Woodland Management for Wildlife

Woodland Management for Wildlife
Suitable for Years 3-4, March to November
Using the arboretum as an example, students explore the potential
impact of humans, positive and negative, on the woodland environment.
They will learn about the conflicts of woodlands as places for people,
tree products and wildlife and how we manage Westonbirt sustainably.
Key Concepts
Sustainability, habitats, deforestation, animals in the environment, plants are
essential to life.
Learning Outcomes
By the end of the programme, students should be able to:
 Discuss potential human impacts on the woodland environment
 Name some positive woodland management techniques
 Recognise that forests are important habitats around the world
 Understand the importance of stewardship and know what humans can do to help
Before you come
Q What do we use trees for?
Q Why do animals need trees?
Programme Outline
Learning objectives
To see first-hand positive woodland
Arboretum Explore - Why do we do that?
In pairs, students use our spotter guide to find signs of
Westonbirt’s woodland management techniques in the
To recognise that trees are essential
for woodland animals
Time for my close up
To discuss deforestation and its
impact on wildlife
To understand the importance of
Shrinking forest
In groups, students choose a tree and find evidence for the
woodland creatures that are living there or using it as a
food source
A game that looks at the importance of tree to animals and
people and the need to care for our trees and plants
To discuss the global importance of
sustainable forestry
To be aware of positive action that
people can take
Treasure in the trees
To explain how sustainable forestry
can also help wildlife
Forests for the future
To assess students learning during
the day
Individually, students explore the ‘treasure’ hidden
amongst the trees before sorting out the items they find.
This activity explores the concept of sustainable forest
management, and introduces the idea of FSC and PEFC
accredited products. It presents students with positive
action they can take to help.
A conclusion activity that brings together much of the
session’s learning and discoveries. In groups, pupils create
a mini model forest. How would you plan a forest for the
future? What would you do to ensure your forest is
managed sustainably and can help wildlife?
National Curriculum links
Animals (Year 3)
Identify that animals, including humans, need the right types and amount of
nutrition, and that they cannot make their own food; they get nutrition from what
they eat
Living things and their habitats (Year 4)
Recognise that environments can change and that this can sometimes pose
dangers to living things
Explore examples of human impact (both positive and negative) on environments,
for example, the positive effects of nature reserves, ecologically planned parks,
and the negative effects of deforestation.