Upload
others
View
2
Download
0
Embed Size (px)
Citation preview
'Schools Out'
K E N T O R C H A R D S F O R E V E R Y O N E
P R E S E N T S
A M E D L E Y O F A C T I V I T I E S F O R K S 1 A N D K S 2
F R A M I N G T H E L A N D S C A P E
C O N T A C T U S A T M A I L @ K E N T D O W N S . O R G . U K 0 1 3 0 3 8 1 5 1 7 0
Congelow Trust
Kent Orchards
for Everyone
Traditional Orchards Learn about traditional orchards and why they are such important habitats
Teaching Notes: Round, shiny red apples,
deep purple plums, sweet
cherries, crunchy cobnuts
and juicy pears are just some
of the fruits and nuts
produced in our traditional
orchards in Kent. Traditional
orchards are now being
recognised as vital refuges for
wildlife. They often contain a
mosaic of habitats, including
scrub, hedgerows and
grasslands, as well as fruit
trees of varying ages and an
abundance of dead and decaying wood, all of which can support a wide range of plants and
animals.
Traditional Orchards are
becoming more and more
extinct. They are defined
as an orchard with more
than five trees spaced
between 8 – 10 metres
apart. They are managed
so that there is little or no
use of chemicals and
inorganic fertilisers; these
old trees are allowed to
reach the veteran stage;
and grassland is seasonally
grazed with sheep or cut for hay. These traditional orchards are good for both fruit and wildlife
Congelow Trust
and will have a huge diversity of insects. Ladybirds and
hoverflies will be attracted to the area and pollinators
like bees and wasps will benefit from the orchard floor
covered with nectar-rich flowers, while many species of
invertebrates, from the common woodlice to the rare
noble chafer beetles, depend on the dead wood left
standing or fallen in orchards.
Autumn is a great time to visit an orchard. In
preparation for the cold months ahead, mammals,
insects, bats and birds feast on fallen fruit. Fungi
like field mushrooms and bracket fungus emerge
on the orchard floor or on tree trunks. Mistletoe,
is often found on apple trees – spread by mistle
thrushes and other birds that feast on its berries.
Wildlife Found in the Traditional Orchard
Hedgehog, badger, fox, field vole, bat, dormouse,
robin, wren, blue tit, bullfinch, chaffinch, great
spotted woodpecker, green woodpecker, fieldfare,
redwing, mistle thrush, noble chafer beetle, orange
tip butterfly, red admiral butterfly, bumblebee,
ladybird, mistletoe, ivy, holly, mistletoe, yellow rattle,
oxeye daisy, cowslip and orchids, birds and butterflies, dragonflies, snails, squirrels and much,
much more. Notice the squirrel’s tail hanging out of a
woodpecker hole, did he move in?
Your Community Orchard
Meet up with your local orchard warden who will take you
on a walk round your community orchard and they will
answer all of your questions. If they are unavailable speak
with a member of the countryside Management
Partnership’s below and they will be able to support you.
http://www.kentorchards.org.uk/
http://www.midkentdowns.org.uk/
http://www.medwayvalley.org/
http://www.nwkcp.org/
http://msep.org.uk/
Congelow Trust
Kent Orchards
for Everyone
School Activity: Framing the Landscape Discover what tales beholds in the
‘Mapping Imagination and the Landscapes of Traditional Orchards; a Sense of Place’
Resources
Sketchbook
Pens, pencils and paints
Camera, smart phone, video camera, all optional Orchard photographs
Paper or other medium to display their artwork
Examples of fruit maps and travel posters
Long twig/stick with string attached at one end
Computer with access to google
Ordinance survey map of the area
Compasses
Risk assessment, First aid kit and mobile phone
Congelow Trust
Orchard Textures Framed
Pre-visit (15 mins)
Activity 1
• Discuss the
opportunities
for sketchbook
work on your
chosen orchard
and show
pupils
photographs of
traditional
orchards.
• Look at artists
who have
worked from
nature, e.g.,
David Nash,
Norman Ackroyd, Francis Hatch and Samuel Palmer.
During the visit (30 mins)
Activity 1
• Visit your closest
community orchard.
• Give the pupils a twig with
string attached (Map
Stick) and ask them to
collect items as they walk
round the orchard. They
need to think about colour and
texture to depict the route they walked round the
orchard.
• Ask the pupils to draw their impressions of the site in
their sketches and words. Photographs can be taken at
varying angles as well.
• Ask the pupils to focus on details and textures of features in the orchard.
Congelow Trust
The textures such as
the bark of the
cherry tree may
remind the
pupils of
exploding
fireworks.
The lichens
of scrunched
wire; just let
their
imagination run
wild!
After the visit (30mins)
Activity 1
• Use the sketched and photo images to create a piece of work inspired by the site in the form
of a map. It can be a collage including other materials that are available.
Digital Resources
http://www.normanackroyd.com
http://www.franceshatch.co.uk/dorset-coast.html https://www.artexpertswebsite.com/pages/artists/palmer.php
http://www.alecfinlay.com/ look for ‘The Orchard’
Congelow Trust
Activities
Map Sticks
Time: 15 minutes
Materials: lengths of string, scissors, maybe thread, wool or thin twine, found twigs
Organisation: Map sticks are a way of recording landscapes without pencils and
paper. Here is a way of mapping experiences: encouraging people to think back over
a workshop and chart activities and their personal
responses to them as colours wrapped, found
materials lied, or little models bound onto the
sticks. Rummage, collect thinking all the while,
and bind wood onto a twig adding features as
you go.
Hints:
o Scrape bark off sticks where possible.
o You could always just use natural
sources of colour and stain scraped
wood with mud and juice, bind with
wool and plant fibre.
o For younger groups glue can be run or
double-sided tape along the sticks to
help with the process.
o Encourage people to make their own
minds up about colours to use for
exciting moments and achievements.
They do not need to conform to
stereotypes about the language of
colour. (red = anger, grey = dull!)
Congelow Trust
Memories and Thoughts Framed
Pre-visit (15mins)
Activity 2
Discuss the local landscape, orchards and meadows and find out what they might
mean to the pupils. Use images of your local community orchard or an orchard near
you, a meadow or your closest open space be it park of the countryside; remember
that five trees constitute an orchard.
http://webapps.kent.gov.uk/KCC.KLIS.Web.Sites.Public/ViewMap.aspx
Images can be found on www.kentorchards.org.uk
During the visit (30 mins)
Activity 2
• Visit the community
orchard.
• Ask pupils in groups to take
selfies or photos at places
that appeal to them in the
orchard and make a record
either recorded or written
of why.
• Do they have any
memories of the orchard
when they were younger?
Did they play in the
orchard or scrump fruit in
the orchard?
Congelow Trust
Notice the cherry orchards planted on the diagonal
• Record what they like about
the orchard now. Ask the
pupils to draw or write what
they think it looked like 100
years ago? What fruit might
have been growing there?
When they used to plant
cherries they planted them on
the diagonal and other fruit on
a square gird. Look at aerial
maps and see if you can pick
out the cherry orchards. Kent
has digitised aerial maps on
google earth and ‘Kent
Landscape Information
Systems’ click on map views
and you can look at the 1946
aerial photography.
http://webapps.kent.gov.uk/KCC.KLIS.Web.Sites.Public/ViewMap.aspx
• Were there orchards where your community orchard now stands and what
biodiversity might have been living in the orchard at the time?
• Discuss how they would imagine it in 100 years’ time? Think about how farmers
have been grubbing out the old traditional orchards for years. Will the biodiversity
be lost, will there be a housing estate on the orchard?
After the visit (30mins)
Activity 2
• Combine the drawings, photos and audio recordings into an audiovisual presentation about
the site, themselves and their links to the area. A PowerPoint presentation or small film or
just a series of large posters could be used.
Digital Resources
http://webapps.kent.gov.uk/KCC.KLIS.Web.Sites.Public/ViewMap.aspx
Congelow Trust
Every picture tells a story
Pre-visit ( 15mins)
Activity 3
• Learn how to read a map and the points of the compass. (See Teachers Notes)
http://education.kentdowns.org.uk/downloads/assets/map-reading-teachers-
guide.pdf
• A map can tell a story using the characters in the key of a map; maybe there is a
picnic site there or a
castle indicated on the
map! Ask the pupils to
study the maps of
today and of Edward
Hasted which date
back to the 1800’s.
• Study Hasted’s desire
to tell stories in his
paintings through the
way he depicts
landscape features
through shading. Does
each valley remind
them of roots or
branches? Hasted lived
in Kent he was born at
Huntingfield near
Eastling in Kent and then
moved to the Hoo peninsular where Charles dickens came from. He and a group of
landscape mappers mapped Kent. They wrote about the landscape characters of
each village and town including the local manors, the landscape features and
characters of importance within in the locality.
http://britishlibrary.georeferencer.com/map/9HS9cr0mO6XULrOCuvOcYc/201610201402-
AcCIOE/visualize
http://www.bl.uk/onlinegallery/onlineex/ordsurvdraw/e/zoomify82566.html
• Compare Hasted’s maps with today’s ordinance survey maps, one has a key and the
other is based on 3D through shading.
• Think about stories you would like to tell about the habitat features and what
biodiversity exists in your local community orchard in the form of a map.
Biodiversity is all forms of life.
Congelow Trust
During the visit (30 mins)
Activity 3
• Every pupil carries their own special map around
with them; in this case it becomes a tree passport.
Ask them to look at their hands and then with a
water soluble pen trace the main lines on the palm
of one of their hands. Do this just before they leave
for the orchard and this becomes their tree passport
lines to their very own special place in the orchard.
• Ask the pupils to find a vantage point in the community orchard to tell their story
map. This point is where their tree passport lines match the branches in the trees
above. It could be small branches or large branches. (See Activities at the end for
more information.)
• Firstly ask the pupils to work out which direction is north.
• Ask them to decide the grid pattern on which the fruit trees are planted is it north
south/east west. For example it could be northwest southeast/northeast southwest,
or does it follow the hedge line. Is there a grid line pattern to the orchard?
• Note the orientation of the orchard using a compass in their sketch book.
• Take photos and make notes and sketches in the sketch book of all of the features
and biodiversity in the orchard at their vantage point for their story/poem/art map.
After the visit (30mins)
Activity 3
• Work your notes and photos into a work of art using the
medium of your choice, it may be a collage or written, it
might be the whole classroom or groups amalgamating their
work. Take a photo of the artwork and ask for it to be placed
on www.kentorchards.org.uk
Digital Resources
http://education.kentdowns.org.uk/downloads/assets/map-reading-teachers-guide.pdf
http://britishlibrary.georeferencer.com/map/9HS9cr0mO6XULrOCuvOcYc/201610201402-
AcCIOE/visualize
http://www.bl.uk/onlinegallery/onlineex/ordsurvdraw/e/zoomify82566.html
www.kentorchards.org.uk
Congelow Trust
Activities
Tree Passports
Time: 15 minutes
Materials: handful of water soluble felt pens
Organisation: Everybody scatters into ones or twos.
‘We are young and to the trees around us we live short
human lives. But out here in these orchards there will be a
tree that has been waiting for you for years. A friend you
have never met before, a friend who you can sit beside
and talk to, who may have secrets to share with you. And
we all of us hold a secret key that will help us find that one
special tree…’
Draw in three or four of the lines on your palm and look in
the branches of the trees around you for this pattern to
be repeated. This is demonstrated in the image to the
right. It might be on a large scale among the branches, it
might be found in the smallest twigs at the end of a branch, but somewhere that pattern
will be waiting. The tree that holds your palm pattern is your tree. You may find that you
share your tree with someone else, but trees are large and full of friendship. Trust your
fruit tree to accommodate several people.
If anyone cannot have pen lines drawn in, for whatever reason you can share a moment
with them and show them their pattern, maybe tracing the line with a twig so they can be
sure of what they are looking for.
Culture is a matter of taste and variety
taste is subjective and varies according to soil and climate orchards are a product of classical humanism and vernacular tradition the apple is the greatest product of English culture fruit offers a rounded history an orchard is a wood infused with blossom an orchard is an archive of locality
the only sure security lies in diversity be gentle to the root for the best fruit we prune for form : content follows pruning is training – with a knife fertility cannot be forced at the point of a blade for John Butterworth, author of Apples in Scotland.
Congelow Trust
The Travelled Landscape
Pre-visit (15mins)
Activity 4
• Look at a selection of
promotional travel posters for
the Garden of England, Kent
on Google images. Google
‘Kent Train Posters’. Discuss
the messages they are
conveying and what messages
you might wish to convey
today. This post is depicting
the village of Newington near
Sittingbourne in the middle of
the fruit growing area of the ‘Faversham Fruit Belt’
During the visit (30 mins)
Activity 4
• Visit your local community orchard to experience the
ambience of the surroundings.
• Take photographs and do sketches to support the message
the pupils want to promote to visitors to the orchard.
• Focus on traditional orchards or orchards in general but best
focus on the particular community orchard they are visiting.
After the visit (30mins)
Activity 4
• Create the finished poster and present it to the class. How does it make them feel,
do, they want to visit this very special place?
Digital Resources
Google ‘Kent Train Posters’
Congelow Trust
An example of a ‘Listening Map’
Song and Solitude Framed
Pre-visit (15mins)
Activity 5
• Tell the children about a magic spot. A magic spot is where each person finds a quiet
spot which feels very comfortable to them and sits quietly for about 3 minutes and
contemplates events and how they fit into
their bigger picture
• Ask the class to be as quiet as they can,
ask each one of them what they can hear.
Is the sound a high pitch or low pitched
sound, is it a long continuous sound or
short sound. Each sound can be
translated into a shape for example a
small arrow pointing upwards above the
line could donate a sharp high pitch
sound, lots together could be a bird
chirping. A long low dark heavy line could
be the drone of traffic on a motorway. A
training travelling over tracks could be a
zigzag line for the clickety with a larger
zig zag for the clack. For the alarm sound of
a bird it could be a single dot.
• Ask the children to find their magic spot in the school grounds
• Ask the children to have a practice run to interpret the sounds that they can hear
outside their classroom.
During the visit (15 mins)
Activity 5 • Cut a piece of card into four and give one with a pencil to each of the pupils.
• Visit the orchard.
• Ask the pupils to find their magic spot in the orchard and either look at the branches
and see what is happening above or the focus on the grass to see if it is moving or
something is moving around it. But it is very important to keep as quite as possible.
• After three minutes ask them over the next 5 minutes to record on their piece of
paper the sounds they heard in the form of a listening map. Tell them when to start
recording and when to stop.
Congelow Trust
Ask the pupils what they heard; was it a bird or a train was it an animal or was it the
wind?
After the visit (30mins)
Activity 5
Ask the pupils to write their name on their ‘Listening Map’.
Ask the pupils to get into groups of about six and ask them to choose and instrument
from the selection the school has.
Take one of the ‘Listening Maps’ and then ask the children to interpret that using the
instruments, e.g. where there is high pitched sounds use a recorder with a high note.
Where there are dots use a drum, and for a continuous sound try playing a lower
long note on the recorder. Where there is a small zigzag note use maracas and so on.
Once they have perfected the one Listening Map ask the pupils to try the rest in the
group and then put them all together.
Once the children have practiced their Listening Map ask each group to run through
them following one after the other to form an ‘Overture of the Orchard’.
At the end of the day the Listening Maps can then be kept in the pupils pockets to
remind them of their visit to the orchard and the marvellous bird song and other
sounds they heard on that day.
Digital Resources for each Activity
http://www.normanackroyd.com
http://www.franceshatch.co.uk/dorset-coast.html https://www.artexpertswebsite.com/pages/artists/palmer.php
http://webapps.kent.gov.uk/KCC.KLIS.Web.Sites.Public/ViewMap.aspx
http://education.kentdowns.org.uk/downloads/assets/map-reading-teachers-guide.pdf
http://britishlibrary.georeferencer.com/map/9HS9cr0mO6XULrOCuvOcYc/201610201402-
AcCIOE/visualize
http://www.bl.uk/onlinegallery/onlineex/ordsurvdraw/e/zoomify82566.html
Congelow Trust
Kent Orchards
for Everyone
Map Reading Discover how to read an ordinance survey map
Teaching Notes: This is an opportunity for the pupils to learn how to use a map and identify various features in the landscape from a map.
Map Reading North is always facing vertical towards the top of the map as you would read a book. Method:
1. Hold the compass still until the arrow in the centre has stopped moving.
2. Turn around until the arrow is pointing to N on the compass dial.
3. Now you have located north. 4. Place the map below the compass
and line up the blue vertical grid lines on the map with the north compass point. Make sure the north compass point is pointing to the top of the map. Maps are always printed so that north is directly at the top of the page.
5. The map and compass are now aligned in the correct orientation.
6. If you know approximately where you are on the map look around identify a landmark. Locate this landmark on the map it will be in the same direction as you are looking.
7. The compass coordinates can now be read for the direction in which the landmark lies.
8. A map key shows various features which can be found on a map e.g. road type, footpath, church, wood, parking, etc. see some of them below.
Orchard Car Park Church with Nature Footpath Spire Reserve
Map Reading - Yalding. Kent Orchards for Everyone Education Project.
Map Reading - Yalding
Identifying landscape features
Locate a wood on the map and label it ‘woodland’.
Locate a footpath on the map and label it ‘footpath’.
2
Name
Learning where north is on a map
Label the four main compass points: north, south, east and west on the compass on the map. If you can, add the four points in between. Use your compass to help.
The Compass
1.
2.
Reading the key and recognising landscape features on the map
Find two features you can see in the key but cannot find on the map and write the answers in the boxes.
3 Road
Minor Road
Footpath
Bridle Way
Church
Contours
Wood
Orchard
Nature Reserve
Telephone
Parking
or
6075
Key
Congelow Trust
Kent Orchards
for Everyone
School Activity: Framing the Landscape Learning outcomes
Curriculum Links: Art and Design, Geography, History, English,
Programme of Study
Key Stage 1 Art and Design to use a range of materials creatively to design and make products
to use drawing, painting and sculpture to develop and share their ideas, experiences and imagination
to develop a wide range of art and design techniques in using colour, pattern, texture, line, shape, form and space
about the work of a range of artists, craft makers and designers, describing the differences and similarities between different practices and disciplines, and making links to their own work
Geographical skills
and fieldwork
use simple compass directions (north, south, east and west) and locational and directional language [for example, near and far, left and right], to describe the location of features and routes on a map
use aerial photographs and plan perspectives to recognise landmarks and basic human and physical features; devise a simple map; and use and construct basic symbols in a key
use simple fieldwork and observational skills to study the geography of their school and its grounds and the key human and physical features of its surrounding environment
History changes within living memory – where appropriate, these
should be used to reveal aspects of change in national life
Year 2 Writing
Composition
develop positive attitudes towards and stamina for writing by:
writing about real events
writing poetry
writing for different purposes
Congelow Trust
Key Stage 2 Art and Design to create sketch books to record their observations and use them to review and revisit ideas
to improve their mastery of art and design techniques, including drawing, painting and sculpture with a range of materials [for example, pencil, charcoal, paint, clay]
about great artists, architects and designers in history
History a local history study
Locational
knowledge
name and locate geographical regions and their identifying human and physical characteristics, key topographical features (including hills, mountains, coasts and rivers), and land-use patterns; and understand how some of these aspects have changed over time
Geographical skills
and fieldwork
use the 8 points of a compass, 4- and 6-figure grid references, symbols and key (including the use of Ordnance Survey maps) to build their knowledge of the United Kingdom and the wider world
use fieldwork to observe, measure record and present the human and physical features in the local area using a range of methods, including sketch maps, plans and graphs, and digital technologies
Year 5 and 6 Reading
Comprehension
maintain positive attitudes to reading and an understanding of what they read by:
preparing poems and plays to read aloud and to perform, showing understanding through intonation, tone and volume so that the meaning is clear to an audience