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Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Farmers And Naturalists
 

Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Farmers And Naturalists

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Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Farmers And Naturalists

Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Farmers And Naturalists

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    Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Farmers And Naturalists Let Nature Feed Your Senses: A Teachers’ Guide To Using Audio Stories From Farmers And Naturalists Document Transcript

    • Let Nature Feed Your SensesEncouraging a lifelong love of nature though food, farming and oureveryday livesA teachers’ guide to using audio storiesfrom farmers and naturalists.www.letnaturefeedyoursenses.org
    • Welcome We asked farmers and nature enthusiasts to tell us about plants and animals (their homes, how they grow), the tools they use and the things they are most passionate about. Together we developed 20 audio stories related to farming and nature. You can listen to birds’ beaks being very clever tools, the challenges of farming in a frosty winter and why a bug hotel is so exciting! There are many more as you can see below.Beetle bank Bug hotel Birds’nests Leaves we eat Our daily breadRoots we eat Fertiliser factories Seeds of life Mill the seed Birds’ beaksSheepdog Tractor Feeding sheep Feeding hens Winter is wetStory of milk Wonders of cows Busy barn Summer swallows Summer sensations This guide has been developed to help you integrate these audio stories easily into your lessons. They are ideal to bring the sounds of nature and farming into your classroom to engage your pupils in the wonder of the natural world. A range of classroom activities is provided, along with links to the National Curriculum in England. The list of activities is not exhaustive, as many of the audio stories lead themselves to literacy and numeracy learning, as well as other cross-curricular approaches. 2
    • Personal, social and health education also plays an important part formany of these audio stories, particularly ‘preparing to play an active roleas citizens’. Ideally, visits to farms and other natural habitats will beundertaken to compliment these stories.The audio stories are presented in short clips – from 1-7 minutes inlength. They are ideal to act as a springboard to introduce a new topic,generate discussion or consolidate previous work, e.g. a farm or nature-related outing. Many of the audio stories also have a range ofphotographs, which could be displayed on an interactive whiteboard(IWB), placed into a PowerPoint presentation or printed out to make anattractive display.Nature, food and farming are sensory-rich topics to explore with yourstudents. Why not ensure that activities engage as many of their fivesenses as possible? By doing that more of their brains will be active andengaged!For further resources on nature, food and farming please visit ourwebsite at www.letnaturefeedyoursenses.org 3
    • Birds’ beaks (4 minutes, 8 seconds) Graham Appleton from the British Trust for Ornithology describes how birds beaks are incredible tools for helping them get their food in variety of ways. Looking at birds’ beaks or bills is a bit like being in a farmers tool shed; there are beaks that act like pliers, bills that can do the task of a spade and beaks that are hammers.Activities Primary SecondaryCompare images of birds’ Science: Scientific Science: Organisms,beaks to the different tools enquiry. Humans and behaviour and health.which are mentioned in the other animals. Livingaudio story. things in their environment. Design and Technology: The behaviour of Design and structural elements in Technology: Working a variety of materials. with tools.Consider the flexibility of Science: Changing Design andbeaks and compare the materials. Technology: Theproperties with other types of behaviour ofmaterials. structural elements in a variety of materials.Discuss the term English: Speaking and Science: Organisms,‘camouflage’. What does it listening. Group behaviour and health.mean? What animals use discussion and 4
    • camouflage? Why do they use interaction. English: Speaking andit? listening. Science: Living things in their environment.Create a chart showing the Science: Scientific Science: Organisms,various types of beaks/birds enquiry. Humans and behaviour and health.mentioned, showing the other animals. Livingdifferent jobs they have in things in theirnature. environment. Art and Design. Art and Design. Mathematics: Number and algebra. Statistics.Challenge pupils to keep a Science: Scientific Geography:record of the different birds enquiry / Humans and Geographical enquiry.they see over a few other animals / Living Fieldwork and out-of-days/week. How did the birds things in their class learning.use their beaks for specific environment.tasks? Mathematics: Geography: Analysing. Geographical enquiry Interpreting and and skills. evaluating. Mathematics: Handling data. 5
    • Birds’ nests (5 minutes, 32 seconds) Dr Dave Leech from the British Trust for Ornithology is passionate about birds and how they build their homes in so many different ways. Just like people, some birds spend more time on their homes than others. It is easy to spot birds’ homes when you are out in the countryside, especially in winter when the trees are bare. Dave spends a lot of time studying nests and uses a wing mirror from a moped joined to a fishing net handle to be able to see into birds’ nests. Have you ever wondered what it might be like to be inside a birds nest? Have a listen to Dave and find out!Activities Primary SecondaryAsk pupils to keep a record of Science: Living things Science: Organisms,nests they can spot on the in their environment. behaviour and health.way to school or when theyare out at the weekends. Howmany different types can they Geography: Geography:record? Geographical enquiry Geographical enquiry. and skills. Knowledge Fieldwork and out-of- and understanding of class learning. places. Mathematics: Handling data.Create a wall chart or Science: Living things Art and Design.montage showing the types in their environment.of materials used by differentbirds to build a nest.Remember to think about the Art and Design.location! 6
    • Write a fictional story about English: Writing. English: Writing.building a nest and livinginside.Discuss why the edges of English: Speaking and Science: Thefields are important. How do listening. Group environment, Earthfarmers help encourage birds discussion and and universe.to live there? interaction. English: Speaking and Geography: listening. Knowledge and understanding of places. Geography: Geographical enquiry. Fieldwork and out-of- class learning.What is the main function of a Science: Living thingsnest? in their environment. 7
    • Tractor (4 minutes, 35 seconds) Matthew Naylor from Sycamore Farm in Lincolnshire tells us all about his favourite tool on the farm, his tractor. Matthew has been a farmer for over twenty years and he remembers when tractors used to be noisy, draughty and difficult to drive. His modern tractor is as strong as 160 horses, has a seat warmer, computer, CD player and a passenger seat for his little dog!Activities Primary SecondaryWhat are the main features of English: Speaking and English: Speaking andnew tractors compared to the listening. Group listening.past? discussion and interaction. Geography: Geographical enquiry. Geography: Fieldwork and out-of- Geographical enquiry class learning. and skills. History: Historical History: Chronological enquiry. order. Knowledge and Communicating about understanding of the past. events, people and changes in the past.Use the audio story to look English: Reading. English: Reading.into the history of farming, Group discussion andusing the tractor as a starter. interaction. 8
    • Feeding hens (1 minute, 40 seconds) Andrew Taylor of Broughton Grounds Farm in Oxfordshire takes us with him as he feeds his hens on a frosty, winter morning. Have you ever heard a dawn chorus of chickens? Have a listen to the wonderful sounds of a hundred hens cackling!Activities Primary SecondaryInvestigate the different ways Science: Living things Science: Organisms,in which hens are kept, e.g. in their environment. behaviour and health.free range, barn. English: Reading. English: Reading. Group discussion and interaction.If your school has suitable Science: Living things Science: Organisms,grounds, hens could be kept in their environment. behaviour and health.and their eggs used to make arange of tasty dishes.What types of dishes/meals Design and Design andcan be made using eggs? Technology: food. Technology: food.Cook some examples with thepupils. 9
    • Feeding sheep (1 minute, 42 seconds)Have a listen to Andrew Taylor ofBroughton Grounds Farm, Oxfordshirefeeding his hungry sheep on a frostywinter morning. The sheep are so keenfor their breakfast they sound like arugby scrum!Activities Primary SecondaryQuiz the pupils about Science: Living things Science: Organisms,different aspects of the in their environment. behaviour andaudio story, e.g. why are the health.sheep in the barn overnight?What do they eat for English: Speakingbreakfast? Why are the and listening. Group English: Speakingsheep keen to leave the barn discussion and and listening.so quickly? interaction. 10
    • Sheepdog (3 minutes, 53 seconds)Roly Puzey tells us what it islike to be a sheep farmer inOxfordshire. He describeshow his dog, Belle, helps himto do his job of farming sheep.She is his best friend and oneof his most important tools for getting the job done.Activities Primary SecondaryWrite a story about Belle the English: Writing. English: Writing.sheepdog.Discuss how the sheepdog English: Speaking English: Speakingmanages to move all the and listening. Group and listening.sheep in the same direction. discussion and interaction.Using different media, or Art and Design. Art and Design.taking inspiration fromdifferent painters in history,create an image of a History. History.sheepdog and sheep.Consider how the movementand energy of the sheepdogcould be captured. 11
    • Leaves we eat (2 minutes, 2 seconds)People eat a lot of leaves and farmersgrow a lot of them! Sally Bendall fromHollow Trees Farm and Shop inSuffolk is passionate about her kales,cabbages and broccolis.Her fields are a work of art. She alsoloves to farm in a way that means there is plenty to eat for the wildlifethat visit her fields. Have a listen to how she makes sure there is enoughfor birds, insects, animals and her farm shop.Activities Primary SecondaryCreate a display of the Science: Living things Science: Organisms,different types of leaves in their environment. behaviour andwhich we eat from plants. Green plants. health.Label each type. Investigatethe different types of coloursand nutritional value. English: Writing. English: Writing.Work with the pupils to Design and Design andprepare and cook a range of Technology: food. Technology: food.leaves. Mathematics: Shape, space and measures.Using the images from the Art and Design. Art and Design.website as inspiration,explore the colour palettesof a range of differentplants. 12
    • Discuss what happens to the Science: Living things English: Speakingparts of a plant that are not in their environment. and listening.sold for people to eat. English: Speaking and listening. Group discussion and interaction.Set up a growing area at Science: Living things Science: Organisms,school. Grow a range of in their environment. behaviour anddifferent green leafy Green plants. health.vegetables. 13
    • Roots we eat (4 minutes, 35 seconds)People eat a lot of roots. SallyBendall, from Hollow Trees Farmand Shop in Suffolk introduces usto the root vegetables in her farmshop - lovely purple-red beetroots,knobbly, bobbly celeriac, dense yellow fleshed swedes, bright orangecarrots and creamy-yellow, sweet tasting parsnips.Sally is passionate about the vibrant colours in her veg.Activities Primary SecondaryDevise a chart listing Science: Green Art and Design.different types of roots. plants.Include a photo or image, aswell as information on how English: Writing.they are prepared and Art and Design.eaten. English: Writing.Label the different parts of a Science: Green Science: Organisms,plant, e.g. root, tuber, stem, plants. behaviour andleave, flower. health. English: Writing. English: Writing.Conduct a survey with pupils Design and Design andon which roots they have Technology: food. Technology: food.eaten. Which is the classfavourite?Based on the colours of Art and Design. Art and Design. 14
    • different roots, create apicture of a market placeselling different vegetables.Consider the different colourgradients, intensities, shapesand textures.Make a root soup! Use a Design and Design andvariety of root vegetables to Technology: food. Technology: food.make a tasty soup with theclass. Mathematics: Shape, space and measures. 15
    • Seeds of life (5 minutes, 48 seconds)Andrew Charlton talks about thedifferent kinds of seeds he sows onhis farm. Seeds for humanconsumption, and seeds for wildbirds and animals. The wheat hegrows is used for grinding into flour for making bread.He also grows a winter wild bird mix specifically for feeding wild birdswhen their natural food supply has dwindled away. His bird friends do agreat job eating the insects on his crops in the spring.Activities Primary SecondaryWheat seeds are strong. Science: Green English: SpeakingWhy is this? How does it help plants. and listening.the farmer? English: Speaking and listening.Discuss why farmers grow Science: Humans Science: Thefeed for birds in the winter. and other animals. environment, EarthHow does this help in spring and universe.time? English: Speaking and listening. Group English: Speaking discussion and and listening. interactionHow is the grain cleaned? Science: Green English: SpeakingWhat is removed in the plants. and listening.cleaning process? What is it 16
    • used for? English: Speaking and listening. Group discussion and interaction.Make a bird-seed Design and Design andcake/feeder for your school. Technology: Technology: Designing and Designing and making. Creativity. making. Creativity. 17
    • Mill the seed (6minutes, 23seconds)Mark Abel, from Denver Mill,describes what it is like tomake flour with his windpowered mill. His mill is thelast working mill in Norfolk.Two big stones crush the seedssmall enough to make flour.Each stone weighs as much as a small car because seeds are very strong.Activities Primary SecondaryInvestigate how windmills English: Reading. Design andwork, in the past and the Writing. Technologypresent. Draw a diagram toexplain how they work. History: English: Reading. Chronological order. Writing. Knowledge and understanding of events, people and History: Historical changes in the past. enquiry. Communicating about the past.Discuss how the wheat is Science: Green Design andmade into flour. plants. Technology: food.Use the audio story as a English: Reading. English: Reading.starter to look at the history Writing. Writing.of milling and foodproduction.Find out about the different Design and Design andtypes of wheat and flour. Technology: Food. Technology: Food.The flour could be made intoa number of different breads 18
    • for sampling. English: Reading. English: Reading.What other types of seeds Design and Design andcan be made into flour? Technology:Food. Technology: Food.Research recipes and imagesof different varieties ofseeds, flour and bread. 19
    • Our daily bread (3 minutes, 58 seconds)Bev James from Warriner SchoolFarm near Banbury hosted a groupof staff and students from SENSSOrmerod Resource Base inWoodstock.Together they ground wheat seeds, kneaded and pummelled dough andbaked bread. While they wait for the bread to cook they shook somedouble cream to make their own butter. Delicious!Activities Primary SecondaryMake your own bread using Design and Design anda variety of different flours. Technology: Food. Technology: Food.Allow the pupils to makeplain bread (in differentshapes), as well as other Mathematics:bread products, e.g. Shape, space andflavoured bread, pizza. measures. Religious education: celebrations.Investigate yeast. What is it? Science: Changing Science: Organisms,What is its function in bread materials. Living behaviour andmaking? What other foods things in their health.are dependent on yeast? environment (micro- organisms).Challenge the pupils to make Science: Changing Design andtheir own butter for their materials. Technology: Food.bread. 20
    • Design and Technology: Food. Mathematics: Shape, space and measuresCreate an interpretation Art and Design. Art and Design.panel showing the story ofbread – from the farm to theloaf. English: Reading. English: Reading. Writing. Group Writing. discussion and interaction. 21
    • Bug hotel (2 minutes, 4 seconds)Eliza Emmett describes hervisit to Oxburgh’s bug hotel.These skyscraper homes forinsects and small animals arebeneficial for everythingaround it. They are easy and alot of fun to make. Eliza’senthusiasm is infectious!Activities Primary SecondaryDiscuss the role of bugs in Science: Living things Science: Organisms,our environment. in their environment. behaviour and health. English: Speaking and listening. Group English: Speaking discussion and and listening. interaction.Draw a range of different Science: Humans Art and Design.bugs in their own habitat. and other animals.Remember to label eachbug. Geography: Art and Design. Geographical enquiry. Fieldwork and out-of-class Geography: learning. Geographical enquiry and skills.Set up a bug hotel in your Science: Living things Science: Organisms,school. If you want some in their environment. behaviour andinspiration for making a bug health.hotel have a look at ourphoto gallery for ideas. 22
    • Beetle bank (1 minute, 50 seconds)Beetle banks are a great habitat forwildlife. Andrew Nottage, ofRussell Smith Farms inCambridgeshire, tells us about thebeetle bank between his fields ofonions, who lives in it and why.Activities Primary SecondaryDiscuss the role of a beetle Science: Living things Science: Organisms,bank for the farmer. in their environment. behaviour and health. The environment, Earth English: Speaking and universe. and listening. Group discussion and interaction. English: Speaking and listening. 23
    • Winter is wet (2 minutes, 15 seconds)Andrew Charlton from PoplarFarm in Norfolk describes thetasks he does during thewinter when it is too wet to getout onto his fields.Activities Primary SecondaryDiscuss the main jobs that English: Speaking English: Speakingneed to be completed in the and listening. Group and listening.winter months. Why are discussion andthese jobs important? interaction.Investigate the role of water Science: Green English: Reading.in growing plants. plants. Writing. English: Reading. Writing.Create a calendar of the year Art and Design. Art and Design.showing the differentseasons, wildlife andcountryside.Investigate weather patterns Geography: Geography:throughout the year.How do Geographical Geographicalfarmers get their knowledge enquiry and skills. enquiry.of weather patterns? Knowledge and Geographical understanding of communication. places. 24
    • Fertiliser factories (2 minutes, 31 seconds)Andrew Charlton from Poplar farm inNorfolk digs up a clump of clover to tellus about the fine, delicate roots thathave tiny bumps on them.These little nodules, or fertiliser factories, are home to millions ofbacteria that are helping to make his soil fertile to grow strong, healthycrops.Activities Primary SecondaryHow is fertiliser used on a English: Speaking Science: Thefarm? What is its role? What and listening. Group environment, Earthnatural processes do discussion and and universe.fertilisers imitate? interaction. English: Speaking Geography: and listening. Knowledge and understanding of places. Geography: Fieldwork and out- of-class learning.Investigate bacteria as a Science: Living thingstopic. What are they? How in their environment.are they used in foodproduction? 25
    • Swooping swallows (2 minutes, 50 seconds)Paul Stancliffe from the British Trust forOrnithology talks about his love ofswallows. Did you know they only weighas much as a one pound coin? If you getthe chance to see one close up you may besurprised at how colourful they are: electric blue feathering, rich redthroat and a white belly!Activities Primary SecondaryInvestigate the main types of Art and Design. Art and Design.clouds – create a paintedcollage in the classroom. English: Speaking English: Speaking and listening. and listening.Map the flight of a swallow Science: Humans Science: Organisms,from Africa to the UK. Use an and other living behaviour andatlas or interactive animals. health.whiteboard map. Canchildren calculate thedistance? Ask children to English: Speaking English: Speakingestimate the distance. What and listening. Group and listening.countries do the swallows fly discussion andover? What challenges do interaction. Geography:swallows have as they Geographicalundertake their migration Geography: enquiry. Graphicacyeach year? Geographical and visual literacy. enquiry and skills. Knowledge and understanding of places. 26
    • Mathematics: Shape, space and measures.Arrange a textile project Art and Design. Art and Design.inspired by the colours ofswallows – electric blue, redand white. Alternatively, Design and Design andarrange drawing or painting Technology: Textiles. Technology: Textiles.activities of a range ofdifferent birds.Imagine being a swallow. English: Writing. English: Writing.Write a story about aswallow flying from Africa tothe UK. 27
    • Summersensations (4 minutes, 14 seconds)Liz Nottage from Russell SmithFarms describes some of herfavourite sights and sounds ofsummer. A textural and aural delight as she crunches across a field,swishing through the grass feeling it’s soft featheriness and listening tothe rustling of ripe wheat as the wind blows.Liz explains that what she loves about walking in the countryside insummer is that she never feels alone - there are so many birds overhead,insects buzzing around and farmers busy harvesting their wheat crops.Activities Primary SecondarySitting quietly outside, allow Science: Living things Science: Thethe children to listen the in their environment. environment, Earthdifferent sounds of their and universe.environment. What can theyhear? Ask them to record English: Speakingthe different sounds. What and listening. Geography:sounds would they expect in Geographicaldifferent environments? enquiry. Fieldwork Geography: and out-of-class Geographical learning. enquiry and skills. Knowledge and understanding of places.Arrange a display of different Science: Living things English: Speakingobjects from the in their environment. and listening.countryside, such as piecesof bark, flowers, stones andleaves. Ask the children to English: Speakingtouch each of the objects and listening. Group 28
    • and talk about their discussion andtextures. Record words on interaction.the board for vocabularydevelopment.When visiting the Science: Living things English: Speakingcountryside, a farm or park, in their environment and listening.ask the children to record / Green plants. Writing.the different animals andflowers they see or hear.Share the results from the English: Speaking Geography:children, creating graphs and and listening. Geographicalcharts of animals and plants Writing. enquiry. Fieldworkcommonly seen. and out-of-class learning. Geography: Geographical enquiry and skills. Knowledge and understanding of places. Mathematics: Handling data.Investigate the wheat plant. Science: Green Design andShow children ears of wheat plants. Technology: Food.and wheat seeds/grains.Explain that these grains arecrushed to make flour. Design and English: Writing.Organise a cooking activity Technology: Food.using flour, e.g. soda bread,fruit/cheese scones. English: Writing.Explore how different types Design and Design andof food are harvested, ready Technology: Food. Technology: Food.to be processed into the English: Reading.food we eat. What types of Writing.equipment are used? English: Writing. 29
    • The wonder of cows (3 minutes, 50 seconds)Jo North, from Droke Farm, loves her cowsand you can hear it in the expressive wayshe describes her lovely girls in sensory-richdetail.Jo explains, "As I touch them, I am stroking their heads which are quitesilky. They have got very wet noses; very, very wet. As they come closerthey are sniffing so I can see and feel and smell them but they can alsosee and feel and smell me and obviously I smell different to a cow."Activities Primary SecondaryUsing the images from this Art and Design. Art and Design.website, or stimulusmaterials from other sites,books or posters, challenge Science: Living thingschildren to draw or paint in their environment.cows in their natural habits.Ask the children to annotate Geography:their drawings, highlighting Knowledge anddifferent parts of the cow. understanding of places.Work with the children to English: Writing. English: Writing.create their own story aboutlooking into the eyes of acow. What did they see?What was the cow thinking?How can they make the storyeventful and exciting?Split the children into small English: Speaking English: Speakinggroups. Ask them to list and listening. Group and listening.descriptive vocabulary that discussion and 30
    • could be used to describe interaction. Writing.how a cow eats, especiallyhighlighting its tongue.Introduce children to the life Science: Life Science: Organisms,cycle of a cow (appropriate processes. Humans behaviour andto the age of the children). and other living health. animals. 31
    • The story of milk (6 minutes, 14 seconds)Jo North, from Droke Farm, takes uson a walk through her barn andmilking parlour where over 200 cowsare queuing for their daily milking!Jo says, "There is a real rhythm to milking; the sounds, the routine. Ithappens at the same time twice a day and the cows really like that andwe have to be really careful we keep them in the same routine otherwisethey get quite upset. When you work with them every day you see thatthey come in, in the same order, they come in with the same friends andthey form very close friendship groups as well in their herds so cows arevery sociable animals and they like to be with their friends and they alsolike to deal with the same people."Activities Primary SecondaryDevelop a farm to fork Art and Design. Art and Design.storyboard for the story ofmilk. Show where the cowslive, what they eat, how they English: Reading. English: Reading.are milked and what Writing. Writing.happens to the milk. Thestoryboard could include Science: Living things Science: Theimages, drawings or in their environment. environment, Earthpainting. It could be devised and universe.on the computer and includemusic. Geography: Knowledge and understanding of places.Review the UK healthy Design and Design andeating model, ‘The eatwell Technology: Food. Technology: Food. 32
    • plate’, and focus on the Milkand dairy foods group. Whyis this group important in ourdiet? What foods does itinclude?Investigate the different Design and Design andfoods that are made from Technology: Food. Technology: Food.milk. Challenge children tothink about the products andrecipes that can be made Science: Humans Science: Organisms,using milk, yogurt and and other living behaviour andcheese. For an extension animals. health.activity, the role of micro-organisms could be exploredin cheese and yogurtmaking.Find out how cows were English: Reading. English: Reading.milked in the past. What are Writing. Writing.the similarities anddifferences? Why have thesechanges happened? History: History: Historical Chronological order. enquiry. Knowledge and Communicating understanding of about the past. events, people and changes in the past.Create a poem based on English: Writing. English: Speakingthese key words: friendship, Speaking and and listening.cow, milking time, rhythm, listening. Group Writing.herds. discussion and interaction. 33
    • Busy Barn (1 minutes, 55 seconds)Andrew Taylor is busy putting thewheat straw stalks down forbedding and hay for eating, forthe ewes in his barn. He explainsthe differences between thedifferent straws he uses and what he does with it after winter. Andrew’sbarn is also home to baby barn owls in the winter.Activities Primary SecondaryInvestigate samples of oat English: Speaking Science: Thestraw, wheat straw, hay and and listening. Group environment, Earthsilage. How is each used on a discussion and and universe.farm? List the advantages interaction.and disadvantages. Feel andsmell the differences. English: Speaking and listening.Investigate how straw has English: Reading. English: Reading.been used for human use Writing. Writing.over the ages such asbuilding, bedding, cidermaking, millinery. Discuss History: History: Historicalhow many uses of different Chronological order. enquiry.straws can you discover? Knowledge and CommunicatingWhy is it such a useful understanding of about the past.material? events, people and changes in the past.How is organic fertiliser used English: Speaking Geography:on a farm? What is its role? and listening. Group Fieldwork and out-How does it transform from discussion and of-class learning.bedding to fertiliser? interaction. 34
    • AcknowledgementsThank you to all the farmers and nature lovers who gave their time forfree to share their passion for nature, food and farming; Andrew Taylor,Liz Nottage, Andrew Charlton, Bev James, Dr Dave Leech, Roly Puzey,Matthew Naylor, Jo North, Andrew Charlton, Sally Bendall, ElizaEmmett, Andrew Nottage, Mark Abel and Graham Appleton.To Suzie Emmett of Green Shoots Productions for applying her zest andskills to convey so well everyone’s enthusiasm in the recordings, and toRoy Ballam, British Nutrition Foundation, for thinking up the activitiesand making the curriculum links in this teacher’s guide, thank you too.Let nature feed your senses is supported by Natural England and theBIG Lottery and designed and delivered by LEAF (Linking environmentand farming) and the Sensory Trust. For further information andresources please visit our website at: www.letnaturefeedyoursenses.org. 35