5a