Science

Key Stage 1

Pond dipping

In groups, with an adult, the children stand around the pond. A safety aspect is very important for this activity.  Any child with a cut on their hands are given rubber gloves to wear (see notes on Weil's disease on downloads page)  We talk about the pond and what to expect from the dip. The adults come to the front of the platform with one child in their group. They closely supervise the child dipping and the contents of the net are put in a bowl of water.  They then help the next child in their group.  When they have all had a dip the group looks at what they have caught in the bowl.  We look at pictures of the animals and compare the shapes, movement etc.

Minibeasts

A simple worksheet for this activity may be used.  We look at the moth trap which is set overnight.  If moths have been caught, the children look at them in clear boxes.  In the woodland we look in the leaf litter and under pieces of wood to find ground living minibeasts.  We can also look at pit fall traps which were previously set.    We can use white sheets placed under trees and shake the overhead branches to see what falls out.  We can look at snails and how they move.  The activity takes the children though the different habitats in a given area,.

Tracks and trails

We look at the selection of stuffed birds and animals which we have. Looking at the bark shapes and their uses, the anima il eyes, fur and feet.  We then go out to look for signs of animals such as tracks, fur feathers, mole hills etc.  If we find tracks we can make plaster casts to take back to school.

Senses

Scavenger hunt  we have a selection of scavenger hunts available depending on the time of year.  Some include writing and some pictures.  The children us the information to spot matching things in the wild.  SOmetimes they collect items or just tick them off when found.

Un-natural trail a selection of man made objects are put out in a particular area.  The children have to see if they can find them without pointing them out.  They secretly tell their group adult.  When they have found them all we check that all the groups have found the same things.

Feely bags 12 bags are hung on trees in the woods with different objects in each.  The children go to them in turn and without looking put a hand inside to feel the object. When they have visited them all we check what is inside and they are shown the object.

Smelly cocktails the group stands in a circle and pots containing smells of different kinds are handed round.  The pots are covered with muslin so the contents are hidden.  When we have identified some of the things through smell, the children, with a partner, can collect smells from our garden. They pick small pieces of  herbs and smelly plants and mix them together to make an interesting mixture.  They make up a name for their cocktail.  Standing a circle again the repots are passed round to smell them all.

Listening beads listening beads are passed round for each child to take one from the box. We quietly look at all the colours in them and how if the sun shines on them, they change.  We close our eyes and mouths and open our ears  Whilst we are listening hard for any sounds we think about the lovely colours in the beads.  The children all agree that they can hear more when holding the beads. 

We have a selection of "song birds" from the RSPB.  The children can listen to the songs and identify which one sings which song.

Territoriality game the children line up and are given the sound of an animal to remember.  They hide behind a tree on the signal come into the clearing to make their noise as loudly as possible.  There is another member of the group with the same sound and they have to find who that is.

Sticky cards each child is given a small piece of card with a strip of double sided sticky tape on it.  They peel off the back of the tape and collect as many small pieces of colours of leaves as possible.

THESE ARE THE MAIN SELECTION OF ACTIVITIES BUT OTHERS ARE AVAILABLE

Seasons

If this course is selected we usually compare three different habitats around the estate, looking  at the plants and animals living there.

Key Stage 2

Fresh water study the idea of this activity is to make the children aware of the habitat surrounding the pond and how ponds differ.  We do a survey, looking at the shape, size, depth, soil, water colours, temperature of the air and water, plant growth, and aspect of the pond.  Each child makes their own drawing and notes down the information. Then we look at what is living in the pond.  THe children are given clear safety instructions to be carried out whilst dipping the pond. Rubber gloves are given to anyone with cuts on their hands (see notes on Weil's disease on downloads page)  In paris the children will be given a net and bowl.  Water is collected in the bowls and then they take turns to dip and empty the contents of the bowl.  The tutor collects a sample from each bowl, and any interesting specimens are taken back to the centre to look at more closely.

Returning to our lab, the children sit around tables.  Trays of the sample collected at the pond are put out for the children to see,.  they use identification sheets to find any creatures in their tray.  They choose one creature to find out more about.  Using magnifying glasses the children observe and draw their creature and make notes, using books and cards to discover more details.

River Dove study the group usually walk through the village to the River Dove and water meadows following a map and looking at how the stream varies at different points.  When at the river we discuss the water cycle and the group carries out a survey, measuring the width of the river at the bridge, river depth, water temperature, water speed and what the river bed is made of.  At the meadows we read an information sheet about the area and look at plants and how the river changes then follow the footpath until we get to a ford crossing the river.  At this point we discuss this feature and spend time there dipping the river from the ford and maybe catch a fish or two.

Minibeasts the children each have a work sheet to fill in as we follow a trail, looking at different habitats.  The moth trap, set the previous night, will hopefully have several moths to look at.  We also look at pit-fall traps, use beating sheets and sweep nets and search for woodland minibeasts under dead wood and leaf litter.

Food chains  we usually start looking at our selection of stuffed birds and animals.  they will have been laid out in groups depending on whether they are herbivore, small or large carnivore.  After learning about food chains we go outside and follow a trail searching for the producers, herbivores, small carnivores, top carnivores and the recyclers.  this includes making nest for mice!

Tracks and trails a short quiz is used for an introduction and to get the children to focus on animal feet and their trails, nests, eggs, feathers, nut holes etc.  Then we go and search for various items ticking them off on a scavenger hunt sheet or using a map to plot where certain things were found. We make plaster casts of any tracks we find.

Habitats  we usually look at three different habitats during the session.  Woodland, grassland and freshwater.  We look at the plant and animal life, and how these things are suited to their environment.

Life cycle of an oak tree we begin by looking at an acorn and how it grows, then a seedling and how quickly a tree grows.  We look for minibeasts living on a sapling and measure a mature oak.  We look at trees which don't have enough light and water and think about pollards and the uses of wood.  Then we search for a dead oak to find any wildlife still living on it, this includes decay and recyclers.

Hedgerow study we look at a 30m stretch of hedgerow.  The group will be divided up so that each small group ad 5m to look at and record what i there.  We look at the history of hedges, the variety of tree species and count them. We make

leaf rubbings of the tree leaves, look at any flowers and search for minibeast and signs of animals and birds.

Woodland management this course looks at the way woods have been managed from the Victorian times,  We look at pollarding, coppicing and regeneration,.  The different woods and what different woods are used for.

Tree trail  following a trail stopping to look and answer questions about certain trees on the way.

Tree detectives in pairs the children have a laminated leaf. they have to find the matching tree.  When they have found it they do a bark rubbing, leaf rubbing and draw any fruit or flowers on the tree and name it.  then they swap leaves until they have identified three trees.

Plants what plants need in order to grow. Identifying plants,  Plants in different habitats, seasons, a nettle survey, footpath survey.  Food plants and their uses, smells.

Playground Pioneers whole day science package

A course to help your pupils make their playground more attractive to wildlife an aware of what is living there. 

Minibeasts - how to attract them, setting pitfall traps, using sweep nets.  Making a lacewing/ladybird home.

Conservation - what is it!  Why and how to do it.  Tree planting and coppicing,. Encouraging wild flowers.  Habitat piles.

Compost - worms and soil, nature's recyclers.

Ponds - taking care of the plants and animals living in ponds

Birds - bird tables and food.  Watching birds.  Making bird boxes (£2 extra each box)   If the time of year is right, looking at the nesting birds via our web cam to a bird box near the field centre buildings.

How to make a hanging garden