Category Archives: Dalkey School Project

3rd/4th Class – Holy Family N.S, Monkstown – Drawing and Mark Making


This week we went right back to basic materials – pencil and graphite and paper. We were exploring different mark we could make with these basic drawing tools. I gave a list of words that could describe a line – straight, long, thick, squiggly, scribbly, swirly etc and as they did each line we passed the drawings around working over each others drawings so they became collaborative drawings – nobody owned any of the drawings. We built up the drawings until there we no space left to fill as they were dense with lines and marks.

After lunch we resumed by looking at the drawings and I asked how we could change this drawing again – we agreed we could not do any more drawing on top – but that we could rub out some marks to make space, we could scrunch up the drawing, we could tear the drawing, we could fold it, we could roll the drawing, we could cut it up, make it into more than one thing. Loads of options and loads of ideas. It was up to each child to decide what they wanted to do – they could use scissors and an additional sheet of black or white paper to work with. Here are some of the transformed drawings? We finished with a discussion as to whether they were still drawings and whether they were now 2 dimensions or 3 dimensions.

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Also as part of today’s session we looked at Picasso’s famous painting Guernica and had a long discussion about one of my paintings Afghan Tour.

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Dalkey School Project/ Forest Friday

Session 9

Today was our final session for this year. The fourth class invited their parents to work with them.

Fourth Class.

Pine Grove Meeting.

On arrival the children with their parents went to their mats. There were boxes with  a variety of natural materials – stones, drift wood, pine cones, berries, burdock seeds, sticks, ivy, conkers, moss etc. and some man made materials, cardboard cones and sponge. Another box had materials for connecting the objects – string, elastic, pipe cleaners.img_9010-copy
There were 6 cards for each group.Each card had a word. Each pair chose one card and the word on the card  inspired them to make something from the contents of the box.
The words were house, bicycle, squirrel, fish, bird and tree.








Our focus plant today was the Oak. On our way up to our camp we stopped under some oaks.

The children shared their finds with their parents.They found an oak tree with very large leaves and some oak apples and they explained what they were. Elliot found a jay feather.The jay is a shy bird found in broadleaf woodlands throughout Ireland.

At our camp we gathered in a circle to welcome parents and explain looking after yourself, others and nature.

Texture treasure hunt in pairs.

The children played their favourite game Eagle Eye with their parents.

Group project.Celtic society.

The Fine:

The smallest group in Celtic society was the Fine. A fine is an extended family group that included grandparents and parents and their kids, and could include aunts, uncles, cousins and their kids. The individual was not important. The fine was a unit, and was treated like one person. Everything belonged to the fine. A person could not break the law. If a member of a fine broke the law, the fine was responsible. By the same token, there was no such thing as individual glory. The fine was victorious.
The Clan:

The next step up was the clan. Each clan was made up of several fines. In some cases, a fine would be so large that it was a clan in itself. You were part of a clan for life and beyond. Clans went back many generations.
Each clan had a leader. You did not inherit leadership from your father. Any male could be chosen as long as he had a blood relationship to the clan. Each clan expected certain things of their leaders. Leaders had to be strong warriors. They had to be able to work out disagreements with other clans and conduct trade and raids on neighbouring clans. Most importantly, they had to be rich enough to throw really good festivals.
Clans stuck together. Members of a clan supported each other. That is one of the major reasons the Celts never developed an empire. To have an empire, you need a central government, with one leader who ruled all the people. The ancient Celts would never had allowed this. Their loyalty was to their fine and to their clan.
Inside each clan, there were three major groups of people.
· At the top were the nobles, which included warrior leaders and landowners.
· In the middle were the artisans, druids (priests and teachers), and the bards.
· At the bottom were the common people, the peasants.
Everyone in Celtic society belonged to a clan. Everyone belonged to a fine. And everyone had a job to do.
Each fine had several buildings that they shared. One building called a roundhouse was a big home made of straw and mud. This is where the members of a fine slept and sheltered from the elements.
The Celts did not have chairs or furniture other than a scattering of low tables. They slept on furs or mats. They sat on the floor. The biggest piece of furniture in each home would be the large looms where fabrics were woven all winter long.
They also built outbuildings that they used to cook food, tan leather, store food, and shelter their animals. Again, these outbuildings were shared by everyone in the fine. Sometimes, these buildings were shared by several fines. These were farming communities. But that’s about as big as a single “village” grew. The ancient Celts did not build cities. It was not their way.
Each homestead (group of buildings) was surrounded by the fields in which they grew crops. Beyond that, at the edge of their boundary, the fine built a short wall made of rocks. This wall was used to define the fields that belonged to the fine, and also acted as some protection from attack.
In times of attack from another Celtic tribe, or from the ancient Romans, the fine retreated to a hill fort, which was built on top of a hill. It was surrounded by enclosure of stakes.
Hill forts were huge things that could hold everyone in the village in times of attack. There were huts and cattle enclosures standing ready at all times. But unless the fine was under attack, they stood empty, waiting until they were needed. The Celts did not like to live closely together. The hill fort was considered a temporary retreat.
The Celts built large earthen banks or stone walls around their farms to protect themselves and their animals. These walls were called raths or duns. The more important families had several circular banks protecting their homes and sometimes they built their homes on high ground, which were called hillforts. Some families built forts surrounded by stone walls or banks of earth on headlands looking out to sea.
They were both farmers and hunters of food.

Each pair in the group choose a part of the village to work together on. Everyone got going with problem solving using natural materials from our camp.

Finally each pair had to find a space to sit within the boundary and spend a quiet 10 minutes listening and watching the forest.We gathered together to reflect & integrate.img_9106-copy

Ms. Dungan’s Fourth Class

We started off with playing a few games to get us moving on a beautiful, cold morning.

On our way up to base camp, we learned some fox walking skills that the Fianna would have been expert at. When we arrived at camp we explored textures within the boundaries and then had some free play with our parents.

There was a bird of prey hovering over the rocks as we sat eating lunch.

Then we got stuck into the focussed part of the session where we made villages from the time of the Fianna. Though everyone was given the same design brief and had the same raw materials at their disposal, imagination and the flow of collaboration and problem solving created such diverse and inventive villages.

There are furrowed fields to feed the village, sacred sites to honour the ancestors with the first yew tree in Ireland, interwoven fences, water slides (which as the village didn’t have any cows of their own, they decided to use the water slide to barter for milk!), trees planted outside, vegetable patches, watchmen to guard the gates, food stores built up off the ground, carrot rows, fire places, a bicycle and mountain bike track and many more details that were discussed and created.

Creativity is characterised by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated things, and to produce solutions. It was a real pleasure to observe the children and adults figuring things out together, interacting with the natural world in new ways, making connections with the past, problem solving with each other and producing their imaginative interpretation of a Celtic village with natural found objects.img_1173

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We noticed how many curriculum subjects we had covered in the session:
– Gaeilge neamhfhoirmiuil through our fox walking game and instructions
– English with all the oral language and problem solving tasks and the texture treasure hunt
– Maths through the robot game and problem solving
– SPHE with looking after ourselves, each other and the world
– Art inherent in nearly every aspect but in particular with the construction task
– Geography in the local natural environment and looking after the environment
– History through story and the Fianna / Celtic culture
– Science in Living things and in particular with learning about the trees and noticing the changes in the season and observing what’s around us
– PE in the outdoor adventure and games.
– Ethical Education in the sit spot and in Ethics and the environment


We are so grateful for our parents to be able to join us and for having lots of fun together.

Sixth Class.

Our focus plants today were holly and ivy. On the way up to the camp we found holly and ivy growing together. The children tasted the sweetness of the pollen on the flowers of the ivy. Saul found two branches and made a deers head using his hand and branches as the antlers.

Photographs for a band promotion and album cover.

This was the challenge for sixth class. ‘Your band has a forest theme. You are going to work on your costume. Each member of the band will wear a headdress and will camouflage parts of the body.Work in pairs to create your costume. You will choose a setting for the band and a point of view that a photograph will be taken. These photographs will be used to promote the band and for the album cover.’

Preparing for photographs.

Band Photographs

Free play

The children created their own games with leaves.

Ms. Dungan’s Sixth Class.

Album Cover Photographs

Figuring out what way they wanted it to look; tweaking; trying something different each time.

Start with one thing and end up with something completely different!


1) The Bushmen
with their album “Minecraft parodies 2017 4th edition (deluxe)”

2) The wee rascals
with their album “Dún na nGall”

3) The Windmills
with their album “The constipated puddle”

Over the last 9 weeks in the forest, we built connection in ourselves, between each other and with nature. And had a lot of fun in the process. As one child said, I nearly always learn more when I’m having fun at the same time.

Towards the end of the session, we had a lovely sit spot and ended by sharing our gratitude with each other.


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Dalkey School Project/ Forest Friday

Session 8

Fourth Classimg_8759-copy

As this was the Halloween session, we started with a game called Zombie to get the children moving and having fun together.img_8758-copy

At break they ate apples hanging from string only using their mouths like deer.

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After break they played their favourite game Eagle eye.

While hiding from the Eagle the children often find interesting things. This week Patrick found tree snail’s eggs.


skeleton1The children got some illustrations of the human skeleton and a fact sheet. In pairs they studies these and were then asked to draw around one from the pair and use this outline to create a skeleton inside.

Ms. Dungan’s fourth class.

We played zombie tag.

The children are preparing to be the guides for their parents at the next session so we chose and practised the computer/robot/angle game and the fox walking game.

On the way to base camp we noticed a wasp eating a fly! img_1017

And a pine cone that had been eaten by something. We thought it was a squirrel and that it had been frightened away half way through eating it.img_1013

We also noticed some very different cones to the pine cones.img_1018

Apples are very seasonal at Halloween and we had to pretend to be deer (no hands) to eat an apple hanging from a tree.

We then created some very interesting skeletons.
One of the joys of being a teacher is the privilege of seeing how the children make such diverse creations, given exactly the same instructions and materials.
– one group made a grim reaper
– another used ribwort plantain for the ribs after being shown last week the plant for using as a bandage.
– another group used stones as kneecaps and a baseball bat as one arm
– another used pine cones for the eye sockets

Sixth Class

What a pleasure to welcome and share our Forest Friday with some of the parents.We played Zombies then the class chose to show their parents their favourite game Eagle Eye. The parents and children explored the camp with a treasure hunt for natural materials.


In pairs the children and parents created skeletons.img_8843-copy

Ms. Dungan’s Sixth Class

After a quick game of Zombies, 6th class chose to play Foxes and Rabbits with their parents.

We then walked up to our base camp noticing interesting things along the way.

We introduced our base camp to the adults using a texture treasure hunt as our stimulus and followed this with a game of Camo involving everyone. The 6th class are the guides for their parents so had to explain how to play.

After washing our hands, we had our lunch out on the rocks. It was interesting for me to notice how much trust has developed over the 8 weeks we have spent together as they we expanded boundaries andd how they have developed the skills and confidence in their bodies to keep themselves safe. This is one of the many benefits of having a regular program, rather than a once off outing.img_1087

We were treated to a story of Cuchulainn as presented by the children.

And then we went into our focussed activity of making skeletons. Each one was so different.

After this we really enjoyed our sit spot. It’s so lovely to take a little bit of quiet time with others.img_1107

We shared what we noticed and what we were grateful for.
I gave each person a hazelnut to protect us over Halloween as hazels, rowans and elders are trees of protection over Halloween.

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Dalkey School Project/Forest Friday

Session 7

Pine grove meeting point.


Making Images With Natural Materials.

It’s interesting to see that as each group gets a different box each week they create their own ideas, so what they do differs from how those materials were used the week before. This week images and words  were combined with the group who had the sea stones and chalk box. They began with words. A rock labeled so it could be seen camouflaged on a jumper. img_8492-copyThen they made images – turtles and labeled them. Then one child re-labeled his turtle and it became a sun.


Our focus this week was the Mountain Ash and spiders and webs.While looking closely we find lots of other interesting things on the way. Each week it takes us longer to reach our camp as children stop and examine their finds.

We found different shaped webs. We noticed that there were a lot of webs on the hog weed seed heads and on the gorse. We observed the spiders and gently vibrated the webs.There were seeds and flies trapped in some of the webs.Here are some of the things we discussed.


Observe spiders and their webs. Count the spider webs. Notice them. Gently touch the web with a stick so as not to break it but to experience the stickiness and elasticity of the web. Notice the spider. Is it off to the side in a “den”? Is it in the centre? How does it act when you approach? Is there a spider sac in the web?

  • What shape is the web?
  • Why do you think it’s that shape?
  • Do you think the silk is all the same?
  • Why does a spider have a web?
  • When an insect gets caught in the web, what happens?
  • Describe the web. Is it criss-crossed? Is it in a sheet? How are the threads held together?
  • Spiders release two types of silk. What is the purpose of each type?

What do you think a spider does when it is frightened?

Creating a string web.garden16

We had a look at this diagram to use as a starting point to making web.

The children worked in pairs.

The pairs were asked to choose three rigid branches to create a string triangle or use a peg to anchor the threads to the ground. Using this frame,they crossed lengths of string from one side to the other.We had discussed that spiders are like fishermen only their nets are air nets instead of sea nets.The aim of their webs was to make the holes small enough so they could trap things. When they had finished they threw leaves at them to see what they could trap.

4th Class.

David noticed that he could make sounds when he vibrated the strings on his web.

Ms. Dungan’s 4th class.

Finding webs

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We made some spider webs using string. We had to problem solve and co-operate to create them.

We played a maths game involving 90 degree and 180 degree angles.

We used field guides to discover what was around us.

We found lots of interesting things.

Alex and Benan were looking for acorns under an oak tree and got to see a grey squirrel eating a nut. They didn’t find any acorns though!

After hearing a story about Oisín and his youth, we continued developing skills needed to get into the Fianna such as jumping over things without breaking stride. Abby helped us learn by demonstrating her parkour skills which are a modern day equivalent.

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We noticed:
– the glimmer of the sea (many photos)
– how there was moss at the bottom of most of the trees but not at the top. (photo)
– a spider web in a stone
– a beetle caught in a spider web on a rotten piece of bark
– a boat really far out in sea
– that our spider webs looked better from far away
– how flat and calm it was
– it’s fun to poke yourself with gorse for some reason
– a helicopter flying overhead
– an ash tree overhead with lots of keys (photo)

We had our lunch and our sit spot out on the rocks and really noticed the changing light on the sea. Abby took some beautiful photographs of this.

6th Class.

Our story this week was about Oisín’s birth.In the story we hear how Oisín has to undergo challenges to join the Fianna. He has to run through a forest without disturbing the hair on his head, pluck a thorn out of his foot while running and running under a branch no taller than his knee.

Sixth class create their own challenges by making an obstacle course for each other.

Fourth class practice fox walking.They have to sneak up to the ‘farmer’ who is blindfolded. They do this by learning how to walk like a fox.img_8514-copy

Ms. Dungan’s 6th Class.

We’re preparing for being the leaders for welcoming our parents to the forest next week. We remembered the three golden rules. (Keep yourself safe and happy. Keep others safe and happy. Keep nature safe and happy.) We’ve chosen a game called Fox and Rabbit to get us active at the start of next week.

We found loads of things using our field guides, including lots of spider webs that were helpfully glistening in the sun. We even found a spider web between two sticky back seeds. And a few spiders!

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We identified rowan, ash, oak and beech trees. We found dock leaves, plantain, bramble, hogweed and clover.

We kept finding spiders and other creatures such as earthworms, woodlice and slugs.

We created our own spider webs which worked very well as traps! They all looked so different.

We developed our Fianna skills and some of us were able to do trunk jumps!

We paid attention to:
– how many pine needles there are and how painful they can be
– a woodlice on the rock that was blending into the soil and I wouldn’t have noticed it if we hadn’t had our sit spot
– when I threw grass up in the air it flew into Isabel’s face
– there was only a tiny bit of wind
– that there was loads of gorse to one side of me and loads of trees to the other side
– the sun made a sun bridge to Bray Head
– that we were almost in line with this low cloud
– how many bugs were on the inside of the log
– the wind blowing on the cobwebs we made

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Dalkey School Project/Forest Friday

Session 6

Pine grove gathering spot activity.

Focus tree – The Ash

We took a long way up to our camp so we could find ash trees. The children noticed that the leaves were pinnate – a word we learnt from last week having looked at the elder leaf.They had an odd number of leaflets opposite each other.Some had 15 and others had 13. Daisy noticed that there were a lot of black buds. We couldn’t find any seeds called keys on the trees we found but we found them on the ground.

As the weeks go on the sessions are guided by the children’s curiosity. It took a long time to get up to our camp as they constantly stopped to share things they found.Looking and responding is as important as making art.  Discussing pattern, colour and texture makes the children aware of the world around them. They noticed the light through water droplets on the pine, the pattern of the canopy of the leaves, the change of colour of the track up to the camp from the fallen leaves. We stopped for a long time to look at the seed heads of hog weed. Each one had a spider web on them. We watched a spider working his way towards and trapped fly.

Skellig Michael Monastery - Location for Star Wars VII

Skellig Michael Monastery – Location for Star Wars VII

How did the monks of Skellig build circular huts in the 6th century?How would they make a perfect circle?

The children tried out different ways of making circles using their bodies.A young tree as the centre with measured steps was used. One foot as the centre and the other foot marked the circumference. The length of the body was used. All these ideas were difficult as the centre point kept moving.

They tried with tent pegs and string. The monks would have had wooden posts and rope made from straw. They got perfect circles using this method.

Fourth Class Circles.

Sixth Class Circles.

We played some new games, rain sounds and fox walk and read the story ‘ How CuCulann got his name’.

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Dalkey School Project/ Forest Friday

Session 5

Pine grove activities

Pip made an owl from sea stones.

Our focus tree today was the elder. On our way up to our camp we went on a hike to find an elder tree.img_8113-copy

While looking for elder leaves Elliot found an interesting leaf with lovely colours and the evidence of the journey of a leaf miner. “It’s like a map.”

When we found an elder we examined the leaves. They are pinnate leaves. A pinnate leaf is a compound leaf that attaches to the stem and is divided into smaller leaflets. They can either be even or odd, which is the amount of leaflets contained on the leaf. The elder is odd as it is composed of 5 to 7 oppositely arranged leaflets, which are serrated on the edges. We crushed and smelt them and felt the bark of the tree.There is a different texture on the new branches to the trunk. “The young branches look as if they chicken pox.”

The children made drawings of the pinnate leaves in black pen.

The finished drawings.

At the camp we had elder tea, which I had made the day before using berries, turmeric, cinnamon and honey.

During free play the children went back to working on their shelters from last week.  String was made by taking the leaves from ferns and using the stalks.

The children strung more conkers. They learnt how to tie a figure of eight knot at the end of the string to stop the conker coming off and then challenged each other to a few games.

Ms. Dungan’s 4th class

We’re noticing how often we have southerly winds on a Friday as our base camp is quite exposed in these winds!

We found a natural den of holly and ivy, horse chestnut leaves, spikes mushrooms, a rainbow coloured leaf, dotty fungus sticks and spider webs and snail trails around the mushrooms growing in a fork in a tree.

We found a young horse chestnut tree growing near to the big horse chestnut tree that we studied last week.

We discovered a dead tree that had roots sticking out of the ground which were great for bouncing on.

We noticed the leaves swaying in the wind, that the edges of the elder leaves look like breaking waves, how when you shake a bundle of pine needles together it makes a sound like a rattle, how sheltered and comfy it was where in amongst the elder trees and how the sea looks silvery from our base camp at times.

Free play was rich with creativity and fun. Owen and Alex had done a bit of preliminary work on their den earlier this week and were gathering more branches for it. Abby’s shop was open for some of the time but then turned into a recording studio with Laura. There were societies formed and sticks found.

We played conkers (mostly) according to the rules of the World Conker Championships. We discovered that if the person attempting to strike the other person’s conker held their string a bit shorter, it was less likely to hurt either themselves or anyone else! We also discovered that conkers are difficult to smash.

We’re grateful for being outside in nature, the wind, the cool sticks we found, conkers, strong winds and the trees.

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Elder Drawings.

Sixth Class

The children used black markers to draw the line and shape of the elder leaves and then used natural colour from the plants around them for colour.Some chose leaves with 6 leaflets – we decided that the top leaf is the first to fall off in autumn.

Finished work.

Ms. Dungan’s Sixth class

We learned a new chasing game called fox and rabbit where only 2 rabbits can fit in one burrow.

We noticed and pointed out lots of things to each other such as how feathers fly differently, a conker shaped into a perfect fairy bowl and the squishiness of some fungi.

We played a full game of capture the flag with 2 teams. One person ended up in jail so much that we had to process him with mug shots! Everyone got very active and had great fun.

We co-created a story about a cailleach from the elder tree set in the woods. We tasted elderberries and elderberry tea and looked at how the leaves were arranged. Nearly all the elderberries are gone and the leaves are going fast.

We had a conker tournament which was hard fought. Who was the top conkerer?

We’re grateful for remembering our coats, for having fun with conkers, for playing capture the flag, for amazing speed, for the elderberry tea, for our free play and for the trees.

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Dalkey School Project/ Forest Friday

Session 4

Pine Grove meeting point activity.

Each of the five rugs had a box of different materials for the groups to create with while waiting for the whole class to gather.

Box 1- Pine cones and string

Box 2 – Sea stones and chalk

Box 3- Drift wood and elastics

Box 4- Willow stick and magnets

Box 5 – Discs of wood,drift wood and pipe cleaners.

Our tree this week is the horse chestnut. We set off on a hike to find one.img_7886-copy How would we recognise a horse chestnut? Conkers was the answer, so we kept our eyes on the ground. Initially they found lots of very interesting things; hart’s tongue fern with it’s pattern of spores and the shell of a  bird’s egg. We were surprise to find this but I’ve looked it up and it is not unusual  for wood pigeons to breed right up to the end of autumn and their eggs are white like this one.


When we reached the top of the hill we stopped to get our bearings. The children pointed out places they knew – Bray Head, Sugar Loaf, Killiney Beach, Little Sugar Loaf,Bray Harbour. They decided which direction we should take to get to our camp.


Finally we found a horse chestnut tree. We found a few conkers on the ground but not a huge amount as the tree is very sheltered amongst the other trees.

We looked closely at the tree and the leaf shapes. The leaves are grouped in 5 to 7 leaflets. We compared them to Spanish Chestnut.img_7891-copy


We discussed last weeks work where the chidden made little huts. What worked? What didn’t work? The children decided to work in two groups. There were five girls and five boys in each group.

The boys decided that last week they began to work together better when they stopped and began to listen to each and to make a  plan. The girls decided that it worked well when they chose a site with a stable structure like a wall or a tree.

Ms.Dungan’s fourth class.

We started with a game of throwing conkers, followed by a chasing game of fox and rabbit to get us warmed up which was great fun.

After that we went to greet a horse chestnut tree. We noticed how the leaf scar had a horse shoe shape and paid particular attention to the leaves and how they were arranged so that we could print them later. We had a sweet chestnut casing to compare our horse chestnut capsule with and we could all tell the difference with our eyes closed even though both were very spikey!

We noticed:
– there was a black burnt bit on a stick and only the middle bit wasn’t burnt
– weird things on the ground
– ripples going out in the water just in one place
– train going by
– how nice the view was
– the different clouds
– a rock with some water that I went fishing in
– rocks with grass on it
– that a ladybug has black wings underneath
– sun and warmth

We learned how to make prints and created a lovely leafy collaborative picture. Some children used feathers to draw into the foam.

This week flew by even faster that any others. As the children relax into the learning, there is such richness of experience and observation and learning and the time goes by so quickly. At the end of the session I was asked by one girl and wasn’t able to come up with a good answer:
“Can I ask you a question Ms Dungan?”
“Of course.”
“Why can’t we always do Forest Friday?”

Sixth class.

Sixth class hiked through the woods to look for horse chestnut trees. They found beautiful sycamore leaf skeletons while looking for conkers.

At base camp they compared the conkers they found with spanish chestnut and played two games of conkers. One game they were paired and had to throw the conker to each other. If they caught it they moved back a step and if they missed they move forward a step. The second was the traditional game of conkers.

Shadow drawing.

Our day was beautiful with lots of sunshine which cast lots of shadows in the woods. The group were split into three groups of three and each group was given a large sheet of white card to place in different places to see what shadows would be cast on it.

They were given charcoal and rubbers to draw the shadows.They chose different places to collect a variety of shadows of ivy, bramble, fern and grasses.

The finished work.


Sit Spot.6.JPG

Ms. Dungan’s sixth class.

Today was the day of the horse chestnut tree and loads of observations and curiosity and discovery.

We started off playing throwing games with conkers and went in search of our horse chestnut tree. It isn’t native and is originally from Turkey but has been successfully growing here for about 500 years.

We noticed and found so many interesting things about conkers and their tree:
– different sized conkers
– twin, triplet and single conkers and how you tell which was which from the shape
– some conkers had been eaten by an animal. Perhaps a squirrel?
– some were still in their casing which was really soft inside and really spikey outside
– how the outside of the conker was so shiny and looked like it had been varnished
– the leaves came in groups of 5 or 7 and were symmetrically arranged
– that where the veins of the leaves touched the stalk was an acute (roughly 45 degree) angle
– there was a nest in the tree

Other observations included:
– the sea was light blue and dark blue
– loads of paths into bushes
– a fern with lots of yellow dots on the back
– that this week the wind was much calmer and therefore it wasn’t as cold.
– acorns with hats on them and one that had been eaten

We all passed the blind sweet chestnut v horse chestnut test.

We so enjoyed and were grateful for the sunny, calm day and spent nearly all the time on the rocks beside our base camp.




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