Core Skills Analysis
Science
The children collected sticks and placed them in the forest stream to race, observing which sticks floated fastest and why. They noted that some sticks sank while others glided, learning about buoyancy, water resistance, and material density. The group also discovered that bats live in Ashdown Forest, discussing the bats' nocturnal habits and the importance of roosting sites. By exploring the stream’s flow, they began to understand how moving water supports ecosystems.
Geography
The learners examined why the stream ran through the forest, identifying the role of rain, slope, and underlying rock in shaping the watercourse. They mapped the stream’s path on a simple sketch, linking the forest’s terrain to the presence of the water feature. Their investigation highlighted how natural landscapes are interconnected, showing that forests, streams, and wildlife depend on each other. The activity reinforced the concept of local place‑based geography.
English
The class were introduced to author A.A. Milne, hearing a short excerpt from Winnie‑the‑Pooh that connected to their forest adventure. They then created a storyboard that sequenced the day’s events, using captions and simple dialogue to retell their experience. This process helped them practise narrative structure, character description, and the use of past‑tense verbs. By linking a beloved writer to their own story, they deepened comprehension and enjoyment of literary texts.
Art
Students drew a storyboard of their day, illustrating the forest, the stream, the stick race, and the bats they learned about. They experimented with different drawing techniques to show motion, such as motion lines for the racing sticks. The activity encouraged observation skills, colour choice, and spatial planning on the page. Through visual storytelling, they expressed personal experiences while refining fine‑motor and creative abilities.
Tips
Extend the learning by building a simple bat house to support local wildlife, measuring and recording stick‑racing times to introduce data tables, writing a diary entry from a bat's perspective to practise empathetic writing, and creating a detailed map of the forest showing the stream, bat roosts, and stick‑race start‑points. These activities blend hands‑on science, geographic mapping, creative writing, and artistic design for a multidisciplinary experience.
Book Recommendations
- Winnie‑the‑Pooh by A.A. Milne: The classic tales of Pooh and friends set in the Hundred Acre Wood inspire love of nature and simple storytelling.
- Bats at the Beach by Brian Patten: A playful picture book that introduces young readers to bat behaviour, habitats, and the importance of conservation.
- The River Book by Yuval Zommer: A vibrant illustrated guide that explores how rivers are formed, flow, and support life, perfect for curious explorers.
Learning Standards
- Science (Key Stage 1): Understanding of animals, their habitats and basic forces – NCST1‑2 (Plants, animals and their habitats) and NCST1‑3 (Forces and motion).
- Geography (Key Stage 1): Knowledge of local area features and processes – NCGK1 (Geographical knowledge of local area).
- English (Key Stage 1): Reading and understanding of literary texts – NCRK1, and writing narratives with sequencing – NCRK3.
- Art & Design (Key Stage 1): Using a range of materials to represent ideas and develop visual narratives – NCAD1.
Try This Next
- Worksheet: Fill‑in table comparing floatation speed of different sticks (material, length, shape).
- Quiz question: "Why do some sticks sink while others float?" with multiple‑choice answers.
- Drawing task: Sketch a night‑time scene showing bats emerging from the forest.
- Writing prompt: Write a short diary entry from the point of view of a bat watching the stick race.