Nature Reserve

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Nature Reserve

• Whats in the schools nature reserve?

http//www.westwightmiddle.iow.sch.uk/Sci/KS3plus/
NatureReserve.ppt
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Whats in the schools nature reserve?

• The school has a small nature reserve on Camp
  Lodge field. Its planted up with native trees
  and is well established.
• This unit of work aims to explore whats there
  and deals with issues such as classification,
  identification, biological relationships and the
  importance of setting land aside for native
  species.

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Risk asessment
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Basic common sense

• Students must do as instructed.
• Stay on task.
• Keep away from boundary fences and other peoples
  property.
• Report any potential hazards.

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Index

• Lesson 1 Mapping the Nature Reserve
• Lesson 2 What trees are here?
• Lesson 3 Leaves and light
• Lesson 4 Focus on leaves
• Lesson 5 Tree trunks and the age of trees
• Lesson 6 Is there any evidence of mammals?
• Lesson 7 What birds might visit this area?
• Lesson 8 Small creatures
• Lesson 9 Ground cover

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Mapping the nature reserve

• Activity 1

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Objectives

• Familiarisation with the reserve.
• Make and record basic observations.

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Mapping the nature reserve

• Preliminary visit to the nature reserve.
• Take note paper to make a basic sketch map of the
  area.
• On return to the classroom make a presentation
  version of the plan. Annotate.

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Plenary

• Share todays assignments by pinning them up on a
  working wall. Allow students to look at each
  others learning.

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What trees are here?

• Activity 2

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Equipment

• TREES. Key books. Several copies available.

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Objectives

• How to use biological keys.
• Identifying features (e.g. Compound leaves)
• Discover the ecological importance of native
  species.

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What trees are here?

• Using KEY books to identify trees.
• Sketching leaves and twigs. Showing key
  identification features.
• Are these native species? Why are native species
  important?

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Plenary
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Leaves and light

• Activity 3

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Objectives

• Do leaves absorb light?
• How do we measure light?
• What is the purpose of leaves?
• Revise the use of light meters.

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• Using light meters to measure the difference in
  light level below the trees
• In laboratory Using light meters to measure how
  much light passes through a single leaf.

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Focus on leaves

• Activity 4

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Objectives

• Learn a technique for recording leaf shapes and
  animal tracks.

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Leaf casts

• Making plaster leaf casts.
• (refer to hazards)
• See Collins 100 ideas for primary science.

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Tree trunks and the age of trees

• Activity 5

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Objectives

• Discover the significance of growth rings
• How old is the tree?
• Can we identify good and bad years for growth?

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• Measure the girth of tree trunks. All the trees
  are approximately the same age. Do some species
  grow faster than others?
• Individual students can cut a dead branch with a
  saw to make a slice. Sandpaper one face and
  varnish. Count the rings.

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Mammals Is there any evidence of mammals?

• Activity 6

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Equipment

• Video Red squirrels on Brownsea Island

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Objectives

• Learn to observe signs of wild animal occupation.
• Gain a respect for wild creatures and avoiding
  disturbance.
• Learn about the significance of mammals in the
  local food chain.

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Looking for evidence of mammals

• Badger tracks.
• Dug up areas (badgers searching for worms)
• Burrows
• Access points under fences.
• Snagged fur.
• Etc.

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Follow-up in class

• Video input
• Research using books or internet

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Plenary
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Birds What birds might visit this area?

• Activity 7

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Equipment

• Identification guides

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Objectives

• Use research and identification guides.
• Discover the diversity of wild birds.
• Learn about the importance of reserved land for
  habitats.
• Focus on migration.
• Learn about the position of birds in the local
  food chain.

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On the reserve

• Observations. Watching for visiting birds.

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In the classroom

• Making information cards about common birds.

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Plenary
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Small creatures

• Activity 8

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Equipment

• Identification guides

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Objectives

• Learn about the diversity of small animals.
• Discover the importance of native trees in
  supporting small animals.
• Learn about the position of small animals in the
  food chain.
• Discover the main classification groups of small
  animals.

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• Observing small creatures within a metre square
  of ground or on one tree. Whats there? What does
  it look like? Whats it doing?
• How do these animals fit into the food chain?

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Ground cover

• Activity 9

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Objectives

• Discover how the materials for growth are mostly
  derived from water and CO2.
• Discover the amount of biomass produced in one
  season by a single plant.
• Revise microscope techniques.

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• Uproot a singing nettle or other common plant.
• Weigh it. Where has all this mass come from? How
  does the plant make growth? Where do the
  chemicals come from?
• Use a microscope to observe leaves and stems.
  Look for vascular system, individual leaf cells,
  leaf hairs, stomata, stings, etc.