use less water water: using less at home · 2020-06-01 · to save water, you could use a shower...
TRANSCRIPT
Use less water
© www.teachitprimary.co.uk 2011 15028 Page 1 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
Use less water
© www.teachitprimary.co.uk 2011 15028 Page 2 of 6
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
© www.teachitprimary.co.uk 2011 15028 Page 3 of 6
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:
Odin’s Reward by Mary H. Foster and Mabel H. Cummings
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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!”
Odin’s Reward by Mary H. Foster and Mabel H. Cummings
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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.
Odin’s Reward by Mary H. Foster and Mabel H. Cummings
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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.
Odin’s Reward by Mary H. Foster and Mabel H. Cummings
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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?
....................................................................................................................................................
Odin’s Reward by Mary H. Foster and Mabel H. Cummings
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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
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
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 `ORANGE
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, `after 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! `I wonder how
many miles I’ve fallen by this time?’ she said aloud. `I 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. `I 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?) `And 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.) `I 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?
Year 5 Reading Assessment: Fiction 4
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.
Year 5 Reading Assessment: Fiction 5
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.
7
A Beginner’s Guide to Coarse Fishing
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
A Beginner’s Guide to Coarse Fishing
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?