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Animal Trail

Learning outcomes

Most pupils will understand/be able to:

  • There is a variety of animals in one area
  • A map represents an area of ground
  • Some of the differences between a rural and urban environment
  • How to prepare for a local walk
  • The need for safe and sensible behaviour

Some pupils will have the opportunity to:

  • Make decisions on route choice
  • Relate the map to the ground (setting)
  • Describe/record a variety of habitats
  • Improve observation skills
  • Discuss adaptation, behaviour, species variation and competition
  • Apply skills in an unfamiliar environment

Key words/phrases

Adaptation, Animal, Behaviour, Camouflage, Competition, Conservation, Food Chain/Web, Habitat, Indigenous, Map, Predator, National Park, Navigation, Route Choice, Species, Variation, Wildlife.

Curriculum links


Organisms, behaviour; science outside the school environment


Maps; explore real contexts

Art and design

Creativity; working from first hand observation


Fresh connections between ideas, experiences, texts and words


Work in groups, different roles and responsibilities


Half a day (could be less and combined with e.g. pond study).


Grounds of Hagg Farm.


Use animal trail map and art materials to locate and discuss/record wood carvings. Session can be led by visiting teaching staff.

Supporting materials

Animal trail curriculum pack, laminated animal pictures, clipboards, sketch pads, cameras, pencils, drawing equipment/creative media.

Health and safety

The trail is around Hagg Farm on paths and tracks and is appropriate for wheelchair users/less mobile students. Appropriate clothing and footwear required. Safety pack (with first aid kit etc.) risk assessment no. 17 (field studies). Pupil ratio appropriate to group 1:20 max.

Activity session

  • Indoor discussion: prior knowledge, maps and map work, recording media, and what students expect to find.
  • Outdoors: use of map to locate animal carvings around Hagg Farm grounds.  Visit each animal carving in turn.
  • Students to spend time talking about each carving:  what they think it is, what they know about it, where they would expect to find it, its habitat?
  • Record as appropriate for the group (sketching, poems, photos, discussion etc).
  • Option to return indoors to develop artwork or draw from photos.


(at Hagg Farm if cold/wet)

  • Have learning outcomes, above, been met?
  • Presentations and feedback as appropriate: animal poems, animal masks, make a display.
  • Help the students describe what they have observed. Can they describe or write about their route? Can they make a map of their route?
  • Encourage and extend learning with further work on animal habitats. Discussion regarding food chains, predators etc.

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