Early Ye a r s

Te a c h e r s P a c k

A curriculum-linke
d
pack provided by
the
Forestry Commiss
ion
for Early Years and
Key Stage 1

forestry.gov.uk/earlyyears
 Contents
Introduction 01
Scene Setting
Aim to enable children to become
familiar with the forest

Programme 1 03
Explore and discover the forest
Aim to explore geographical
features, and use and create maps

Programme 2 14
Design, make and evaluate
Aim to design and make a variety of
products using natural materials

Programme 3 22
All about animals
Aim to learn about forest animals and
birds through a series of hands-on activities
Family
follow-up
Throughout the

TfoO PacTheIP S pack, there are links

to activities for the
r te rs children to complete
with their family.
,
the whole pack forestry.gov.uk/
Feel free to use es.
ual programm familyfollowup
or just individ
ily follow-up
Send the fam
e to help the
activities hom g,
ntinue learnin
children to co k
e a valuable lin
and to provid .
ol and family
between scho
Sce n e s e t t i n g
Get to know the
forest environment

Aim of this section

come
To enable children to be
familiar with the forest

PacTheIP
Preparation
lFind your nearest Forestry TfoO
r te rs
Commission woodland at
forestry.gov.uk/visit.
will be
lFor health and safety advice Some children
iliar with the
and to find out how the totally unfam
ment you
Forestry Commission looks forest environ
em photos, or
after the nations forests, visit could show th
ith things you
forestry.gov.uk/learning. have a table w
lIfyou are planning to visit, or have collected
nes, branches.
would like more information or e.g. leaves, co
advice, please contact the Forestry
Commission learning team visit
forestry.gov.uk/learning
and click on contacts.
 lk
a bout What is a forest? What is it like?
Ta

What do you expect to find there?

A forest probably has plenty of trees, but
also open space, and maybe ponds or
streams. There will probably be puddles,
mud and rocks. Some trees might be big
and old, but others could be younger and TfoO PacTheIP
rs
smaller. There might be animals and birds r te
living in or under the trees. There could be
man-made things such as paths or picnic you visit
Safety when
tables or car parks. ase dont
the forest, ple
er stacks
climb on timb
Where is the nearest forest? Do you away from
and keep well
know the names of any local or ery.
forest machin
famous forests?
The children may have heard of Sherwood
Forest or the Amazon for example.
Your forests and woods are cared for
by the Forestry Commission for people,
What sort of animals and birds live wildlife and timber. forestry.gov.uk

in the forest?
Deer, squirrels, foxes, badgers,
woodpeckers, owls

Forests and trees are really

important why?
T hey provide food for animals and people,
homes and habitats, jobs, timber and
oxygen; trees store carbon, so they can
reduce the effects of climate change; forests
are also fantastic places to enjoy and visit.

What about forests in other parts of

Family
the world? Children may be aware follow-up
of the problems facing tropical Provide the children with
rainforests for example the colouring sheet, and
Some rainforests are not looked after ask them to spot the
properly, so that when trees are cut down animals in the picture.
(felled) it is a bad thing, BUT if forests are forestry.gov.uk/
looked after carefully and responsibly, and
familyfollowup
more trees are planted, it is ok to fell trees.
Forestry Commission woodlands are cared
for following long term management plans,
that ensure that when trees are felled, they
are replaced as appropriate.

2 Forestry Commission Early Years Teachers Pack Introduction

Explore and
d is c o v e r t h e f o re s t
Curriculum links
Aim of this section
To explore EYFS

geographical
l Mathematics
l Understanding the world
features, and use
and create maps Key stage 1: Geography
l Human and physical geography
use basic geographical
Preparation vocabulary to refer to key
physical features.
l Y ou will need to print and laminate
the resources for the activities you l Geographical skills and fieldwork
are going to do.  use simple compass directions
and locational and directional
l  ontact your local Forestry
C language, to describe the
Commission learning team to ask location of features and routes
for advice about where to acquire on a map;
aerial photos and map leaflets
for your local forest. Visit use aerial photographs and
forestry.gov.uk/learning and plan perspectives to recognise
click on contacts. landmarks and basic human
and physical features; devise
a simple map; and use and
Resources provided construct basic symbols in a key.
with programme 1 l  lace Knowledge
P
understand geographical
lGeographical
similarities and differences
features checklist through studying the human and
lSample aerial photo physical geography of a small
area of the United Kingdom.
Forestry
lSample
Commission map
lAnimalpictures to cut out
and laminate

3 Forestry Commission Early Years Teachers Pack Programme 1

 Part 1
Introduction
bout
lk
a The Forestry Commission
Ta
looks after more than 1500
woods and forests in England
growing trees to provide
timber to make things,
and ensuring that plenty of
habitats are provided for
wildlife. Forests are also really
important places for people
to enjoy, and the Forestry
Commission provides
facilities and activities for
visitors of all ages.
Part 2
Aerial photo of the forest
bout
lk
a Look at an aerial photo
of a forest:
Ta
Can the children
identify any
human settlements,
physical features
or landmarks?
4 Forestry Commission Early Years Teachers Pack Programme 1
What sort of activities Family
can people do in
the forest?
follow-up
 alking, running,
W Watch the Day Out
playing, picnics, bike riding, video clip for inspiration
horse riding, birdwatching. then ask the children
how many fun forest
What sort of things
activities they can
do you think the remember from it
Forestry Commission
www.bit.ly/
could provide to help gruffalovideo
people to enjoy their
visit to the forest?
Picnic tables, walking
and cycling trails, play
areas, cafes, Gruffalo
trails and sculptures.
Can they see areas Why do they think there are
differences?
that are planted
There could be different
with trees? species of trees, or different
ages of plantation; some
Are the trees all
trees might be evergreen
the same colour,
and some deciduous;
or can they see
some could be conifers
any differences between
and some broadleaves
the tree covered areas?
(see Tree Words on
page 6).
Can they see any
open spaces or roads?
 Part 3
Physical and human
features of the forest
bout
lk
a Look around Human features might include house,
fence, path, road, visitor centre, car park,
Ta

what can you see?

play area or trail post.
Which things are natural or physical
features, and which are man-made Discuss how trees could be described
or human features? as natural features, BUT that most have
probably been planted or have grown from
 atural features might include hill,
N seeds from trees planted nearby, so they
stream, valley, soil or rock. are in fact human features.

ctivities A mouses adventure Extension

na
H a n ds o

l Give each child or pair of children a one
metre length of string. Ask the children to
decide where to lay their string to create an
adventurous route through the forest for a
tiny mouse. A puddle can become a huge
lake to cross, a stone is a cliff face. Ask
the children to include as many physical
and human features as they can (they can
create their own, using soil, cones, leaves
etc if they want to), then describe their
route to the rest of the group.
This activity could be extended to create
an adventurous route for other animals.
Different groups in the class could have a
different animal to work with.
Family
follow-up
Encourage the children to complete the
Forestry Commissions spring wordsearch
forestry.gov.uk/familyfollowup

na
ctivities Locational and the rocks; it is behind the fence which is
around the car park, or it is balancing
directional language
H a n ds o

on the trail post, next to the path on top

l  alk through the forest, looking for
W of the hill.
the physical and human features on
the checklist. Extension
If you have a map of the forest, with the
l Give the children one of the forest animal
route you are following on it, you could
cut-outs (page 11), and ask them to place ask children to mark the features on it
it on, in or near various features. Next, as you go.
encourage the children to use locational
and directional language to describe
where the picture is e.g. The picture is
on top of the picnic table, or to the left of

5 Forestry Commission Early Years Teachers Pack Programme 1

 Part 4
Vegetation what types
of trees are there?
a bout
lk The Forestry Commission plants and looks l to create beautiful forests for people to
Ta

after the trees in the forest: visit and enjoy.

l s o that they provide homes and food for Different types of trees provide wood for
animals and birds discuss what kinds of making different things, and a variety
wildlife live in, on or around the trees; of tree species provides habitats for
different wildlife.
l to provide a sustainable supply of
timber for people to make things
discuss what sort of everyday objects
are made of wood;

ctivities
na Ask the children to have a look around the l the tallest and the shortest tree they can
H a n ds o

area and investigate the trees. Challenge find, then the fattest and the thinnest.
them to lean their chosen picture of an
animal or character against: Extension
You can also use keys to identify the species
l  n evergreen tree, then a deciduous tree,
a
if appropriate to the ability of your group.
then a conifer and then a broadleaf;
l  tree with big flat leaves, then a tree
a
Cross-curricular links
with needles;
l  tree with rough bark, then one with
a Science plants
smooth bark, then ones with nuts, seeds,
flowers or catkins;

Tree words:
Conifer Broadleaf Evergreen Deciduous
A tree with cones and A tree with broad A tree which keeps its A tree which loses
needles e.g. Scots flat leaves e.g. oak, leaves all year round; its leaves in autumn;
pine, Douglas fir; silver birch; usually mostly conifers (but mostly broadleaves
usually evergreen. deciduous. not all e.g. holly is (but not all e.g. larch is
evergreen, but not a deciduous conifer).
a conifer).

6 Forestry Commission Early Years Teachers Pack Programme 1

 Part 5
Maps keys and symbols

a bout Look at the Forestry Commission

lk
logo, which is made up of two trees
Ta

one conifer and one broadleaf.

Symbols like these can be used on
maps to represent the different sorts
of trees in a forest area.

a bout As well as symbols to show the types

lk
of trees in an area, maps show other
Ta

features represented by symbols

in a key.
l  ive out copies of the Forestry
G
Commission site map (either the
site you are visiting, or the sample
one on page 13).
l L ook at the key and discuss how
the features are shown e.g. a P to
represent a car park or a man and
woman to represent toilets.

ctivities
na Symbols on Signposts
H a n ds o

On Forestry Commission sites,

similar symbols are often used
on signposts. Look around the
site to find some.
Extension
You could also look at an
Ordnance Survey map of the
forest, to see how features are
represented by different symbols.

7 Forestry Commission Early Years Teachers Pack Programme 1

 Part 6
Compass directions
ctivities Locate north using a map or compass. l Ask the children to hide their animal
na
picture at a certain number of paces in a
H a n ds o

l  oint to north and then ask the children to

P
direction; the other groups then look for
work out where east, south and west are,
them having been given the direction and
with the aid of a rhyme if appropriate (e.g.

ing
number of paces.

l
naughty elephants squirt water).
 sk questions about which direction you
A Extension Lin e a r ns t
would have to walk to get to particular This can be extended from four to your fore
features e.g. rocks or hill. eight compass directions for older or
E xplain that4.
north ispa
usually atct ions
the top of more able children.
l
Com ss dire north and
a map, andLoc is ate
often shownng an by
OS an
ma p compass. Point to the
arrow
or
north usi ere eas t, sou th and west
with a capital N.
n enc our age the chi ldren to work out wh y ele phants
the ropriate (e.g. naught
me if app
are, with the aid of a rhy ction you would
xt, ask que stions about which dire
ter) .
l Ask the children to walk ten parNe paces k or caf. Explain
ticular north,
squ irt wa par
features e.g. car
have to walk to get to and is ofte n shown by an
do five skips tha
tot the
northwest orattwenty
is usually the top ofhops
a ma p,
to the south,arr
orowtowitplace ital N. picture of an
h a captheir Cross-curricular links
animal to the north of the picnic site, or
the south of the rocks, or the east of the 7) Mathematics
conifer tree. Mak
ing a map (activities 5-
5. Paper map or stand to draw their
maps, using paper on
n
a sui tab le pla ce wh ere the children can sit the m to use the symbols which have bee
Find our ed pencils. Encourage
h pen cils and col
clipboards wit

Part 7
features on the map.
discussed to represent

Making maps 6. Alternative map

using natural materia
ls
map on paper,
Rather than creating a
ldre n cou ld pro duc e a ground
ctivities the chi
na Divide the children into
map from nat groups
ura l ma toteri als . This is
e in wet weather,
H a n ds o

create ground maps of the woodland

esp eci ally app rop riat
en of the
and photos can be tak
from natural materials.
finished maps for a las
ting record.

l  hoose an areaChthat
C is fairly flat, ly flat, and
oose an area that is fair
and gently sweep the leafthelitter
sweep r aside to
aside
leaf litte
gently
a bar e spa ce. Co llec t four or
to create a barecrespace;
ate
to make a frame, then
more sticks
gs, smalltostic ks, stones, leaves,
l  ollect four or more
C use twisticks
ent all of the
pine cones etc to repres
make a frame; features on the map, making sure
t places in
they put them in the righ any other features that
l  ext, use twigs, rela
N small
tion tosticks,
each othstones,
er. They will also
leaves, pine conesneedetc key.
tokerepresent
to ma a they want to include
features on the map, including: a key to show how each
rocks feature is represented
stream 4
lake

8 Forestry Commission Early Years Teachers Pack Programme 1

 Conclusion
Y ou have investigated some of Your forests and woods are cared

the features that are found in for by the Forestry Commission

for people, wildlife and timber.
forestry.gov.uk
a forest.

Y ou have learned that trees

and forests are really important
places for animals and birds
to live, and for people to do all
sorts of activities.

The Forestry Commission looks

after lots of woods and forests in
England. Trees are planted and
cared for, so that they grow big
enough to be cut down to make
things, then more trees are
planted. This means that there
will always be a forest for
wildlife to live in, and for
people to enjoy.

9 Forestry Commission Early Years Teachers Pack Programme 1

Geographical
Features checklist
Human
Natural Physical Man-made

Hill or Valley Stream, river or pond Mixed Vegetation (plants) Play area

Path or track Rocks Forest Picnic table

Soil Trail post Building Bridge

10 Forestry Commission Early Years Teachers Pack Programme 1 activity sheet

 TfoO PacTheIP
rs
r te
k these
Cut out or stic
nd up!
on card to sta

11 Forestry Commission Early Years Teachers Pack Programme 1 activity sheet

Sample aerial photo

12 Forestry Commission Early Years Teachers Pack Programme 1 activity sheet

 Sample Forestry
Commission map
This map is from
Symonds Yat in the
Forest of Dean.
Symonds N
Yat Rock

Hand
ferry

il Symonds Yat
Tr a Rock Car Park
B4432

Key to map
Parking
Toilets
Easy-access toilets
Cafe
Picnic area
Viewpoint
Wildlife viewing area
Public telephone
Forest track
Forest path

13 Forestry Commission Early Years Teachers Pack Programme 1 activity sheet

 Design, make
and evaluate
Aim of this section
riety of
To design and make a va
materials
products using natural

Curriculum links
EYFS
l Physical development
l Expressive arts and design

Key stage 1: Design Technology

l Design l Evaluate
design purposeful, functional, evaluate ideas and products
appealing products based on against design criteria.
design criteria; l Technical knowledge
generate, develop, model build structures, exploring how
and communicate ideas. they can be made stronger,
l Make stiffer and more stable.
 select from and use a range
of tools and equipment to
perform practical tasks;
select from and use a wide
range of materials according
to their characteristics.

14 Forestry Commission Early Years Teachers Pack Programme 2

 Teacher instructions
Prepare
l S elect which product(s) you are
going to make, from the list on
the right.
l  ead and understand the
R
design criteria.
Plan
Generate, develop and communicate
ideas by discussing:
l  hat sort of materials are
W l
available and which are you
going to use?
In the forest, you could use
sticks, stones, leaves, mud,
pine cones, seeds or logs.
Make
l Work in groups to select
and collect the materials, cut
them and join them to make
the product.
TOP TIP
for tea chers
Only use tools if you ar
confident with them an
have done a robust ris
e
d Improve
k
assessment.
15 Forestry Commission Early Years Teachers Pack Programme 2
Choose a product to make
The same process (prepare,
plan, make, evaluate,
improve) is used to make the
following different products
from natural materials:
l Organise children into groups. 1. a picture frame
2. 
a musical instrument/
l Discuss the questions in orange.
sound-maker
l Y ou could look at existing 3. a nest
products and discuss how 4. a shelter
they are made. 5. a bridge
Please respect the forest
use only materials found on
the ground, and dont pick
be useful for children who
cannot tie knots, but please
ensure that elastic bands
plants or break branches are all taken back to the
off trees. classroom with you after
your visit.
 o you need to join materials?
D
How will you do this? l  o you need to cut materials?
D
What tools are available and
We suggest that you use
will they do the job?
string made from natural
fibres, but dont recommend
providing glue or sticky tape;
elastic bands can sometimes
Family
Evaluate follow-up
l Give the children the opportunity For a family follow-up activity,
to show their product to the rest see page 21
of the group and to explain their
choice of materials and method.
l Discuss whether the design criteria
have been met and whether the
making went according to plan?
Which bits were more difficult
than expected?
l How could you improve the l Extend the work, by giving
product / make it more fit for more specific design criteria
purpose? How could you make if appropriate.
it stronger? Are there any other
designs or materials that you
would like to try to use?
 Product 1
a picture
Design criteria: design and make
a picture
frame from natural materials, for
story
of an animal or character from a

Prepare Plan and make Evaluate and

What materials are picture
frames usually made from?
Wood, metal, plastic.
How many other products can
you think of that can be made
from wood?
Where does the wood
come from?
Measure the picture how long
and wide does the frame need
Improve
to be? Which frame design does your
picture look best in
What shape does it need to be? and why?
How are you going to make it? Try more specific design criteria:
 lsticks
tied together with the
l
 frame has to stand up;
string to make a square
or triangle? the
l
 frame has to hang up;

 a shape
l
 on the ground  lthe
frame has to be
made from leaves, mud square.
or cones?
 sticks
l
 hanging from
a branch?

Cross-curricular links
Key Stage 1: Mathematics
Geometry
recognise and name
common 2-D shapes.
Measurements
measure and begin to
record lengths and heights.

16 Forestry Commission Early Years Teachers Pack Programme 2

 Product 2
Design criteria: Imagine you are a
mouse, design and make a sound
maker (or percussion instrument)
that you can use to warn your
friends that a predator is coming

Prepare Plan and make Evaluate and

How many musical instruments
can you think of that are made
How are you going to make it? Improve
l two sticks scraped or Which sound-maker design
of wood?
knocked together? would be best at enabling you
 Violin and other string
instruments, drums, l  stick tapped on a
a to communicate with your
xylophone (comes from the tree stump? friends and why?
Greek meaning wooden l  bunch of leaves or pine
a Try more specific design criteria:
sound), piano, claves cones tied to the end of a l y ou need to be able to
Where does the wood stick and waved around so change the volume on the
come from? that the leaves rustle or the sound-maker;
cones clatter together?
l y ou want to play a tune or

This could be a fairly quick activity, tap out a rhythm on the
so it might be as well to ask sound-maker.
groups to come up with at least
two different sound-makers.

Cross-curricular links
Key Stage 1: Music
Pupils should be taught to
experiment with, create,
select and combine sounds.

17 Forestry Commission Early Years Teachers Pack Programme 2

 Product 3
Design criteria: design and make
a nest to keep a forest bird warm
Prepare
What kind of birds live
in forests?
 Woodpecker, blackbird,
woodpigeon, jay, thrush,
great tit...
Where do they make their nests?
 In trees or bushes; some
birds make nests on the
ground; woodpeckers make
their nests in hollow trees;
the Forestry Commission
puts up nest boxes for birds
in some forests.
What features make a
good nest?
l S hape eggs must
not roll out;
l S helter under branches
of a tree;
l Insulation.
Why are forests good homes
for birds?

l F ood (nuts, seeds
berries, insects);
l Shelter;
l Trees for nesting.
You could explore the forest
looking for nests, and
discussing where and how
they have been made.
Please remember not to touch
nests or to disturb them in
any way.
18 Forestry Commission Early Years Teachers Pack Programme 2
Plan and make
How are you going to make it?
l sticks placed in a circular
shape on the ground?
l sticks tied together with
string to make a nest that
can be picked up?
l bendy sticks e.g. hazel or
willow could be bent into
a circular shape then
woven together?
l wet mud, shaped and
allowed to harden?
l lined with moss or feathers
for warmth?
Evaluate and
Improve
Which nest design would be
best at keeping an owls chicks
warm and why?
Try more specific design criteria:
l  est must be lined
N
(insulated);
l  est must be off the
N
ground.
Cross-curricular links
Year 2: Science
Living things and
their habitats
identify that most living
things live in habitats to
which they are suited.
Animals, including humans
find out about and
describe the basic
needs of animals,
including humans, for
survival (water, food,
air and shelter).
 Product 4
a
Design criteria: design and make
al.
shelter or house for a forest anim

Prepare Plan and make Evaluate and

What kind of animals live
in the forest?
Which animal is the shelter going
to be for?
Improve
 Mice, foxes, snakes, Which shelter would be best at
What are you going to do to keeping an animal warm, dry
badgers, squirrels.
make it warm, dry and safe? and safe, and why?
Where do they make
How are you going to make it? Try more specific design criteria:
their homes?
 Many are underground, l sticks leant up against l  ive the children a cuddly
G
some are up in trees, some a tree? toy which has to be able to
live on the ground and make l  pile of logs covered with
a live in the shelter;
homes in undergrowth. fallen leaves? l  sing the small shelter
U
What do all animal homes have l s ticks and leaves as a prototype, re-make
in common? placed in the fork it much larger, so that it is
 They all need to be warm, between two branches? big enough for the children
dry and safe. to get into (you can test it
You could explore the forest for waterproof-ness by
looking for animal homes and throwing water over it at
discussing how and where they the end).
have been made.

Cross-curricular links
Year 2: Science
Living things and
their habitats
identify that most living
things live in habitats to
which they are suited.
Animals, including humans
find out about and
describe the basic
needs of animals,
including humans, for
survival (water, food,
air and shelter).

19 Forestry Commission Early Years Teachers Pack Programme 2

 Product 5
Design criteria: design and make
bridge that is tall enough tall enou
a cuddly toy to walk underneath,
enough for it to lie down under, an
strong enough for it to balance on
Prepare
What are bridges for?
Why might there be a bridge
in the forest?
To cross a stream or valley.
What are bridges made of?
Metal, wood, stone.
Why are they made from
different materials?
It depends on where they
are and what their purpose
is e.g. carrying cars or
people.
Why is wood a good material for
a bridge in the forest?
 Cheaper and easier to work
with than concrete or metal;
easy to join; easy to cut;
more appropriate to the
surroundings; more flexible
and can bend under weight
without snapping.
20 Forestry Commission Early Years Teachers Pack Programme 2
a
gh for
wide
d
top
Plan and make
How are you going to make it?
l two tree stumps or logs,
with sticks laid across
their tops?
l forked sticks pushed into
the ground with other
sticks placed in the two
forks to make the top of
the bridge?
l three sticks lashed
together with string to
make a tripod at each
end, with other sticks laid
across the top between
the two tripods?
 
TfoO PacTheIP
r te rs
a cuddly toy
You will need
for each grou
p.
Evaluate and
Improve
Which design allows your toy
to walk and lie down under the
bridge, and balance on top of it?
Would your bridge be suitable
for a bigger animal?
Try more specific design criteria:
l  ridge must be
B
freestanding i.e. not joined
to a tree or tree stump;
l Bridge may not use sticks
any thicker than a pencil;
l Your toy must be able to
balance on top for at least
ten seconds;
l Using the small bridge as
a prototype, re-make it
much larger, so that it is
big enough for a child to
crawl under and strong
enough for them to sit
on top.
Cross-curricular links
Year 1: Science
Everyday materials
identify and name a
variety of everyday
materials.
 Conclusion
You have made products You have also learned
from natural materials that trees and forests are
found in the forest. really important places for
animals and birds to live.

Wood (timber) comes The Forestry Commission

from trees which grow looks after lots of woods
in forests, and is used to and forests in England.
make all sorts of everyday Trees are planted and
products, including cared for, so that they
picture frames, musical grow big enough to be cut
instruments, bridges down to make things, then
and homes. more trees are planted.
This means that there
will always be a forest for
Family wildlife to live in, and for
follow-up people to enjoy.
Encourage children to do
more designing and making, Your forests and woods are cared
for by the Forestry Commission
by providing the Forestry for people, wildlife and timber.
Commissions Cone bird feeder forestry.gov.uk
activity sheet.

Can they think of any other ways

to design a bird feeder?
They can bring their finished
products to school to compare
techniques used and end results.

forestry.gov.uk/familyfollowup

21 Forestry Commission Early Years Teachers Pack Programme 2

 All about animals
Aim of this section Curriculum links
To learn about EYFS
forest animals and l Understanding the world
birds through a l Communication and language
series of hands-on Year 1: Science
activities l Animals, including humans
identify and name a variety of common
animals including amphibians, reptiles,
Resources provided birds and mammals;
with programme 3 identify and name a variety of common
l F orest animal information animals that are carnivores, herbivores
for teachers and omnivores;
lSet of animal pictures Notes and guidance (non-statutory)
lWord cards l  upils should use the local environment
P
l Animal fact cards throughout the year to explore and answer
questions about animals in their habitat.
l Diet fact cards
l  upils might work scientifically by: using their
P
observations to compare and contrast animals
at first hand, describing how they identify and
Family group them and grouping animals according to
what they eat.
follow-up
Encourage children to complete
these fantastic fun activity sheets at forestry.gov.uk/earlyyears
home, or when visiting a local forest
with their family:
Evidence challenge
Animal food hunt
Forest sensory challenge
forestry.gov.uk/familyfollowup

22 Forestry Commission Early Years Teachers Pack Programme 3

 Introduction/
discussion
bout
lk
a What sort of animals and Preparation
Ta

birds live in forests in Choose which activities you

England? will do from:
Choose a few examples of animals 1. Test your memory
and birds and discuss what they eat
and where they live. 2. Mammal, bird, reptile or
amphibian
Background Information
3. Carnivore, herbivore or omnivore
l T he Forestry Commission looks after
more than 1500 woods and forests in 4. Diet facts
England.
l  hen we cut down trees, or plant
W 5. Who am I?
new ones, it creates lots of different
habitats and places for animals and 6. Forest animal art
birds to live.
You will need to print and laminate
l S ome creatures prefer dense the resources for the activities you
woodland with mature trees, while to do are going to do.
others prefer newly planted areas.
l S ome favour conifers (e.g. pine and
spruce) and others broadleaves (e.g.
oak and beech).
l  anagement plans ensure that we
M
consider all sorts of animals and birds
to make sure that they have their
preferred habitat and a variety of tree
species. TfoO PacTheIP
rs
l  emember also, that the forest is not
R r te
just the trees there are often open
ctivities in
Some of the a
spaces, ponds, streams, rocks and
even heathland, all of which provide e require
this programm
other habitats for wildlife. e either by
setting up tim
ague, or by
an adult colle
eforehand.
the teacher b

23 Forestry Commission Early Years Teachers Pack Programme 3

 Activities
All about animals

na
ctivities
Test your memory How to do it
1
H a n ds o

Find an open space in the forest; hang

This is a good warm up activity,
for encouraging teamwork.
You will need
A complete set of the twelve
animal pictures.
the animal photos up in trees; ask the
children to work in groups, running
around the area, finding all the photos,
agreeing what each animal is; next, get
back together and see how many they
can remember.
Extension
This activity could also be set out along
a trail through the forest, with the
discussion and memory test at the end.

Mammal, bird,
2
ctivities How to do it
na
In their groups, the children sort the
reptile or amphibian
H a n ds o

animals on the ground into the correct

Children will need to be familiar with categories; identify and discuss their
these words and their meanings. reasoning and any common mistakes.
You will need
A complete set of the twelve animal
pictures, and a set of mammal, bird,
reptile, amphibian cards, for each
group of children.

3
ctivities Carnivore, herbivore How to do it
na
Place the sets of pictures at one end of
H a n ds o

or omnivore
an open space, and the word cards at
Children will need to be familiar with the other; have a relay race where each
these words and their meanings. child runs to collect one picture of an
animal, brings it back and puts it into
You will need
the correct category; identify and
A complete set of the twelve animal
discuss their reasoning and any
pictures, and a set of carnivore,
common mistakes.
herbivore, omnivore cards, for each
group of children.

24 Forestry Commission Early Years Teachers Pack Programme 3

 na
ctivities
Diet facts  ote there may be several
n
4
H a n ds o

answers for some of the

You will need
A complete set of the twelve animal
pictures, and a set of the diet fact cards.
How to do it
With the animal photos in front of the
children where everyone can see
them, read out each diet fact; ask for
suggestions about which animal you
might be talking about;
diet facts.
Extension
With the animal pictures hanging from
trees, read each diet fact, and ask the
children to run to the animal they think
it refers to.

na
ctivities
Who am I?
5
H a n ds o

You will need

A complete set of the twelve
animal pictures, and a set of the
animal fact cards.
How to do it
Choose an animal and start to read out
the facts how quickly can the children
guess which animal you are describing?

6
ctivities
na
H a n ds o

Forest animal art How to do it

Using natural materials (e.g. sticks,
You will need leaves), make a ground picture or
A complete set of the twelve sculpture of one of the animals and
animal pictures. birds try to choose materials that are
appropriate for the animals colour
and features e.g. fur, feathers, scales.

25 Forestry Commission Early Years Teachers Pack Programme 3

 Conclusion
You have done lots of The Forestry Commission
activites to learn about the looks after lots of woods
animals and birds that live and forests in England.
in the forest. Trees are planted and
cared for, so that they
You have learned that grow big enough to be cut
trees and forests are down to make things, then
really important places for more trees are planted.
animals and birds to live. This means that there
will always be a forest for
wildlife to live in, and for
people to enjoy.

Your forests and woods are cared

for by the Forestry Commission
for people, wildlife and timber.
forestry.gov.uk

26 Forestry Commission Early Years Teachers Pack Programme 3

 Forest animal
information for teachers
Fox
A fox is a mammal. It is classed as a
carnivore, usually feeding on mice and
other small mammals, but the fox is
really an opportunistic feeder and often
omnivorous. Foxes are nocturnal, with an
excellent sense of hearing and smell.
They live underground in a burrow or
den (sometimes called an earth).
Mouse
There are a number of different species
of mouse, all of which are mammals.
A wood mouse is an omnivore and an
opportunistic feeder. Its diet depends on
the time of year and what is available, and
includes seeds, nuts, fruits, fungi, insects
and other invertebrates. Wood mice are
mostly nocturnal. They can climb trees, but
spend most of their time on the woodland
floor, and live underground in a network of
tunnels.
Hedgehog
The hedgehog is a mammal and a
carnivore, with a varied diet which includes
worms, slugs, beetles and bird eggs and
chicks. Hedgehogs are mostly nocturnal
and live on the forest floor. However, they
can climb trees and even swim! They
hibernate in the winter, making a nest in
a pile of leaves or logs. Their spiky coat
protects them from predators.
27 Forestry Commission Early Years Teachers Pack Programme 3 forest animal information
Deer
Six species of deer exist in the wild in the UK,
all of which are mammals and herbivores,
with a diet consisting of young trees, crops,
grass and other plants. Many male deer
have antlers, but the females never do.
Deer tend to be quite shy, often hiding
away during the day.
Toad
Toads have dry leathery skin and short legs.
They are well camouflaged on the forest
floor. They are amphibians, so they need to
spend part of their lives in the water, which
is where they lay strings of eggs that hatch
into tadpoles. Toads are carnivores, and eat
insects and the occasional small frog.
Owl
The tawny owl is a bird and a carnivore, with
a diet of small mammals and other birds, as
well as insects, frogs and worms. It is mostly
nocturnal and has excellent hearing to help
it hunt for its prey. After eating, owls produce
pellets (the bones and fur are sicked,
or regurgitated, back up a bit like cats
coughing up fur balls).
 Forest animal
information for teachers
Squirrel
Grey squirrels and red squirrels live in
forests in different parts of the country, with
grey squirrels being much more common
and widespread. They are mammals and
herbivores, whose diet includes nuts and
berries. They spend most of their time up in
the trees, and make a nest (called a drey)
from sticks and twigs.
Bat
The pipistrelle bat is the most common
bat in the UK. All bats are mammals, and
the pipistrelle is a carnivore. It eats moths
and other insects, hunting at night using
echolocation (making a high pitched squeak
which bounces back off flying insects so it
can locate them). Bats sleep (roost) during
the day.
Adder
The adder is a type of snake, which enjoys
sunbathing in warm sunny spots during the
summer. Adders are reptiles, although they
give birth to live young, and dont lay eggs
like most reptiles. They are carnivores, mostly them in the forest than to see them they
eating small mammals, which they kill with
their venom (poison) then swallow whole.
They hibernate during the winter and as
they grow, they shed (get rid of) their skin
several times.
28 Forestry Commission Early Years Teachers Pack Programme 3 forest animal information
Slow Worm
The slow worm is a reptile. It looks like a
snake, but is actually a lizard with no legs. It
is a carnivore and enjoys a diet of slugs and
earthworms. Slow worms live in the edge of
the woodland, and spend most of their time
underground or hiding under things.
Frog
Frogs are amphibians, which need to live
near to water. They lay their eggs in jelly-
like lumps in ponds, and are carnivores,
eating insects and other minibeasts. They
have smooth moist skin, and in cold winters,
they go into a state of torpor (a bit like
hibernation) in the mud at the bottom of
ponds.
Woodpecker
There are three different species of
woodpecker that live in forests in the UK.
The green woodpecker is a carnivore (and
a bird), which eats lots of ants, as well as
beetles, flies and caterpillars. They nest in
holes in trees and you are more likely to hear
tap on tree trunks with their beaks, in order
to make nest holes.
 Top left adder;
Top right common frog;
Bottom left green woodpecker;
Bottom right - hedgehog

29 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Top left pipistrelle bat;
Top right slow worm;
Bottom Left tawny owl;
Bottom right common toad

30 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Top left wood mouse;
Top right fallow deer;
Bottom left fox;
Bottom right grey squirrel

31 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Word cards

Bird Amphibian

Reptile Mammal

Carnivore Herbivore

Omnivore

32 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Animal fact card: Fox
I live
I am mostly I have an
underground
nocturnal excellent sense
in a burrow or
(come out of hearing
den (sometimes
at night) & smell
called an earth)

 I am a carnivore,
and I eat other
I am a small mammals, I am
mammal but I also like fruits, reddish brown
berries and even
food from bins

Animal fact card: Wood mouse

I am mostly I can climb trees, I live

nocturnal but spend most underground
(come out of my time on the in a network
at night) woodland floor of tunnels

I love the forest, I am an omnivore

I am a but am also and enjoy eating
mammal found in many nuts, berries,
other habitats fungi and insects

33 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Animal fact card: Hedgehog
 I live on the forest  I hibernate
I am mostly
floor, but can climb in the winter,
nocturnal
trees and even making a cosy
(come out
swim (but I dont nest in a pile of
at night)
like swimming!) leaves or logs

I am a carnivore
I have a spiky
and eat worms,
I am a coat to protect
slugs, beetles
mammal me from
and bird eggs
predators
and chicks

Animal fact card: Fallow deer

 I get into trouble  I am a
I am very shy, with the forester, herbivore as
and I tend to because I nibble his
trees, and with the well as trees
hide during
farmer, because I and crops, I like
the day
eat his crops to eat grass

I have short brown

fur in the winter My father has
I am a
my coat is darker, antlers, but my
mammal
and in the summer, mother doesnt
it is lighter

34 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Animal fact card: Squirrel
 I am a herbivore
My nest is called I spend most of I eat nuts and
a drey and it is my time up in berries, and am a
made from sticks the trees pest to the forester
and leaves because I nibble
tree bark

I store nuts in the

I am a autumn so that I I can be red
mammal have plenty to eat or grey
all winter

Animal fact card: Pipistrelle bat

 I sleep (roost)
during the day in I am a I eat moths and
roof spaces carnivore other insects
and trees

I hunt at night with

echolocation I am usually
I am a mammal, (making a high
black or dark
but I can fly pitched squeak, that
bounces off insects so brown
I can locate them)

35 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Anim a l fa c t c a rd : S n a k e (a d d e r)

 I give birth to live

babies (I dont I hibernate
I am a reptile lay eggs, which during the
is unusual for a winter
reptile)

I enjoy I am a carnivore and

As I grow bigger,
sunbathing in I eat small mammals
I shed (get rid
warm sunny I kill them with my
of) my old skin
spots during the venom (poison) then
several times
summer swallow them whole

Animal fact card: Slow worm

 I live in the I spend most  If I am caught by
edge of the of my time a predator, I can
woodland, underground shed my tail so that
but I dont like or hiding under I can escape later
dense forest things I grow a new one!

 I am a reptile
I look a bit like
I eat slugs and
I am a carnivore a snake, but am
earthworms
actually a lizard
with no legs

36 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Animal fact card: Tawny owl
 I am a carnivore
and I eat small I have excellent
I am mostly
mammals and hearing to help
nocturnal (come
other birds, as well me hunt and
out at night) as insects, frogs find my prey
and worms

After eating, I
produce pellets
I nest in
(bones & fur
holes in I am a bird
from whatever I
trees have eaten, are
regurgitated)

l fa c t c a rd : G re e n w o o d p e c k e r
Anima
 I eat lots of ants;  I nest in holes
also beetles, flies in trees, but I
I am a carnivore and caterpillars, find most of
but ants are my my food on the
favourite ground

You are more likely

I am green, but to hear me than to
my friends can see me I tap on
I am a bird
be great spotted tree trunks with my
or lesser spotted beak, in order to
make nest holes

37 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Animal fact card: Toad
 The forest is a
good place for I have dry I am well
me to live as leathery skin camouflaged on
long as there is and short legs the forest floor
a pond nearby

 I lay strings of  I am an  I am a carnivore

eggs in the pond amphibian, but I eat insects and
these hatch I spend much of sometimes other
into tadpoles my time on land amphibians too

Animal fact card: Frog

 In cold winters, I
I can live in go into a state of
the forest, but I have smooth torpor (a bit like
need to be moist skin hibernation) in the
near water mud at the bottom
of ponds

I am a carnivore  I lay clumps of

I eat insects  I am an eggs in a jelly-like
and other amphibian lump, which hatch
minibeasts into tadpoles

38 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet
 Diet fact cards
I find
Mice
I love to worms,
are my
nibble slugs &
favourite
on a nut beetles
food
really tasty

Nuts, acorns Yummy

I eat grass & tree bark moths &
& nibble make a insects are
on leaves delicious feast my favourite
for me food

I like to Mice &

swallow I have a small other small
mice & appetite, and animals cant
other small enjoy slugs & hide from
animals earthworms me when Im
whole hungry

I like insects
My favourite
Ants, ants for my tea,
foods are
and more and the
insects
ants mmm, occasional
and other
delicious! small frog or
minibeasts
tadpole

39 Forestry Commission Early Years Learning Teachers Pack Programme 3 activity sheet