This topic describes the development of Britain's woodland cover the wildwood“, from the end of the last ice age and describes the techniques behind how this information is discovered.
TEACHER'S TEXT
Britain's 'wildwood' developed by stages of
succession from the bare earth colonisers of
an arctic tundra. The 'Wildwood' concept is
a construction by ecologists to describe
Britain's tree cover after the retreat of the
last great ice age.
This topic focuses on the detective work done
by scientists, using a technique known as
pollen analysis to help build up this picture.
[KS 3: Geography (1c, 3g)]
TEXT FOR TOPIC AC3K2
INTRODUCTORY LINE
This topic looks at how woodlands change with the seasons.
TEACHER'S TEXT
Deciduous woodlands provide wonderful examples
of how seasonal climatic changes affect the
environment and the processes of growth. This
exercise aims to encourage children to observe
their changing surroundings and learn how the
woodlands adapt to cope with these changes.
This topic also explains what a season is and
how it occurs.
[KS 2: Geography (1a,b,c+d, 8b)]
TEXT FOR TOPIC AC4K3
INTRODUCTORY LINE
This topic introduces the idea that drought can have severe consequences for trees and woodland.
TEACHER'S TEXT
Drought can have a devastasting effect on any
environment. This exercise looks at how trees
cope with such conditions and begins to look
at the importance and consequences of the loss
of trees in different countries because of
these conditions.
[KS 3: English -Reading,writing,speaking & listening Geography (1a,b,c,d+e,9)]
TEXT FOR TOPIC AC5K2
INTRODUCTORY LINE
This topic examines the devastating effects of the great storm of 1987.
TEACHER'S TEXT
The great storm of October 1987 had a
devastating effect on our landscape.
This topic examines the causes and
repercussions of this storm, and
encourages children to think about the
long-term effects of such a major
destructive episode Some three hundred
and twenty hectares of National Park
woodlands were damaged. The Forestry
Commission estimated that. approximately
fifteen million trees were damaged.
A source for research reference,
the ’Task Force Trees' Action Pack
is available from the Countryside Commission.
Countryside Commission
Publications PO Box 7
Manchester M19 2M
ISBN: 0 86170 202 6 (1988)
[KS 2: Reading, writing, speaking and listening Geography 3 to 8 (1c+d)]
TEXT FOR TOPIC AC5K3
INTRODUCTORY LINE
This topic examines the devastating effect of the great storm of 1987.
TEACHER'S TEXT
The great storm of October 1987 had a
devastating effect on our landscape.
This topic examines the causes and
repercussions of this storm, and
encourages children to think about the
long-term effects of such a major
destructive episode. Some three hundred
and twenty hectares of National Park
woodlands were damaged. The Forestry
Commission estimated that approximately
fifteen million trees were damaged
A source for research reference,
the ’Task Force Trees' Action Pack
is available from the Countryside
Commission.
Countryside Commission
Publications PO Box 7
Manchester M19 2M
ISBN: 0 86170 202 6 (1988)
[KS 3: Reading, writing, speaking and listening Geography 3 to 9 (1c+d)]
TEXT FOR TOPIC AC6K3
INTRODUCTORY LINE
This topic examines a natural disaster caused by Dutch Elm Disease.
This topic takes an objective look at global forest resources, their creation and destruction.
TEACHER'S TEXT
Forests are among the most interesting and
varied ecosystems in the world. Tropical
rainforests in particular are vulnerable to
external pressures and their destruction
is a legitamate cause for concern.
There is not room in this Woodland Treasury to
do full justice to this debate. The issues
involved are extremely complex. However, the
examination of the logic and language used by
the proponents of any particular point of view
and the interpretation of the statistics they
present to support their case is of enormous
importance for any child‹s education.
This topic offers an approach to developing
their critical abilities in the context of
global afforestation and deforestation.
[KS 3: Geography (13c, 15a,b+c)]
TEXT FOR TOPIC AC9K1
INTRODUCTORY LINE
This topic examines the cycle of life in a woodland over twenty four hours (the diurnal rhythm)
TEACHER'S TEXT
The continual cycle of events over a twenty
four hour period is called the diurnal rhythmn.
Many plants and animals live by a regular
pattern or cycle of events. Some of these
species specialise in a nocturnal lifestyle.
This exercise encourages children to notice
the various changes and activities that occur
within twenty four hours of woodland life,
and to appreciate the adaptations that certain
species have made.
[KS 1: Science - LP + LT (4a)]
TEXT FOR TOPIC AC9K2
INTRODUCTORY LINE
This topic examines the cycle of life in a woodland over twenty four hours (the diurnal rhythm)
TEACHER'S TEXT
The continual cycle of events over a twenty
four hour period is called the diurnal rhythmn.
Many plants and animals live by a regular
pattern or cycle of events. Some of these
species specialise in a nocturnal lifestyle.
This exercise encourages children to notice
the various changes and activities that occur
within twenty four hours of woodland life,
and to appreciate the adaptations that
certainspecies have made.
[KS 2: Science - LP< (1a)]
TEXT FOR TOPIC AC10K2
INTRODUCTORY LINE
This topic provides a fact sheet which briefly summarises why trees are so important to us.
TEACHER'S TEXT
This topic provides a fact sheet which briefly
summarises why trees are so important to us.
[KS 2: English - Reading, speaking and listening]
TEXT FOR TOPIC AC11K2
INTRODUCTORY LINE
This topic allows children to examine the way we look after our woodland. It offers a good exercise in the extraction of information from a table of data.
TEACHER'S TEXT
Nearly all woodlands in Britain are managed.
This topic brings this to the attention of
pupils in the form of a table showing the
activities going on in the New Forest
throughout the year. Questions are asked which
have to be answered by extracting the
information from a table of data in the form
of a calendar of activities and events
throughout the year.
[KS 2: Geography (1a,b,c+d, 8b)]
TEXT FOR TOPIC AC12K2
INTRODUCTORY LINE
Along with the study of trees, a humanist appreciation of the beauty of the woodland environment is valuable. This topic reviews a passage by Henry Thoreau.
TEACHER'S TEXT
Henry Thoreau has long been recognised as a
descriptive writer of great power. The passage
in this topic is called "The Seasons".
It comes from a period during which Thoreau
lived alone in the woods of New England.
During that time his sensitivity to nature was
developed throughdaily observation of his
surroundings.
The pieceis a classic example of the powerful
use of language.
[KS 2: English]
TEXT FOR TOPIC BA2K2
INTRODUCTORY LINE
This topic explains the structure of a tree's trunk.
TEACHER'S TEXT
This exercise aims to explain the different
sections of a tree's trunk - their functions
and individual importance. Focus in this
example is placed on the phloem and cambium,
which carry food around the tree and produce
new cell growth, and the consequences for the
tree if these are damaged.
[KS 2]
TEXT FOR TOPIC BA2K3
INTRODUCTORY LINE
This topic explains the structure of a tree's trunk.
TEACHER'S TEXT
This exercise aims to explain the different
sections of a tree‹s trunk - their functions
and individual importance. Focus in this
example is placed on the phloem and cambium,
which carry food around the tree and produce
new cell growth, and the consequences for the
tree if these are damaged.
[KS 3&4: Science - LP & LT (1c)]
TEXT FOR TOPIC BA3K2
INTRODUCTORY LINE
This topic allows children to examine closely the textures, colours and diversity of tree bark - something that is easily ignored.
TEACHER'S TEXT
This simple exercise encourages touch and
description, also artistic skills and
colour work. The rubbing session will also
bring children close enough to the trees to
notice the thousands of bark inhabitants -
insects, birds and squirrels, which have made
their mark.
[KS 2]
TEXT FOR TOPIC BA4K2
INTRODUCTORY LINE
This topic explains how the age of a tree is calculated and what each ring represents.
TEACHER'S TEXT
The history and approximate age of trees can
be calculated and discovered by looking at the
rings in the trunk. After an introduction to
the development of rings, the drawing of a
"growth rings" picture by each pupil of his or
her own life will extend the idea of life
cycles and environmental influences.
The activity uses drawing skills and the
introduction of analogy as a tool for
understanding processes.
[KS 2]
TEXT FOR TOPIC BA5K2
INTRODUCTORY LINE
This topic explains the process of germination.
TEACHER'S TEXT
This simple germination exercise illustrates
the link between fruit/seed and tree, and the
rich nutrients of the seed, as each broad bean
grows shoots from within its bed of cotton
wool and water.
Opportunities for chart plotting of the beans
progress, measurement of the plant, and
variation of light all appear in this
experiment
Children will also be able to understand
elements of the plant's nutritional system
through observing the self-sufficiency of
the bean.
[KS 2: Science - Life Processes (1b)(3a\b)]
TEXT FOR TOPIC BA5K3
INTRODUCTORY LINE
This topic explains the process of germination.
TEACHER'S TEXT
This simple germination exercise illustrates
thelink between fruit/seed and tree, and the
rich nutrients of the seed, as each broad
beangrows shoots from within its bed of
cotton wool and water.
Opportunities for chart plotting of the
bean's progress, measurement of the plant,
and variation of light all appear in this
experiment. Children will also be able to
understand elements of the plants nutritional
system through observing the self-sufficiency
of the bean.
[KS 3]
TEXT FOR TOPIC BA6K3
INTRODUCTORY LINE
This topic helps children to understand what photosynthesis means.
TEACHER'S TEXT
Photosynthesis is a basic chemical process
andit is sometimes difficult for children to
graspthe level at which these processes are
takingplace. It is worth stressing that these
events take place at the molecular level.
A further confusion can be that photosynthesis
only creates the very basic building blocks of
carbon compounds. These are turned into sugars
and starch - the basis of cellular tissue.
[KS 3: Science - Life Processes (3a,b+c)]
TEXT FOR TOPIC BA7K3
INTRODUCTORY LINE
This topic helps your pupils understand how water travels across leaves.
TEACHER'S TEXT
Leaves make the food on which any tree lives
and grows. To do this they need water at the
point where photosynthesis takes place.
[KS 3: Science - Life Processes (3a+b)]
TEXT FOR TOPIC BA8K3
INTRODUCTORY LINE
This topic allows your pupils to demonstrate that photosynthesis produces oxygen.
TEACHER'S TEXT
You may wish to begin by reminding them of
theconstituents of the air around us:
20.95% oxygen, 78.08% nitrogen and 0.03%
carbondioxide, plus traces of other inert
gases.
Humans use oxygen for energy and breathe out
carbon dioxide. Trees "breathe" as well, but
use carbon dioxide and produce oxygen.
It is NOT correct to say that the trees of
theworld provide us with oxygen. Rotting
plant material absorbs as much oxygen and
creates as much carbon dioxide as the carbon
dioxideabsorbed and oxygen created by living
plant material, however trees play a vital
role ofbreathing, recycling and transpiring
of H2O,and produce O2 and CO2.
The sustainability of the total oxygen bank
of the planet is a far more complex balance
involving the oceans. This is only now
beginning to be understood properly by
scientists.
That aside, the idea of a natural process
whichis balanced in its own right at the
micro-levelis an interesting pattern seen
throughoutnatural systems.
[KS 3: Science - life processes (3a,b,c+d)]
TEXT FOR TOPIC BA9K3
INTRODUCTORY LINE
The simple experiment in this topic shows that light is required for leaves to retain their green colour.
TEACHER'S TEXT
At the centre of this process is the action
ofchlorophyll which enables leaves to absorb
energy and so create the food required for
growth.
The idea of surface area and volumes as
applied to leaves is illuminating. A leaf is
thin and flat for a reason. It allows the
maximum amount of light to be gathered for a
small volume of tissue. An analogy in the
synthetic world is the solar cell, or even
the central heating radiator used to provide
heat in a room.
[KS 3: Science - Life Processes (3a,b,c+d)]
TEXT FOR TOPIC BA10K3
INTRODUCTORY LINE
This topic demonstrates how all living things are made up of cells.
TEACHER'S TEXT
The difficulty some children have with cells
is in understanding the scale at which you are
talking, and the fact that organisms range
from single-cell organisms to organisms with
billions of cells, with many different types
of individual cell.
[KS 3: Science - Life Processes (1b, c+d)]
TEXT FOR TOPIC BA11K3
INTRODUCTORY LINE
This topic examines the part that light plays in the production of food in leaves..
TEACHER'S TEXT
It may seem obvious that leaves produce the
food that a plant uses to grow.
But how do we show that this is actually what
happens? This experiment demonstrates how
lack of light affects food production within
the leaf itself.
The experiment marks the end of a series of
demonstrations in the Treasury which shows
the ecology of the leaf in the woodscape.
[KS 3: Science - Life Processes (3a,b+c)]
TEXT FOR TOPIC BA12K2
INTRODUCTORY LINE
This topic explains how a plant adapts its shape and rate of growth in order to obtain maximum light, through a process called phototropism.
TEACHER'S TEXT
In this exercise, the ingenuity and
adaptability that plants exhibit in their
quest for survival is illustrated through the
process of phototropism. This is where plants
are able toincrease the growth rate of
particular cells in order to alter their
growth direction, enabling them to gain
maximum light.
The mechanics of this process are illustrated
in an experiment where the children grow a
bean in a box, with only one light source that
is partially obscured. This enables students
to observe first-hand how this process works.
It also introduces the concept of competition
between species for the limited available
resources.
[KS 2: Science - Life Processes (3a)]
TEXT FOR TOPIC BA12K3
INTRODUCTORY LINE
This topic explains how a plant adapts its shape and rate of growth in order to obtain maximum light, through a process called phototropism.
TEACHER'S TEXT
In this exercise, the ingenuity and
adaptability that plants exhibit in their
quest for survival is illustrated through the
process of phototropism. This is where plants
are able to increase the growth rate of
particular cells in order to alter their
growth direction, enabling them to gain
maximum light.
The mechanics of this process are illustrated
in an experiment where the children grow a
bean in a box, with only one light source that
is partially obscured. This enables students
to observe first-hand how this process works.
It also introduces the concept of competition
between species for the limited available
resources.
[KS 2: Science - Life Processes (3b)]
TEXT FOR TOPIC BA13K2
INTRODUCTORY LINE
This topic examines the absorption of water from the surrounding earth into plant systems.
TEACHER'S TEXT
The experiment can be performed at any time.
It illustrates the sharing of processes
between all scales of plant life. A discussion
of the amount of water needed to support a
tree ( sometimes as much as 1000 litres per
day) might also be interesting. This
demonstration ofthe unseen processes of
transpiration tells us something of the
subsystems of growth that are at work.
[KS 2: Science - Life Processes (3c)]
TEXT FOR TOPIC BA13K3
INTRODUCTORY LINE
This topic examines the absorption of water fromthe surrounding earth into plant systems.
TEACHER'S TEXT
The experiment can be performed at any time.
It illustrates the sharing of processes
between allscales of plant life. A discussion
of the amountof water needed to support a tree
( sometimes as much as 1000 litres per day )
might also be interesting. This demonstration
of the unseen processes of transpiration tells
us something of the subsystems of growth that
are at work.
[KS 3]
TEXT FOR TOPIC BA14K2
INTRODUCTORY LINE
This topic demonstrates how the process of transpiration can be seen in action.
TEACHER'S TEXT
Proof of the mechanics of the process of
transpiration - capillary action and osmosis -
are explored through the use of celery and its
clearly visible transportation of water.
Celery can be seen as a miniaturised version
of a tree, with its branches and leaves at
thetop. This serves as an example of the
universality of the process described.
[KS 2: Science - Life Processes (3c)]
TEXT FOR TOPIC BA14K3
INTRODUCTORY LINE
This topic demonstrates how the process of transpiration can be seen in action.
TEACHER'S TEXT
Proof of the mechanics of the process of
transpiration - capillary action and osmosis
- are explored through the use of celery and
its clearly visible transportation of water.
Celery can be seen as a miniaturised version
of a tree, with its branches and leaves at the
top
This serves as an example of the universality
of the process described.
[KS 3: Science - Life Processes (3e)]
TEXT FOR TOPIC BA15K3
INTRODUCTORY LINE
This topic demonstrates the evaporation that takes place after photosynthesis.
TEACHER'S TEXT
In this exercise, a plant is covered with
cellophane in order to catch the evaporating
water. The pot plant with its cellophane
canopywill collect condensation as the water
escapes from the plant.
The logical progression from transpiration
canbe presented as a point for discussion, as
wellas the essential role of trees as
processors of carbon dioxide and purifiers
of the atmosphere.
[KS 3: Science - Life Processes (3g)]
TEXT FOR TOPIC BA16K3
INTRODUCTORY LINE
This topic opens up the area of conservation, and introduces the "self sufficient" concept of a functioning rainforest.
TEACHER'S TEXT
This exercise enables the students to create
their own self-watering garden and to see the
transpiration cycle at work.The "self-watering
garden" activity also explores human influences
as well as management, demonstrating the fine
balance of nature and the elements at work in
large forest areas. The recycling of water
vapour in connection with the greenhouse effect
could also be discussed.
[KS 3: Science - Life Processes (3e,3g)]
TEXT FOR TOPIC BA17K3
INTRODUCTORY LINE
This topic examines the idea of water transfer and manoeuverability in plants.
TEACHER'S TEXT
This is a scientific experiment demonstrating
a process that occurs in most cells of plants
and animals. The presence of a solute in the
water (sugar) prompts the passage of water
fromthe beaker into the solution through a
semi-perm eable membrane. The percentage of
sugar in both beakers before and after the
experiment is measured.
[KS 3: Science - Life Processes (3a,b,c+d)]
TEXT FOR TOPIC BA18K4
INTRODUCTORY LINE
This topic examines the process of capillary action in plants.
TEACHER'S TEXT
This fact sheet simply explains capillary
action and how a tree is able to pull water
up to all parts of its structure, well above
the normal eleven-metre barometric height of
water.
The evaporation of water through leaves after
photosynthesis is believed to be the reason
that this is possible. However, it should be
noted that the mechanics of this process are
not proven - there is still much to be
understood about the flow of water through
plants.
[KS 4: Science - Life Processes (1d)]
TEXT FOR TOPIC BA19K2
INTRODUCTORY LINE
This topic shows how everyone can work together to build a working tree.
TEACHER'S TEXT
This is an active game which involves everyone
in a quest - a great way of finding out what a
tree does. Children act out the different parts
and functions of a tree. In this topic we have
supplied you with instructions rather than the
children. This could be a good game to play
after studying the structure of a tree. Ask the
questions to discover together what a tree does and involve the whole class in 'building' the
tree.
[KS 2]
TEXT FOR TOPIC BA20K2
INTRODUCTORY LINE
This topic demonstrates a fairly accurate way to measure tree height.
TEACHER'S TEXT
The exercise requires pupils to be put into
pairs. One of the pair will be measured and
then stand next to the tree in question. The
other one will, from a distance, use the human
height as a unit of measurement.
The height of the tree is calculated by
multiplication of the human height. The
question of balance involving the unseen
engineering of the roots can also be
discussed.
[KS 2: Maths - measuring]
TEXT FOR TOPIC BA21K2
INTRODUCTORY LINE
This topic demonstrates a simple technique used to measure a tree's height
TEACHER'S TEXT
This method involves the children using a
simple stick to estimate the approximate
height of a tree.
[KS 2: Maths - measuring]
TEXT FOR TOPIC BA22K2
INTRODUCTORY LINE
This topic demonstrates techniques used in assessing tree dimensions.
TEACHER'S TEXT
This exercise shows a simple method of
measuring a tree's height, using two
children, a tape measure and a long stick.
[KS 2: Maths - measuring]
TEXT FOR TOPIC BA23K2
INTRODUCTORY LINE
This topic demonstrates that measuring a tree's girth (circumference) is necessary to find the diameter of a standing tree.
TEACHER'S TEXT
Normally foresters measure the tree 1.5 metres
above the ground or at chest height.
They use special circumference tapes which are
converted to give only the diameter at breast
height, a reading known as DBH.
[KS 2: Maths - measuring]
TEXT FOR TOPIC BA24K3
INTRODUCTORY LINE
This topic explains how to estimate the volume of a tree.
TEACHER'S TEXT
To estimate the volume of a tree you need to
know two dimensions:
· The height of the tree
· Its diameter at breast height (DBH)
[KS 3: Maths - shapes and measuring]
TEXT FOR TOPIC BA25K3
INTRODUCTORY LINE
This topic explains the complex life-cycle of fungi and the common dependencies that they form.
TEACHER'S TEXT
Fungi are an important ingredient of any
woodland. They live either as:
· parasites, living on another living organism
· or as saprophytes, living off dead and dying
material.
This topic explains how they grow and how it
is possible for them to form alliances with
particular tree species, creating a mutually
beneficial situation, where each party is able
to provide the other with essential nutrients.
[KS 3]
TEXT FOR TOPIC BA26K2
INTRODUCTORY LINE
This topic explains the fungi spore method of reproduction.
TEACHER'S TEXT
In this experiment, the children are able to
actually see the millions of spores produced
by just one mushroom cap. The "print" made
on dark-coloured card from the toadstool cap
can beexamined under a microscope, and makes
children aware of the peculiar and alien
efficiency ofthe process.
[KS 2]
TEXT FOR TOPIC BA26K3
INTRODUCTORY LINE
This topic explains the fungi spore method of reproduction.
TEACHER'S TEXT
In this experiment, the children are able to
actually see the millions of spores produced
by just one mushroom cap. The "print" made
on dark-coloured card from the toadstool cap
can be examined under a microscope, and makes
children aware of the peculiar and alien
efficiency of the process.
[KS 3]
TEXT FOR TOPIC BA27K2
INTRODUCTORY LINE
This topic explains the structure and reproduction process of flowers.
TEACHER'S TEXT
Flower reproduction is an essential element in
the life cycle of plants. This activity
examinesthe structure of a simple flower and
explains the process of pollination. Dissecting
a flower bud is included. This will encourage
the children to use their observational skills
to identify different parts using the diagram.
Aspects of adaptation and dependency upon
other species for survival are also covered.
[KS 2: Science - Life Processes (3d)]
TEXT FOR TOPIC BA27K3
INTRODUCTORY LINE
This topic explains the structure and reproduction process of flowers.
TEACHER'S TEXT
Flower reproduction is an essential element
in the life cycle of plants. This activity
examines the structure of a simple flower and
explains the process of pollination. Dissecting
a flower bud is included. This will encourage
the children to use their observational skills
to identify different parts using the diagram.
Aspects of adaptation and dependency upon other
species for survival are also covered.
[KS 3: Science - Life Processes (3f)]
TEXT FOR TOPIC BA28K3
INTRODUCTORY LINE
This topic examines the existence of flowers on trees.
TEACHER'S TEXT
Spring is an active season as plants and
flowers burst into life and bloom. With so
much activity and colour, flowers on trees can
often be completely overlooked because they are
often less conspicuous than the flowers we see
at ground level; usually they are simply out
of reach and therefore they are overlooked.
[KS 3: Science - life processes (3f)]
TEXT FOR TOPIC BA29K3
INTRODUCTORY LINE
This topic provides a guide to assessing the age of trees.
TEACHER'S TEXT
A free-standing tree (away from other trees)
has one inch (2.54 cm) of girth for every year
of its age (measured at chest height, 1.5m).
A tree in a wood has ½ inch (1.27 cm) of girth
for every year of its age.
(Alan Mitchell)
[KS 3: Maths - measures]
TEXT FOR TOPIC BA30K2
INTRODUCTORY LINE
This topic allows children to examine a tree trunk and choose a set of words to describe it.
TEACHER'S TEXT
We are limited only by our imaginations, but
out imagination is also limited by the words
we have available to us to describe things.
Practising the use of words is always a good
way to extend children's understanding of the
world about them.
Grouping words into exact descriptions is an
important part of any work in science. The
ability to explain processes and systems in
advanced science relies largely on a good
command of language and the ability to put
ideas together logically and lucidly so that
others can understand exactly what is being
hypothesised.
[KS 2: English - Writing (1c)]
TEXT FOR TOPIC BA31K2
INTRODUCTORY LINE
This topic looks at describing different leaf shapes.
TEACHER'S TEXT
There are keys which scientists use to
describe particular leaf shapes. However for
children sometimes the best way of describing
them is to use very obvious simple words.
A table of words or descriptions has been
provided and the children are encouraged to
indicate which ones best relate to their
particular chosen leaves. They are also
encouraged to try to include some words of
their own.
[KS 1&2: English - Writing (1c)]
TEXT FOR TOPIC BA32K2
INTRODUCTORY LINE
This topic involves measuring leaf lengths and calculating averages.
This topic looks at how plants tend to grow towards the light.
TEACHER'S TEXT
Plants need light to survive. In a woodland,
where there are gaps in the canopy it can be
possible to see young saplings growing. Often
these saplings may be performing what is
commonly referred to as phototropism, which
means growing towards the light. Here the
children are asked to find such a situation and
measure and describe what they see happening.
They are also asked to think about the reasons
why this may be happening.
[KS 1&2: Science - LP<(3a)]
TEXT FOR TOPIC BA34K2
INTRODUCTORY LINE
This topic involves measuring the circumference of trees to find out their approximate age.
TEACHER'S TEXT
Estimating the approximate age of a tree can
be done by measuring the circumference of the
trunk at 1.5m above the ground, and dividing
that figure by a number provided which is known
to produce a reasonably accurate age. Here the
children are encouraged to measure the
circumferences of several different trees and
asked to calculate their approximate ages.
Figures have been provided to calculate the
ages for: oak, hazel, elm, ash, beech,
sycamore, holly, yew, pine and spruce.
[KS 1&2:Maths - Shape, space & measures (4a,4b) KS2- Data handling (2a,b+c)]
TEXT FOR TOPIC BA35K2
INTRODUCTORY LINE
This topic involves observational skills in looking at the differences between similar types of trees.
TEACHER'S TEXT
Looking at the differences between similar
trees ,the location and sizes of them can
provide useful information when trying to
identify whether the wood or forest has
developed naturally or has been developed by
man. Here the children are encouraged to look
at the evidence in front of them and try to
interpret it accordingly.
[KS 2]
TEXT FOR TOPIC BA36K2
INTRODUCTORY LINE
A woodland is often made up of several generations of trees - this topic investigates woodland ages and stages.
TEACHER'S TEXT
People generations - child, parent, grandparent
- is a clear example of three generations; we
often assume this to be 20 to 30 years with
people.
A field visit to the New Forest ( see Visits
file) will reveal several clear generations of
oak and beech tree in the pasture woodlands.
Younger woodlands and plantations often have
little variety since most of the trees were
planted at the same time.
The fact sheet from the topic Measuring the Age
of a Tree will be useful here if you have not
already covered age estimation procedures.
[KS 2: Maths - Space,shape & measuring - Data Handling]
TEXT FOR TOPIC BB1K2
INTRODUCTORY LINE
This exercise demonstrates that a tree is merely dormant during the winter months. Evidence of the conditions which keep it dormant are found.
TEACHER'S TEXT
The activity should be performed in late
Autumn or Winter after the leaves have fallen.
The buds on the trees throughout this period
show an interesting parallel with animal
hibernation. The observation required is of
the effect of light and heat as variables in
plant growth. This can be compared with our
own needs for heat and light throughout the
Winter. At a higher level, understanding of
the adaptability of plants through a seasonal
cycle can be gained.
* Important note: You should seek permission
for your children to collect specimens. It
is a legal requirement in some areas, such
as Sites of Special Scientific Interest
(SSSIs).
[KS 2]
TEXT FOR TOPIC BB2K2
INTRODUCTORY LINE
This exercise explains the structure of a tree and the development through lignification
of the strong, dead heartwood.
TEACHER'S TEXT
Lignification is the process by which the core
of the tree dies and toughens, becoming
impermeable and rigid, like a skeleton. Osmosi
no longer occurs , and so water is no longer
needed.Children will be encouraged to see how
the tree creates its own skeleton, gaining in
strength as the tree grows and lignification
continues.
The sawn log used in this experiment should be
at least four inches across if possible. It's
best to leave it for a day to dry out a little.
The core may not yet be heartwood, but it will
be dryer than the outside layers.
[KS 2]
TEXT FOR TOPIC BB3K3
INTRODUCTORY LINE
This file looks at the effect fungi can have on trees.
TEACHER'S TEXT
This observation exercise encourages children
to see the effect of smaller, saprophytic
fungi on the larger plants, in this case trees,
that support them as well as the conflicts
between the fungal survival systems and those
of the living trees.
Children will need to draw and make notes,
there will also be some discussion and
speculation.
[KS 3]
TEXT FOR TOPIC BB4K3
INTRODUCTORY LINE
This file examines the important role fungi plays in the woodland cycle.
TEACHER'S TEXT
The exercise encourages children to recognise
different stages of wood decay and their
causes Fungi is a major contributor to the
decay process. This topic will help children
to understand the essential role that fungi
plays in the ecosystem.
As an academic activity this is a good
exercise for developing observational skills,
in particular the ability to recognise
patterns. The short videos by the natural
history illustrator and the film maker may
help to build understanding of the approach
which this requires.
A lesson worth reiterating is that good
observation requires the patience to sit
still and look with an open mind.
It cannot be rushed!
[KS 3]
TEXT FOR TOPIC BB5K2
INTRODUCTORY LINE
This file examines the part invertebrates play in the decay process. Two similar topics are
available, one classroom based, relevant to different key stages.
TEACHER'S TEXT
This simple observation exercise introduces
invertebrates into the topic of decay and the
recycling of nutrients. Invertebrates have a
role in helping fungi breakdown dead matter.
Examining small pieces of deadwood should
allow observation of a few of the large number
of creatures which live and feed off decaying
material.
The use of the word invertebrate rather than
insect is deliberate. It is the correct,
unambiguous scientific term for the class of
creatures being investigated. You may wish to
introduce the children to the word before they
attempt these topics. A definition of
invertebrates is an animal having no backbone.
Some have external skeletons (carapaces),
others have only soft tissue.
[KS 2]
TEXT FOR TOPIC BB5K3
INTRODUCTORY LINE
This file examines the part invertebrates play in the decay process. Two similar topics are available, one classroom based, relevant to different key stages.
TEACHER'S TEXT
This simple observation exercise introduces
invertebrates into the topic of decay and the
recycling of nutrients. Invertebrates have a
role in helping fungi breakdown dead matter.
Examining small pieces of deadwood should allow
observation of a few of the large number of
creatures which live and feed off decaying
material.
The use of the word invertebrate rather than
insect is deliberate. It is the correct,
unambiguous scientific term for the class of
creatures being investigated. You may wish to
introduce the children to the word before they
attempt these topics. A definition of
invertebrates is an animal having no backbone.
Some have external skeletons (carapaces),
others have only soft tissue.
[KS 3]
TEXT FOR TOPIC BB6K3
INTRODUCTORY LINE
This topic provides an observational exercise, involving the researching of the leaf litter and humus of the forest floor.
TEACHER'S TEXT
This exercise involves examining the debris
found on the forest floor. Careful observations
are required, and students are encouraged to
look for and recognise patterns of species'
presence and distribution. The leaf litter is
a vital link in the regenerative cycle, and
children are encouraged to think about the
consequences on the forest if this layer was
removed.
[KS 3]
TEXT FOR TOPIC BB7K3
INTRODUCTORY LINE
This file looks at the variations in leaf litters found on different soil types.
TEACHER'S TEXT
This soil-acidity exercise illustrates the
geological aspects of forest plant-life.
Children will also become aware of the
delicate nature of conservation in areas
with wide-ranging soil pH, and the adaptation
of plants surviving in sandier soils. The
differences in leaf litters of two contrasting
New Forest areas are examined.
[KS 3]
TEXT FOR TOPIC BB8K2
INTRODUCTORY LINE
This file is a game about the hazards an acorn faces growing in the Forest.
TEACHER'S TEXT
Natural regeneration in the grazed woodlands
of the New Forest is a high risk strategy.
Growing from acorn to seedling is not without
its perils; these can be explored by your
pupilsin this simple board game - the
Regeneration game. In order to play you will
need a dice and a chess or draughts board.
[KS 2]
TEXT FOR TOPIC BB9K2
INTRODUCTORY LINE
This topic looks at the strength of a tree despite having a hollow trunk.
TEACHER'S TEXT
This topic involves observation, group
activity and model making. Making plasticine
models will help children to see the potential
strength of cylinders and hollow objects.
[KS 2: Design and Technology (5e)]
TEXT FOR TOPIC BB9K3
INTRODUCTORY LINE
This topic looks at the strength of a tree despite having a hollow trunk.
TEACHER'S TEXT
This topic involves observation, group
activity and model-making. Making plasticine
models will help children to see the potential
strength of cylinders and hollow objects.
[KS 3: Design & Technology - Structures (7b-e)]
TEXT FOR TOPIC BB10K2
INTRODUCTORY LINE
This topic allows children to take a really good look at a leaf and record their thoughts.
TEACHER'S TEXT
Asking questions, interminable questions, about
the simplest of things is the hallmark of the
good scientist. at first it doesn‹t really
matter what the questions are, arousin
curiosity is our aim at this stage. The
important thing is to develop the enquiring
mind, answers come later!
[KS 2]
TEXT FOR TOPIC BB11K3
INTRODUCTORY LINE
This topic gives a classroom exercise in which some field data is used to show how invertebrates are involved in the decay process.
TEACHER'S TEXT
This data manipulation exercise introduces
insects into the topic of decay and the
recycling of nutrients. Invertebrates have
a role in helping fungi breakdown dead matter.
Different invertebrates take different roles
at different stages of the decay process.
[KS 3]
TEXT FOR TOPIC BC1K3
INTRODUCTORY LINE
This topic examines succession occurring within the New Forest.
TEACHER'S TEXT
When a habitat is changing from one stage
into something else we call this change
"succession" In the New Forest, this is
easily observed wherea tree has collapsed
and created a gap in the canopy.
The competition for resources between
species will be evident. This exercise
encourages students to observe and record
the changes that they see.
[KS 3]
TEXT FOR TOPIC BC2K3
INTRODUCTORY LINE
This topic introduces the wider concept of competition for resources between different woodland species.
TEACHER'S TEXT
Competition within a woodland ecosystem is
constant and high. A delicate balance tends
to become established within the community
according to the resources that are available.
However, over time, many species have adapted
and developed the way they look and grow, in a
constant attempt to improve their own chances
of survival. This exercise touches on the
initial concepts of competition and survival,
encouraging students to think about the
reasons why competiton occurs at all.
[KS 3]
TEXT FOR TOPIC BC3K2
INTRODUCTORY LINE
This topic emphasises the various struggles different species encounter during the changing
seasons.
TEACHER'S TEXT
Each season presents new issues and challenges
to the different species within our woodlands.
This leads to a great variation in the levels
of competition between the species.
This exercise encourages children to study
closely the annual cycle of several different
woodland inhabitants, examining what each
requires and has to contend with in order to
survive.
[KS 2]
TEXT FOR TOPIC BC3K3
INTRODUCTORY LINE
This topic emphasises the various struggles different species encounter during the changing
seasons.
TEACHER'S TEXT
Each season presents new issues and challenges
to the different species within our woodlands.
This leads to a great variation in the levels
of competition between the species.
This exercise encourages students to study
closely the annual cycle of several different
woodland inhabitants, examining what each
requires and has to contend with in order to
survive.
[KS 3]
TEXT FOR TOPIC BC4K2
INTRODUCTORY LINE
This topic explores the complexity of the delicate balance of the woodland layers within
the New Forest.
TEACHER'S TEXT
This topic elaborates on the theme of the four
layers generally found within woodlands,
explaining how the dominance or destruction of
one layer can lead to an imbalance in the
woodland ecosystem. The New Forest is unique
because of the right of commoning that is
still practised. The appearance of the forest
today results directly from the grazing of the
commoners' animals and the deer. Children will
be encouraged to go into the woods to look for
signs of depletion and speculate on the causes.
[KS 2]
TEXT FOR TOPIC BC4K3
INTRODUCTORY LINE
This topic explores the complexity of the delicate balance of the woodland layers within the New Forest.
TEACHER'S TEXT
This topic elaborates on the theme of the four
layers generally found within woodlands,
explaining how the dominance or destruction of
one layer can lead to an imbalance in the
woodland ecosystem. The New Forest is unique
because of the right of commoning that is still
practised. The appearance of the forest today
results directly from the grazing of the
commoners' animals and the deer. Children will
be encouraged to go into the woods to look for
signs of depletion and speculate on the causes.
[KS 3]
TEXT FOR TOPIC BC5K2
INTRODUCTORY LINE
This topic encourages children to be aware of the shape of a tree in relation to its environment.
TEACHER'S TEXT
This topic encourages children to observe the
different shapes and structures of different
trees and also of trees of the same species
that have grown in different environments.
Shapes and sizes will be observed and different
trees drawn. Comparisons with trees in the open
and trees that have grown within a sheltered or
confined space will prompt discussions about
the reasons for these peculiarities.
[KS 2]
TEXT FOR TOPIC BC5K3
INTRODUCTORY LINE
This topic encourages children to be aware of the shape of a tree in relation to its environment.
TEACHER'S TEXT
This topic encourages children to observe the
different shapes and structures of different
trees and also of trees of the same species
thathave grown in different environments.
Shapes and sizes will be observed and
different trees drawn. Comparisons with trees
in the open and trees that have grown within
a sheltered or confined space will prompt
discussions about the reasons for these
peculiarities.
[KS 3]
TEXT FOR TOPIC BC6K1
INTRODUCTORY LINE
This topic introduces the idea of camouflage and adaptation in order to survive.
TEACHER'S TEXT
There are a huge number of invertebrates
living in the forest, many of them having to
compete with each other for their own survival.
Clever adaptions have been made through the
use of colour to help prevent attack from
predators.
In this topic a game can be played where the
childrens colour observation is tested,
helping to show the advantages of camouflage.
Colour consideration is also encouraged in
the draw and create your own minibeast game.
[KS 1]
TEXT FOR TOPIC BC6K2
INTRODUCTORY LINE
This topic introduces the idea of camouflage and adaptation in order to survive.
TEACHER'S TEXT
There are a huge number of invertebrates living
in the forest, many of them having to compete
with each other for their own survival.
Clever adaptions have been made through the
use of colour to help prevent attack from
predators.
In this topic a game can be played where the
childrens colour observation is tested, helping
to show the advantages of camouflage. Colour
consideration is also encouraged in the draw
and create your own minibeast game.
[KS 2]
TEXT FOR TOPIC BC7K1
INTRODUCTORY LINE
This topic looks at some ways in which plants have adapted to survive in the pasture woodlands.
TEACHER'S TEXT
Over thousands of years plants have developed
and adapted to their particular environments.
One of the largest pressures they face is
being eaten by herbivores. In the New Forest
the pressure from these animals is great. Here
we look at some of the methods plants have
adopted in order to survive. The children are
encouraged after some initial observation and
thought to try to design their own tree that
might survive well in the forest.
[KS 1]
TEXT FOR TOPIC BC7K2
INTRODUCTORY LINE
This topic looks at some ways in which plants have adapted to survive in the pasture woodlands.
TEACHER'S TEXT
Over thousands of years plants have developed
and adapted to their particular environments.
One of the largest pressures they face is
being eaten by herbivores. In the New Forestc
the pressure from these animals is great. Here
we look at some of the methods plants have
adopted in order to survive. The children are
encouraged after some initial observation and
thought to try to design their own tree that
might survive well in the forest.
[KS 2]
TEXT FOR TOPIC BC8K2
INTRODUCTORY LINE
This topic looks at the various methods and adaptations plants have devised to help them disperse their seeds.
TEACHER'S TEXT
This topic encourages children to look at the
different shapes of seeds and think about why
they are shaped the way they are. It allows
children to examine closely the flight of the
sycamore seed and create variables to test the
subtleties of its design. Children will have a
chance to design and make a sycamore seed-type
whirler and realise the difficulties of
balance and weight. This highly sophisticated
method of seed dispersal might lead to
discussions of other methods such as
Thistledown floating or Goosegrass attaching
itself to passers-by.
[KS 2]
TEXT FOR TOPIC BC9K2
INTRODUCTORY LINE
This topic explains how some plants depend on animals to disperse their seeds.
TEACHER'S TEXT
This topic is meant to give children a sense
of the logic of food chains and the many
functions they perform involving species
dependency, through the part that animals
play in seed dispersal. The reasons for the
vivid, enticing colours of fruit should
become apparent, as well as a sense of the
interconnecting survival techniques employed
by plants and animals.
[KS 2]
TEXT FOR TOPIC BC10K2
INTRODUCTORY LINE
This topic looks at the huge variety of life an oak tree is capable of supporting.
TEACHER'S TEXT
The complexities of a woodland ecosystem are
huge. In this topic we focus on the life in
and around an oak tree, examining the variety
of species it is capable of supporting and how
it supports them. The children are also
encouraged to examine which species are able
to co-exist with the tree, and find out what
benefits each provides for the other.
[KS 1&2]
TEXT FOR TOPIC BC10K3
INTRODUCTORY LINE
This topic looks at the huge variety of life an oak tree is capable of supporting.
TEACHER'S TEXT
The complexities of a woodland ecosystem are
huge. In this topic we focus on the life in and
around an oak tree, examining the variety of
species it is capable of supporting and how it
supports them. The children are also encouraged
to examine which species are able to co-exist
with the tree, and find out what benefits each
provides for the other.
[KS 3]
TEXT FOR TOPIC BC11K2
INTRODUCTORY LINE
This topic investigates how to look for signs indicating animal presence.
TEACHER'S TEXT
There is constant competition for the available
resources between the large number of mammals
found within the New Forest. However, it is
very difficult to see these mammals, and often
the only way to detect their presence is to
look for signs. This topic encourages children
to do some practical and theoretical detective
work, using their observational skills to try
and search out, recognise and identify
particular signs. It also encourages them to
think about why these animals are so difficult
to see and what they can do to give themselves
a better chance of seeing them.
[KS 2]
TEXT FOR TOPIC BC12K2
INTRODUCTORY LINE
This "game" reviews many of the ecological influences in the woodland habitat using a game board, dice and features introduced into a Pasture Woodland habitat.
TEACHER'S TEXT
One of the purposes of this CD-Rom has been to
allow pupils to discover the varied influences
which different features of the woodland
habitat have on the woodland ecology. This
topic allows them to think through much of
what they have learnt in the form of a board
game. There is no winner in this game, but it
allows students to see that changes take place
from numerous sources often with distant
effects which can be slow but may be
catastrophic. As a group activity it also
helps bring children together to discuss the
issues and work co-operatively on their own
discoveries.
[KS 2]
TEXT FOR TOPIC BC13K2
INTRODUCTORY LINE
This topic extends observation and descriptive skills. A number of short exercises ask children to look at woodlands in a wider context, looking at size, type and the condition of trees.
TEACHER'S TEXT
Looking at woodlands as a larger entity is the
beginning of seeing the woodland as a system
in which processes are underway within a set
of recognisable features.
Scientists sometimes look at the environment
as a set of layers which are often
distinguished by size. This allows them to
split out features into macro-features and
micro-features. This in turn often allows
processes in each of these features to be
identified more easily. Of course ,the whole
system is a complex of micro and macro feature
and a distinction has to be made between mere
description of what is going on and the
explanation of causes and effects which leads
to the changes that are seen in processes.
There's a lot that we do not yet understand -
the scientific method is the tool to help us
do that.
[KS 2: Science - LP< (3a+b, 5a+b)]
TEXT FOR TOPIC BC14K2
INTRODUCTORY LINE
This topic involves estimating heights and ages of trees in natural woodlands, and recognising the range of different tree species found there.
TEACHER'S TEXT
Natural woodlands nearly always provide a much
more varied selection of different tree types
and ages. Here children are encouraged to guess
the approximate heights of different trees and
their species type if possible. They are also
asked to observe the difference in ages of the
different trees and are encouraged to try to
observe and explain what is happening in the
those woodlands.
[KS 2: Maths - Shape, space and measures (4a) Science - LP< (5a)]
TEXT FOR TOPIC BC15K2
INTRODUCTORY LINE
This topic looks at the way leaves orientate themselves towards the light.
TEACHER'S TEXT
Leaves have many functions - producing food,
providing shade to modify temperature and to
control humidity.
As food producers, leaves must be positioned
in such a way that they are exposed to the
maximum amount of light.
[KS 2: Science - LP< (3b)]
TEXT FOR TOPIC BC16K2
INTRODUCTORY LINE
This topic looks at the difference in growth of plants in light and shade.
TEACHER'S TEXT
Plants need light in order to grow. In this
topic the children are asked to examine two
different areas of woodland, one in heavy
shade, perhaps from the thickness of the canopy
above, and one where light is breaking through
the canopy. They are asked to investigate what
and how many plants are growing in each and to
reach some conclusions from the results that
they find.
[KS 2: Science - LP< (3a,b 5a)]
TEXT FOR TOPIC BC17K2
INTRODUCTORY LINE
This topic shows how some plants can be a good indicator of the amount of light present.
TEACHER'S TEXT
Ivy will grow differently according to the
light conditions or light climate that it is
in. The leaves on ivy will only mature from a
juvenile to an adult if there is enough light
present. Here we provide the children with the
descriptions of both juvenile and adult ivy
leaves and encourage them to investigate a
tree trunk with ivy growing on it to see if
they can identify the two different leaf shapes
and styles. They are asked to consider whether
it ispossible for trees to create their own
environment, and so affect the environment of
the surrounding plants and animals.
[KS 2: Science - LP< (3a+b, 5a)]
TEXT FOR TOPIC BC18K2
INTRODUCTORY LINE
This topic looks at the likely impact animals will have on the woodlands.
TEACHER'S TEXT
Creatures within woodlands can have a
considerable impact on the ground, the plants
and the water in streams and ponds. In this
topic we ask children to look for some
examples of animal presence and to see if they
can identify certain tell-tale signs.
[KS 2: Science - LP< (5a+b)]
TEXT FOR TOPIC BC19K2
INTRODUCTORY LINE
This topic looks at the smaller scale creatures that eat and cause damage to the plants
in the woodland.
TEACHER'S TEXT
This topic consists of two crib sheets. One
shows damage to plants and leaves, and
encourages the children to try and find the
damage, the other shows insects that they
could look for feeding on these leaves.
[KS 2: Science - LP< (5b,c)]
TEXT FOR TOPIC BC20K2
INTRODUCTORY LINE
This topic explains what galls are and what causes them.
TEACHER'S TEXT
When insects lay their eggs on leaves and
twigsof trees they inject a chemical into the
plant. This chemical is an irritant. The larva
which hatches from the egg also irritates the
plant. Both irritations cause the plant to
grow tissue to enclose the source of the
irritation. These growths, known as galls,
appear as lumps or swellings on the leaves and
twigs of trees.
Here the children are asked to look for some
galls, and the insects that cause them.
[KS 2: Science - LP< (5b+c)]
TEXT FOR TOPIC BC21K2
INTRODUCTORY LINE
This topic looks at the different woodland layers.
TEACHER'S TEXT
This topic provides a simple exercise where
the children are given some highly simplified
diagrams of different stages and types of
woodland, and are asked to identify their
chosen piece of woodland with the correct
diagram's.
[KS 1&2: Geography (4, 5a)]
TEXT FOR TOPIC BC22K2
INTRODUCTORY LINE
This topic looks at the vast number of different species that rely on trees.
TEACHER'S TEXT
The woodland as a whole consists of a vast
community of different species. Trees provide
an environment capable of supporting many
different species. These individual places or
areas are known as niches. In this topic the
children are asked to look at the different
types of creatures they can find at the
different levels of a tree, eg. canopy, trunk
etc.
[KS 1&2: Science - LP< (5a,b)]
TEXT FOR TOPIC CA1K2
INTRODUCTORY LINE
This file investigates what lichens, ferns and mosses are and where to find them.
TEACHER'S TEXT
Lichens, ferns and mosses are primitive non-
flowering plants that are direct descendants
from the ancient simple plants that were the
first colonisers. Because they are non-
flowering and fairly insignificant to look
at they often get overlooked.
They are however both useful and plentiful.
It is estimated that there are so mething in
the region of 50 species of ferns, 600 mosses
and over 1700 lichens in the British Isles.
Many of these species can be found growing on
trees. Here children are encouraged to look
at trees to see if they can find any evidence
of plant life growing on them. They are
encouraged to record their findings for later
identification.
[KS 2]
TEXT FOR TOPIC CA2K2
INTRODUCTORY LINE
A description and illustration of this common evergreen fern that is native to Britain.
TEACHER'S TEXT
The Common Polypody is a common evergreen fern
that is native to Britain. Its leaves, or
fronds can vary in size from 10 to 40cm in
length.
These are long, heavily segmented or lobed,
flat and oblong, tapering to a point. These
lobes areoften referred to as pinnae. In July
and August the upper pinnae often have orange
spore cases, known as sori , containing
hundreds of spores located on their undersides
or back.
[KS 2]
TEXT FOR TOPIC CA3K2
INTRODUCTORY LINE
Information and illustration of one our most common native ferns.
TEACHER'S TEXT
Bracken is one of our most common native
ferns. Its fronds grow singly from the main
stem, and each frond does in fact branch out
again and is very heavily pinnated (segmented).
This is oftenreferred to as tripinnate. Each
frond can vary in size from 30 to 180 cm in
length. Bracken has a strong stem and as a
whole is triangular in appearance. The sori
(spore cases) form a thin line along the edge
of the underside of the pinnae or segments.
Bracken creates a colourful show in Autumn,
turning a rich golden brown colour as it dies
back.
[KS 2]
TEXT FOR TOPIC CA4K2
INTRODUCTORY LINE
Information on one of the largest species of moss.
TEACHER'S TEXT
Hair moss is one of our largest species of
moss,and can frequently form a large carpet.
Surprisingly it is capable of growing quite
tall and can create cushions or carpets that
can vary in depth from 2 to 40 cm. It has
narrow leaves approximately 12mm in length
growing in tufts from long stems. Moss is
capable of having male and female plants. On
Hair moss the male plants have a pinkish
rosette of leaves at their tips. The female
plants produce small yellow capsules on a
slender stem in summer from which spores are
released.
[KS 2]
TEXT FOR TOPIC CA5K2
INTRODUCTORY LINE
A description of one of our most common woodland mosses.
TEACHER'S TEXT
Mnium hornum is one of our most common
woodland mosses which can be found throughout
Britain. It can range from 2 to 10 cm in
height, and cont ains male and female parts
on separate plants. The male plant has a
rosette of leaves clustered together, the
female has gracefully hanging fruiting
capsules on the end of a slender reddish stem,
from which spores are later released. Its
leaves are approximately 3 to 4 mm in length,
are oblong with a pointed tipand are very
slightly toothed at the edges.
[KS 2]
TEXT FOR TOPIC CA6K2
INTRODUCTORY LINE
A description and illustration of this common lichen which is found throughout Britain.
TEACHER'S TEXT
Hypogymnia physodes is common throughout
Britain It has pale grey blue coloured
leaf like lobes which grow progressively
over the surface of its host. The lobes
appear slightly puffy or inflated and have
a dark under surface. Vegetative structures
appear at the tips of the lobes in the form
of white, powdery fragments, which drop off.
These fragments contain cells which will
allow a new plant to develop.
[KS 2]
TEXT FOR TOPIC CA7K2
INTRODUCTORY LINE
The information on this lichen includes its appearance, where it can be found and some unusual
uses.
TEACHER'S TEXT
Evernia prunastri forms in hanging tufts which
can range in size from 2 to 6 cm in length. It
has antler shaped forked branches which are
greenish grey on the upper surface, and white
underneath. Tiny white powdery vegetative
structures known as soredia occur on the
margins of the lobes. These soredia drop off,
containing cells which will allow a new plant
to develop and grow.
[KS 2]
TEXT FOR TOPIC CB1K2
INTRODUCTORY LINE
This topic introduces fungi, explaining their basic structure, importance, and variety of shapes and uses.
Mammals Identified: Bank Vole (Clethrionomys glareolus)
TEACHER'S TEXT
Mammals Identified: Bank Vole
(Clethrionomys glareolus)
[KS 2]
TEXT FOR TOPIC CF1K2
INTRODUCTORY LINE
This topic explores the common characteristics of trees.
TEACHER'S TEXT
Trees are our most successful plant. They are
unique in their ability to grow so tall and
continue growing year after year. This topic
explores why trees can do this and what special
features they have. Comparison between trees
and other plants is encouraged to help the
children identify what these characteristics
might be. The children are also encouraged to
recognise the variety of differences between
different species of tree and to consider why
these differences have occurred.
[KS 2]
TEXT FOR TOPIC CF2K2
INTRODUCTORY LINE
This topic shows how to identify trees by their leaves.
TEACHER'S TEXT
Trees' leaves vary enormously in their shape
and size. This provides us with excellent
information that helps to identify different
species. Here the children are encouraged to go
out and observe some of these different leaf
shapes, and try to note down what is different
about them. Keys showing the very basic groups
of leaf shapes for both broadleaved and
coniferous trees are provided for reference.
[KS 2]
TEXT FOR TOPIC CF3K2
INTRODUCTORY LINE
Trees Identified:English Oak (Quercus robur)
TEACHER'S TEXT
Trees Identified:English Oak (Quercus robur)
[KS 2]
TEXT FOR TOPIC CF4K2
INTRODUCTORY LINE
Trees Identified:Beech (Fagus sylvatica)
TEACHER'S TEXT
Trees Identified:Beech (Fagus sylvatica)
[KS 2]
TEXT FOR TOPIC CF5K2
INTRODUCTORY LINE
Trees Identified: Ash (Fraxinus excelsior)
TEACHER'S TEXT
Trees Identified: Ash (Fraxinus excelsior)
[KS 2]
TEXT FOR TOPIC CF6K2
INTRODUCTORY LINE
Trees Identified: Hazel (Corylus avellana)
TEACHER'S TEXT
Trees Identified: Hazel (Corylus avellana)
[KS 2]
TEXT FOR TOPIC CF7K2
INTRODUCTORY LINE
Trees Identified: Hornbeam (Carpinus betulus)
TEACHER'S TEXT
Trees Identified: Hornbeam (Carpinus betulus)
[KS 2]
TEXT FOR TOPIC CF8K2
INTRODUCTORY LINE
Trees Identified: Alder (Alnus glutinosa)
TEACHER'S TEXT
Trees Identified: Alder (Alnus glutinosa)
[KS 2]
TEXT FOR TOPIC CF9K2
INTRODUCTORY LINE
Trees Identified: Silver Birch (Betula pendula)
TEACHER'S TEXT
Trees Identified: Silver Birch (Betula pendula)
[KS 2]
TEXT FOR TOPIC CF10K2
INTRODUCTORY LINE
Trees Identified: Sweet Chestnut (Castanea sativa)
TEACHER'S TEXT
Trees Identified: Sweet Chestnut
(Castanea sativa)
[KS 2]
TEXT FOR TOPIC CF11K2
INTRODUCTORY LINE
Trees Identified: Common Lime (Tilia europaea)
TEACHER'S TEXT
Trees Identified: Common Lime (Tilia europaea)
[KS 2]
TEXT FOR TOPIC CF12K2
INTRODUCTORY LINE
Trees Identified: Holly (Ilex aquifolium)
TEACHER'S TEXT
Trees Identified: Holly (Ilex aquifolium)
[KS 2]
TEXT FOR TOPIC CF13K2
INTRODUCTORY LINE
Trees Identified: English Elm (Ulmus procera)
TEACHER'S TEXT
Trees Identified: English Elm (Ulmus procera)
[KS 2]
TEXT FOR TOPIC CF14K2
INTRODUCTORY LINE
Trees Identified: Sycamore (Acer pseudoplatanus)
TEACHER'S TEXT
Trees Identified: Sycamore
(Acer pseudoplatanus)
[KS 2]
TEXT FOR TOPIC CF15K2
INTRODUCTORY LINE
Trees Identified: Goat Willow (Salix caprea)
TEACHER'S TEXT
Trees Identified: Goat Willow (Salix caprea)
[KS 2]
TEXT FOR TOPIC CF16K2
INTRODUCTORY LINE
Trees Identified: Common Hawthorn (Crataegus monogyna)
TEACHER'S TEXT
Trees Identified: Common Hawthorn
(Crataegus monogyna)
[KS 2]
TEXT FOR TOPIC CF17K2
INTRODUCTORY LINE
Trees Identified: Scots Pine (Pinus sylvestris)
TEACHER'S TEXT
Trees Identified: Scots Pine (Pinus sylvestris)
[KS 2]
TEXT FOR TOPIC CF18K2
INTRODUCTORY LINE
Trees Identified: Yew (Taxus baccata)
TEACHER'S TEXT
Trees Identified: Yew (Taxus baccata)
[KS 2]
TEXT FOR TOPIC CF19K2
INTRODUCTORY LINE
Trees Identified: Rhododendron (Rhododendron ponticum)
TEACHER'S TEXT
Trees Identified: Rhododendron
(Rhododendron ponticum)
[KS 2]
TEXT FOR TOPIC DA1K2
INTRODUCTORY LINE
This topic explores the reasons for William the Conqueror's invasion and the naming of the New Forest.
TEACHER'S TEXT
In or about 1079 he established a hunting
area in southern England, an area previously
known to the Anglo-Saxons as Ytene (land of
the Jutes), and renamed it NOVA FORESTA - his
New Forest.
This topic exists as a fact sheet only.
[KS 2]
TEXT FOR TOPIC DA1K3
INTRODUCTORY LINE
This topic explores the reasons for William the Conqueror's invasion and the naming of the New Forest.
TEACHER'S TEXT
In or about 1079 he established a hunting
area in southern England, an area previously
known to the Anglo-Saxons as Ytene (land of
the Jutes), and renamed it NOVA FORESTA -
his New Forest.
This topic exists as a fact sheet only.
[KS 3: History - Local History (unit 5)]
TEXT FOR TOPIC DA2K2
INTRODUCTORY LINE
This topic explores the connection between William Rufus and the New Forest.
TEACHER'S TEXT
The most famous connection between the Norman
kings and the New Forest is the death of King
William II, or Rufus, as he was later known.
When William the Conqueror died, England was
once again thrown into turmoil. This topic
exists as a fact sheet only.
[KS 2: Local history (5)]
TEXT FOR TOPIC DA2K3
INTRODUCTORY LINE
This topic explores the connection between William Rufus and the New Forest.
TEACHER'S TEXT
The most famous connection between the Norman
kings and the New Forest is the death of King
William II, or Rufus, as he was later known.
When William the Conqueror died, England was
once again thrown into turmoil. This topic
exists as a fact sheet only.
[KS 3: Local history]
TEXT FOR TOPIC DA3K3
INTRODUCTORY LINE
This topic looks at the laws established to protect the privileges of the King in medieval
times in the New Forest.
TEACHER'S TEXT
Forest Laws protected the King's hunting
forests - best known in the protection given
to King William's first hunting forest - the
New Forest.
The King (or Crown) probably owned about
1/2 million acres of forest land in medieval
times; they were protected by Forest Laws to
preserve the Royal Privilege to hunt. The
primary purpose of Royal Forests was to
provide sport for the nobility and meat for
the Royal table. This topic exists as a fact
sheet only.
References to New Forest documents:
New Forest Documents AD1244 - AD1334
D J Stagg, Hampshire County Council 1979
ISBN: 0 906680 00
[KS 3: Local history]
TEXT FOR TOPIC DA4K2
INTRODUCTORY LINE
This topic introduces the ancient craft of pollarding - a practice widely used in past management of the New Forest. The effects can still be seen today.
TEACHER'S TEXT
Pollarding is a way of harvesting wood and
animal fodder from trees in a sustainable way.
In the past pollarding was widely practised
throughout the New Forest. It became illegal
to pollard any new oak tree in the New Forest
in 1698.
[KS 2: Forest Industry]
TEXT FOR TOPIC DA4K3
INTRODUCTORY LINE
This topic introduces the ancient craft of pollarding - a practice widely used in past management of the New Forest. The effects can still be seen today.
TEACHER'S TEXT
Pollarding is a way of harvesting wood and
animal fodder from trees in a sustainable way.
In the past pollarding was widely practised
throughout the New Forest. In 1698 it became
illegal to pollard any new oak tree in the New
Forest.
[KS 3: Forest Industry]
TEXT FOR TOPIC DA5K2
INTRODUCTORY LINE
This topic contains information on the history and current status of coppicing.
TEACHER'S TEXT
Coppicing is a traditional and ancient form of
woodland management that yields wood on a
sustainable basis for a wide variety of uses.
Trees to be coppiced are cut at ground level
every so many years. The length of rotation
depends on the species and product to be made.
Coppicing encourages vigorous new growth.
Coppicing is still continued today, the wood
of which has several uses, including thatching.
This topic is only a fact sheet.
[KS 2: Forest Industry]
TEXT FOR TOPIC DA5K3
INTRODUCTORY LINE
This topic contains information on the history and current status of coppicing.
TEACHER'S TEXT
Coppicing is a traditional and ancient form of
woodland management that yields wood on a
sustainable basis for a wide variety of uses.
Trees to be coppiced are cut at ground level
every so many years. The length of rotation
depends on the species and product to be made.
Coppicing encourages vigorous new growth.
Coppicing is still continued today, the wood
of which has several uses,including thatching.
This topic is only a fact sheet.
[KS 3: Forest Industry]
TEXT FOR TOPIC DA6K2
INTRODUCTORY LINE
This topic looks at examples of past conflicts of interest in the New Forest.
TEACHER'S TEXT
There is a rich history of different views
and values which people have placed on the New
Forest - something which in the past often
led to conflicts of interests, and often still
does! This topic exists as a fact sheet only.
[KS 2: English - Conflict/Information writing Geog - Environmental]
TEXT FOR TOPIC DA6K3
INTRODUCTORY LINE
This topic looks at examples of past conflicts of interest in the New Forest.
TEACHER'S TEXT
There is a rich history of different views
and values which people have placed on the
New Forest - something which in the past
often led to conflicts of interests, and
often still does!
This topic exists as a fact sheet only.
[KS 3: English -Conflict/Information writing Geog - Environmental]
TEXT FOR TOPIC DA7K2
INTRODUCTORY LINE
This topic investigates the Domesday Survey.
TEACHER'S TEXT
The Domesday Survey provides a magnificent
account of eleventh-century England and tells
us a great deal about the New Forest soon
after it was created. It was ordered by William
the Conqueror in 1086 to establish who owned
what lands, what they were used for and what
they were worth.
In this topic the children are encouraged to
create their own imaginary village, creating
characters and situations relevant to that
time period, and are asked to compile their
village‹s entry for the Book of Domesday.
The Domesday story of the New Forest is shown
in the New Forest Museum and Visitor Centre
Exhibition. A facsimile copy of the Domesday
Book can be seen: an Education Room and
Reference Library is available to teachers
and students. A copy of the Hampshire County
translation is available for reference.
Contact: The Education Officer
Ninth Centenary Trust
New Forest Museum and Visitor Centre
High Street
Lyndhurst
S043 7NU
Telephone: 01703 283444
[KS 2: History (5)]
TEXT FOR TOPIC DA7K3
INTRODUCTORY LINE
This topic investigates the Domesday Survey.
TEACHER'S TEXT
The Domesday Survey provides a magnificent
account of eleventh-century England and tells
us a great deal about the New Forest soon
after it was created. It was ordered by
William the Conqueror in 1086 to establish who
owned what lands, what they were used for and
what they were worth.
In this topic the children are encouraged to
create their own imaginary village, creating
characters and situations relevant to that
time period, and are asked to compile their
villages entry for the Book of Domesday.
The Domesday story of the New Forest is shown
in the New Forest Museum and Visitor Centre
Exhibition. A facsimile copy of the Domesday
Book can be seen: an Education Room and
Reference Library is available to teachers
and students. A copy of the Hampshire County
translation is available for reference.
Contact: The Education Officer
Ninth Centenary Trust
New Forest Museum and Visitor Centre
High Street
Lyndhurst
S043 7NU
Telephone: 01703 283444
[KS 3: History (5)]
TEXT FOR TOPIC DA8K2
INTRODUCTORY LINE
This topic introduces a timeline for the New Forest through four different characters with
diary accounts of what might have happened in the past and what might happen in the future!
TEACHER'S TEXT
People have lived in the New Forest for
thousands of years. Before it was named Nova
Foresta (New Forest) by William I it was known
by the Saxons as Ytene - the land of the Jutes.
Compared with most places, the Forest has
changed relatively little over the centuries.
Here we provide four imaginary characters from
different times who give a diary account of
their day.
The children are encouraged to write the
following days activities for one of them,
and also to create their own character and
write a diary for him\herself. They are also
encouraged to write some linear timelines.
[KS 2: History Chronology]
TEXT FOR TOPIC DA9K2
INTRODUCTORY LINE
This topic describes the history and uses of charcoal in the New Forest.
TEACHER'S TEXT
Charcoal is a by-product of burning wood slowly
in a controlled way, one of Britain's oldest
industries and once a very important local
industry in the New Forest. Everyone is
familiar with charcoal, we use it for barbecue
and it is often used as an artist's drawing
material. Charcoal is far superior to wood for
cooking, it burns hotter and gives off very
little smoke. In some parts of the world it
remains the most important cooking fuel.
This resource is provided as a fact sheet only.
Further reading :
Swallows and Amazons by Arthur Ransome:
chapter 13 'The Charcoal Burners' describes
a traditional charcoal burner's camp in the
middle of the wood.
[KS 2: Geography - Industry]
TEXT FOR TOPIC DA9K3
INTRODUCTORY LINE
This topic describes the history and uses of charcoal in the New Forest.
TEACHER'S TEXT
Charcoal is a by-product of burning wood
slowly in a controlled way, one of Britain's
oldest industries and once a very important
local industry in the New Forest. Everyone is
familiar with charcoal, we use it for
barbecues and it is often used as an artist's
drawing material. Charcoal is far superior to
wood forcooking, it burns hotter and gives off
verylittle smoke. In some parts of the world
it remains the most important cooking fuel.
This resource is provided as a fact sheet only.
Further reading :
Swallows and Amazons by Arthur Ransome:
chapter 13 'The Charcoal Burners' describes
a traditional charcoal burner's camp in the
middle of the wood.
[KS 3: Geography - Industry]
TEXT FOR TOPIC DB1K2
INTRODUCTORY LINE
This file looks at some ways of exploring colours and seasons in nature.
TEACHER'S TEXT
Native American Indians associated different
directions with seasons, animals and colours.
Here we encourage children to think about what
colours, animals and directions they would
associate with each of the seasons. The
emphasis is very much on how these different
aspects make them feel and what they make them
think about.
[KS1&2: Maths - Shape, space & measures (3a,b,c)]
TEXT FOR TOPIC DB2K2
INTRODUCTORY LINE
This file examines children's feelings about woods and forests. It offers the oppportunity
to introduce various children's literature, and for the children to write their own story.
TEACHER'S TEXT
Nothing inspires children more than stories
of enchanted woods or of heroic deeds set in
magical lands. Forests and woodlands have
always been an essential ingredient of many
famous stories, capable of evoking all sorts
of feelings and creating atmosphere.
For instance, forests feature strongly in:
ROBIN HOOD - the tales of Sherwood Forest
ARTHURIAN LEGEND THE BROTHERS GRIMM -
who wrote many tales of the forest
LORD OF THE RINGS - J R R Tolkein
THE NARNIA CHRONICLES - C S Lewis
BABES IN THE WOOD
LITTLE RED RIDING HOOD
THE THREE BEARS
In this topic children are encouraged to
explore their feelings about woodlands and
forests. There is opportunity to discuss or
to encourage them to read some of the titles
listed above, and also for them to write their
own story set in a forest or wood. They are
also encouraged to draw pictures to go with
their story.
[KS 2: English - Writing]
TEXT FOR TOPIC DB3K2
INTRODUCTORY LINE
This topic looks at the mythical green man.
TEACHER'S TEXT
The green man is a mythical creation. He
represents the spirit of the forest and
woodland. In our more environmentally
conscious times the idea of the green man
is once again becoming more symbolic.
Here children are encouraged to think about
the symbolism of the green man and what he
represents to them and the environment.
[KS 2: English - Writing (1a,b+c, 2a+b) History (2a) Religious Education]
TEXT FOR TOPIC DB4K2
INTRODUCTORY LINE
This file tells of a mischievous forest sprite known as the Leshy, which originated from the great forests of Eastern Europe !
TEACHER'S TEXT
This topic explains the characteristics of the
mysterious Leshy, a forest sprite from the
great forests of Eastern Europe. It is
presented as a factfile, almost like an
identification guide. The children are
encouraged to try and draw the Leshy from the
descriptions they are given, and are invited to
invent and draw their own forest character.
Reference is made to Lord of the Rings
by J R R Tolkein
[KS 2: English -Writing (1a,b+c, 2a+b)]
TEXT FOR TOPIC DB5K2
INTRODUCTORY LINE
This topic looks at how the oak has become symbolic for our national identity, and how we have interpreted it into our history and mythology.
TEACHER'S TEXT
The mythology of trees and ancient woodland is
part of a rich cultural heritage, alive in our
art,language and religion - providing a wealth
of cross-curricular material.
In this topic the children are encouraged to
look for the use of the oak in art and design,
both in the present and the past. Explanations
about the oak in our history and mythology are
also given.
[KS 2: Religious Education History -Celtic Beliefs (2a,3a,4a)]
TEXT FOR TOPIC DB5K3
INTRODUCTORY LINE
This topic looks at how the oak has become symbolic for our national identity, and how we have interpreted it into our history and mythology.
TEACHER'S TEXT
The mythology of trees and ancient woodland is
part of a rich cultural heritage, alive in our
art, language and religion - providing a
wealth of cross-curricular material.
In this topic the children are encouraged to
look for the use of the oak in art and design,
both in the present and the past. Explanations
about the oak in our history and mythology are
also given.
[KS 3: Religious Education History - Celtic Beliefs]
TEXT FOR TOPIC DB7K2
INTRODUCTORY LINE
The New Forest has many ancient trees; one tree in particular has special significance - this is the story of the Knightwood Oak. Other famous New Forest oaks are also mentioned.
TEACHER'S TEXT
In this topic we look at the history of the
Knightwood Oak, and also other famous oaks in
the New Forest. The children are encouraged
to investigate events in history that have
occurred during the lifespan of the great old
tree. A tim eline is provided as a guide.
[KS 2: History (1a+b, 2a+c, 4a) Geography (3d)]
TEXT FOR TOPIC DB8K2
INTRODUCTORY LINE
This file gives examples of poems celebrating trees.
TEACHER'S TEXT
A selection of tree poems is given, along wit
suggestions for vertical poems and Haikus.
[KS 2]
TEXT FOR TOPIC DB9K2
INTRODUCTORY LINE
This file looks at the rich history of decorating trees.
TEACHER'S TEXT
Two different activities are provided here to
help children develop a closer affinity with
trees. One involves placing a poem, wish or
prayer onto a tree, the other involves
blindfolding the child and encouraging them
to feel and smell a tree in order to help them
get closer to it and try to recognise it at a
later date.
[KS 2: English-Writing(1a,b+c,2a+b)History (3a,5a) Religious Education(2a)]
TEXT FOR TOPIC DB10K2
INTRODUCTORY LINE
This file contains three stories about, or set in the New Forest; one is based on a real Forest character, who died early this century.
TEACHER'S TEXT
These three stories are a rich resource for
introducing topics, discussing morals and
meanings, and as a stimulus for further
investigation.
The three stories are:
A Forest Tale (fictitious)
The Burley Dragon (fictitious)
Brusher Mills (factual).
[KS 2: English - Reading (1a,b,c+d, 2b)]
TEXT FOR TOPIC DB11K2
INTRODUCTORY LINE
This file introduces some ideas on how to explore woodland environments using our different senses. There are eight activities in all.
This file shows how we have incorporated trees and wood into our language over the years.
TEACHER'S TEXT
Here we provide some well known sayings and
names that are linked with wood and trees. The
children are encouraged to think about why we
say some of these things and also why some
people have particular surnames.
[KS 2: English]
TEXT FOR TOPIC DC1K2
INTRODUCTORY LINE
This topic explains the rights and history of commoning, and its existence today.
TEACHER'S TEXT
Rights of common has been part of New Forest
history for centuries and is an ancient
tradition which is still upheld today.
The commoners' animals have always played a
fundamental role in shaping the way in which
the Forest looks, and still determine the
ecology of the Forest today.
This topic is primarily a fact sheet,
explaining the origin and rights of commoning,
and its continuance today.
[KS 2: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC1K3
INTRODUCTORY LINE
This topic explains the rights and history of commoning, and its existence today.
TEACHER'S TEXT
Rights of common has been part of New Forest
history for centuries and is an ancient
tradition which is still upheld today.
The commoners' animals have always played a
fund amental role in shaping the way in which
the Forest looks, and still determine the
ecology of the Forest today.
This topic is primarily a fact sheet,
explaining the origin and rights of commoning,
and its continuance today.
[KS 3: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC2K2
INTRODUCTORY LINE
This file introduces the story of the Stride family who live at Bolderwood in the New Forest. Their commoning links can be traced back for generations.
TEACHER'S TEXT
In this topic we look at the life and history
of the Strides, whose family has been New
Forestcommoners for generations.
A family tree is provided for the children to
investigate, and they are encouraged to
considerthe hundreds of years of tradition
behind commoning. They are also encouraged to
think about their own family tree.
'New Forest Commoning Day' is a special
Education Package for schools using the New
Forest. Schools may visit Richard and Caroline
Stride's smallholding between March and
November inclusive.
For details of the Commoning Day you should
contact:
The Education Officer
Ninth Centenary Trust
New Forest Museum & Visitor Centre
Lyndhurst
S043 7NY
Telephone/Fax: 01703 283444
[KS 2: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC2K3
INTRODUCTORY LINE
This file introduces the story of the Stride family who live at Bolderwood in the New Forest.
Their commoning links can be traced back for generations.
TEACHER'S TEXT
In this topic we look at the life and history
of the Strides, whose family has been New
Forestcommoners for generations.
A family tree is provided for the children to
investigate, and they are encouraged to
consider the hundreds of years of tradition
behind commoning. They are also encouraged to
think about their own family tree.
'New Forest Commoning Day' is a special
Education Package for schools using the New
Forest. Schools may visit Richard and Caroline
Stride's smallholding between March and
November inclusive.
For details of the Commoning Day you should
contact:
The Education Officer
Ninth Centenary Trust
New Forest Museum & Visitor Centre
Lyndhurst
S043 7NY
Telephone/Fax: 01703 283444
[KS 2: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC3K2
INTRODUCTORY LINE
This file looks at the history of pigs in the New Forest.
TEACHER'S TEXT
Pigs have played an important role in
commoning life for hundreds of years. They
were once the prime source of food for
commoners. Here we look at the importance of
the role pigs played in the commoning
lifestyle, even to the extent that land was
measured by how many pigs it was able to
maintain.
This file is primarily a fact sheet.
Comparisons of todays methods can be made with
the past methods and needs.
[KS 3: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC3K3
INTRODUCTORY LINE
This file looks at the history of pigs in the New Forest.
TEACHER'S TEXT
Pigs have played an important role in commoning
life for hundreds of years. They were once the
prime source of food for commoners. Here we
look at the importance of the role pigs played
in the commoning lifestyle, even to the extent
that land was measured by how many pigs it was
able to maintain.
This file is primarily a fact sheet.
Comparisons of todays methods can be made with
the past methods and needs.
[KS 3: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC4K2
INTRODUCTORY LINE
This file investigates the characteristics of the New Forest pony.
TEACHER'S TEXT
New Forest ponies are an integral part of the
New Forest and have been for hundreds of years.
Here we encourage the children to investigate
and recognise the characteristics of these
attractive, hardy animals that make them so
well suited to their Forest life.
[KS 2: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC4K3
INTRODUCTORY LINE
This file investigates the characteristics of the New Forest pony.
TEACHER'S TEXT
New Forest ponies are an integral part of the
New Forest and have been for hundreds of years.
Here we encourage the children to investigate
and recognise the characteristics of these
attractive, hardy animals that make them so
well suited to their Forest life.
[KS 3: History - Local history unit Geography - Places theme]
TEXT FOR TOPIC DC5K2
INTRODUCTORY LINE
This file explains the methods and reasons for the pony sales and drifts.
TEACHER'S TEXT
Ponies have been kept on the Forest for
hundreds of years. Today commoners still run
herds of ponies on the Forest. The annual
round-ups, known as drifts, and pony sales
are essential to allow the commoners to
continue their traditional way of life. The
sales also provide some of the social
highlights in the Forestyear.
This topic is primarily a fact sheet
explaining why the drifts and sales are so
important.
[KS 2: History - Local History unit Geography - Places theme]
TEXT FOR TOPIC DC5K3
INTRODUCTORY LINE
This file explains the methods and reasons for the pony sales and drifts.
TEACHER'S TEXT
Ponies have been kept on the Forest for.
hundreds of years. Today commoners still.
run herds of ponies on the Forest. The annual.
round-ups, known as drifts, and pony sales.
are essential to allow the commoners to.
continue their traditional way of life..
The sales also provide some of the social.
highlights in theForest year.
This topic is primarily a fact sheet
explaining why the drifts and sales are
so important.
[KS 3: History - Local History unit Geography - Places theme]
TEXT FOR TOPIC DC6K3
INTRODUCTORY LINE
This topic looks at the uses of deadwood and the rules pertaining to its use in the New Forest.
TEACHER'S TEXT
The removal of firewood by 'hook or crook'
from forests or hedgerows was an ancient
privileg given to local people throughout
the centuries. Woods until quite recently
were almost certainly scoured for fallen
branches. Deadwood on the forest floor
would have been a rarity in many woodlands
n the past. In the developing world where
fuel resources are scarce, the collection
of deadwood is a vital part of daily life.
[KS 3: History - Local History unit Geography - Places theme]
TEXT FOR TOPIC DD1K3
INTRODUCTORY LINE
A major issue for the New Forest, and woodlands everywhere, is how use for recreation can be managed to conserve the local habitat while retaining a large measure of leisure access to this national asset.
TEACHER'S TEXT
Competing pressures for use of natural
resources are common throughout the world.
Indeed, the fundamental problem which
economics analyses is the phenomenom of
scarcity. Dealingwith scarcity in the
natural environment among competing claims
is not easy. It involves economic political
and biological factors which cannot always
be balanced coherently.
This range of topics allows students to
explore some of these pressures in the
context of the debate over woodland
conservation and its usefor recreation.
The topics are designed to encourage
children to discuss the issues in groups;
examining the evidence, weighing the
influences, and analysing the needs of the
interests involved. They are taken from
"A Framework for Recreation" a
consultation paper published by the
Forestry Commission about the New Forest.
They offer a valuable exercise in a number
of areas, for example; human influences on
the environment, how policy is created, the
use of evidence in decision making,
identifying and weighing up vested interests,
distribution economics, the moral value of
liberty, the effect of regulatory action, our
responsibilities for the environment and many
more.
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD2K3
INTRODUCTORY LINE
A major issue for the New Forest, and woodlands everywhere, is how use for recreation can be managed to conserve the local habitat while retaining a large measure of leisure access to this national asset.
TEACHER'S TEXT
Competing pressures for use of natural
resources are common throughout the world.
Indeed, the fundamental problem which
economics analyses is the phenomenom of
scarcity. Dealing with scarcity in the
natural environment among competing claims
is not easy. It involves economic, political
and biological factors which cannot always be
balanced coherently.
This topic examines the pressures created by
the transport used by people to get to the
Forest. A number of management methods have
been used to reduce the impact of the car on
the local habitat. In general, these act to
reduce or restrain access. Economically
speaking,they add an extra price
(not necessarily a money price) to obtaining
access to the Forest and thereby ration
access to the resource more or less
successfully.
The approach taken in all these topics is to
involve students in discussion through which
they can come to their own conclusions and
test these against the view of the Forestry
Commission's own Consultation Paper -
"A Framework for Recreation".
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD3K3
INTRODUCTORY LINE
A major issue for the New Forest, and woodlands everywhere, This is the third topic exploring methods for dealing with the dilemma and looks at the management of walkers within the Forest.
TEACHER'S TEXT
Competing pressures for use of natural
resources are common throughout the world.
Indeed, the fundamental problem which
economics analyse is the phenomenon of
scarcity. Dealing with scarcity in the
natural environment among competing claims
is not easy. It involves economic political
and biological factors which cannot always
be balanced coherently.
This topic examines the pressures created by
visitors walking in the Forest. Again,
management methods have been used to reduce
the impact of this activity on the
local habitat.
The approach taken in all these topics is to
involve students in discussion through which
they can come to their own conclusions and
test these against the view of the Forestry
Commission's own Consultation Paper -
"A Framework for Recreation".
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD4K3
INTRODUCTORY LINE
This is the fourth topic exploring methods for dealing with the use of the Forest for recreation and looks at the management of cycling within the Forest.
TEACHER'S TEXT
This topic examines the pressures created by
visitors cycling in the Forest. Again,
management methods have been used to reduce
the impact of this activity on the local
habitat.
The approach taken in all these topics is to
involve students in discussion through which
they can come to their own conclusions and
test these against the view of the Forestry
Commission's own Consultation Paper -
"A Framework for Recreation".
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD5K3
INTRODUCTORY LINE
This is the fifth topic exploring recreational access and looks at the management of horse-riding within the Forest.
TEACHER'S TEXT
This topic examines the pressures created by
horse riders in the Forest. Again, management
methods have been used to reduce the impact
of this activity on the local habitat.
The approach taken in all these topics is to
involve students in discussion through which
they can come to their own conclusions and
test these against the view of the Forestry
Commission's own Consultation Paper -
"A Framework for Recreation".
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD6K3
INTRODUCTORY LINE
This is the sixth topic exploring methods for dealing with recreational use of the Forest and looks at the management of camping and caravanning within the Forest.
TEACHER'S TEXT
This topic examines the impact of camping and
caravanning on the Forest habitats. This is a
major use of the Forest in the summer months,
and of course introduces a large local human
population which many local people rely on for
their income. Managing the impact of this
form of tourism therefore involves many
different interests.
The approach taken in all these topics is to
involve students in discussion through which
they can come to their own conclusions and
test these against the view of the Forestry
Commission's own Consultation Paper -
"A Framework for Recreation".
[KS 3: History - Local History unit Geography - Places theme]
TEXT FOR TOPIC DD7K3
INTRODUCTORY LINE
This resource provides a summary of the recommendations offered in the Forestry Commission Consultation Paper "A Framework for Recreation".
TEACHER'S TEXT
This resource provides a summary of the
recommendations offered in the Forestry
Commission Consultation Paper
"A Framework for Recreation" .
We suggest that you first allow students to
try a number of the discussion topics
examining individual pressures on the Pasture
Woodlands and other habitats within the New
Forest and then provide them with this summary
as a review note.
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD8K3
INTRODUCTORY LINE
This topic allows students to analyse data from a recent survey of visitors to the New Forest. It offers an exercise in comprehending tables of data as well as knowledge about how visitors travel to the Forest.
TEACHER'S TEXT
Raw evidence from surveys is often baffling at
first sight, but the ability to extract ideas
from these arrays of numbers is an important
skill. Empirical evidence is the basis of all
planning. The New Forest faces pressures not
only from the number of visitors but also the
large number of vehicles which they use to get
there. This New Forest survey is part of a
continuing effort to find out more about
travel movements as an aid to developing
policy about access to the Forest.
The evidence presented here is in the form
of tables generated from questions asked of
visitors at three busy car parks in the New
Forest. The aim was to gauge public opinion
about the facilities available in the Forest
and discover the pattern of visitors and
within th visitor activity.
There are three topics of this type examining
the type of visitors, their mode of travel
to the forest and their activities while
there. The data is extracted from the New
Forest (Visitor Surveys of 1995.)
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD9K3
INTRODUCTORY LINE
This topic provides a list of the types of visitors to the New Forest. The listing is divided into social groups using a classification based on the residential neighbourhood in which the visitors have their homes.
TEACHER'S TEXT
When trying to find out more about the
visitors to the New Forest it has been felt
that it would be useful to know more about
their backgrounds. Simple demographic
distinctions such as age are not terribly
useful when trying to manage their needs.
The Forest after all is not only a place to
visit and look at, but a place to go and do
things. There is a local economic community
involved as well as the Forest itself who
rely on the visitors for a living and bring
a vitality to the area.
The ACORN classification divides the
population into 54 "types" which are then
aggregated into 17 "Groups" further divided
into 6 "categories (A to F). Analysis of
postcode neighbourhoods forms the basis of
these classifications.
The ACORN classification is used extensively
in marketing to identify typical buying
aspirationsof consumers.
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD10K3
INTRODUCTORY LINE
This topic allows students to analyse data from a recent survey of visitors to the New Forest. It offers an exercise in understanding and interpreting tables of data as well as knowledge about the visitors who come to the Forest.
TEACHER'S TEXT
Raw evidence from surveys is often baffling at
first sight, but the ability to extract ideas
from these arrays of numbers is an important
skill. Empirical evidence is the basis of all
planning. Woodland which faces pressures from
a large influx of visitors is particularly
sensitive to the patterns of human use.
This New Forest survey is a superb example of
an empirical investigation as an aid to
discovering policy options.
The evidence presented here is in the form of
tables generated from questions asked of
visitors at three busy car parks in the New
Forest. The aim was to gauge public opinion
about the facilities available in the Forest
and discover the pattern of visitors and
visitor activity.
There are three topics of this type examining
the type of visitors, their mode of travel to
the forest and their activities while there.
The data is extracted from the New Forest
Visi to Surveys of 1995.
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DD11K3
INTRODUCTORY LINE
This topic wich allows students to analyse data from a recent suervery offers an exercise in understanding and interpreting tables of data as well as knowledge about what visitors do when in the Forest.
TEACHER'S TEXT
Raw evidence from surveys is often baffling at
first sight, but the ability to extract ideas
from these arrays of numbers is an important
skill. Empirical evidence is the basis of all
planning. The New Forest faces pressures from
the number of visitors. Although visitors are
largely free to roam where they wish careful
management of paths and signposts ensures that
many stay close to marked paths. This reduces
pressure on the habitat from the constant
presence of human beings.
On the other hand, part of the attraction of
the Forest is the fact that you can "get away
from everybody" by wandering deeper into its
more hidden areas. A balance must be struck
in management to retain this pleasure while
minimising the disadvantages of the
disturbance to wildlife that it causes.
This New Forest survey is part of a continuing
effort to find out more about recreational use
as an aid to developing policy about access to
the Forest.
The evidence presented here is in the form of
tables generated from questions asked of
visitors at three busy car parks in the New
Forest. The aim was to gauge public opinion
about the facilities available in the Forest
and discover the pattern of visitors and
visito activity.
The data is extracted from the New Forest
Visitor Surveys of 1995.
[KS 3: Geography (15a,b+c,13a,b+c,14a,b+c)]
TEXT FOR TOPIC DE1K3
INTRODUCTORY LINE
This topic provides forestry data on British woodland managed by the Forestry Commission.
TEACHER'S TEXT
Forestry in Britain is a major land-based
industry, although timber production still
satisfies only 11% of our annual timber needs.
Over the years, the way we view and use
forests has changed.
The goal of the Forestry Commission today is
multiple-purpose forest management to satisfy
the needs of recreation, wildlife conservation
and timber production.
[KS 3]
TEXT FOR TOPIC DE2K3
INTRODUCTORY LINE
This file explores the FOREST CYCLE - a continuous process from preparing the ground, through planting, thinning and felling before ground preparation once more.
TEACHER'S TEXT
A forestry plantation with its regular rows of
equally spaced trees is a timber crop planted
with a purpose - to produce a consistent
quality of wood for the timber market.
[KS 3]
TEXT FOR TOPIC DE3K3
INTRODUCTORY LINE
This topic looks at the life cycle of commercial conifers.
TEACHER'S TEXT
The topic describes the cycle of conifers from
the collection of seed cones through to the
maturation of the final plantation crop.
[KS 3]
TEXT FOR TOPIC DE4K3
INTRODUCTORY LINE
This topic looks at the thinning out of young forest plantations.
TEACHER'S TEXT
As a forest grows it changes all the time.
An important part of forest management is to.
ensure that growth takes place in a way that.
maximizes timber yield. This topic is useful.
for any project you are teaching which
examines change.
[KS 3]
TEXT FOR TOPIC DE5K3
INTRODUCTORY LINE
This topic looks at the variety of timber produced from a forest.
TEACHER'S TEXT
As an industry, forestry provides many
different varieties of tree products which
are thentransformed into wood manufactures.
These changes involve decisions about transport
costs, enery costs and other commercial
considerations.
This topic provides useful information about
which forest products can be used for
differentpurposes.
[KS 3]
TEXT FOR TOPIC DE6K3
INTRODUCTORY LINE
This topic is the first in a series that allows pupils to work through a number of calculations similar to those performed on a regular basis by forest managers.
TEACHER'S TEXT
The management of a forest is a long-term
business. Treated as a commercial enterprise
it blends knowledge of tree growth, ecology,
and climatic studies with business acumen.
Managing woodlands for profit is not an easy
task. There are a whole host of factors to
consider both on a day to day basis and in
the forward planning to obtain the best yields.
Although highly simplified these topics go
some way to help an understanding of the
choices that may have to be made by the forest
manager. The arithmetical calculations are
useful at many key stages to teach pupils to
interpret information mathematically and
perform the operations required to come to a
conclusion about which route forward is best
for the "tree farming" business.
The tasks set tend to become more complex
through the series.
[KS 3&4]
TEXT FOR TOPIC DE7K3
INTRODUCTORY LINE
This topic is the second in a series that allows pupils to work through a number of calculations similar to those performed on a regular basis by forest managers.
TEACHER'S TEXT
The management of a forest is a long-term
business. Treated as a commercial enterprise
it blends knowledge of tree growth, ecology,
and climatic studies with business acumen.
Managing woodlands for profit is not an easy
task. There are a whole host of factors to
consider both on a day to day basis and in
the forward planning to obtain the best yields.
Although highly simplified these topics
go someway to help an understanding of the
choices that may have to be made by the
forest manager. The arithmetical calculations
are useful at many key stages to teach pupils
to interpret information mathematically and
perform the operations required to come to a
conclusion about which route forward is best
for the "tree farming" business.
[KS 3&4]
TEXT FOR TOPIC DE8K3
INTRODUCTORY LINE
This topic is the third in a series that allows pupils to work through a number of
calculations similar to those performed on a regular basis by forest managers.
TEACHER'S TEXT
The management of a forest is a long-term
business. Treated as a commercial enterprise
it blends knowledge of tree growth, ecology,
and climatic studies with business acumen.
Managing woodlands for profit is not an easy
task. There are a whole host of factors to
consider both on a day to day basis and in
theforward planning to obtain the best yields.
Although highly simplified these topics go
some way to help an understanding of the
choices that may have to be made by the forest
manager.
The arithmetical calculations are useful at
many key stages to teach pupils to interpret
information mathematically and perform the
operations required to come to a conclusion
about which route forward is best for
the "tree farming" business.
[KS 3&4]
TEXT FOR TOPIC DE9K3
INTRODUCTORY LINE
This topic is the fourth in a series that allows pupils to work through a number of calculations similar to those performed on a regular basis by forest managers.
TEACHER'S TEXT
Managing woodlands for profit is often a
matter of planning ahead with care. There
is a balance between investing for the
future and incurring costs today.
The simplified topics in this sheet help
understand some of the choices that have to
be made as the forest is developed. Again,
the arithmetical calculations are useful at
many key stages to teach pupils to interpret
information mathematically and perform the
operations required to come to a conclusion
about which route forward is best for the
"tree farming" business.
The tasks set here include some results
discovered in previous topics.
[KS 3&4]
TEXT FOR TOPIC DE10K3
INTRODUCTORY LINE
This topic is the fifth in a series that allows pupils to work through a number of calculations similar to those performed on a regular basis by forest managers.
TEACHER'S TEXT
As a forest grows a number of management
issues emerge. The rate of thinning, the
cost of this and the building of a planting
cycle which will eventually lead to a viable
felling programme are only two of these.
The tasks set here look at some of these
issues using simple calculations as exercises.
The arithmetical calculations are useful at
many key stages to teach pupils to interpret
information mathematically and perform the
operations required to come to a conclusion
about which route forward is best for the
"tree farming" business.
[KS 3&4]
TEXT FOR TOPIC DE11K3
INTRODUCTORY LINE
These four exercises are the fourth in a series which allow pupils to work through a number of calculations similar to those performed on a regular basis by forest managers.
TEACHER'S TEXT
The felling of forest timber involves careful
planning not only for the logistics required
to extract the trees but to ensure a maximum
yield.
There is no one right time to fell a tree.
Any forest will have a number of stands of
different ages. Timber yields obviously
increase as the trees get bigger, but the
decision to fell is based on a number of
factors such as market prices, ease of
extraction, availability of labour, and
the long-term plan for the forest.
Again these topics go some way to help an
understanding of the choices that may have
to be made by the forest manager.
The arithmetical calculations allow pupils
to interpret information mathematically and
perform the operations required to come to a
conclusion about which route forward is best
for the "tree farming" business.
The fourth exercise is suitable for more
advanced study by pupils interested in
business issues. It involves creating a
budgeted plan.
As such there is no answer provided.
The number of calculations required at this
stage make this an ideal exercise to be
performed in group or with the help of a
spreadsheet. Assumptions may have to be made
to complete the task, but this is all part
of the forward planning exercise done by
managers in all businesses.
[KS 3&4]
TEXT FOR TOPIC DE12K3
INTRODUCTORY LINE
This topic explores the contrast in forestry conditions found in the New Forest and the Galloway Forest Park in Scotland.
TEACHER'S TEXT
There is a variety of differences in the
conditions of these two forests. The exercises
provided will help pupils to understand how
thecontrast in types of woodland, species,
soil and other environmental conditions affect
the way timber is produced and used.
[KS 3&4]
TEXT FOR TOPIC DE13K3
INTRODUCTORY LINE
This topic considers the important aesthetic aspects to be considered when designing and planting a forest.
TEACHER'S TEXT
There are many things to be considered when
planting a forest. While practical issues of
planting a forest obviously have to be
considered, such as landform, climate, wind,
rainfall and soil type and quality, the
aesthetic qualities of the forest are equally
important. New forests need to be designed to
blend sympathetically with the landscape and
land form.
This topic looks at some of the principles
used when designing and planting a new forest.
[KS 3]
TEXT FOR TOPIC DE14K3
INTRODUCTORY LINE
This topic looks at the amount of wood we produce and use.
TEACHER'S TEXT
We all use products made from wood - paper
perhaps being the most common one. The more
we use, the more trees are cut down to supply
our demands. Some of this comes from
plantations - areas where trees were originally
planted to supply timber (as in the New Forest
Inclosures).
Some of this comes from ancient forests
around the world - such as the Tropical
Rainforests in South America, Africa and Asia,
the Temperate Rainforests in Canada, the USA
and Australia and the old growth forests in
Finland and Sweden. Areas of these forests are
still being destroyed - at least in part -
for their timber.
Other major reasons for deforestation are
clearance for agriculture and development.
[KS 3]
TEXT FOR TOPIC DE15K2
INTRODUCTORY LINE
This topic examines the value of wood in our daily lives and demonstrates the abundance of uses provided by Britain's forests and woodlands.
TEACHER'S TEXT
Although we use forests for our timber needs
they provide so much more. The complex forest
ecosystem is a home and a source of food for
a wide variety of plants and wildlife. This in
turn gives us a valuable educational resource
as well as a wonderful place for recreation.
All these link together to help to define the
landscape of our countryside. Trees also help
to keep the world healthy by trapping carbon
dioxide and producing oxygen. This is why
forestare often called the lungs of the Earth.
[KS 2]
TEXT FOR TOPIC DE17K2
INTRODUCTORY LINE
This topic investigates the language of wood.
TEACHER'S TEXT
The terms softwood and hardwood refer to the
botanical origins of a timber and NOT to its
density or hardness. The exercise aims to help
pupils recognise the difference between
broadleaved and conifer species and
consequently whether they are hard or softwood
trees.
[KS 2]
TEXT FOR TOPIC DE18K3
INTRODUCTORY LINE
This topic describes the system of New Forest Inclosures in which trees are grown for timber.
TEACHER'S TEXT
An Inclosure is a fenced off area of forest in
which commercial timber is grown. The first
Inclosures were established in 1483. The system
of Inclosures was extended under various Acts
until 1877 when the existing pattern was made
permanent. The New Forest Act of 1949 allowed
for additional inclosures for timber growing.
These areas are managed in a way to balance
timber production with conservation and
recreational needs.
[KS 3]
TEXT FOR TOPIC DF1K3
INTRODUCTORY LINE
This file explains the management structure of the New Forest.
TEACHER'S TEXT
This resource provides explanations on how
decisions about the management of the New
Forestare made and by whom.
[KS 3]
TEXT FOR TOPIC DF2K3
INTRODUCTORY LINE
This topic covers the role of the Forestry Commission in managing woodlands.
TEACHER'S TEXT
The Forestry Commison‹s role as the
Government's department for forestry in
Britainis to promotethe interests of forestry,
balancing the needs of timber production with
those of landscape, conservation and public
access.
This topic lists the management aims and
objectives of the Forestry Commission.
[KS 3]
TEXT FOR TOPIC DF3K3
INTRODUCTORY LINE
This file provides a range of view points on the management of the Forest and the conflicts which can occur. It is best used in conjunction with selected video footage.
TEACHER'S TEXT
There has been a long history of conflicting
interests within the New Forest over the
years. Today there may be different interests,
but the conflicts still continue. Four main
activitie have been identified within the
Forest, these are Conservation, Commoning,
Recreation and Tourism and Forestry.
In this topic there is the chance to encourage
your students to chair a debate on the
different management problems involved with
these interests. There is an option to feature
video footage which shows interviews with
representatives from each of the four groups,
presenting their views and opinions. You may
wish to show these videos at the start and
then proceed by debating the issues raised in
thevideos. On this occasion it may be worth
givingthe fact sheet before the debate.
The interviewies are:
Commoning: Caroline Stride,
a New Forest commoner
Forestry: Allison Field,
Forest Operations Manager,
Forestry Commission
Recreation: Anthony Climpson,
Tourism Officer
New Forest District Council
Conservation: Colin Tubbs, Ecologist
[KS 3]
TEXT FOR TOPIC DF4K2
INTRODUCTORY LINE
this file examines the effects of commoners' animals on the forest and the management of them.
TEACHER'S TEXT
More than 6000 ponies and cattle graze the
New Forest throughout the year. This file
investigates these important animals and how
they shape the landscape. Issues of
overgrazing and destruction of the woodlands
are covered, along with the methods of
management and the importance of upholding
traditional lifestyles which have to be
considered.
[KS 3]
TEXT FOR TOPIC DF4K3
INTRODUCTORY LINE
This file examines the effects of commoners' animals on the forest and the management of them.
TEACHER'S TEXT
More than 6000 ponies and cattle graze the
New Forest throughout the year. This file
investigates these important animals and
how they shape the landscape. Issues of
overgrazing and destruction to the woodlands
are covered, along with the methods of
management and the importance of upholding
traditional lifestyles which have to be
considered.
[KS 3]
TEXT FOR TOPIC DF5K3
INTRODUCTORY LINE
This file deals with the issues of deer management, and investigates deer as important herbivores in the ecological balance of the New Forest.
TEACHER'S TEXT
Deer have been an integral part of the New
Forest since its conception, and are still one
of the New Forest's most attractive features.
They also play a major role in both keeping
and also upsetting the ecological balance
within the Forest. For these reasons it is
important to find a balance in their
management regime.
In this exercise we examine the different
issuesinvolving deer management. The issue of
humane culling is discussed, as is the effects
of the mass culling of deer in the 1851 Dee
Removal Act. Modern conflicts and problems
linked with deer management are also featured.
[KS 3]
TEXT FOR TOPIC DF6K2
INTRODUCTORY LINE
This file highlights the management problems involved with tourism and examines some of the pressures put on the Forest by the millions of visitors each year.
TEACHER'S TEXT
The industry of tourism and recreation in the
New Forest is huge. With it however comes a
need for proper management and control, in
order to prevent it from destroying the very
environment it is based upon. This topic looks
at the issues involved in tourism and at the
various methods the Forestry Commission is
employing to successfully integrate it into
the future welfare of the Forest.
[KS 2]
TEXT FOR TOPIC DF6K3
INTRODUCTORY LINE
This file highlights the management problems involved with tourism and examines some of the pressures put on the Forest by the millions of visitors each year.
TEACHER'S TEXT
The industry of tourism and recreation in the
New Forest is huge. With it however comes a
need for proper management and control, in
order to prevent it from destroying the very
environment it is based upon. This topic looks
at the issues involved in tourism and at the
various methods the Forestry Commission is
employing to successfully integrate it into
the future welfare of the Forest.
[KS 3]
TEXT FOR TOPIC DF7K2
INTRODUCTORY LINE
This file provides some background information and statistics, and an opportunity for debat on the issue of hunting in the New Forest. It is best used in conjunction with selected video footage.
TEACHER'S TEXT
Hunting is one of the most contentious issues
within the New Forest today. It is a subject
which evokes strong emotions and opinions.
There is an opportunity in this topic to show
video clips from three different organisations
and groups, all putting forward their
particularopinions. The aim of this topic is
to encouragea debate within your class to
discuss the issues of hunting.
The video interviewees are:
David Plumpton: Representative of
the New Forest Foxhounds
Ken James: New Forest Animal
Protection Group
(League Against Cruel
Sports)
Arthur Barlow: Deputy Surveyor,
Forestry Commission,
New Forest
[KS 2]
TEXT FOR TOPIC DF7K3
INTRODUCTORY LINE
This file provides some background information and statistics, and an opportunity for debate on the issue of hunting in the New Forest. It is best used in conjunction with selected video footage.
TEACHER'S TEXT
Hunting is one of the most contentious issues
within the New Forest today. It is a subject
which evokes strong emotions and opinions.
There is an opportunity in this topic to show
video clips from three different organisations
and groups, all putting forward their
particularopinions. The aim of this topic isc
to encourage a debate within your class toc
discuss the issues of hunting.
The video interviewees are:
David Plumpton: Representative of
the New Forest Foxhounds
Ken James: New Forest Animal
Protection Group
(League Against Cruel
Sports)
Arthur Barlow: Deputy Surveyor,
Forestry Commission,
New Forest
[KS 3]
TEXT FOR TOPIC DF8K3
INTRODUCTORY LINE
This file looks at the issues of conservation in the New Forest.
TEACHER'S TEXT
In these environmentally conscious times
understanding and appreciation of the natural
world is an important issue. In this topic we
use as an example for conservation the many
different species of insect found in woodland.
Using this data we ask the children to expand
their thinking to how changes in the insect
population might affect the woodland ecology.
This is broadened further into debate about
conserving the forest environment. The fact
sheet provides details to show how the New
Forest is protected under a number of
conservation initiatives.
[KS 3]
TEXT FOR TOPIC DF9K3
INTRODUCTORY LINE
This file looks at the annual cycle of forest events and the laws which govern the New Forest.
TEACHER'S TEXT
The New Forest is a working forest, a fine
example of multiple land-use management,
catering for such diverse interests as the
growing of trees for timber, the grazing of
commoners' animals, protecting a biologically
diverse eco-system and the provision of
facilities for public recreation and
education.
In this topic we examine the cycle of
activitiesshown in the New Forest calender
and encourage students to consider the
consequences should certain management
decisions be made, or events occur.
[KS 3]
TEXT FOR TOPIC DF10K3
INTRODUCTORY LINE
This topic examines the complexities of Ancient and Ornamental woodland management.
TEACHER'S TEXT
Here we introduce eight different aspects
needed to be considered in A&O woodland
management. One piece of the jigsaw is left
missing, encouraging students to investigate
what else needs to be considered. This should
lead to the discovery that there is no one
missing item, there are in fact a multitude
of different issues that need to be taken into
consideration, indicating the complexities of
managing such a delicate, complex
environment.
[KS 3]
TEXT FOR TOPIC DF11K3
INTRODUCTORY LINE
This topic explains the involvement of Esso in aiding woodland conservation and awareness.
TEACHER'S TEXT
Esso are contributing widely in the efforts
being made to heighten awareness of our
woodland environments and their need for
protection and conservation.
A major management review of the New Forest's
Ancient and Ornamental Woodlands is being
funde by Esso plc. This is a five year
programme to design a long-term management
strategy.
Esso have also contributed to the development
of the New Forest‹s Woodland on Wheels Mobile
Unit and this Woodland Treasury CD-Rom.
Other Esso initiatives include their Living
Tree Campaign and also Trees of Time and
Place.
[KS 3]
TEXT FOR TOPIC DF12K3
INTRODUCTORY LINE
This topic explains the three management options for the New Forest A&O Woodlands.
TEACHER'S TEXT
There are three main management options for
the Ancient and Ornamental Woodlands. These
are passive, natural or traditional. In this
topic all three methods are discussed and an
explanation is offered as to the likely best
form of management for the Ancient and
Ornamental Woodlands.
[KS 3]
TEXT FOR TOPIC DF13K3
INTRODUCTORY LINE
This file explains the management proposals for the New Forest's A&O Woodlands.
