UNIT 2 WORK BOOK

Unit 2: Forest School Programmes and the Woodland Environment

Credit 3; Guided Learning hours 18; Total Qualification Time 30.

This unit has 4 learning outcomes.

Learning Outcomes Assessment Criteria

The learner will: The learner can:

1. Understand the structure of woodlands. 1.1 Compare the structures and biodiversity of native broadleaf and coniferous woodland ecosystems.

2. Know how to identify a range of flora and fauna and understand the importance of identification.

2.1. Explain why flora and fauna identification is important for the Forest School leader. 2.2. Identify a range of woodland flora and fauna for own site, detailing identifying characteristics for each species.

3. Understand the management of woodlands as a sustainable learning environment.

3.1. Describe woodland management methods and their significance to sustainability. 3.2. Explain ways to involve participants in sustainable woodland management on a Forest School site.

4. Understand the importance of the relationship between Forest School and the woodland environment

4.1. Evaluate research articles on the benefits of connection with woodland environments on well-being. 4.2. Explain how Forest School nurtures connection between participants and the woodland environment.

Forest School Leader Level 3 Training – UNIT 2

Name: Jennifer Nolan

Address: 34, Parkvale, Dundrum, Dublin 16

Post code: 16

Date of Birth: 27/09/1982

Email: jennifernolan1982@gmail.com

Phone Number: 0860701742

Tutor Name:

Declarations:

Student:

I certify that this workbook and portfolio of evidence presented for assessment and

moderation by the above student is my own work and authentic. (Refer to our Learning Style, Assessment Methods & Plagiarism document in Policies & Procedures).

Signature: Jennifer Nolan

Date: 30/11/2019

Tutor:

I certify that to the best of my knowledge the evidence presented by the above student was

collated under the required conditions and was appropriately supervised.

Signature:

Date:

Internal Moderator (if sampled during the moderation process):

I have sampled this workbook and portfolio during the internal moderation process and

confirmed the tutor’s assessment decisions.

Signature:

Date:

Learning Outcome 1 : Understand the structures of woodlands(Word count guideline for answering questions below is between 50 –

400 words) Please refer to Indicative Content within OCN Learning Outcomes.

1.1 Compare the structures and biodiversity of native broadleaf and coniferous woodland ecosystems.

Coniferous woodland, as its name suggests, is made up predominantly of conifers. Conifers are trees often having needle-like leaves, such as the familiar Christmas tree. They are usually evergreen. In other words, rather than shedding their needles all at one time in the autumn, they lose a proportion throughout the year, with these being constantly replaced. As a result, they always have foliage on them. There are exceptions to this. For example, European Larch is deciduous, dropping all of its needles in the autumn. All conifers also produce their seeds inside cones.

Many coniferous woodlands have been planted and are managed for timber production and competing species tend to be removed. This results in the woodland having little variety of tree species. Whilst most broad lead woodlands are characterised by the species of tree present most coniferous woodland is characterised by the density of the tree planting and the topography of the land.Broadleaf woodland is composed of trees with leaves which are not needle-like. The leaves of different broadleaf trees come in all varieties of shapes and sizes, but tend to be flat, broad shapes quite unlike the needles of conifers. Most broadleaf trees are deciduous. This means that they lose all their leaves in the autumn, remaining bare through the cold winter months until the spring, when they grow new foliage. Some broadleaf trees however, are evergreen, rather than deciduous. Holly is an example. The seeds of broadleaf trees are produced within a great variety of different structures, from acorns to berries.As well as providing habitats for hundreds and thousands of species of plant, animal and insect broad leaf woodlands play a crucial role is soaking up some of the regular large downpours we get in this country and their presence can prevent or limit damage caused by flooding.

Identify and explain: Vertical Layers and Horizontal features Discuss related ecological terms e.g biodiversity, abiotic elements, natural succession, ecosystems, habitats, life cycles, seasonality, food chains, effects of light and wildlife corridors

Vertical woodland structure refers to the differences found at different heights in the woodland. Woodland is usually referred to as having four distinct layer.The Ground layer refers to the plants growing on the floor of the woodland. Towards the edge of the woodland this may well be very green and made up of grasses, mosses, lichens and fungi. Under the canopy of trees this will consists predominantly of leaf litter – rotting vegetation and leaves that were shed the previous autumn. Many creatures will be found at this layer including slugs, snails and worms and invertebrates such as spiders, centipedes and millipedes. Microscopic organisms help decompose the litter and in doing so convert it into beneficial chemicals and minerals that can be absorbed by plants.The Field layer is made up of grasses, ferns and flowering plants. The amount of growth at this layer will vary hugely depending on how much light reaches it through the canopy above. The species of plants you find at this layer will also vary but plants such Bramble and Nettle are often abundant. The Understorey (or Shrub) layer is comprised of younger smaller trees and shrubs which have evolved to grow with less light. Young trees you find in

this layer will very likely be the same species as the larger more dominant trees that make up the canopy. If the woodland is very dense then little light will get through and little will grow at this layer. Species that survive under the canopy often do so either on the edge of the woodland or because they complete their life cycle in early spring before the canopy is fully developed.

The Canopy layer is made up of the leaves of the tallest trees. These receive the most sunlight and limit the light that reaches the lower layers. The trees that form the majority of the canopy tend to be considered the dominant species of the woodland, for example if the majority of the canopy is comprised of Oak trees it would be considered an Oak woodland.

Biodiversity is the variety and variability of life on Earth. Biodiversity is typically a measure of variation at the genetic, species, and ecosystem level.

Abiotic factors refer to non-living physical and chemical elements in the ecosystem. Abiotic resources are usually obtained from the lithosphere, atmosphere, and hydrosphere. Examples of abiotic factors are water, air, soil, sunlight, and minerals.

Biotic factors are living or once-living organisms in the ecosystem. These are obtained from the biosphere and are capable of reproduction. Examples of biotic factors are animals, birds, plants, fungi, and other similar organisms.

Ecological succession, the process by which the structure of a biological community evolves over time. Two different types of succession—primary and secondary—have been distinguished. Primary succession occurs in essentially lifeless areas—regions in which the soil is incapable of sustaining life as a result of such factors as lava flows, newly formed sand dunes, or rocks left from a retreating glacier. Secondary succession occurs in areas where a community that previously existed has been removed; it is typified by smaller-scale disturbances that do not eliminate all life and nutrients from the environment.

An ecosystem is a community of living organisms in conjunction with the non-living components of their environment, interacting as a system

A ‘wildlife corridor’ is an area in the environment that functions as a passageway for the purpose of providing connectivity between wild species by means of dispersal and migration of individuals. These corridors are often vegetation-based habitats that facilitate movement, while offering less risk of predation compared to when travelling through open lands.

Learning Outcome 2: Know how to identify a range of flora and fauna and understand the importance of identification.

2.1 Explain why simple identification is important for the Forest School leader. Identify protection species; Informing woodland management plans; knowledge & understanding for participants, H & S, including allergies; Uses of plants, sustainability, Life cycle and seasonal considerations.

One of the key rules for any forest school session should be that children do not taste anything unless they have checked with you that it is safe to eat. Children need to understand that even if a plant is edible it may not be safe to eat depending on the location

in which it was picked. Food that has grown on busy road side verges or on hedgerows next to farmland that has been sprayed for example is likely to be unsafe for example. The ‘no pick, no lick’ rule is a simple method of reminding younger children of the dangers of indiscriminately eating wild food. Lots of common edible plants and fungi have poisonous lookalikes. The most important thing to do before eating anything in the wild is to be 100% sure of it’s identification. There are a number of toxic, and deadly, plants and fungi that grow wild. It’s really important for FS leader to provide a rich experience so talking to the children about flora and fauna and engaging them is really important. The FS leader must know about possible dangers of plants/animals in the area. E.g. Foxglove, or a wasps nest.

On our site in Tymon Park our park ranger plays a really active role in FS site. Our school endeavour to have the children play active roles in the management of our site. Teachers have frequent contact with the park ranger. Some woodland management systems are outlined below but only really thinning is used on our site. We are lucky that our site boasts a an area where wildlife is preserved as well as looked after

Thinning is the process of removing the less healthy or less desirable trees to make. As trees grow the crown takes up more room and the tree require more resources.  Removal of part of the canopy also allows light to reach lower levels of the woodland and encourage growth there. Thinning should be carried out with consideration, selective use of thinning can influence the dominant tree species and make-up of the whole woodland. Thinning is used appropriately on the site with the majority of the felled wood being left as wildlife habitat.

Coppicing is a sustainable method of using a woodland to produce timber. It involves cutting a young tree back to ground level. Shoots will then regrow from that main stump (called the coppice stool). These shoots, once grown, can then be cut back ground level to harvest the timber and the process repeated. 

Pollarding is the practise or removing the upper branches of a tree to encourage growth of a dense crown. It is primarily used to keep trees at a specific height, either to provide food for livestock (pollard hay) or for wood production, typically for fence posts, firewood or timber for boat construction. Pollarding can help trees to live for longer as there is not as much weight or height to the tree, limiting the impact of wind.

Habitat conservation is the practice of controlling or manipulating the amount and type of food or water available in an area. Public access can be restricted to several walks in an area limiting disturbance to wildlife. A walkway has been built through a large wetland area to prevent damage to the land. Felled wood is left on site to provide habitat for wildlife.

3.1 Explain ways to involve participants in sustainable woodland management on a Forest School site.This may be included in the management plan: Understanding our role as stewards of the woodland for generations to come; consider the participants and how the management techniques would be implemented by them depending on age and ability.

I think Woodland management is a really important factor in FS and that providing children with responsibility and ownership of an area I really important for building self-esteem in children and young adults. We are lucky to have a site at Tymon Park and the children play an active role in managing the woodland and keeping out site clean, tidy and well maintained. When changing things around in the site and setting up stations we always ask for children’s support and involvement again creating ownership. However considerately used the woodland will be impacted by forest school sessions that occur. To balance this impact on the wildlife children can be involved in identifying ‘off limits’ areas for the creation of habitats. Younger children could create log piles and bug hotels and older children build bird and bat boxes. Involve children in any planned management activities such as harvesting or coppicing and planting or felling. Involving children in the maintenance and use of tools to manage the woodland can be a way to introduce sustainable management to children. Younger children can work with loppers or shears to cut back overgrowth from paths whilst older children could use bow saws to fell small trees or to cut and clear fallen wood.

Learning Outcome 4: Understand the importance of the relationship between Forest School and the woodland environment.

4.1 Evaluate research articles on the benefits of connection with woodland environments on well-being. The research chosen needs to be substantive, authentic and valid. Refer to the benefits of connection with woodland and natural environments with reference to: Physical well- being; Psychological and/or emotional health and well-being. Link this to your own FS experience. (Please refer to at least 2 research articles).

From a personal point of view I know that being in the woodland automatically helps me feel calmer and reduces my stress levels. I gain a deeper connection to myself by deepening my connection with nature.

Exercise in woodlands has been shown to relieve physical symptoms such as high blood pressure and obesity, as well as mental symptoms of stress and depression.Research has shown that wellbeing benefits from spending time in nature include physical, psychological and social aspects, whether through immersion in a natural environment or merely being near to it in the course of everyday activities. One such article which provides more in depth information I read was

https://www.outdoortribe.co.uk/how-woodlands-can-help-promote-human-wellbeing/

Forests offer unique sensory experiences for the chance to regain balance and escape from the pressures of everyday life.

They are a haven to escape and are especially restorative environments. The sounds, sights and smells of the forest play a role in reducing stress by stimulating the senses, such as the subtle shifts in temperature to the scent of pine needles crushed under-foot. Studies show that people relax best while seeing greens and blues.

We know this is true and now more than ever we need to get people away from laptops and computers and out and about!

https://www.forestryengland.uk/wellbeing really interesting video of using nature to heal.

4.2 Explain how Forest School nurtures connection between participants and the woodland environment. Comment on approaches to FS delivery that enhances connection with woodland environments, giving examples from practice.From my experience of Forest School sessions I think the circle times and activities can really help children to connect to other children. I always include a sit spot and meditation practice following each session and end with a gratitude journal this spiritual practice can further deepen our connection to ourselves and our connection to nature. I really enjoy making nature mandalas where children gather their own natural resources and construct a mandala, its really important at the end of this that they then destroy their creation. It signifies the transience of nature. Making mandalas at different times of year and help us connect to changes in seasonality and learn about the change in nature over time.

Other useful referenceshttp://www.countrysideinfo.co.uk/woodland_manage/struct.htmhttp://www.lifeonland.org.uk/woodland/Management.htm

APPENDIX 12.2 Identify a range of woodland flora and fauna for own site, detailing identifying characteristics for each species. Create an identification sheet for flora and fauna found on your forest school site. A minimum of 20 species. Include trees; plants; insects; animals; birds and/or fungi. (Create in your own way – can use photos & anything of personal interest; Life cycle, Folklore etc – example Template provided in Appendix 1).

Example of Profiles (please adapt accordingly)

Plant/Fungi Profile

Common Name: IvyLatin Name: HederaFamily: Hedera

Drawing/photo

growing on a silver birchDescription: beautiful spade shaped leaves, shiny dark green

Taste/Smell/Texture:waxy tough leaves

Habitat:forest floor, often grows on trees and buildings

Medicinal uses: Edible Uses:inedible

Cautions: harmless, some evidence that they can harm trees and buildings when they grow too thickly

Different seasons: grows all year round

Common Name: DockLatin Name: Rumex obtusifolius Family: Buckwheat family

Drawing/photo

Description: long wide leaves sticking upright from the ground. Distinct rusty brown dry seeds in Autumn.

Taste/Smell/Texture:Both leaves and seeds are

Habitat:woods, grassy land, wasteland

Medicinal uses:Leaves often used to treat skin irritations.

Edible Uses:Both leaves (young) and seeds are edible. This year we harvested dock seeds with the children, ground flour and made crackers.

Cautions: Leaves not advised to be consumed in large quantities as contain oxalic acid.

Different seasons: Grows all year round. Flowers in Summer. Seeds in Autumn.

Common Name: NettleLatin Name: Urtica dioicaFamily: Urticaceae

Drawing/photo

Description: green, serrated leaves, fibrous stalk, tiny white flowers

Taste/Smell/Texture:furry, can sting, leafy taste

Habitat:forests, road-sides, gardens

Medicinal uses:can be used for urinary problems. can relieve arthritis and other joint pains.

Edible Uses:Leave fore tea. Can be used like spinach in cooking. Soup. Crisps.

Cautions: they sting. can be relieved by dock leaf or cold pack

Different seasons: Nettle grow up the the springtime, and flower/seed from summer to

late autumn.

Common Name: DockLatin Name: Rumex obtusifolius Family: Buckwheat family

Drawing/photo

Description: long wide leaves sticking upright from the ground. Distinct rusty brown dry seeds in Autumn.

Taste/Smell/Texture:Both leaves and seeds are

Habitat:woods, grassy land, wasteland

Medicinal uses:Leaves often used to treat skin irritations.

Edible Uses:Both leaves (young) and seeds are edible. This year we harvested dock seeds with the children, ground flour and made crackers.

Cautions: Leaves not advised to be consumed in large quantities as contain oxalic acid.

Different seasons: Grows all year round. Flowers in Summer. Seeds in Autumn.

Common Name: ElderLatin Name: Sambucus nigraFamily: Adoxaceae

Drawing/photo

Description: small tree, distinct pale rough bark, young branches can be hollowed out, small white flowers, little black berries

Taste/Smell/Texture:Flowers very fragrant, especially in the evenings (best time of day to pick them for cordial).Berries are sour and can be used in drinks and tea.

Habitat:forests, gardens, wasteland, can grow alone or with other tree/plant species

Craft uses:Lots of crafts can be made from the hollow stem of an elder branch.

Edible Uses:Flower heads picked at dusk can be simmered in hot water, sugar and lemon added, strained and reduced to make the very popular elderflower cordial.Berries used to make dyes, wine and preserves

Cautions: Poisonous leaves. Mildly poisonous flowers and berries (should be cooked)

Different seasons: We chose to observe the elder through the months this year as it is right beside our log circle. Bare in winter, leaves grow in spring, flowers bloom in May/June, and

berries come in August.

Common Name: Cow parsleyLatin Name: Anthriscus sylvestrisFamily: Apiaceae

Drawing/photo

Description: grows very tall in spring – up to the children’s heads! Leaves look like carrot leaves. Flowers are tiny and white and in clusters on the stem head, each with 5 petals.

Taste/Smell/Texture:apparently leaves taste a bit like those of carrot, to which it is related. Stem is ridged and firm.

Habitat:forest fringes, roadsides, path-sides

Medicinal uses:Leaves often used to treat skin irritations.

Edible Uses: not poisonous, but not generally eaten

Cautions: Can be confused with giant hogweed which causes burns to the skin

Different seasons: Flowers April to June

Common Name: MossLatin Name: Tillandsia usneoidesFamily: Pineapple family

Description: Mosses are small flowerless plants that typically form dense green clumps or mats, often in damp or shady locations. The individual plants are usually composed of simple leaves that are generally only one cell thick, attached to a stem that may be branched or unbranched and has only a limited role in conducting water and nutrients.

Taste/Smell/Texture Habitat

Soft texture Woodland

Animal/Insect/Birds Profile

Common Name: BlackbirdLatin Name: Turdus merulaFamily: thursh family

Picture

This is a male. Characteristic bright orange beak. Females are dark brown.

Behaviour: territorial , especially the males. Stunningly beautiful song

Habitat: woodlands, gardens

Feeding pointsFeeds on birdfeeders, worms and insects, seeds

Signs: tracks , nests are cup-shaped

Animal/Insect/Birds Profile

Common Name: Robin redbreastLatin Name: Erithacus rubeculaFamily: Old-world flycatchers (the American robin is in the thrush family)

Picture

Behaviour: quite tame, doesn’t mind hopping up to where there are people. Very territorial (red breast has probably co-evolved with this behaviour )

Habitat: woodlands, gardens

Feeding pointsWill come around humans to feed. Feeds on birdfeeders, worms in soil, seeds in ground

Signs: tracks clear in snow

Animal/Insect/Birds Profile

Common Name: 7-spot ladybirdLatin Name: CocinellaFamily: Beetle

Picture

Behaviour: Hibernate November to March. Flies.

Habitat: woodlands, gardens, grassylands

Feeding pointsfeeds on aphids. Gardeners friends

Signs: bright red warning colours to avoid predation

Animal/Insect/Birds Profile

Common Name: Bumblebee (carder bee) Latin Name: Bombus pascourum/muscorumFamily: Hymenoptera

Picture

Behaviour: nests are under the ground in woodlands and grasslands. Only the queen hibernates.

Habitat: woodlands, gardens, sides of roads (rural)

Feeding pointsLove to forage on foxglove, nettles, clovers and tree flowers

Signs: a nest is visible from the amount of activity in that area. Be careful of carder bee nests when doing FS as children should not sit in that area

Animal/Insect/Birds Profile

A crow is a bird of the genus Corvus

Many types of crows are solitary, but they will often forage in groups. Others stay in large groups. A group of crows is called a murder. ... Then, the murder of crows will band together and chase predators in a behavior called mobbing

Crows can be found all over the world in a variety of habitats. For example, the American crow lives all over North America and prefers open areas — agricultural land and grasslands — with trees nearby. They also thrive in suburban neighborhoods

Crows are omnivores, which means they eat nearly anything. ... They also eat insects, seeds, grains, nuts, fruit, non-insect arthropods, mollusks, worms and even other birds. Crows have also been noted eating garbage and store food in caches, short-term, in trees or on the

Seeing a crow is a reminder that where there is dark, there is also the other side of light. Your tenacity and persistence will pay off. Crows do not give up easily. They will pursue their target and get whatever they need, when they need it.

ground

Animal/Insect/Birds Profile

Common Name: Swans are birds of the family Anatidae within the genus Cygnus. The swans' closest relatives include the geese and ducks.

Behaviour: Male swans of all species will ferociously guard their nests. As well as protecting the offspring from predators, this also prevents the female from mating with another male. When it perceives a threat, a swan will rear up with dramatically flared wings and hiss, grunt, snort and flap. This display is called "busking"

Habitat: Swans are waterfowl, and rely very heavily on water bodies in their environment. They live in a variety of environments, including lakes, ponds, slow moving rivers and streams, wetlands, marshes, and more. When nesting, these birds usually choose sites in close proximity to water.

Feeding points: Lakes Signs

Animal/Insect/Birds Profile

Common Name: Heron

Behaviour

Grey Heron, as many Ardeidae, may stay motionless during long time at water edge, waiting for prey. It is a passive feeder, standing on one leg, with neck sunk between shoulders. If alarmed, it stretches its neck, motionless and watchful, and may take off immediately.

HabitatSome of the different habitats that they live in include swamps, wetlands, marshes, mud flats, and the edges of ponds, lakes, streams, oceans, bays, and more.

Feeding pointsTheir diet includes a wide variety of aquatic animals, including fish, reptiles, amphibians, crustaceans, molluscs, and aquatic insects. Individual species may be generalists or specialise in certain prey types, such as the yellow-crowned night

Signs

heron, which specialises in crustaceans, particularly crabs.[4] Many species also opportunistically take larger prey, including birds and bird eggs, rodents, and more rarely carrion. Even more rarely, herons eating acorns, peas, and grains have been reported, but most vegetable matter consumed is accidental.[2]