PONDS. The following methods for gathering information are addressed in the fieldwork activities relating to the study of PONDS

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2 PONDS T E A C H E R The following methods for gathering information are addressed in the fieldwork activities relating to the study of PONDS Using simple equipment to collect information - nets, magnifying glasses Observing wildlife Identifying species of plants, animals and insects Recording information on simple plan/map Field sketching Making links between different water habitats and the interactions of the plants and animals of the pond Within the attainment target DEVELOPING INFORMED ATTITUDES the study of PONDS AND LOCHS provides an opportunity for: The recognition of man's impact on the land The recognition of the effect of the environment on the variation of plant growth The development of an appreciation of the variety of species The appreciation of the natural habitats of wildlife The development of a responsibility for the care of living things The appreciation of the benefits of being safe and responsible out of doors The appreciation of the links between plants and animals/insects in terms of food, shelter and survival

3 SEQUENCE OF FIELD ACTIVITIES - THE POND T E A C H E R PRIOR TO VISIT CHILDREN :- RESEARCH and STUDY various aspects of pondlife ie. plants, animals, birds, insects and the influence of people DRAW OR COMPOSE a water safety message in the form of a poster or play or poem DISCUSS the similarities and differences with other water habitats i.e moving water, canals, how animals and plants adapt from one area to another PRACTISE with the equipment that will be used during the field visit DISCUSS the worksheets which will be used during the visit TEACHER :- VISIT the pond if at all possible DRAW a rough outline of the pond onto "Simple pond Diagram" sheet. On the visit each Group will sketch "their" section Once back in school these can then be photocopied onto overhead acetate. When stacked on top of each other they will form a complete picture of the pond DISCUSS with pupils the importance of safety near water (eg. water, stranger-danger, touching dangerous items etc) PREPARE materials and equipment

4 THE FIELD VISIT THE JOURNEY T E A C H E R 1 COMPLETE Look carefully as you travel along sheet ON ARRIVAL AT THE SITE 2 READ - sheet How to catch pond minibeasts COMPLETE Draw what you see around the Pond On the surface of the Pond Plants growing in and around the pond 3 STUDY -sheet Life around the pond It is recommend this sheet be completed before any pond dipping so that things are not disturbed 4 STUDY the surface of the pond - sheet On the surface of the pond 5 DIP below the surface - sheet What can you find below the surface? 6 COMPLETE - sheet Pond plan and Pond Profile 7 COMPOSE your own simple identification key see Pond Watch bug dial 8 COLLECT sample of water for testing back at school

5 POST VISIT T E A C H E R Photocopy all "Pond sketches" onto Overhead acetate which can then be viewed as an overall picture. Using sample collected on site - a) Study the appearance of the water eg. clear/colourless/peaty b) Filter the sample and study any residue left in the filter paper c) Find ph value For information:- ph less than 7 is acid - ph more than 7 is alkaline ph less than 5 and greater than 9 is harmful to most creatures COMPLETE sheet - Food chains INVESTIGATE AND CONSTRUCT - sheet a Pond Food Pyramid Create food chains based on the plants and animals found/seen during the visit. Introduce an outside influence (eg pollution, fire, vandalism) and see how this effects the food chain/relationship between the plants and animals. MAPWORK - locate POND and trace the journey and items of interest Additional resources Pond Life: Trevor Beebee 7.99 ISBN Pond Watch: Wildlife Trusts Tel Freshwater Name Trail: A laminated key to invertebrates of ponds and streams. Field Studies Council Primary Pond Project: Peacock, NES/Arnold

6 SUGGESTED EQUIPMENT/ ITEMS NEEDED FOR VISIT TO POND SITE Tick T E A C H E R First Aid Kit Camera Towels Wellies and warm clothing Dipping nets Water trays to examine specimens caught in dipping nets Small bottle to collect water sample White plastic spoons Magnifying glass - 1 per group Books to help with identification Clipboards, pencils and rubbers Worksheets Maps of the area

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8 Name: PP U P I L study the ground around the pond can you see any signs or evidence that people, animals or birds have visited the pond? Mark these signs on the plan of the pond. Look at the water - is it: muddy clear oily smelly coloured Is there any rubbish? Can you see the bottom? Where are the plants growing? How could you make this pond more attractive to wildlife?

9 Name: PP U P I L Yellow Iris Reeds Rushes Tree Waterlily

10 Name: PP U P I L Pond skater Waterboatman Whirligig beetle Damsel flies On your pond plan record where you saw each creature.

11 Name: HOW TO CATCH POND MINIBEASTS PP U P I L Equipment needed: wellies a pond net a white tray white plastic spoon magnifying glass Instructions minibeast identification sheet (FIELD STUDIES COUNCIL FRESH WATER TRAIL RECOMMENDED) 1 Have a look at the water and choose an easy and safe spot to dip from 2 Find a level bit of ground and half fill trays with pond water. Try to get as clear water as possible. 3 Gently move your net amongst the water and any plants in the water 4 Keep any bits of plants that are in the net and place them in the tray along with the creatures. Gently turn the net inside out to let the creatures move slowly into the water in the tray 5 Look for creatures on and under any stones which can be easily lifted, before carefully replacing them 6 Have the net ready to catch any creatures as you lift the stones 7 To get a closer look at the minibeasts lift them with the spoons and use the magnifying glass to get a really good look at them 8 Carefully return all the creatures and plants into the water by lowering the tray into the water and letting them swim out slowly 9 Wash out your tray and net

12 Name: PP U P I L Freshwater worms Leech If you find anything sketch it in the box above or on the back of this sheet. Record on your Pond Profile where you found each creature

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16 POND FOOD PYRAMIDS T E A C H E R This activity can be done either inside or outside, or both! Think about what YOU eat, where does it come from? Now think about where the plants and animals around you get THEIR food from What happens if there is a change to the food supply? Try this game and find out for yourself! Quarter 2nd group Half in to 1st group Half again 3rd group 1 person 4th group Divide the group into 4 groups of the following sizes - for example a class of 20: Half the class into one group (10) About a quarter into another group (6) Half again into the third (3) And just one person as the fourth group (1) Decide which creatures each group is, based on knowing who eats who! The children arrange themselves in a pyramid as per diagram Look at how important the largest group is (but often the smallest creatures) NOW introduce something that damages the biggest group (pollution, fire, human interference) What effect does this have on the rest of the pyramid?

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18 Name: PP U P I L