Teachers’ Guide

By Andy MarkwickIllustrated by Rob Ream

Risk AssessmentGreat care has been taken to ensure that activities in A Cornish Tale are suitable for young children. The

activities offer suggestions and guidance only. It is the sole responsibility of the adult in charge to ensure that a suitable risk assessment is carried out. The author will take no responsibility for any harm resulting from doing

these activities.

The guide is purposely produced in MS Word so that teachers can adapt answers to suite their contexts

Activity series 1

Page 11*Signifies an additional worksheet is available

Science

a) What does a dormouse look like?

This activity provides children with a range of opportunities to develop their scientific and core vocabulary. Descriptive and comparative writing can be practiced.

Children can discuss what they believe a dormouse looks like. Try to use characteristics that will demonstrate that it is a mammal. Children can then research about dormice and compare this to their descriptions. It is important for children to be taught how to search for information using key words and when to accept or reject information.

How big is a dormouse?

Discuss what the question is actually asking. Could it be the dimensions of the dormouse or maybe its mass? Children may find there are different types of dormice.

b) What does an oak tree look like?

There are two native species of oak in the UK. These are pedunculate and sessile. A good way of distinguishing these species is to look at the acorn attachments. Pedunculate oak acorns have stalks connecting acorn to branch, whereas the sessile does not.

Children might like to draw and describe the shapes of oak trees, especially if they have access to real trees.

What lives in an oak tree?

Oak trees are a habitat for a rich variety of animals and plants. Children can research this and present their findings. They could be asked to explain why an oak tree is such a good habitat. What

does it have that animals and plants need? Children might also begin to consider predator – prey relationships of animals living in this habitat.

c) How are thunder and lightning made?

Children can discuss what they know about thunder and lightning. Provide children with access to books and the internet so that they can research how thunder and lightning are formed. Discuss the relationship between these phenomena and ask children to reflect upon their original ideas.

For further reading visit:

https://www.metoffice.gov.uk/weather/learn-about/weather/types-of-weather/thunder-and-lightning/what-causes-thunder-lightning

https://www.nasa.gov/audience/forstudents/k-4/home/F_What_Causes_Lightning_Flash.html

https://www.bbc.co.uk/weather/features/43859663

Extension: Why does lightning always precede thunder?

d) Fun with static electricity*

Static electricity is a natural phenomenon and experienced as lightning, hair standing on end, jumping off a wall and having shocks travelling up your legs, sticking balloons to walls etc. The worksheet provides a series of simple activities that allow children to explore how static electricity is formed and investigate some of its properties.

STEM: Make a raft for Tegan

Provide children with a range of everyday materials to use. These might include plastic bottles, carrier bags, polystyrene, lollipop sticks, sticky tape, foam, felt, bubble wrap and a bowl for the water. Children can plan what type of raft they want to build. Their plan should consider its size and the materials they want to use. Children should also suggest reasons for their choices. As children build their rafts, take photographs to show the progress in construction and maybe any prototypes.

Testing of the raft should be linked to criteria you have agreed with children. For example, the raft must float and be stable. It must be able to carry both Tegan, Aife and their supplies. Testing might include adding marbles to the raft to see how many it can carry before failure.

Extension: Find the mass of one marble. Calculate the total mass of marbles the raft could carry before it sank. Children will need to be shown how to use a balance.

Mathematics

a) Classifying leaves*

This activity challenges children to apply their knowledge of constructing and interpreting graphs and reinforces their understanding of grouping and classification.

b) Calculating minutes and hours

Demonstrate a revolution of the Earth using a globe. Shine a light from one direction while the Earth is rotating to show night and day.

Ask children how many minutes there are in one hour. Ask how many minutes there are in 2 hours, 3 hours and 4 hours etc. Can they calculate (any method) how many minutes there must be in 24 hours?

1 hour = 60 minutes

24 hours = 60 x 24 = 1,440 minutes

There are 60 second in each minute so there must be 60 x 1,440 seconds in 24 hours = 86,400 seconds.

For Jupiter

10 hours = 10 x 60 minutes = 600 minutes

10 hours = 600 x 60 = 36,000 seconds.

c) Calculate the difference in mass

The difference in mass between a human and a dormouse is 62,000g – 130g = 61,870g

It would take 6,000,000 / 150 dormice to equal the mass of an elephant = 40,000.

Another way of looking at this is that an elephant has about 40,000 times more mass than a dormouse!

English

a) How many words?

Children will arrive at different answers. Encourage them to check their own answers using a dictionary. Can children order their words in increasing length?

b) What is longest word?

Children will arrive at different answers. Encourage them to check their own answers using a dictionary.

c) Underline all nouns

The flood water began to lift Tegan’s bed of twigs and leaves and swept it silently towards the swift, booming Tamarind. Nouns = yellow and proper nouns = green. Nouns are “things” or naming words.

d) Underline all verbs

The rain began to fall. At first small drops fell, patting the ground softly, but soon these drops coalesced into larger blobs that splashed and slapped into the ground. Still, Tegan slept deeply. Verbs = yellow. Verbs are “doing words”.

Extension: What types of word are softly and deeply? (Adverbs = they are words that describe verbs).

e) Re-write a sentence

The causeway, when submerged, was a home for a variety of interesting creatures, including muscles and periwinkles that gripped onto its sides. It was a shelter for fish and an attachment point for seaweed that bobbed up and down along the edge of the causeway.

f) Explain in 200 words

The key ideas should include shelter from the elements, food, water, protection from predators.

Activity series 2

Page 15

Science

a) Why is camouflage so important for predator and prey?

Predators use camouflage to sneak up upon their prey, whereas prey animals use camouflage to hide from predators. Good examples include predators such as polar bears, snakes and sharks and prey animals such as stick insects, butterflies and giraffes. There are many very good examples on the internet.

b) What would a squirrel find edible?

Squirrels will eat seeds, fruit, nuts, fungi, leaves, bark and occasionally bird’s eggs.

Extension: Would squirrels be considered carnivores, herbivores or omnivores?

c) What other plants and animals might live in a copse?

Children can research this. They should find a range of living things they could group into insects, arachnids, birds, reptiles, mammals, amphibians, fungi and plants.

d) Investigate the history of red squirrels in the UK

Children will find out that the numbers of red squirrels have dramatically declined over the past. It is thought that this is in part due to competition from grey squirrels for food and habitat. Grey squirrels were introduced into the UK between 1876 – 1929. The grey squirrel is larger than the red squirrel and it is thought that it transmitted disease to the red squirrel.

STEM – Design, build and test a ladder or similar equipment to help Tegan reach his food

Provide children with a range of materials such spaghetti, Sticky-tac, lollipop sticks, sticky tape. Limit the amounts of materials. Agree on dimension criteria, e.g., the ladder must be 40cm in length. Ladders can be tested by using weights. Children might want to find out how much a typical red squirrel and dormouse weigh and see whether their ladder can hold this weight.

Extension: How many 40cm ladders would be needed to reach the top of a tree that has a height of 10m.

40cm = 0.4m 10/0.4 = 25 (40cm ladders)

Mathematics

a) Using a compass

Children should notice that the compass needle always points in a north – south direction.

The towns and cities found by children will vary depending upon their location.

b) Design a sundial

Children can research sundial construction and compare with each other. This is a great competition idea and encourages outside learning.

Check out:

https://www.rookieparenting.com/make-a-sundial/

https://learning-center.homesciencetools.com/article/how-to-make-a-sundial-science-project/

https://www.youtube.com/watch?v=oSMsX7cwzjk

c) Describe how the numbers of red squirrels have changed in the UK

The numbers of red squirrels have declined quite dramatically in the UK over the past 100 years. Children can find up-to-date information at

https://www.forestry.gov.uk/forestry/redsquirrel

d) Calculating the height of a tree*The accompanying worksheet describes several ways to find the height of a tree.

e) Calculate how many leaps it would take

The height of the oak tree is 40m. Each squirrel leap is 1.8m.

Children can use any method to calculate the number of leaps required to reach the treetop (adding 1.8s together or dividing 40 by 1.8) or 40/1.8 = 22.2

This answer suggests that 22 leaps would fall short and so 23 would be needed, although the 23 rd would only need to be 0.2m.

f) What is the difference in their masses?

The difference between the mass of a red and grey squirrel is 600 – 330 = 270g

g) What is the total mass of red + grey squirrels?

There are 2,000,000 grey squirrels and 120,000 red squirrels. The mass of each grey squirrel = 600g and that of each red squirrel = 330g.

The total mass of red + grey squirrels would be

(2,000,000 x 600) grey + (120,000 x 330) red

1200,000,000 grey + 39,600,000 red

Total (grey + red) = 1200,000,000 + 39,600,000 = 1,239,600,000g (1,239,600kg)

English

a) Describe a time when you were scared

Children will produce unique answers. Children might prefer to write about something that might scare them or might scare someone else.

b) Write a poem about the seaside

Use images and sounds to introduce the seaside. Maybe tell stories about the seaside before children write. Collect words that describe the seaside, its sound, smell, sights and memories.

c) Using alliteration

Begin by introducing and discussing alliteration. Share a piece of work that someone else (you?) has written.

Check out:

https://examples.yourdictionary.com/alliteration-examples-for-kids.html

https://www.youtube.com/watch?v=xsetijhYwX4

https://www.youtube.com/watch?v=xsetijhYwX4

Activity series 3

Page 18

Science

a) What causes high and low tide?

Children can research this. They should understand that the tides change throughout the day, from high to low tides. At low tide, the water retreats and returns at high tide. The time between high and low tides is 6 hours, which means that for every day there are 2 low and 2 high tides (24 hours). The changing tide is caused by the gravitational pull of the moon as it orbits the Earth. As the moon gets closer to a body of water it attracts it and this causes a high tide.

Extension: What causes a spring tide? (gravitational pull of both moon and sun)

Check out:

https://www.youtube.com/watch?v=4UZxzyOVJ8Q

https://www.youtube.com/watch?v=3RdkXs8BibE

b) Investigate the seaside habitat

Children can be introduced to the terms flora (plants) and fauna (animals). There are several quite distinct seaside habitats that children could research. It is suggested that they study a seaside habitat that is local if possible.

c) Investigate which rock is most slippery*

This investigation can be used to encourage children to work scientifically. Children can discuss which rocks might be used to build a causeway, why they might become slippery when wet (reducing friction) and how they would compare the slipperiness of their chosen rocks.

STEM – Design, make and test a material that could be used to make Tegan a non-slip pair of shoes

Children could research different types of shoe and their use. They could compare the types of footwear used around the world.

Provide children with a range of materials. These might include plastics, rubber, cloth, woods etc. Children should be encouraged to think about the surface the shoes are going to be used on. They might also discuss ideas such as comfort and cost. The key scientific ideas will include friction and material properties and maybe using force meters. Mathematics can be employed in designing fair testing and collecting and analysing results data.

Mathematics

a) Times of the tides

Children can be provided with a tide timetable. Ask them to find patterns in the times, both daily and over the year.

Check out: http://www.bbc.co.uk/weather/coast_and_sea/tide_tables

b) Heights of tides around the world*

Tides vary across the world quite significantly. The greatest differences in low and high tide heights occurs at The Bay of Fundy, with tidal differences of between 14 and 16m. In the UK the greatest range in tidal heights are found in the Bristol channel (13m). This is the second greatest change in tides height in the world. Children can research local low and high tides and compare these with global tidal heights.

English

a) Underline all adjectives

Lowarn sniffed the air and listened for the slightest sound. He moved closer and closer towards Tegan. He could not see or hear her but smelt something different in the air. Adjectives = yellow. Adjectives describe nouns.

b) Describe how you imagine the marsh at night

The activity provides children with an opportunity to be creative. If children write down their ideas, it might be interesting to compare what children write with each other. Could they help their friends to improve their descriptions? There are many other ways that children could describe their ideas, including storytelling, using art, writing a newspaper article or creating a piece of music to describe a journey through the marsh.

Discuss what important information Snuffles might have

Children can discuss what important information Snuffles has for the travellers. They can then write a conversation between Snuffles, Tegan and Aife.

Activity series 4

Page 23

Science

a) What other plants and animals might they encounter in the marsh habitat?

Typical marshland plants include: narrow-leaved cattail, marsh mallow, butterwort, bog orchid, sundew, arrow arum, rush and pickerelweed. Typical marshland animals include beaver, otter, rats, water vole, mosquito, beetles, newts, toads, frogs, shrimps, snails, slugs, damselflies, dragonflies and worms.

Extension: Children can be asked to place their plants and animals into groups. Explain why the plants and animals have been placed into these groups. Could they group the animals as mammal, amphibian, reptile, bird, insect or arachnid?

b) What are the differences between grasses, sedges and rushes?

The stems of grasses tend to be hollow, those of sedges are solid and may be triangular, whereas rush stems are solid and rounded.

c) Why are hedgehogs on the decline?

There is a general consensus that hedgehog decline is a result of loss of habitat through intensive farming and building new roads, increased deaths caused by traffic, the use of pesticides and the decrease in wild areas in cities. It is estimated that in the 1950s there were approximately thirty million hedgehogs in the UK, whereas numbers were estimated to be around one and a half million in the 1990s. Encourage children to produce a range of displays that combine mathematics, science, IT, art, history, geography and English.

Check out:

https://www.britishhedgehogs.org.uk/the-basic-facts/

https://www.theguardian.com/environment/2018/feb/07/hedgehog-numbers-plummet-by-half-in-uk-countryside-since-2000

STEM

a) Design, make and test a basket to carry food for Tegan and Aife b) Build a home for Snuffles

a) Limit the amounts of materials children use and provide them with approximate dimensions for their basket. Children can decide what properties the basket should have and test their basket.

b) Either provide children with a range of different materials to work with or set them the challenge to complete at home. Ensure that parents/carers are aware of any potentially harmful materials (e.g., plastic bags and equipment such as scissors, knife etc.)

Mathematics

a) Finding food for Snuffles*

This activity asks children to apply their knowledge of co-ordinates and graphs.

b) How many worms would Snuffles eat?

One third of Snuffles mass = 333g (1000/3). Each worm’s mass = 4g

Snuffles would need to eat 333/4 = 83.25 (allow 83).

English

a) Write about an interesting dream

Help children develop ideas by discussing dreams with your class. Develop a list of useful words with children of words that describe dreams and dreaming.

b) Write a sentence using onomatopoeia

Before children begin to write their sentence, it can be interesting to research the wide range of words that fall into this category of language.

Check out:

https://examples.yourdictionary.com/examples-of-onomatopoeia-for-kids.html

https://www.educationquizzes.com/ks3/english/onomatopoeia-01/

https://www.youtube.com/watch?v=kAYGa3Lvlq0

c) Discuss what you think the animals might be

Encourage children to use evidence from the story in their discussions. For example, the animals fly at night and make high-pitched noises. As an additional challenge ask children to find out the name given to animals that are active during the day (diurnal).

Extension: Write about a nocturnal animal (not a bat!). What habitat would you find it in? What does it eat? Are there any interesting facts about this animal? Children can present their animal information to their class.

Activity series 5

Page 25

Science

a) Investigate bat habitats

Children should find that although bats have similar characteristics different types of bat have evolved to survive in a range of habitats. Children will find many species of UK bats, including Pipistrelle, Long-eared, Barbastelle, Bechstein’s and Daubenton’s.

Check out:

https://www.bats.org.uk/about-bats/what-are-bats/uk-bats

https://www.batworlds.com/

b) Senses circuit*

The senses circuit allows children to explore smell, taste and sight. A good extension might be to compare our senses with other animals, e.g., our sight with that of a hawk, our smell with that of a vulture or our hearing with that of an owl. Children may also be interested in finding out about how animals use infra-red, ultraviolet and electrical currents.

c) Colour box*

The colour box investigation demonstrates that our eyes have different sensitivities to different colours. Often children will notice that yellow light is the last to fade. The human eye is more tuned in to colours between green and yellow.

Nature uses yellow with black (Wasp) or yellow, black and red (Coral snake) to offer warnings.

STEM – Design, build and test a waterproof home for Snuffles

Discuss with children what Snuffles would consider a good home. What properties would it need to have? Ask children to design Snuffles a home. They should list all the materials they might want to use and give reasons for their choices. From their ideas about what would make a good home, children can agree on criteria that can be used to test their homes. Encourage children to be creative in their designs, yet provide maximum dimensions for the home, e.g., 10cm x 12cm x 8cm.

Mathematics

a) Correlation between mass and surface area of leaves

Ask children to collect 5 leaves from a tree, e.g., oak. Using a balance, obtain the mass of each leaf and using 1cm2 paper, draw around each leaf and estimate its surface area. Plot the mass of each leaf against its surface area. Repeat this for different leaves, e.g., horse chestnut. Exemplar results follow.

Estimating the surface area of leaves.

This graph shows a linear relationship between SA and Mass. For a given SA the mass of a privet is greatest, and the mass of a rose is least. This is possibly related to the thickness of the leaves.

b) Total mass of Greater Horseshoe bats

30 x 1500 = 45,000g or 45kg

English

a) What adventures did Snuffles have when he left Tegan and Aife?

Children can use their imaginations to create adventures for Snuffles. They may like to introduce additional characters. Stories could be supported with drawings and models. (This activity could be combined with ‘Finding food for Snuffles’).

b) Describe a home for Snuffles – an art project?

Children could use research about hedgehog nests to provide an accurate description, or they may want to be more imaginative and design a super home for Snuffles. This might be organised as an interesting art project.

Activity series 6

Page 29

Science

a) What types of fish might live in Kennocha’s river?

Typical fish might be sticklebacks, trout, salmon, greyling and minnow.

b) What do kingfishers eat?

Kingfishers tend to eat sticklebacks, minnows, tadpoles, shrimp and aquatic insects.

c) What types of habitat do kingfishers like?

Children can research this and present their findings to each other. Do they find out the same things about kingfishers? If not, why?

d) What can we use willow trees for?

Children can research uses for willow. In the past willow has been used in the construction of buildings, making baskets, medicines, making paper, fish traps, fuel and fencing.

Check out:

https://www.woodlandtrust.org.uk/

e) The river Thames has changed course. Find out why.

Children will find that during the last ice age the Thames flowed into the North Sea further north than at present. The melting of the ice sheet some 10,000 years ago forced the Thames to enter the North Sea at Southend-on-Sea. Children may also find out interesting facts about the Thames, such as its age, what the Roman’s called it and how it was a tributary to the river Rhine (Germany) before Great Britain became isolated from mainland Europe.

Extension: What is the river Thames used for now? Who lives along the banks of the river Thames? If you travelled in a boat along the river Thames, what landmarks would you see?

STEM – Design and build a scale model of a beaver dam. Test your dam.

Children should research Beaver dam construction. Provide children with a range of materials and ask them to design and build a dam (e.g., match sticks, lollipop sticks, twigs, string etc.). Dams can be set up in the centre of a plastic bowl ensuring that it reaches both sides of the bowl. Water can be added to one side of the dam to see how effective it is in stopping the flow of water into the other half of the bowl. Don’t forget the paper towels to mop up spills!

Mathematics

a) Calculate the total mass of kingfishers in the UK

40 x 8000 = 320,000g 40 x 12,000 = 480,000g

Children should state that the total mass of UK kingfishers will be between 320,000g and 480,000g (320kg and 480kg).

b) What is the total distance of rivers?*

Children will need to use the following information:

River Estimated length/kmThames (UK) 346Colorado (USA) 2,330Mississippi (USA) 3,730Nile (Africa) 6,853Amazon (S. America) 6,400Severn (UK) 354

Added together gives a total distance of 20,013km.

Distance of UK rivers in the table = 700km

Distance of USA rivers in the table = 6060km

Difference in river length between UK and USA in the table = 6060 – 700 = 5360km

Difference between the length of the Amazon and Nile = 6853 – 6400 = 453km

How many Thames rivers would fit along the Nile river is 6853/346 = 19.8 (about 20).

c) How long would it take a stick to float the full distance?

The stick moves at 10km/hour. This means that it would take 9.8 hours for the stick to travel 98km (How many 10s in 98). Children can think about how far the stick would travel in 2 hours, 3 hours, 5 hours and so on.

Extension: 1 hour is 60 minutes. What is 0.8 hours in minutes? (0.8 of 60 is the same as 0.8 x 60 = 48 minutes).

English

a) Write a conversation between Tegan, Aife and Beryle and Burty

Children can be introduced to ways of writing conversations before they attempt this activity. It is important that speech marks and appropriate punctuation are used.

b) What challenges might Tegan and Aife meet as they travel towards Tala water?

Encourage children to be creative. It is not necessary to keep to the ideas in the story. Children may want to create imaginary objects, animals, plants or scenarios.

Activity series 7

Page 31 and 33

English

Recount Tegan’s journey

Children might discuss what has happened so far and then add alternative storylines at different stages of the journey. Children could be asked ‘what if….?’ questions to see how they develop their ideas.

Science

a) Research the life cycle of a blue bell

The blue bell is a bulbous perennial plant, typical of woodland habitats. It will flower every year in spring.

Check out:

https://www.bluebellrailwaywalks.co.uk/bluebells.php

https://www.woodlandtrust.org.uk/visiting-woods/trees-woods-and-wildlife/plants-and-fungi/woodland-wildflowers/bluebell/

b) Is a pike a carnivore or herbivore?

A pike has sharp, pointed teeth. It is a carnivore which eats other fish, amphibians, snakes and small mammals.

STEM – Design, make and test a floating home. It must have a garden and include a boat to reach the mainland for supplies.

Children will need to discuss the properties their floating home, garden and boat should have before they begin to plan their project. Provide children with a range of materials and ask them to explain why a material has been chosen. Children should discuss how they intend to test their designs.

Why not combine this project with ideas of global recycling? Could children use materials that could be recycled? (plastic bottles, polystyrene, foam etc.).

Mathematics

a) Calculate the numbers of mallard and swan feathers

11,900 x 710,000 = 8,440,000,000 (mallard feathers in the UK)

25,000 x 79,000 = 1,975,000,000 (swan feathers in the UK)

Extension: Can children use standard form? If so the numbers above become 8.440 x 109 and 1.975 x 109

b) Calculate the total mass of mallard feathers

0.0082 x 11,900 = 97.58g of mallard feathers in the UK

Extension: How many kg would this be? (97.58/1000 = 0.09758kg (0.098kg)

English

a) Write a story about mermaids and mermen

Children may like to begin with describing what a merman and mermaid might look like, how they move in the water (fish and mammals have very distinctive movement in water) and what they eat. They can then imagine and write about their home.

Check out:

https://www.youtube.com/watch?v=weg6KH_G-MA

https://www.youtube.com/watch?v=7dNjAwxh45A

b) Five facts about mallards

There are many interesting facts about mallard ducks.

Many can be found from http://www.rspb.org.uk/community/wildlife/f/13609/t/9479.aspx

You may like to hold a competition for this activity? Who has the best facts? Which poster is most eye-catching?

GlossaryWords in the story have been taken from Cornish and Celtic sources. Every effort has been made to

ensure accuracy. What is important is that children are introduced to the language of Kernow.

Cornish (Kernowek) is a Brittonic Celtic language that is native to Cornwall (Kernow).

Characters MeaningsAife Celtic name meaning

‘great warrior woman’Dearg Scottish word for ‘red’Alargh Celtic name for swanEryon Cornish name for

eaglesLowarn Cornish name for foxKennocha Cornish word for

lovely/beautifulTegan Welsh name for ‘loved

one’Goelann Cornish name for

seagullKoth Cornish for old or

eldestBukuk Cornish name for

wormMoryon Cornish name for ant

Gwargh oles Cornish for woodlouse

Place names/phrases MeaningDerowan Cornish for oak treeKoes Cornish for woodTala A style of rhythmic

Indian musicBroew Cornish for hillsHelygen Cornish for willow

treesKosel Cornish name for

marshTre Cornish for homeNeyth Cornish for nestMy a’rth kar Cornish for I love youDynnargh dhis Cornish for Welcome

(singular)Kernow Cornish for Cornwall

Useful websites to visit

Website description Website Help to identify plants and

animals using an app Download identification

guides.

http://www.nhm.ac.uk/take-part/identify-nature.html

Identify birds Learn cool facts about birds

and their habitats

http://www.rspb.org.uk/birds-and-wildlife/bird-and-wildlife-guides/bird-identifier/

Provides detailed information about the key plant and animals groups.

http://www.first-nature.com/mammals/

Access a wide range of films exploring wildlife habitats.

http://www.bbc.co.uk/nature/places/United_Kingdom

Information on British wildlife is aimed at younger learners.

https://animalcorner.co.uk/british-wildlife/

Provides information for younger learners and includes ideas for using craft/art.

https://www.activityvillage.co.uk/british-wildlife

Supports schools teach about wildlife in exciting ways.

http://www.wildlifetrusts.org/kids/discovery-schools

Provides interesting facts about animals for younger learners.

www.animalfactguide.com

An interesting look at the wildlife parks in the UK

www.ukwildlifeparks.co.uk

Join a community of wildlife enthusiasts.

www.wildlifewatch.org.uk

Read about interesting activities that families can do.

www.naturedetectives.org.uk

Learn about water and its importance to people. www.wow4water.net

www.practicalaction.org

A wide range of interesting articles can be used to introduce gardening for wildlife.

www.wildlifegardener.co.uk

Organisations that offer membership and support

Website description Website A fantastic range of science activities. www.explorify.wellcome.ac.uk

Primary science focus. Membership is offered.

www.ase.org.uk/resources/primary-science

An amazing range of STEM resources and courses.

www.stem.org.uk

Primary resources and activities www.britishscienceassociation.org A range of ideas for teaching biology,

chemistry and physics to primary children. Membership is offered.

www.rsb.org.ukwww.rsc.org.ukwww.iop.org.uk