Teachers' Resources

Three to five eggs are laid, which take fifteen days to incubate. Baby blackbirds are fed by both parents on a mixture of insects and earthworms. By fifteen further days they fledge and leave the nest. However, the baby birds are still dependent on their parents for a further three weeks to teach them how to find food for themselves and at this time baby blackbirds are vulnerable to attacks from cats, magpies and other enemies. Adult blackbirds will rear two and sometimes three broods in a single year.

Adult male blackbirds are jet black with a bright orange bill and orange eye ring. Female blackbirds are dark brown in colour and lack the bright orange beak of the male. Juvenile blackbirds are black with brown speckles. Blackbirds are omnivores, which means they eat high-protein food such as worms and insects when available and indeed feed this to their young - but in winter when such food is not available, they can eat and digest fruit and berries which they swallow whole.

Things to do
1.    It is very important to feed birds during spells of bad weather in winter so the class could set a bird table within view of the classroom window and put out food such as bread, seedcake, seeds and fruit. Half-apples on the ground are particularly popular with them too. It is important to put out fresh water for birds to drink and to bathe in.

It has a very pale cream-coloured bark from which it gets its name — silver birch. The leaves are small, toothed and triangular in shape. They open on the tree towards the end of April. Its flowers are catkins — male and female catkins are separate and these emerge with the leaves. The female catkins are pollinated by the wind which blows the pollen from the male catkins to them.

The seeds are very small and are blown by the wind to re-seed and colonise elsewhere. The bark of the silver birch peels. It can thus renew itself and get rid of any pollution that may have attached itself to it. Because of this and because it is a pioneer tree that can withstand harsh conditions, it is commonly planted on the streets of towns and villages where its beauty enhances the whole area. It is also commonly seen on the margins of bogs, lakes and rivers and it can grow on poorer soil than other native species can.

It is the first to colonise an open area. The leaves which fall from it in autumn decompose and nourish the soil making it suitable for other forest trees such as oak which will replace it over time if left undisturbed. A common tree — its Irish name beith is found in quite a few place names such as Ballybay in Monaghan and Glenbeigh in Co. Kerry.

Things to do
1.    Birches are native deciduous trees and there are 229 insect species that are associated with them. Sixth Class should find a silver birch near to the school or preferably in the school grounds and over a year from September to June conduct a weekly survey to find out what insects are there. They need an upturned umbrella to shake the tree into and pooters to lift out the insects for examination. A magnifying glass or a bug box will magnify the captured creature and the pupils should create a class list for the year, of insects or indeed general creepy-crawlies including spiders that fall into their umbrella.

Bats are not blind; they are perfectly well able to see. However as they fly at night and catch aerial prey, they have a special means of detecting this flying prey — echolocation. They emit very high-pitched sound waves which bounce off whatever object they hit and are reflected back to the bat at a slower speed. This is translated as a drop in sound frequency, so the bat can build up a picture of where all the objects are in front of it. These high pitched sounds are above our hearing range (30 –140 kHz) although children can hear some of them, as they can hear higher sounds than adults. Bats catch insects that fly at night.

They are particularly fond of moths, midges and mosquitoes. A small pipistrele bat can catch up to 3000 midges of a night. Each species emits a particular type of ultrasound that allows them to specialise in particular types and sizes of insects so that several species can co-exist in the same area. In Ireland we have ten different bat species — all of which are highly protected under Irish and European law. Ireland holds the largest European populations of the Lesser Horseshoe Bat — a bat that only occurs in limestone areas in Mayo, Galway, Clare, Kerry and Cork. Other species such as the Pipistreles and the Long-eared Bat are widely distributed over the whole country.

Bats go into hibernation in caves or in hollow trees from mid-November till the end of March because there is no insect food available for them to feed on. During hibernation their body temperature drops to as low as 5 degrees Celsius from a normal summer high of 35 to 40 degrees. They need a lot of energy to raise up their temperature again, so if their hibernating roosts are disturbed they may not have enough energy to survive the rest of the winter. In April they wake and move to summer roosts in roof spaces and attics and here their young are born in June or July — one baby per female. These remain in the nursery roost while the mother is out hunting at night and she returns to suckle them. By three weeks of age they can fly and by six weeks they can hunt independently. By the end of August they are weaned. They can live for up to fifteen years.

Things to do
1.    Using school books on mammals, the school or local library or indeed the internet, find out the names of all ten bat species that occur in Ireland.
3.    Invite an expert into school under the Heritage in School scheme to demonstrate bat detectors.
4.    Erect bat boxes in the school grounds. These will provide summer roosts for bats and should be placed high on trees in a hedge or wooded area. A bat box has a slit for an opening rather than a hole as in a bird box.

Badgers live in setts which they excavate underground. These may be very old indeed and consist of many tunnels underground with several entrances. A family group will live here and defend its territory against neighbouring badger groups. There is usually a dominant male in each group and several females. Mating takes place in April and May but because of delayed implantation of the fertilised egg the young are not born until the following February or March. Pregnant females prepare a birth chamber by removing all the old bedding and airing it up in the open air and then it is returned together with fresh material to make the new bedding material.

After birth the three to five cubs stay underground for eight weeks. They then venture above ground, but their mothers will continue to nurse them for another three months. By the end of the year they are fully independent. Young males then disperse widely, whereas young females stay close to home. Badgers are omnivores — which means that they can digest both plant and animal food. The most common item in their diet is the earthworm and they will eat up to 200 earthworms in a single night. They often dig up lawns and fields to get at the earthworms. They also eat beetles, slugs, snails, frogs, rabbits, mice, rats and hedgehogs. They are also partial to blackberries, elderberries, apples, acorns and fungi.

With such a wide range of food no wonder they are so abundant. It is estimated that there are up to 250,000 badgers in Ireland. Badgers suffer from tuberculosis, which they pick up from cattle and indeed can pass on to cattle. A vaccine to eradicate this disease in badgers is currently being developed. They are a totally protected species under Irish and European legislation, so it is completely illegal to hunt them or trap them.

Things to do
Contact a local wildlife expert and ask where the nearest badger sett is. Bring the class on a visit to see this.

Ash is a canopy tree which can grow very tall, it once formed great woodlands together with elm on good limestone soil in Ireland long ago. These woodlands were cleared for agriculture over the centuries and the ash is now mainly found as a hedgerow tree and as a tall tree in parks in cities and towns. It is the very last tree to get its leaves, usually waiting until the month of May for the characteristic black buds to open.

The leaves are compound leaves with up to thirteen leaflets on each leaf. The flowers are wind-pollinated so these appear from the flower buds in early April before the leaves appear. The pollen can thus be dispersed by the wind without being hindered by leaves. The seeds are known as keys. They occur in bunches on the tree, remain there long after the leaves have fallen and as they each have a ‘wing’ they are dispersed by the wind.

Ash is a native species that supports 41 different insect species. A good way to examine these is to shake a well-leaved bough in mid June or in early September into an upturned umbrella and see what emerges. In ancient Irish tradition, the ash was a very valued tree and was considered to be one of the seven nobles of the woods as its valuable timber could be used for building, and making furniture.

Things to do

1.  Find an ash tree near to the school and bring the class out to see it in each of the four seasons. In spring they can make a drawing of the twigs with black buds. In April they can find one with flowers open. In May they can note the date when the large terminal bud opens revealing the leaves.

By the end of May they should be able to add a drawing of the leaf to their account of the ash tree. In September they can observe the seeds. These can be planted immediately and some of them at least will germinate the following spring. In winter they can make a bark rubbing with paper and a soft pencil. Mature ash trees have a very rough bark.

The guide is organised in four parts. Part 1 explains why you and your school should take on a whole-school approach to climate action. Part 2 outlines how your school can plan, put into practice, and evaluate your own strategies and visions for reducing climate change. Part 3 provides six guidelines that suggest how to concretely include climate action in your school governance, teaching and learning, campus and facility management, and partnerships with the community. The guidelines are accompanied by examples showing how schools around the world are taking action. At the end of the guide, in Part 4, you will find a table to help you monitor action in the thematic areas along the six guidelines.