Key Stage 2 resource pack

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Key Stage 2 resource pack

Lakeside, Newby Bridge, Cumbria www.lakesaquarium.co.uk

Introduction

A visit to the Lakes Aquarium provides a unique insight into aquatic life throughout the world. The tour will take you from the Lake District Mountain top where the water starts its journey, along the rivers and lakes of the world, until it reaches the estuary and finally the sea.

The lesson plans included in this Key Stage 2 resource pack are designed to be fun and informative and relate to the animals and areas you would discover during a tour of the Aquarium.

Whilst the pack is designed to support a class visit to the aquarium by suggesting activities that can be carried out in the classroom prior to or after the children have visited, many of them can also be carried out independently. We have suggested activities that require little teacher preparation as most materials required are those normally available within the classroom. Where possible, any additional suggested resources are included in the pack.

Since opening in 1997, we have had the pleasure of welcoming thousands of children to the Aquarium as part of a school trip and this pack will enable pupils to learn more about the wildlife that surrounds them and enhance work already being done in the classroom. Many of the activities link to areas of the National Curriculum and National Curriculum references are included in each lesson plan.

We hope you find this Key Stage 2 resource pack and the lesson plans useful. If you would like to request any additional information to support a specific class project relating to the Lakes Aquarium then please do not hesitate to contact us. You can also feedback any comments relating to this pack by e-mail to [email protected]

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Key Stage 2 resource pack

Contents Lesson plans

“Pull out and use” lesson plans that directly relate to areas of the aquarium.

Page English Lake District

The Water Cycle – science 3

Changes in the state of water - science 4

Otters

Characteristics of an otter - science 5

Otter food chain – science 6

How do animals that come out at night know where food and danger is? - science7

Riverbank music - music 8

River poetry - poetry 9

River poetry (haiku) - poetry 10

English Lake District

Animal homes - literacy 11

On Top of and below the lake

Camouflage art – art & science 12

A recipe for Windermere - poetry 13

Listening diaries - music 14

At the Seaside

Persuasive writing – polluted coastline – persuasive writing 15

Saatchi & Saatchi – non fiction 16

Seaside Magritte collage - art 17

That’s rubbish – recycled art – art 18

The Sea

Concrete poems from the sea - poetry 19

On the lake during a boat trip

Sketching on the lake – art 20

Additional resources

Otter food chain 21

Perch 22

Recipe for Venice 23

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Key Stage 2 resource pack

Title: The water cycle

Year Group: KS2 – Y 5/6 Duration: 1-2 lessons

Area: Lake District This is a science based activity that relates to the

‘Seashore’ display in the aquarium.

Introduction:

Children revisit parts of the water cycle in a more kinaesthetic way than the conventional ‘cut and glue’

work sheet activities.

Key vocabulary: Evaporation, condensation, precipitation Description of main activity:

Discuss the water cycle with the class and ask them to complete the cycle by labelling the different parts using an interactive website or whiteboard resource (see Coxhoe site).

Using large cut-out shapes depicting water cycle stages, ask children to arrange the symbols in a workable water cycle (this would have to be done in a large space).

Ask children to move around the water cycle, swapping symbols with the next person.

At this stage, children have to shout out ‘evaporation!’ or ‘condensation!’ depending on their stage in the cycle. See how quickly each team can get back to their starting position.

Resources required:

Water cycle activity interactive resource, cut-outs of clouds, rain, lakes, mountains etc.

Learning Objectives:

that water evaporates from oceans, seas and lakes, condenses as clouds and eventually falls as rain; that water collects in streams and rivers and eventually finds its way to the sea; that

evaporation and condensation are processes that can be reversed; to interpret the water cycle in terms of the processes involved

PoS refs:

Science Sc3 (2)

Links to Science unit 5D Changing State

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Key Stage 2 resource pack

Title: Changes in the state of water

Year Group: KS2 Duration: Ongoing test over 3 days

Area: Lake District This is a science activity, with cross-curricular links with geography, that relates to the ‘English Lake District’

display in the aquarium.

Introduction:

Look at words used in association with water and its changes and look at ways in which fair tests are carried out.

Key vocabulary:

Evaporation, investigation, condensation, temperature Description of main activity:

Condensation – observe a kettle steaming, please a pan lid over the steam to demonstrate the process of water vapour changing back to a liquid.

Evaporation – use a hair dryer blowing onto a wet patch of cloth to demonstrate evaporation and relate this to the sun drawing up moisture.

Now ask the children to carry out their own evaporation experiment. Fill two identical containers with the same amount of water. Put one container in a warm place and put the other in a cold place. At regular intervals over a 3 day period ask the children to check each container and record the water level.

Children present their findings in the form of a bar graph.

The experiment could be extended by using a variety of different containers, some tall and thin, some large and flat. What differences do the children find in the water levels?

Is the water evaporated quicker or slower? Why?

Resources required:

Kettle and pan lid Hair dryer and wet cloth Pots or containers (clear) Learning objectives:

That evaporation is when a liquid turns to a gas;

to explain 'disappearance' of water as evaporation to make careful measurements, recording them in tables and graphs; to identify trends in results and

PoS refs:

Sc3 (2)

Links to Science unit 5D Changing State

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Key Stage 2 resource pack

Title: Characteristics of an otter

Year Group: KS2 – Y5/6 Duration: 2 lessons

Area: Otters

This activity relates to the otters display in the aquarium and encourages deeper thinking about why some animals are different rather than just how.

Introduction:

Children read a piece of text relating to otters and use a variety of methods (note taking, highlighting) in order to abstract the main points of interest from the text.

The children will then produce a piece of multimodal text about otters.

Key vocabulary: adaptability, habitat, food source Description of main activity:

http://www.yorkshire-wildlife-trust.org.uk/otters.htm

Using the website identified above ask the children to highlight key information. Recap on information text features, and translate this into note format. Ask for suggestions for sub-headings for children’s own fact file (e.g. homes, food).

Using these notes, children produce a fact file in a word-processed or multimedia format. More able children could produce a PowerPoint presentation with hyperlinks to a glossary.

Special attention should be paid to the threat to otters’ habitats.

Resources required:

Otters information (taken from http://www.yorkshire-wildlife-trust.org.uk/otters.htm)

Learning objectives:

To identify the food sources of different animals in different habitats; to recognise ways in which living things and the environment need protection.

PoS:

Sc2 (5)

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Key Stage 2 resource pack

Title: Otter food chain

Year group: 5/6 Duration: 2 lessons

Area: Otters

This activity relates to otter food chains.

Introduction:

It is desirable if children have previous knowledge of food chains, and are familiar with the key vocabulary.

Key Vocabulary:

Producer, consumer, predator, omnivore, food chain, interdependent.

Description of main activity:

Follow the links to the food chain website:

http://www.cornwallriversproject.org.uk/education/ed_cd/background/diversity/b06d.htm Using whiteboards, children ask children to predict what an otter’s food chain might look like. Discuss options and address misconceptions.

Using images on attached sheet, children can cut out and stick onto card. Working in groups, rearrange the pictures to form a food chain. Ask children to stand in line for peer- assessment.

Using pictures produce a food chain mobile. More able children can draw their own animals, and include other possible plants/animals.

Resources required:

Web link

Various otter food chain images (see page 21 of this pack) Ribbon / string

Animals and plants in a local habitat are interdependent; that food chains can be used to represent feeding relationships in a habitat; that food chains begin with a plant (the producer).

PoS refs:

Science Year 6 Unit 6A

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Key Stage 2 resource pack

Title: How do animals that come out at night know where food and danger is?

Year Group: KS2 Y3/4 Duration: 2 lessons

Area: Americas

This activity relates to the

‘Blind cave fish’ display in the aquarium.

Introduction:

Remind the children about the ‘Blind cave fish’ area of the aquarium. Encourage them to think about how an animal might know where food if it is dark.

Key vocabulary: Sight, sound, smell, touch, taste, hearing, dark, senses

Each child to take turns to wear a blindfold and try to identify a noise (nominate one other child to make a noise such as rustling leaves, howling, eating etc).

Encourage the children to identify where they think the noise is coming from.

Do you think that we as humans would be as good at living at night as the creatures seen in the aquarium? Why? Why don’t humans have an acute sense of hearing?

In a separate activity, children sit in a fairly quiet area of school and draw a ‘sound map’

of all the noises they can identify. This works well in the playground. Children can devise their own system of symbolic recording.

In the classroom, collate the sounds and produce a graph of the frequency of noise in each area. Were there any surprises?

NB: Using smell is also a good way to emphasise that animals use different senses to humans to be aware of their environment, hunt and stay away from danger.

Resources required:

Blindfold, simple outline map of areas around the school Learning objectives:

Understand that some animals use senses to be aware of the world around them; how animals adapt according to their habitat and needs.

PoS:

Sc2 (5)

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Key Stage 2 resource pack

Title: Afican music

Year group: Key Stage 2 Duration: 3-4 weeks Area: Africa

This activity relates to the riverbank & midnight displays in the aquarium.

Introduction:

Children become familiar with the habits of African creatures before the music lesson, having watched video clips and researched books and internet sources.

Children could write poems and perform dance routines based on their African animal.

Key Vocabulary: pitch, tempo.

Following research, discuss the ways in which African animals move. Tap out a tempo for the animal-would it be slow and regular or erratic? Would the tempo change with the animal’s different habits?

Would your animal chase or be chased? How would you change the tempo to illustrate this?

Progress from tapping tempo out on hands to using unpitched percussion instruments.

The activity can be extended by the introduction of xylophones or wind instruments.

Children could perform their pieces in a short movement.

Resources required:

Images of African animals easily sourced from books available in the library

To identify how music can be used descriptively, e.g. to represent different animal characteristics; how to use the musical elements to describe animals;

how to use movement to describe different animals; how to match sounds and movement descriptively.

PoS refs:

Links to Music Unit 9 Animal Magic

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Key Stage 2 resource pack

Title: Seashore Poetry

Year group: 3/4 Duration: 3-4 lessons

Area: Seashore

This activity relates to the riverbank & midnight displays in the aquarium.

Introduction:

Children make notes about the sounds and sights of the Seashore. After reading a Chinese poem, they write a version of their own ‘Sampan’.

Key Vocabulary: onomatopoeia, adverbs, adjectives Description of main activity:

During the Aquarium visit, ask children to make notes about the sounds and atmosphere of the river displays. They could record onomatopoeia, adverbs and adjectives.

At school, read ‘Sampan’ by Tao Lang Pee. Discuss onomatopoeia, and ask children to share thoughts about the imagery of the poem. Where is it set? How does it differ to the images of Morecambe Bay?

Practise and perform poem using simple instruments to accompany.

Re-write ‘Sampan’ to include your own experiences of the sea.

Resources required:

Notes made during a visit to the Aquarium, copy of ‘Sampan’.

Desired learning outcomes:

Children study poems that can be performed and identify performance techniques. Children read and recite poems discussing vocabulary, structure and language features used to create effects.

PoS/ELG refs:

Year 4 poetry Unit 2

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Key Stage 2 resource pack

Title: River Poetry (haiku)

Area: English Lake District

This activity relates to the riverbank & midnight displays in the aquarium

Introduction:

Children make notes about the sounds and sights of a riverbank. After reading selected haikus, they write their own about Windermere.

Children will be familiar with haikus but the structure of the syllables needs to be reinforced.

Key Vocabulary: onomatopoeia, adverbs, adjectives Description of main activity:

During the Aquarium visit, ask children to make notes about the sounds and atmosphere of the river displays. They could record onomatopoeia, adverbs and adjectives.

Recap on haiku syllables and the importance of choosing words to maximum effect.

Read haikus following the web link, and model writing a Windermere haiku during shared writing.

Children work in pairs to produce a haiku about rivers or Lake Windermere.

Resources required:

Notes made during a visit to the Aquarium, copies of haikus.

http://atschool.eduweb.co.uk/40903026a/poems/haiku.htm Learning objectives:

Compare how different writers from different times and places present experiences and use language.

PoS:

Year 6 Poetry Unit 3

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Key Stage 2 resource pack

Title: Animal homes

Year Group: 4 Duration: 3 hours

Area: English Lake District

This activity relates to the Midnight at the Water’s edge area in the aquarium.

Introduction:

This is an end of unit activity. Children will be familiar with a range of animal homes.

Explain that they are going to design a poster advertising one of the animals home for sale.

Key vocabulary: holt, den, set, nest

Using the information provided recap on different animals’ habitat requirements (safe, dry, under ground, high up etc)

After thorough discussion, ask the children to plan a poster advertising one of the animal’s homes for sale. What kind of information would a rabbit warren poster contain? Model poster design, including important adjectives relating to rabbits (dry, deep under ground safe from predators etc).

Allow planning time using rough paper.

Extension: you may wish to use the text provided as an additional exercise with the children asking them to make notes from the text, abstracting the most interesting points.

Resources required:

Habitats and homes information easily available from reference books in the library Paper

Colouring pencils

Learning Objectives:

Describe a habitat in terms of the conditions;

identify the effect of changes to the habitat on some organisms

PoS refs:

Links to literacy Year 4 Non-fiction Unit 4

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Key Stage 2 resource pack

Title: Camouflage Art

Year Group: Year 4 Duration: 1 hour

Area: Morecambe Bay This is an art based activity that relates to the

‘Morecambe Bay’ display and demonstrates the effectiveness of camouflage.

Introduction:

Children look at different fish in the Morecambe Bay display pay attention to the fish as they swim against plants and stones. When are the fish least visible?

Key vocabulary: Camouflage, hidden, habitat Description of main activity:

Using the plaice, use material, card, paper and tissue to cover in appropriate colours.

Using different materials children create a background which camouflages the fish. They might use wool or material to make pond weed and small pebbles can be glued to the bottom of the ‘lake’ for a realistic look!

Resources required:

Photocopies of the Plaice, on different coloured paper (see page 22 of this pack) Learning objectives:

To have a greater understanding of camouflage; to understand how animals adapt to their habitat.

PoS refs:

Links to Art Unit 3B Investigating Pattern and Science Unit 4B Habitats

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Key Stage 2 resource pack

Title: A Recipe for Windermere

Area: Lake Windermere

This activity links to the Lake Windermere display within the aquarium.

Introduction:

Children make notes about the sounds and sights of Windermere. After reading the ‘Recipe for Venice’

poem, they write a ‘recipe for Windermere’.

Key Vocabulary:

Vocabulary relating to Lakeland landscapes and weather, e.g. Summit, peaks, tarns.

Ask children about the key features of a recipe. Discuss the use of imperative verbs and instructional language (takes a pinch, mix, stir slowly).

Read ‘A Recipe for Venice’, discussing features that would have to be present (lots of canals, food, buildings and climate). Compare and contrast with ‘Recipe for Swansea’, identifying key features.

In groups, children make a spider gram to show what a recipe for Windermere would be likely to contain. During shared writing, take children’s ideas and model writing an introduction to the Windermere poem.

In small groups, continue to draft ‘A Recipe for Windermere’.

Resources required:

Copy of resource sheet (recipe for Venice see page 23 of this pack).

Select words and language drawing on their knowledge of literary features;

They write their own poems, inspired by those they have read, and borrow, meld and adapt elements.

PoS refs:

Year 5 Poetry Unit 1

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Key Stage 2 resource pack

Title: Listening Diaries

Year group: Key stage 2 Duration: 2-3weeks Area: English Lake

District

This activity relates to the top of the English Lake District display in the aquarium.

Introduction:

Children listen to extracts of music and record their responses.

Key Vocabulary: mood, rhythm, duration, pitch, tempo Description of main activity:

‘Night on a Bare Mountain’ by Rimsky Korsakov and ‘Trout’ by Schubert.

After listening to the extracts, children should record the mood of the piece. How did it make them feel? What did they imagine? How did the music help to form the image in your mind? Can they identify any instruments that recreate a particular noise?

Children tap out the rhythm and identify the melody in each piece.

The activity can be ongoing and built into a listening diary for the Lake District, or developed into the QCA activity Unit 9.

Ask the class to work in pairs to create sounds and movements to describe an animal. Choose an animal with distinctive movements from the Lake (duck, fish).

Then select an untuned instrument that will make a sound that matches the way the animal moves.

Resources required:

Extracts as listed above Listening diaries

Recognise how musical elements are used and combined to describe different animals.

PoS refs:

Links to Music Unit 9 ‘Animal Magic’

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Key Stage 2 resource pack

Title: Persuasive writing – polluted coastline

Year group: 5/6 Duration: 3-4 weeks

Area: Seashore Discovery Zone

This activity relates to the Seashore Discovery Zone within the aquarium.

Introduction:

Seaside pollution.

Children will be familiar with the features of persuasive writing from year 4. This series of activities develops their persuasive writing skills and allows them to present their arguments in a variety of ways.

Key Vocabulary: persuade, emotive, connectives Description of main activity:

Using books, newspapers and websites, compile a list of reasons why pollution is harmful to the environment, considering the wider global implications.

List the ‘who, what, when, where and why’ arguments.

Use a variety of approaches to present the argument to different audiences

• TV programme in the style of ‘Newsround’

• Radio report for radio 4 or radio One

• A webpage for your school’s website Resources required:

Newspapers, websites and reference books linked to pollution, video camera, digital camera, Dictaphone.

Children will use different narrative techniques to engage the reader; select words and language relating to

persuasive texts; use a range of ICT resources to present a balanced argument.

PoS refs:

Year 6 Unit 2 Non-Fiction objectives apply.

Links to Year 5 Unit

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Key Stage 2 resource pack

Title: Saatchi & Saatchi

Year group: 5/6 Duration: 3-4 weeks

Area: Seashore Discovery Zone

This activity relates to the Seashore Discovery Zone within the aquarium.

Introduction:

Children work in small teams to win the bid for Saatchi

& Saatchi’s new Anti-Pollution campaign. Children plan, record and present their proposal in a variety of ways.

Key Vocabulary: persuade, emotive, pollution Description of main activity:

Watch video clips, read articles and search websites for articles about polluted beaches. Discuss ways that people might be persuaded to take their litter home (with particular reference to advertising campaigns).

Explain the premise for the activity. Children will work in groups as advertising staff working for Saatchi & Saatchi, and have to present an ad campaign combating litter.

Look at the Saatchi website (see link) and discuss their approach.

Model journalistic writing/reporting styles.

Children can use a variety of resources to research their campaign, but they must present using at least one visual presentation (poster/web ad/leaflet) and one oral presentation (radio/TV ad, travelling drama group play, etc).

At the end of the presentations, children have 100 words to say why their campaign should win.

To make things more fun, children could use props and costumes.

Resources required:

http://www.saatchi.com/worldwide/ideas_gallery.asp

Dictaphones, video cameras, digital cameras, word processing software.

Children read, explore, discuss and compare a wide range of journalistic news reports, in a variety of formats, on paper and on screen. Children reread and analyse some of the journalistic news texts, both in written and aural formats.

They identify key language, structure, organisation and presentational features,

PoS refs:

Links to Year 6 Non-fiction Unit 2 and Year 5 Non-fiction Unit 3

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Key Stage 2 resource pack

Title: Seaside Magritte collage

Year group: Key Stage 2 Duration: 2-3 lessons Area: Seashore

Discovery Zone/

Morecambe Bay This activity is linked to the Morecambe Bay display in the aquarium and uses René Magritte.

Introduction:

Following a visit to the Morecambe Bay display, children use paint and magazine images to produce a collage in the style of René Magritte.

Key Vocabulary: background, Magritte, abstract, seascape Description of main activity:

After a visit to the Aquarium, look at images of Morecambe Bay. Use bold colours to paint a seascape background.

Look at the Magritte website, focusing on ‘Threatening Weather’. Discuss the abstract use of everyday images, such as the eyes and lips.

Use magazines and holiday brochures to cut out seaside images or everyday objects that children wouldn’t expect to find in Morecambe Bay. Cut out unusually large eyes and mouths, and arrange these images on the painted background.

When children are ready, stick the images onto the seascape.

Resources required:

http://www.mcs.csuhayward.edu/~malek/Magrit5.html

Poster paints, good quality paper, glue, magazines and holiday brochures.

Record observations and ideas about the environment; record aspects of the environment showing understanding of relative size, distance, shape and texture;

record details of the approaches of different artists to inform their own work.

PoS refs:

Art Unit 4A Viewpoints

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Key Stage 2 resource pack

Title: That’s Rubbish! Recycled art

Year group: Year 3/4 Duration: 2-3 weeks

Area: Seashore Discovery Zone This activity links to the Seashore section of the aquarium.

Introduction:

This art lesson focuses on the ecological aspects of British coastlines. This activity can be linked to the Aquarium visit, or can be done following an environmental field study.

Key Vocabulary: pollution, ecology, recycling Description of main activity:

Look at the items on the wave displays in the Seashore Discovery Zone. Where does it come from? Which items could have been recycled? What effect does it have on ours and animals’ environments?

Discuss how objects found in a particular environment could be used in a purposeful way to improve its aesthetics.

Using objects found at home, children make a seaside creature. Perhaps it could be an imaginary/mythical creature such as a mermaid or Poseidon. Free unwanted CDs make great fish scales, and old cutlery makes good legs. Washing liquid balls are excellent eyes if filled with tissue paper.

Resources required:

Range of ‘found’ objects (milk cartons, tin cans with blunt edges, old cutlery, cardboard boxes)

Identify ways in which the environment influences our lives and how we feel;

suggest how art has been used to improve a place; explore the visual and tactile qualities of found materials and objects; experiment with and make imaginative use of materials and objects.

PoS refs:

Links to Art Unit 3C Can we Change Places?

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Key Stage 2 resource pack

Title: Concrete poems from the sea

Area: Morecambe Bay This activity is linked to the Morecambe Bay display in the aquarium.

Introduction:

After visiting the Morecambe Bay display, children choose a marine animal to write about in their concrete poem.

Although the attached link is for woodland animals, it’s a great resource. Similar to the Espresso concrete poems tool.

Key Vocabulary: concrete poem, adjective, adverb Description of main activity:

During the visit, ask children to choose a favourite creature from the Morecambe Bay display. Children should make a simple outline sketch, and record adverbs and adjectives relating to the animal.

During shared writing, model how to organise ideas. Encourage peer support and assessment before looking at the on-line resources. ‘Word Whirls’ has lots of good ideas.

After drafting a final poem, children draw a rough outline of their animal. Practise writing the words to fit the shape before writing the final draft. More able children could go on to produce another simple concrete poem about seaweed or rock pools. Poems can be used as part of a seaside display.

Resources required:

http://www.wild-about-woods.org.uk/elearning/concretepoetry/ (or Espresso literacy)

‘Word Whirls and Other Shape Poems’ by John Foster.

Use layout, format graphics and

illustrations for different purposes; make stylistic choices, including vocabulary and literary features.

PoS refs:

Year 3 Poetry unit 2

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Key Stage 2 resource pack

Title: Sketching on the Lake

Year group: Key Stage 2 Duration: 40 min boat trip and 2 hours at school

Area: On Lake Windermere This activity can be carried out during a boat trip on Lake Windermere which can be combined with a visit to the aquarium.

Introduction:

Before the visit, find out as much as you can about the landscape around Lake Windermere. It would be useful if children had experience of sketching quickly and using a viewfinder. Look at sketches made by local artists such as John Ruskin.

Key Vocabulary: thumbnail sketch, viewfinder, foreground, middle ground, background, perspective.

Whilst on the boat, use viewfinder to make quick observational thumbnail sketches.

Give children five minutes for each sketch. Make a series of five or six, including waves, trees, boats and animals. When teacher shouts ‘change!’ children begin new sketch.

Explain that the next activity will be a landscape sketch. Use the viewfinder to select an interesting view. Because the boat heads north along the Lake, the view should only change slightly. Looking up the lake towards Ambleside, make a sketch that concentrates on tone and perspective. Try to add shade to capture the light and mood.

Once back at school, children can create a landscape composition with the lake in the foreground. Add details from thumbnail sketches. Mount sketches and display with the finished landscape. More able children could use charcoal and chalk.

Resources required:

View finders, sketchbooks, variety of pencils, putty rubbers.

to select and record from first-hand observation of the environment; to compare ideas, methods and approaches in others' work; about materials and processes and how these can be matched to ideas and intentions.

PoS refs:

Links to Art Unit 6C A Sense of Place

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Key Stage 2 resource pack

Otter food chain

Pond weed Caddis fly

Brown trout

Otter

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Key Stage 2 resource pack

Plaice

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Key Stage 2 resource pack

Recipe for Venice

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Key Stage 2 resource pack

Information books

SHARK Dorling Kindersley

Fish Rod Theodorou

Amazing Frogs Dorling Kindersley

Explore Shells Dorling Kindersley

Fun Animal Encyclopaedia Steve Parker

Night Time Animals Dorling Kindersley

A Rockpool on the Seashore Sally Morgan How do we Taste and Smell? Carol Ballard

Rain Phillip Steele

Water Dance (water cycle) Thomas Locker

Mountains and Hills Richard Spilsbury

Protect Natural Habitats Claire Llewellyn

River Food Chains Emma Lynch

Fiction

Lobsters in Love Richard and Lindsey Kidd

The Utterly Otterleys Mairi Hedderwick

Number Nine Duckling Susan Akass

Where the Big Fish Are Jonathan London

Good Night Owl Pat Hutchins

Two Frogs Chris Wormell

Dilly-Dally and the Nine Secrets Elizabeth McDonald

One Duck Stuck Phyllis Root

The Sleepy Dormouse Mark Ezra

Hooray for Fish Lucy Cousins

Gilbert the Great Jan Clark and Charles Fuge

Secret Seahorse Stella Blackstone

Swallows and Amazons Arthur Ransome

Tarka the Otter Annabel Large and Henry

Williamson

Tales from the Riverbank Dave Ellison

Tiff and the Trout David Metzenthen