Download Belmont Playtrail Environmental Trail

Pennyburn Environmental Trail
A Resource Booklet for Teachers
Key Stage 2 & 3
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Contents
Introduction: Page 2
List of illustrations: Page 3
Map of Environmental: Trail Page 6
Part 1. Information for Preparation and Follow-up.
Trees: Page 7
Flowers: Page 10
Mini-beasts: Page 11
Mushrooms: Page 13
Birds: Page 14
The Pond: Page 18
The Vegetable Garden: Page
The Eco-house: Page 23
Part 2. Practical Exercises on Site
Trees: Page 25
Flowers: Page 26
Mini- Beasts: Page 27
Mushrooms: Page 28
Birds: Page 29
The Pond: Page30
The Vegetable Garden: Page 31
The Eco-house: Page 32
Part 3. Suggested Follow-up Material
General: Page 33
Trees: Page 34
Flowers: Flowers: Page 35
Mini- Beasts: Page36
Mushrooms: Page 37
Birds: Page 38
The Pond: Page 40
The Vegetable Garden: Page 43
The Eco-house: Page 44
Glossary: Page 45
Appendix: Links to the Northern Ireland Curriculum Page 46
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List of Illustrations
Figure 1. Map of Environmental Trail: Page 6
Figure 2. Diagram to show photosynthesis: Page 7
Figure 3. Diagram of simple food chain: Page 8
Figure 4. Trees, their leaves and seeds: Page 9
Figure 5. Common insects: Page 10
Figure 6. Diagram of the structure of a mushroom: Page 12
Figure 7. Some common mushrooms: Page 13
Figure 8. Birds: Page 15
Figure 9. Pond wildlife: Page 18
Figure 10. Diagram of frog metamorphosis: Page 19
Figure 11. Compost bins: Page 22
Figure 12. Crop rotation: Page 22
Figure 13. The Eco-house: Page 24
Figure 14. Tree chart: Page 25
Figure 15. Flower identification chart: Page 26
Figure 16. Mini-beast recording sheet: Page 27
Figure 17. Bird survey chart: Page 29
Figure 18. Pond survey chart: Page 30
Figure 19. Ecosystem diagram: Page 34
Figure 20. Mini-beast chart: Page 36
Figure 21. Birds beaks and feet: Page 38
Figure 22. Pond life chart: Page 40
Figure 23. Pond pollution: Page 42
Figure 24. World map: Page 43
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Pennyburn Environmental Trail
Introduction:
This booklet has been written to help visiting schools to make the best use of their
visit to the Pennyburn Playtrail. The booklet is aimed at KS2 and KS3 pupils. It is
designed to cover many recommendations of the ‘Northern Ireland Curriculum’. It is
cross curricular incorporating knowledge and skills in English, Maths, Science,
Geography, History, and Art. Although aimed mostly at schools, it should also be of
use to any visitor with an interest in wildlife. More specific links with the Northern
Ireland Curriculum can be found in the Appendix at the end of this booklet.
The booklet concentrates on various aspects of biodiversity. ‘Biodiversity’ is a
scientific term that means ‘all the living things that exist on the earth from the largest
whale to the smallest microbe’. The Pennyburn Playtrail is based in an area that was
once part of a large estate standing on the outskirts of Derry. The city has expanded to
make the estate an isolated area of mature trees forming a small semi-natural wood in
an otherwise urban landscape. It provides opportunities to study many aspects of
biodiversity and the links between them. The main aspects of biodiversity covered by
the booklet are: trees, flowers, fungi, mini-beasts, birds and mammals. Concepts such
as food chains and ecosystems should become clearer during the visit and after the
follow-up work. In addition there is also work on the pond, the vegetable garden and
the ‘Eco-house’.
How to use the booklet: The booklet begins with a map (see: Fig 1) showing various
stops. The first part gives basic information about different topics covered on the trail.
It can be used as preparatory information and as back up material after your visit. The
second part makes suggestions as to the activities at each stop. The various
worksheets are designed to be copied and used on the trail. Each stop requires the
visitor to perform various tasks related to different aspects of the study. You may
wish to use all or just some of the activities. Visitors can prioritise whichever activity
suits their needs. The third part makes various suggestions as to activities and
exercises on return to school. There is also a glossary of some of the words and terms
covered in the text.
Equipment:
You can use the booklet to prepare work sheets which you will use at each stop. Each
child may work individually but dividing your party into groups of approximately six
cuts down on the amount of equipment needed and encourages cooperation. You will
find the following equipment useful:
- Clip boards with waterproof clear plastic covers and pencils
- Crayons and paper to do bark rubbings
- Measuring tapes to calculate width of trees
- Plastic trays and jars/pooters to collect mini-beasts
- Magnifying glasses and/or the digital microscope supplied to schools to view
specimens in more detail
- Pond dipping net/s
- Plastic bags to bring specimens of leaves, seeds etc back to school
- A camera is always useful
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Seasons:
The different seasons make a big difference to the trail. The trail changes as the
seasons progress. Spring and summer are good for flowers. The autumn is best for
seeds and mushrooms. Winter is obviously the most difficult time as nature shuts
down to avoid the bad weather and lack of light.
School Follow-up: Many of the practical tasks using the work sheets can be repeated
on your return to school. The children can also repeat the same exercises near their
homes. Results can be compared and comparisons made between the different places.
The local or school library should have reference books for further research. The
WELB pack ‘From Field to Fork’ is a particularly useful resource.
The Eco-house: The Eco-house can be used for on site follow-up work such as
examination of specimens.
Health and Safety: It is important to note that the supervision of, safety and
behaviour of the school or group visiting the Playtrail is the responsibility of the
school/group. For further information refer to the ELBs “Educational visits: Policy,
Practice and Procedures” document.
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Figure 1: Map of Environmental Trail
Stop 1 Trees
Stop 2 Flowers
Stop 3 Mini-beasts
Stop 4 Mushrooms
Stop 5 Pond
Stop 6 Birds
Stop 7 Vegetable garden
Stop 8 Straw House
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Part 1. Information for Preparation and Follow-up
Trees:
The History of Trees in Ireland: The collection of trees at the Playtrail is part of the
original Belmont estate which was comprised of a large house and garden occupying
the site. The site is now surrounded by the town of Derry with its houses, roads,
schools and factories. Looking at this landscape it is difficult to believe that at one
time the whole of Ireland was one huge forest.
When the last ice ended about 10,000 years ago trees began to grow in Ireland. The
first people arrived in Ireland 9,000 years ago. By that time Ireland was covered by a
forest which occupied 90% of the landscape. Huge forests of mostly oak and ash
covered nearly the whole landscape from the coast to the tops of the mountains. The
first Neolithic farmers arrived in Ireland about 6,000 years ago. They began to clear
this forest to make way for their farms. Over a period of 6,000 years this original
forest has been completely destroyed. Almost none of this forest remains, with less
than 1% of Ireland covered by deciduous trees. Obviously such a fine collection of
trees at the Playtrail is very important for wildlife in the area. It acts as a small wood
and is an ideal refuge for a wide variety of wildlife.
Photosynthesis: Trees are plants. Like all life on earth we, as human beings, are
totally dependent on plants. Firstly, plants absorb carbon dioxide and release the
oxygen which we need to breathe. We are also totally dependent on plants for another
reason. Plants by using sunlight, water, minerals from the soil and air are able to make
their own food. They do this by absorbing energy from sunlight into their leaves and
producing the food which allows them to grow. The food produced by plants is then
eaten by other living things including ourselves. This process of food production is
known as photosynthesis. It is so complex that it is not fully understood by scientists.
Figure 2: Diagram to show photosynthesis
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Food Chains: All life on earth depends upon the ability of plants to photosynthesise.
The food produced by plants feeds the birds and animals. The food is passed from one
animal to another in what is known as a food chain. The diagram below shows that
the food produced by the tree is eaten in the form of dead leaves by small creatures
known as invertebrates, slugs, woodlice, beetles etc. These are, in turn, eaten by birds
like robins. The robins and other small birds will be eaten by hawks and other
predators.
Figure 3: Diagram of simple food chain
Reproduction: All living things have something in common. They do not last for
ever. A butterfly might live for only a few days. Trees live for several hundred years
but eventually they die. Very few people ever reach 100 years. Each living thing
needs its own means of carrying on after it is dead. We call this reproduction.
Seed dispersal: It is obvious that without the trees and other plants the invertebrates,
small birds and their larger predators would not survive. Animals do not produce their
own food. They need to eat plants either directly or indirectly. It is also true that some
trees would not survive without birds and animals. They would not be able to
reproduce. Trees use seeds to reproduce. If a seed simply dropped beneath the tree it
would not grow. It would find it difficult to find sufficient room. The parent tree
would use all the water. Most importantly the parent tree would block out the light.
Each seed must be spread away from the tree. This process is called seed -dispersal.
Trees use different ways to spread the seed. The ‘helicopter’ seed of the sycamore tree
obviously uses the wind. The bright red berries of the holly tree attract birds. They
can absorb the soft part of the berry but the hard seed passes through the bird allowing
the seed to grow in a suitable place away from the parent tree. The tree and the bird
depend on one another for survival. The tree feeds the bird and the bird helps the tree
reproduce. Larger seeds such as the acorns of the oak tree are spread by squirrels.
They bury acorns for winter food. They forget some of the buried acorns which then
have a chance to grow into new oaks. It is obvious that the squirrel needs the tree and
the tree needs the squirrel. We will see many other examples of this interdependence
in nature.
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Figure 4.Trees, their leaves and seeds
Oak
Ash
Chestnut
Beech
Sycamore
Holly
Native Trees: Some trees such as the oak, ash and holly grow here naturally. These
are known as native trees. Other trees such as the beech, chestnut and sycamore have
been brought to Ireland at different times by people. They are called non-native trees
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or ‘introduced species’. The native trees are best for wildlife as they have more
invertebrates living on them. These small creatures feed larger birds and animals
further up the food chain. Oaks growing in Ireland have nearly 300 different
invertebrates which live on them, whereas the sycamore has only 15.
Flowers
A visit to the sensory garden will allow you to see and smell herbs. Herbs are
cultivated plants that are used in cooking, as medicine and perfume. Around the
sensory garden and into the wooded area you will find many wild flowers.
Approximately 1,000 different types or species grow in Ireland. You will already
recognise common ones such as daisy, buttercup and dandelion. These may be just
‘weeds’ to the gardener but are beautiful in their own way. Flowers do not grow all at
the same time. There are special spring, early summer and late summer flowers. Very
few flowers grow in winter. It is too cold and there is little sunlight.
Flowers and insects are closely linked. The flowers feed the insects and the insects
help the flower to reproduce. Bees and other insects are attracted to the flowers by
their colour and smell. As they collect the pollen and nectar from the flower, they
move the pollen from the male part of the flower, the anther, to the female part of the
flower, the stigma. This allows the seed to develop and new flowers to grow. This is
another example of interdependence in nature, similar to the relationship between
birds and trees in seed dispersal.
Figure 5: Common Insects
Honey bee
Bumble bee
Large white butterfly
Many attractive insects feed on the pollen and nectar of flowers. The flowers need the
insects to pollinate and reproduce. These insects are also very important to farmers
and gardeners. Honey bees make honey but they also pollinate a wide variety of
important crops. An obvious example is apples. Bumble bees are also important for
pollination. Some insects are regarded as pests, for example the large white butterfly
is not popular with gardeners because its caterpillars eat cabbages.
Mini-beasts
The mini-beast hunt allows you to catch a wide variety of small creatures. These live
in different places: beneath the ground, among the leaves, in bushes and high up in the
trees. The best place to find them is among the dead leaves below the trees or by
shaking the bushes. Once you have found them you will be able to examine them
more closely by using a magnifying glass. They make a very interesting study. They
can help us understand the idea of classification. Classification is the study of
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different types of living creatures such as plants and animals. It is also important to
understand the part they play in maintaining the health of the trees.
Classification:
The scientific name for mini-beasts is invertebrates. An invertebrate is an animal
without a back bone. If you touch your back bone or spine you can feel that it is made
up of a number of smaller bones. These are known as vertebrae. Five groups of
animals have vertebrae. These are: mammals, birds, reptiles, amphibians and fish.
Human beings are mammals. The other animals in the world lack the vertebrae bones
so they are known as ‘invertebrates’. There is a huge number and variety of these
animals. Depending on what features they have they are divided into different groups.
Slugs and snails are soft bodied creatures called molluscs. Millipedes and centipedes
are called myriapods, which means having many legs. Woodlice are related to
creatures, some of which live in the sea such as crabs and lobsters. They are
crustaceans. Spiders are arachnids. True insects are creatures with their bodies divided
into three segments and have six legs. Beetles, flies, bees, wasps, butterflies and
moths are all insects. There are more than 12,000 different types of insects in Ireland.
Most insects pass through four different stages to reproduce: egg, larva, pupa and
adult. This is known as metamorphosis. You may find the eggs, larva or pupa of many
insects in the leaves.
Decomposition:
We have already seen that birds need trees for food and trees need birds to spread
their seeds. Every living thing in the woods is connected in some way. This is known
as an ecosystem. The invertebrates may seem small and insignificant but they are an
essential part of the woodland ecosystem. Many of the invertebrates eat dead things:
leaves, wood, birds and animals. By doing this they clear the woods of dead material
allowing space for other things to thrive. Most importantly they return to the soil
essential minerals, potassium, nitrates and phosphates. Plants need these minerals to
grow. As we have seen without the plants there would be no animals, as animals
cannot make their own food. The trees need the invertebrates to provide them with the
minerals they need. This is another example of interdependence in nature. We have
already seen that the invertebrates are an important part of the food chain.
This process of recycling dead stuff is known as decomposition. The invertebrates are
decomposers. They are not the only decomposers. Mushrooms and bacteria do the
same work. The bacteria are too small for us to see.
Mushrooms
Mushrooms belong to a larger group of living things called fungi. There are over
7,000 varieties of fungi in Ireland. They come in different shapes, sizes and colours.
Most mushrooms grow in autumn.
The mushroom may look like a plant but it is not, as it cannot photosynthesise. The
mushroom we see is a small part of the whole living thing. The mushroom is known
as the ‘fruiting body’. Its job is to reproduce the mushroom. In a typical mushroom,
tiny dust-like particles fall from the gills of the mushroom. These particles are called
spores. The spores grow new mushrooms. Once the spores have been spread the
fruiting body quickly rots and disappears.
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Mushrooms rot dead material such as dead, wood, birds and animals. The fruiting
body is only a temporary part of the mushroom used in reproduction. The rest of the
mushroom is a network of tiny tubes called hyphae. These form a network called a
mycelium. The mycelium spreads through dead material and may be quite large. It
spreads through a dead tree or through the leaves beneath a tree. These tubes are able
to break down dead material chemically and sustain the fungus. There is a close link
between trees and mushrooms. Dead leaves from the tree keep the mushrooms alive
and the mushrooms release the essential minerals the tree needs to grow, yet another
example of interdependence in nature.
Figure 6: Diagram of the structure of a mushroom
The diagram shows how mushrooms grow. The fruiting body usually lives for just a
few days. After spreading its spores it rots. The mycelium remains hidden from view
continuing the essential work of decomposition.
Mushroom or Toadstool?
We think of mushrooms as edible and toadstools as being poisonous. Actually there is
no real difference between mushrooms and toadstools. They are all fungi. Of the
7,000 different kinds in Ireland only a few are poisonous. Some are edible. There is
no easy way to tell the difference between the edible ones and the poisonous ones. It
is best to avoid eating any of them as mistakes can be fatal.
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Figure 7: Some common mushrooms
Fly Agaric ( Poisonous)
Death cap (Deadly)
Lawyer’s Wig( Edible)
Birds
There may be as many as 30 species of birds living in and around the trail. A species
is the name for an individual kind of living thing such as an animal or plant. Below
are pictures and descriptions of some of the birds you are likely to see along the trail.
They originally lived in the woodland habitat of the Irish forests 6,000 years ago. As
all these ancient forests were chopped down the birds found new habitats in fields,
parks and gardens. Birds differ in size and colour. Their beaks and feet let us know
what they eat. These features are called adaptations. Adaptations allow creatures to
avoid danger and find food.
Birds only sing in spring. Male birds sing to attract a mate with which they can build a
nest, have eggs and raise their chicks. The also sing to let other birds know that they
control the area around the nest. This is called a territory. They need this space to find
enough invertebrates to feed their chicks. Once the young birds have left the nest the
breeding season is over and the singing stops.
Figure 8: Birds
Robin
Chaffinch
Blue tit
Song thrush
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Blackbird
Magpie
Wood pigeon
Sparrow hawk
Long eared owl
Robin: Length 13 cm. The robin is probably our most easily recognised bird. It has a
thin beak which it uses to catch invertebrates. Its feet are adapted for grasping the
branches of the bushes where it spends much of its time. Robins will often be quite
close by during mini-beast hunts as they find food easy to find in the disturbed leaves.
The robin is the only bird that sings in winter as it continues to keep a territory.
Chaffinch: Length 16 cm. The male chaffinch can easily be confused with a robin as
it has an orange chest. Unlike the robin it has black and white on its wings and a blue
crest. The female is a much duller bird. The chaffinch has a stouter beak than the
robin. This allows it to eat seeds in winter. After the breeding season the chaffinch
gathers into small flocks to search for food in the fields and hedges.
Blue tit: Length 12cm. This tiny bird has the most beautiful plumage of blue yellow
and green feathers. It is just as brightly colourful as any parrot. You will rarely see a
blue tit on the ground. It prefers to hang acrobatically in the trees searching for tiny
insects. Each species of bird has an individual nest. They place their nests in different
places. The blue tit squeezes into a tiny hole in a tree, a wall or a bird box. This
protects it from any predator that might want to eat its eggs or chicks.
Song thrush: Length 23cm. The song thrush is an easily recognised bird because of
its spotty chest. Song thrushes can be seen running across any piece of grass looking
for worms. They need to be careful of predators in such exposed places. They do not
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need to turn their heads. The position of their eyes at the side of their heads gives
them all round vision. This is a good example of an adaptation.
Blackbird: Length 28 cm. The blackbird is closely related to the thrush. It has much
the same shape and habits. Some birds like robins and blue tits look very similar but
male and female blackbirds are very different. The male blackbird is all black with a
bright yellow beak. The female is not black at all but has brown feathers. The male
bird uses its colours to attract a mate. The female’s duller colours are good
camouflage when it is sitting on eggs.
Magpie: Length 50 cm. There is no mistaking the magpie with its black and white
plumage and its long tail. Like all members the crow family the magpie is very
adaptable. Its large beak allows it to eat all kinds of food: seeds, invertebrates, meat
and rubbish left behind by people. In spring it spends its time raiding other birds’
nests for their eggs and chicks. This may seem an unappealing habit but like all
predators it helps to keep the numbers of birds in balance.
Wood pigeon: Length 44 cm: The wood pigeon is a very obvious bird. Even when it
cannot be seen its coo-cooing call can be heard. This call can be mistaken as an owl
but owls call only at night. The wood pigeon feeds on seeds. The wood pigeon has a
far longer breeding season than any other bird. It normally lays two eggs in a flimsy
nest in the trees any time from early spring until October.
Sparrow hawk: Length 35 cm. The sparrow hawk is a typical bird of prey. It has
sharp talons for gripping its prey. Its hooked beak is used to tear off feathers and eat
the flesh. It is a very powerful bird capable of killing any of the woodland birds even
up to the size of a woodpigeon. The hawk is difficult to see but a pile of feathers on
the ground alerts us to its presence.
Long eared owl: Length 37 cm. This owl is strictly nocturnal so it is rarely seen. The
Pennyburn woods are an ideal habitat for this owl. There are large trees to roost in
during the day and it can find plenty of food mostly mice, small birds, frogs and
beetles. Like the hawk the owl is a bird of prey but because it hunts at night it needs
extra adaptations. Its eyes are ten times better than ours at seeing in darkness. It has
special ears that allow it to hunt by hearing alone when the nights are too dark even
for its eyes. The owl’s feathers are specially adapted to allow it to fly without making
any noise. The owl is a silent hunter.
Mammals:
Unlike birds, there are a number of reasons why mammals are difficult to study. They
are generally afraid of people and stay hidden. They are almost exclusively nocturnal
which makes them even more difficult to see. Finally, even though they are not as
intelligent as us, their senses are much better than ours. This allows them to avoid us
and keep out of harm. The wood will definitely have a number of resident mammals:
rats, mice, shrews, hedgehogs and stoats. Rabbits and foxes will also make visits. It is
quite likely that grey squirrels will soon become established in the wood. Finding
evidence of mammals is not difficult. Look out for signs of their presence: footprints,
holes in the ground, food remains and droppings.
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The Pond
The wooded area formed by the trees is very different from the pond. We think of
these distinct places as habitats. A habitat is the home of a distinct group of plants and
animals. The creatures of the pond habitat are different from those of the wood
because they must survive in or around water. Many of the basics remain the same:
photosynthesis, reproduction, food chains and decomposition. Below is a diagram of a
well developed pond showing some of its wildlife.
Figure 9: Pond Wildlife
All life on earth in woods, ponds or in any location is sustained by the plants. The
pond plants convert carbon dioxide into oxygen and through photosynthesis pass food
up the food chain. The most important plants in the pond are the algae. They are
shown as criss-crossed features in the diagram. These are tiny plants growing on the
surface of the pond and on the rocks and larger plants. The algae are eaten by the
smaller creatures for example young tadpoles. In turn the tadpoles are eaten by larger
animals such as diving beetles. The beetles in their turn are eaten by the stickleback
and the stickleback by the kingfisher.
The recycling of dead material also takes place. Creatures such as the water louse eat
decaying material in the same way as its land cousin the woodlouse. The insects in the
pond have a similar life cycle as their land cousins: egg, larva, pupa and adult. Many
insects spend their early lives as pond creatures and only emerge as flying insects in
the final adult stage of their lives. A good example of this is the dragonfly. It spends
up to four years underwater in the pond and only a few weeks as a flying adult.
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Frog life cycle:
You may be lucky in spring time to witness some stage of the life cycle of the frog.
Frogs lay their frogspawn in ponds in early spring. This begins the process of
metamorphosis, frogspawn, tadpole and froglet. The whole process takes from 12 to
16 weeks. Frogs are part of a group of animals called amphibians. Amphibians can
breathe in or out water. While out of the water they breathe like us using lungs. While
in the water they can absorb oxygen through their skin. People think frogs live mostly
in ponds. In fact frogs are largely land based animals only coming to ponds for a week
or two in early spring to lay their eggs.
Figure 10: Diagram of Frog Metamorphosis
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Pollution
Ponds can very easily become polluted. Sewage, industrial and agricultural waste can
find its way into ponds. Rubbish can be deliberately dumped into ponds. It is possible
to estimate the level of pollution in ponds by looking at the variety of creatures living
in the pond. If it is impossible to find any creatures in the pond, it is very polluted.
Some creatures such as snails, leeches and water louses will tolerate some pollution.
If beetles, small shrimps and tadpoles live in the pond, there is little or no pollution.
You will quickly be able to tell if the pond is polluted by examining the creatures in it.
Ecosystems:
We have now looked at two very different habitats the woodland and the pond. Each
habitat depends upon the capacity of plants to photosynthesise. This energy is passed
to all the other living things through a complex web of food chains. We have seen the
importance of decomposers, which clean up dead material and keep the soil fertile.
We understand that nothing lives forever and needs to reproduce. We have also seen
some surprising examples of interdependence: birds and trees, bees and flowers,
mushrooms and trees. When we put all these complex connections together we can
think of the whole thing as being an ecosystem. The wood and the pond are separate
ecosystems.
The Vegetable Garden
The Playtrail has a community vegetable garden. Facilities are provided for local
groups, schools and individuals to grow their own vegetables. This is a wonderful
idea that almost anybody can copy. There are many benefits from having a little
vegetable plot.
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You can have the satisfaction of growing your own fresh food.
Gardening is great exercise.
By growing different crops you are contributing to biodiversity.
Gardening has only a small carbon footprint. The food you grow is local. This
avoids the expense of long distant transport which contributes to pollution and
global warming.
Gardening brings you closer to nature.
It allows you to understand the whole process of food production.
Making a vegetable garden
The basics of vegetable gardening are very simple. You need very few tools: a spade,
a fork, a rake, a hoe and a trowel. Almost any soil can be made to grow vegetables. It
is best to begin with a very small plot. Sometimes it is a good idea to use a wooden
box. It keeps things tidy .The soil must be dug over with a spade and all the weeds
removed. You then use a fork and rake it to break up the soil. You are now ready to
plant seeds. This is done in spring when the soil has warmed up after the winter. Some
seeds, such as potatoes or carrots, are planted directly into the soil. You can also plant
small onions called sets. If you have a greenhouse, poly-tunnel or warm window sill,
it is a good idea to begin by planting individual seeds in little pots until they are big
enough to plant out in your vegetable plot. Cabbages, leeks and lettuce benefit from
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being started in this way. The plot must be kept free of weeds by using a hoe. As the
vegetables grow you can eat them.
Working with Nature
Gardening was invented 12,000 years ago in the middle-east by the first Neolithic
farmers. Gardening began in Ireland 6,000 years ago. Since then every new gardener
quickly realises that he or she must work with nature. Things grow in a garden in the
same way as they do in nature by using sun, water, soil and air to photosynthesise.
Nothing will grow without sunlight, sufficient water and fertile soil. Every gardener
quickly realises this as some plants do well and others fail. The main problem is to
keep the soil fertile. By growing crops and eating the produce the essential minerals
are removed from the soil. In a wood this happens automatically as invertebrates,
fungi and bacteria return the minerals to the soil.
Composting
The gardener has two main ways of keeping the soil fertile. The first is to have a
compost heap. All the waste from the garden, except weeds, and much household
waste, is left in the heap to rot. Grass cuttings, vegetable leaves, paper, cardboard and
uncooked vegetable peelings are all very good. These are gradually decomposed by
fungi, invertebrates and bacteria. It is a good idea to have two composts heaps. All of
one year’s material can then be allowed to rot for a whole year as the second compost
heap is used.
Good compost looks like dark soil. The compost can be dug back into the soil in
spring before planting. Animal manure from cows, pigs, horses and chickens is also
very good for the soil but it must be well rotted. Composting is not only good for the
garden it also contributes to the whole business of recycling and is therefore good for
the environment.
Figure 11: Compost bins
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Rotation:
As the crops grow they use up the essential minerals in the soil. The soil can quickly
become exhausted. The most important minerals are nitrates, phosphates and
potassium. These can be replaced by using the compost. Some crops can actually
replace the nitrates by capturing nitrogen through their roots for example cabbages,
sprouts and cauliflowers. They are called brassicas. The brassicas can help to maintain
the fertility of the soil. This is achieved by ‘rotation’. The plot is divided into three
sections: the brassicas in one section, root crops, potatoes, carrots and turnips in the
second section and lettuce, onions peas and beans in the third section. Root crops use
up a lot of minerals but brassicas help replace them. The sections are rotated to
encourage nitrate production.
Figure12: Crop rotation
First year
Second year
Third year
Section1
Roots
Brassicas
Others
Section 2
Others
Roots
Brassicas
Section3
Brassicas
Others
Roots
The Eco-house
You will be able to visit Eco-house, the straw bale house. At first sight it looks like a
normal building but it has a number of special features:

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Solar panels – You will see these on the roof. They use energy from the sun to
make electricity.
Glass panel - Inside the building is glass panel which allows you to see that
the house is built of straw.
Rainwater harvesting system – There is an underground tank which collects
rain from the roof. It is used in the Eco-house for flushing the toilets.
South facing windows – These windows capture as much heat as possible
reducing the need for electricity.
Under floor insulation – Old newspapers have been re-used as under floor
insulation.
Roof slates – These are made from re-cycled plastic.
Low energy bulbs and eco-paint are used throughout the building.
All these features are linked to our care for the environment.
Global Warming: The different features of the house relate to the problems of global
warming. This is a very complex problem but most scientists agree that human
activity has led to an un-natural rise in the temperature of the earth. This rise has
occurred in the last 150 years but has accelerated in recent years. Modern life styles
require huge amounts of electricity and transport. Power stations, central heating,
cars, ships and planes all burn fossil fuels, coal, gas and oil. Burning these fuels
produces carbon dioxide gas. The carbon dioxide rises high into the atmosphere. This
increase of carbon dioxide has led to more of the sun’s heat being trapped in the
atmosphere. This has led to an increase in the temperature of the earth. Carbon
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dioxide and some other gases are called ‘green house gases’, because they act like a
green house trapping heat and increasing the temperature.
It might seem a good idea if our temperature was to increase in Ireland but many
scientists predict all sorts of terrible problems worldwide. These would include: rising
sea levels, an increase in severe weather, some parts of the world turning to deserts,
animals and plants suffering and becoming extinct, people in low lying areas and
islands being forced to leave their homes because of flooding and food shortages
world wide. The threat is so serious that politicians are working to reduce the amount
of energy we use and save the planet from possible disaster. The Eco-house makes its
own contribution to reducing global warming by having the following features.
Solar Panels: The solar panels on the roof produce electricity. This is used in the
house and helps to reduce the reliance the house has on normal electricity which
involves the burning of fossil fuels. Solar panels do not produce carbon dioxide. It is
one form of alternative energy. Other forms of alternative energy are wind and water
power. They do not release carbon dioxide into the air.
Construction: It may seem very odd to build a house from straw. Straw bales are
used to make the walls of the house. The straw is then coated with lime render to
make it waterproof. The house has normal foundations and roof. Straw houses are
eco-friendly in a number of ways. The straw is an excellent form of insulation as less
heat needs to be used to keep the house warm. The normal materials used to construct
a house are concrete blocks or bricks. To make these materials takes large amounts of
energy produced by burning fossil fuels. No extra energy is needed to make straw as it
is just a bye-product of farming.
Water Collection: Water from the roof is collected in a large tank below the ground.
It is then pumped back into the house and used to flush the toilets. Saving water like
this helps the environment because water is an expensive and precious commodity.
Our water comes through the tap and we rarely think about it except perhaps in dry
summers when there are water shortages. Water needs to be stored in reservoirs,
purified, and transported through pipes over long distances. The construction and
maintenance of these infrastructures requires energy in terms of burning of fossil
fuels. By using water sensibly in our own locality, we can save a little on the need for
these infrastructures.
The straw house is a very interesting building. Many of its features are beginning to
be used by more and more people. Not only is it cheaper to build and maintain than a
normal house it contains many features which help the whole environment.
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Figure 13: The Eco-house - The straw bale house
Part 2 Practical Exercises on site
Stop 1: Trees
Identify these trees along the path: oak, ash, horse chestnut, beech, hawthorn,
sycamore (you will find a holly tree later on your walk).
Tasks:
-
Collect a few leaves from each tree
-
Collect the seeds of each tree. You will only be able to do this in autumn
-
Make a bark rubbing of each tree
-
Measure the width of each tree in centimetres at shoulder height. Divide this
figure by 2. This will tell you the approximate age of the tree.
-
Decide whether the tree is evergreen or deciduous.
Complete the following chart using these clues. Some of them are already done for
you:
Leaves: wriggly, two times table, like a hand, like a shield, five-pointed leaf, spiky
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Seeds: acorn, key, conker, helicopter, berry
Bark: smooth, rough, very rough
Age in approximate years
Deciduous/ evergreen:
Figure 14: Tree Chart
Tree Name
Leaf
Seed
Two times
table
Key
Bark
Age
Oak
Ash
Horse
Chestnut
Beech
Hawthorn
Deciduous/
Evergreen
Deciduous
Very rough
Wriggly
Sycamore
Holly
Stop 2 Flowers
Look in and around the sensory garden and the wood nearby. See if you can find these
flowers. Tick off what you observe
Figure 15: Flower Identification Chart
Herbs in the sensory garden
Lavender
Rosemary
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Oregano
Common Flowers – Spring and summer
Daisy
Buttercup
Dandelion
Spring Flowers
Lesser Celandine
Wood Anemone
Blue bell
Early Summer Flowers
Cow parsley
Hogweed
Violet
Late Summer Flowers
Herb Robert
Rosebay willowherb
Foxglove
Stop 3 Mini-Beast Hunt
Look in the leaves and under logs. Shake the bushes. Try and collect as many minibeasts as possible. Put them on the tray, identify them using the chart and store them
in your jar.
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Figure 16: Mini- Beast Hunt Recording Chart
Stop 4: Mushrooms
Try and find three kinds of mushrooms. Draw them. Make a note of their size, colour
shape and where you found them: on the ground, attached to a log or higher up in a
tree. Use this page to make your drawing:
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Fungus 1.
Note: Size, colour, shape, location:
Fungus 2.
Note: Size, colour, shape, location:
Fungus 3.
Note: Size, colour, shape, location:
Stop 5: Birds
It is probably best to retrace your steps along the trail observing the birds as you walk
along.
1. Record the number of birds.
2. Note where they were, on the ground, in a bush, high in a tree etc.
3. Say what they were doing: flying, feeding, collecting nest material, singing etc.
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Figure 17: Bird Survey Chart
Name
Robin
Chaffinch
Blue Tit
Song Thrush
Blackbird
Magpie
Wood Pigeon
Sparrow Hawk
Other
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Tally
Total
Position
Activity
Stop 6: The Pond
Follow safety rules at the pond. Use your net to examine the pond. Do three sweeps
with the net: the surface, low water and deep water. Try not to disturb the bottom of
the pond. Put your specimens on a tray. Use the chart to record your results. Return
your specimens to the water.
Figure 18: Pond Survey Chart
Creature
Tally
Total Creature
Snail
Spider
Shrimp
Leech
Beetle larva
Pond skater
Diving beetle
Whirligig Beetle
Tadpole
Water boatman
Other Creatures
Other creatures
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Tally
Total
Stop 7. The Vegetable Garden
Task 1: Use this space to draw a plan of the vegetable garden include: the compost
heap, the tool shed, the poly-tunnel and the different plots.
Crops: Most of us have eaten vegetables like: potatoes, cabbages, carrots, leeks,
onions and tomatoes but many people have no idea what they look like as they grow.
Find these vegetables and draw them.
Potatoes
Cabbages
Carrots
Leeks
Turnips
Tomatoes
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Stop 8: The Eco-house
Look at the Straw House carefully. Make a sketch of the house labelling its special
environmental features: straw walls, solar panels, roof slates, floor insulation and
water collection system.
Draw your own house and label a number of improvements you could undertake to
make your house more eco-friendly.
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Part 3. Suggested Follow-up Material
You will have gathered a lot of information about your visit to the trail. Read the
information section of this booklet and attempt the following activities and questions.
(Note: It should be easy to repeat the same tasks by using the data collection sheets in
and around your school and nearer your home. You can then duplicate the activities
and exercises making a comparison between your school, your home area and the
Playtrail).
General:
Write a short account of your whole visit to the trail. Include the following:

The day and date

What season it was

What the weather was like

What activities you did and what equipment you used

Make a list of the species of plants, birds, animals and other creatures you saw

Write just one thing you learnt about each of these things: trees, birds, flowers,
mini-beasts, mushrooms, birds, the pond, gardening and the Eco-house.

Say what you enjoyed best about your visit
Trees Follow-up Material
1. Growing a tree: By using the seeds you have collected it is possible to grow trees.
Acorns are best for this task but you can try a variety of seeds. Clean the pulp off any
berries before planting .You can use small pots, discarded yogurt cartons or margarine
tubs to plant out the seeds you have collected. Make a few holes in the bottom of the
container to let water drain out. Plant the seeds in soil or compost. Leave the seeds
outdoors over the winter and see if a small tree begins to grow. Look after your tree
for a few years by transferring it into bigger pots as it grows. Then plant your tree in a
suitable place. Your tree will be the home of many invertebrates, which will feed
birds and mammals further along the food chain. Ireland has fewer trees than any
other country in Europe, so just one tree can make a big difference.
2. Art: You can use the specimens you collected to do all sorts of art work. The
leaves are great for printing patterns. All your bits and pieces you have collected will
make a collage.
3. History: Imagine you are one of the first Neolithic farmers to arrive in Ireland
6,000 years ago. Describe what the landscape would look like and what you would do
to set up home in this country.
31
4. Look at this diagram of a simplified ecosystem. From what you have learnt make a
drawing of an ecosystem at the Playtrail.
Figure 19: Ecosystem diagram
Flowers Follow-up Material
1. Beginner’s Botany: Collect three flowers whose name you do not know from
around your school. Avoid the old favourites, dandelion, daisy and buttercup. Use the
school library to find out the names of the flowers.
2. Using one of the flowers you have found make a careful drawing of the flower and
its leaves.
Mini-beasts Follow –up Material
Examine the invertebrates you have found. Use a magnifying glass to look at them
carefully. Count the parts and make an estimate of the number of legs. Draw each
creature into the space provided. Then classify them according to these rules:
- No legs = mollusc
- 6 legs = insect
- 8 legs = arachnid
- 14 legs = crustacean
- More then 14 = myriapod
- Be careful with larvae. What will they develop into?
* Class = Classification
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Figure 20: Mini-beast Chart
Mini-beast
Snail
Parts
Legs
Class
Mini-beast
Harvestman
Slug
Woodlouse
Beetle
Centipede
Beetle Larva
Millipede
Fly Larva
Pill Millipede
Spider
Other
Parts
Legs
Class
Mushrooms Follow-up Material
Read these statements about mushrooms and say whether they are true or false.
Discuss your answers.
1. Mushrooms are part of a larger group called fungi. True/False
2. The mushroom we see is the fruiting body, a small part of the whole living thing.
True/ False
3. We can find lots of mushrooms at any time of year. True/False
4. You can eat mushrooms but toadstools are poisonous. True/False
5. Mushrooms are plants. True/False
6. Mushrooms rot dead material. True/False
7. White coloured mushrooms are safe to eat. True/False
8. Mushrooms, invertebrates and bacteria do the same job. They are all decomposers.
True/False
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We have looked at different types of interdependence in nature. Explain the following
statements:
Birds need trees and trees need birds.
Bees need flowers and flowers need bees.
Mushrooms need trees and trees need mushrooms.
Birds Follow-up Material
1. Make a bar graph of the numbers of birds you found. You can compare your figures
with the same survey around your school or house. Discuss the similarities and
differences. Remember that birds survive best where they can find food, shelter and
places to build their nests. Does the Playtrail have any advantage over your school or
home area?
2. There are roughly 300 different species of birds. Resident birds live in Ireland all
year round others migrate to Ireland in summer or winter. Birds can live in a wide
variety of places. They do this by having special adaptations to fit into their particular
home known as a habitat. Their most obvious adaptations are their beaks and their
feet.
Look at these pictures below and link the feet and beaks to the correct name:
Figure 21: Birds beaks and feet
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Once you have made the correct link. Describe how the beaks and feet help the bird to
find food.
Which bird am I? Link three clues to the correct bird.
I have a spotty chest
I have a red breast
I have sharp claws
I have a very long tail
I am a silent hunter
I am nocturnal
I eat small birds
I raid other birds’ nests in spring
I eat worms
You might have seen me doing my own mini-beast hunt
I am part of the crow family
Unlike other birds I sing all year round
I am at the top of the food chain
You will see me running over the grass
My favourite food is mice
Birds: Robin, Long eared owl, Magpie, Song thrush and Sparrow hawk
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Pond Life Follow-up Material
Figure 22: Pond life Chart
1. Label the wildlife in the pond: shrimp, caddis fly larva, water boatman, tadpole,
diving beetle, stickleback, kingfisher, frog, snail, algae, whirligig beetle and pond
skater.
2. Odd one out: One of the creatures in each of these lists does not fit with others.
Choose which it is and discuss the reason for your choice:
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
Pond weed, frog, dragonfly, kingfisher

Dragonfly, diving beetle, pond skater, shrimp

Frog, newt, stickleback, toad
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Tadpole, frog, caterpillar, larva
To help you make a sensible choice think of these words: plant, animal, insect,
amphibian and metamorphosis
3. Pollution:
The pond in the picture is affected by all sorts of pollution. Describe the different
types of pollution. Discuss what can be done to prevent this pollution.
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Figure 23: Pond Pollution
38
The Vegetable Garden Follow-up Material
1. Start your own vegetable garden: The most obvious follow- up from your visit to
the vegetable garden is that you will start your own garden at your school or home.
Use what you have learnt during your visit and read the information section carefully.
You will then know enough to begin your own garden.
2. Write your own cook book: Celebrity chefs are never off the television. They
make a fortune selling their cook books. You will have seen all kinds of vegetables on
your visit: potatoes, cabbages, leeks, turnips, onions, tomatoes, etc. You will have
discovered, perhaps for the first time, what they look like as they grow. You can now
try to prepare them for eating. Ask your teacher or any responsible adult how to
prepare vegetables for cooking. Then try to cook it so it can be eaten. Each member of
the class can then describe how each thing was prepared and cooked. You can use this
to compose your own cook book. It may be a best seller.
3. Where does that food come from? We rarely think of where the food we put into
our mouth comes from. A huge amount of energy is expended in moving food. Much
of our food is not grown close to us or even in this country. By having your own
vegetable garden you not only have fresh things to eat but you cut down on transport.
This means you are reducing the amount of carbon dioxide being released into the
atmosphere and helping to reduce global warming. Go into the fridge, the cupboards
and the vegetable rack in your house. Collect labels from ten food and drink items.
Using a map of the world and plot where each thing comes from. You will be amazed.
Figure 24 World Map
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The Eco -house Follow-up Material
You have learnt that the Eco-house has a number of features that are aimed at
improving the environment. The straw bale walls require less energy than bricks or
concrete blocks. The solar panels do not burn fossil fuels. The water saving measures
need less pipes and energy to move water over long distances.
Here are some suggestions as to how you might improve the environment. Discuss the
benefits they might bring. Think especially about global warming but think about
other things it might improve.

Starting your own vegetable plot

Making a compost heap like the ones at the Playtrail

Cycling or walking to school

Using a seed to grow a tree

Taking home your rubbish home from the Playtrail or any place in the
countryside or beach and putting much of it in the recycling bin

Using empty yogurt or margarine cartons as plant pots to grow your tree seeds

Making bird boxes for your school or house

Making a pond at your school

Watching less television and getting out in the countryside and taking more of
an interest in: trees, flowers, invertebrates, birds, mammals and pond life.
Remember every little helps.
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Glossary
Adaptation: The special things a living thing has to allow it to survive, e.g. an owl’s
soft feathers
Amphibian: A type of animal that can breathe both in and out of the water
Biodiversity: All the living things on earth from a microbe to a whale
Botany: The study of plants
Classification: The scientific method of putting living things into different groups
Deciduous: A tree that loses its leaves in winter
Decomposer: A living thing that breaks down dead material, e.g. fungi, invertebrates
and bacteria
Ecosystem: A collection of living things which live together in a mutually dependent
way in a particular habitat e.g. in a woodland.
Food chain: A method of following the way energy from the sun is passed to plants
and animals
Global warming: The theory that the world is being over-heated due to human
activity
Green house gas: gases like carbon dioxide which are causing global warming
Habitat: The home of a group of plants and animals and other living things, e.g. a
wood, a pond or the sea
Invertebrate: An animal which does not have a backbone
Metamorphosis: The process which some creatures go through in their development
where each stage is very different from the other
Photosynthesis: The ability of plants to use the energy of sunlight to make their own
food
Reproduction: The ways for all living things survive after the death of an individual
Seed dispersal: The way plants spread their seeds
Species: A kind of living thing
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Appendix: Links to the Northern Ireland Curriculum
A visit to the Pennyburn Environmental Trail is a break from the normal classroom
routine. Children should enjoy the whole experience. Hopefully it will inspire
children to have a greater respect for their surroundings. The visit is not completely
divorced from what they would normally learn in the classroom context. Indeed it
should be seen as reinforcing what they would be expected to learn. The booklet is
designed to be used largely by teachers and has, therefore, been written to comply
with the requirements of the Northern Ireland Curriculum.
It should not be necessary for practising teachers to draw out in detail the links
between the benefits of a visit to the trail and the specific contents of this booklet
within the requirements of the curriculum. A brief overview should suffice.
At both Key Stage 2 and Key Stage 3 a visit to the trail gives ample opportunity to
develop the relevant ‘Thinking Skills and Personal Capabilities’ envisaged by the
curriculum:
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Managing information
Thinking, problem solving, decision making
Being creative
Working with others
Self management
Children are placed in a different situation from their normal classroom environment.
The success of their visit will depend on how they adapt to this new situation. An
‘open air classroom’ presents numerous challenges that have to be met both by the
individual and the group, in a unique way that cannot be easily replicated in the
classroom environment. The lack of four walls is a challenge in itself but it is also an
opportunity to develop new approaches to learning and insights that are not so easily
replicated in a classroom context.
Key Stage 2: In general terms the booklet meets the requirements of the curriculum
with respect to curriculum objectives.
Areas of learning: It requires a cross curricular approach giving practice in: language
and literacy, mathematics and numeracy and physical education. More specifically
any perusal of the requirements of the curriculum outlined in the section ‘The world
about us’ indicates the extent to which it overlaps on themes within the booklet and
the curriculum itself.
Learning experience: The whole experience at the trail is an opportunity to develop
the child’s capacity to learn in an enjoyable and practical way. This would include
various aspects outlined in the curriculum:

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

42
Investigating and problem solving
Links between curriculum areas
A relevant and enjoyable experience
Skills integration
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Active and hands on
Challenging and engaging
Supportive of the environment
Varied to suit learning style
Enquiry based
Attitudes and dispositions: The main idea underpinning the booklet is that the
environment is something important and interesting. Furthermore it is something for
which we need to take responsibility. This would include various aspects outlined by
the curriculum:
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Personal responsibility
Concern for others
Openness to new ideas
Self confidence
Curiosity
Community spirit
Respect
Key Stage 3: As with Key Stage 2 the booklet gives ample practice in the cross
curricular approach advocated in Key Stage 3: literacy, numeracy, art, physical
education. One of the main sections outlined in the requirements for Key Stage3 is
‘Education for sustainable development’. This booklet provides a basis for properly
addressing that requirement in that it allows children to see what exists within their
local natural environment. More specifically various exercises ask them to examine
how sustainable development might be achieved. As future citizens they are
repeatedly challenged to assess the worth of their local natural environment and are
given many suggestions as to how this might be improved especially in the sections
on the pond, the vegetable garden and the straw house.
The booklet complies with the requirements of the curriculum with respect to:

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
Curriculum Aim
Curriculum objectives for learning for work and life
Key elements especially with respect to citizenship and education for
sustainable development
Cross curricular skills – communication, using mathematics
Thinking Skills and Personal Capabilities – managing information, working
with others, thinking and problem solving, being creative
Areas of learning: The arts, environment and society, maths, physical
education and science and technology
Learning Experience: See above Key Stage 2
Attitudes and dispositions: See above Key Stage 2
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