bog education and worksheet pack(pdf) - snh.org.uk · science living things & the processes of...
TRANSCRIPT
1A Teaching Pack for Peat Bog Projects
If you have old fashioned ideas about bogs
being drab and dreary, then prepare to have
your eyes opened! You are about to enter the
real bogworld - a special place of stunning
beauty, startling colours and spectacular
wildlife...........
2
1. Curricular Links1.1: 5-14 Curricular Links. 3
1.2: Secondary Curricular Links 8
1.3: Project Plan 9
2. Factsheets2.1: What is a Peat Bog? 10
2.2: Life in a Peat Bog 13
2.3: Why are Peat Bogs important 17
2.4: How can we save the Peat Bogs? 19
2.5: Webs and Chains 18
2.6: History Books 19
2.7: Glen Moss and the Kilmacolm Curlers 20
2.8: Flanders Moss and the Moss Lairds 22
3. Access3.1: Peat Bog code 24
3.2: Sites to visit 25
4. Activity Sheets4.1: Timeline 26
4.2: Bog Models 27
4.3: Natural Dyeing 29
4.4: Compost in the Classroom 30
4.5: Role Playing 31
4.6: The Web of Life 32
5. Resources5.1: Acknowledgements and Bibliography 33
5.2: Additional Resource Material 34
5.3: Conservation Organisations 35
Factsheet: All about Sphagnum and poster
Peat free products leaflet
SNH - Who we are and where we are and Country Code leaflets.
3
A Teaching Pack for Peat Bog Projects
1. CURRICULAR LINKS
4
CURRICULAR LINKS 1.1
This pack has been produced for use with upper primary/lower secondary.
The study of peat bogs has direct links to the Curriculum and assessment in Scotland NationalGuidelines for Environmental Studies 5-14. Whilst it would be wonderful to take a group of P1-P3pupils to experience a peat bog the greatest value of a project of this type is probably with P4-S2.
The topic gives scope for fulfilling most of the attainment targets for level C and D in Science andSocial Studies and some of those in Technology.
In particular this subject fits within Science : attainment outcome : Understanding living things andthe processes of life and Social Subjects : attainment outcome : Understanding people in the past.
OTHER CURRICULAR LINKSThere are also opportunities in a project of this type for Mathematics, English language andExpressive Arts as well as Gaelic studies.
TOPIC PLANNERSOn the next three pages you will find topic planners which list the attainment outcomes that will becovered by each topic development with space for you to indicate whether the topic is to be coveredas a class, group or individual project and space for your assessment comments.
The topic planners are set at level D. If your class is at a different level outcomes will be different,but the framework of the topic will be similar.
The curricular advice and topic planners have been adapted from the ‘Torra Peatlands Teachers’Pack’, written for Scottish Natural Heritage by Bob Black and based on a National Nature Reserveon Islay. Peat bog projects have been undertaken by many schools on Islay where peat is part ofthe landscape...and culture ! Schools undertaking a peat bog project may wish to contact schoolson Islay or in Caithness and Sutherland for more local knowledge and exchange of ideas.
5-14 Curricular Links
5
Topi
c: P
eat B
ogs
Leve
l CD
Out
com
e E
mph
ases
Peo
ple
and
Pla
ceS
cien
ce
SO
CIA
L S
UB
JEC
TS
Peo
ple
& P
lace
Mak
ing
& U
sing
Map
s•
exte
ndin
g th
e m
enta
l map
• ap
plyi
ng c
onve
ntio
nal m
ap r
eadi
ng s
kills
Asp
ects
of t
he P
hysi
cal &
Bui
lt E
nviro
nmen
t•
som
e th
eorie
s of
land
form
atio
n &
the
times
cale
s in
volv
edS
CIE
NC
E U
nder
stan
ding
Ear
th &
Spa
ceO
n P
lane
t Ear
th•
the
stru
ctur
e of
the
eart
h•
the
stru
ctur
e &
pro
pert
ies
of s
oils
SC
IEN
CE
Und
erst
andi
ng E
arth
& S
pace
On
Pla
net E
arth
• th
e st
ruct
ure
& p
rope
rtie
s of
soi
ls
SC
IEN
CE
Liv
ing
Thi
ngs
& T
he P
roce
sses
of L
ife V
arie
ty&
Cha
ract
eris
tics
of L
ivin
g T
hing
s•
the
mai
n di
stin
guis
hing
feat
ures
of f
low
erin
g &
non
- f
low
erin
g pl
ants
• si
mila
ritie
s/di
ffere
nces
with
in a
gro
up le
adin
g to
con
cept
of
spe
cies
• C
reat
ing
and
usin
g cl
assi
ficat
ion
keys
Inte
ract
ion
of L
ivin
g T
hing
s•
resp
onse
s of
pla
nts
to e
nviro
nmen
tal s
timul
i•
com
petit
ion
betw
een
thin
gs
SC
IEN
CE
Liv
ing
Thi
ngs
& T
he P
roce
sses
of L
ifeV
arie
ty &
Cha
ract
eris
tics
of L
ivin
g T
hing
s•
sim
ilarit
ies/
diffe
renc
es w
ithin
a g
roup
lead
ing
to th
e c
once
pt o
f spe
cies
• cr
eatin
g &
usi
ng c
lass
ifica
tion
keys
The
Pro
cess
es o
f Life
• st
ruct
ure
& fu
nctio
n of
maj
or b
ody
part
sIn
tera
ctio
n of
Liv
ing
Thi
ngs
• fo
od p
yram
ids
• co
mpe
titio
n be
twee
n liv
ing
thin
gs w
ith r
espe
ct to
food
& s
pace
• bi
rth
rate
, dea
th r
ate
& fa
ctor
s lim
iting
pop
ulat
ion
• re
spon
ses
of a
nim
als
to e
nviro
nmen
tal s
timul
i
Inve
stig
ate
how
Pea
t Bog
s ar
e fo
rmed
, the
influ
ence
of g
laci
atio
n an
d ch
angi
ng c
limat
e.R
esea
rch
FS
, loc
al g
eolo
gy g
uide
boo
ks
Det
erm
ine
the
phys
ical
pro
pert
ies
of p
eat
thro
ugh
expe
rimen
tsD
iscu
ss th
e pr
oces
ses
whe
reby
pea
t is
form
edR
esea
rch:
site
vis
it, F
S r
efer
ence
boo
ks
Iden
tify
com
mon
bog
pla
nts
and
rela
te e
ach
spec
ies
to it
s ni
che
on th
e bo
gC
onst
ruct
sim
ple
keys
Res
earc
h: s
ite v
isit
for
sim
ple
plan
t sur
vey,
Iden
tific
atio
n gu
ides
, FS
Iden
tify
com
mon
aqu
atic
& te
rres
tial i
nsec
ts,
spid
ers,
etc
.D
raw
a c
hose
n m
ini-b
east
and
writ
e a
stor
yab
out i
tS
ite v
isit
for
pond
dip
ping
and
exa
min
atio
n of
live
terr
estia
l min
i-bea
sts
Res
earc
h: Id
entif
icat
ion
guid
es, F
S
1. P
eat B
ogs
2. P
eat
3. P
eatla
nd
Pla
nts
4. P
eatla
nd m
ini-
b
east
s
1. F
S
FS
FS
FS
TO
PIC
DE
VE
LOP
ME
NT
PU
PIL
AC
TIV
ITIE
S/S
KIL
LS
DE
VE
LOP
ME
NT
C
G
IR
ES
OU
RC
ES
OU
TC
OM
EN
.B. O
utco
mes
are
at L
evel
D u
nles
s in
dica
ted
(C)
AS
SE
SS
ME
NT
CO
MM
EN
T
AB
BR
EV
IAT
ION
SC
cl
ass
FS
Fac
t She
ets
G
grou
pA
S A
ctiv
ity S
heet
I i
ndiv
idua
l
6
SC
IEN
CE
Liv
ing
Thi
ngs
& T
he P
roce
sses
of L
ifeV
arie
ty &
Cha
ract
eris
tics
of L
ivin
g T
hing
s•
sim
ilarit
ies/
diffe
renc
es w
ithin
a g
roup
lead
ing
to th
e c
once
pt o
f a s
peci
esT
he P
roce
ss o
f Life
• de
velo
pmen
t, bi
rth
& p
aren
tal c
are
Inte
ract
ion
of L
ivin
g T
hing
s•
food
web
s &
food
pyr
amid
s•
sim
ple
food
cha
ins
base
d on
ene
rgy
from
the
sun
(C)
• co
mpe
titio
n be
twee
n liv
ing
thin
gs•
birt
h ra
te, d
eath
rat
e &
fact
ors
limiti
ng p
opul
atio
n•
resp
onse
s of
ani
mal
s to
env
ironm
enta
l stim
uli
• th
e va
rious
way
s in
whi
ch h
uman
s ca
n ac
t on
thei
r e
nviro
nmen
t•
adap
tion
to th
e en
viro
nmen
t ove
r a
perio
d of
tim
eS
OC
IAL
SU
BJE
CT
S P
eopl
e &
Pla
ceM
akin
g &
Usi
ng M
aps
• ex
tend
ing
the
men
tal m
ap•
mak
ing
own
sket
ch m
aps
SC
IEN
CE
Liv
ing
Thi
ngs
& T
he P
roce
sses
of L
ifeIn
tera
ctio
n of
Liv
ing
Thi
ngs
• th
e va
rious
way
s in
whi
ch h
uman
s ca
n ac
t on
thei
r e
nviro
nmen
tS
OC
IAL
SU
BJE
CT
S P
eopl
e &
Pla
ceW
ays
in w
hich
Peo
ple
affe
ct p
lace
• la
ndsc
ape
feat
ures
as
boun
darie
s &
bar
riers
• ho
w to
day’
s la
ndsc
apes
are
the
prod
uct o
f the
inte
ract
ion
of p
eopl
e &
pla
ces
Mak
ing
& U
sing
Map
s•
exte
ndin
g th
e m
enta
l map
• ap
plyi
ng c
onve
ntio
nal m
ap r
eadi
ng s
kills
carr
ied
forw
ard
to n
ext p
age
Stu
dy th
e lif
e cy
cle
of s
elec
ted
bird
spe
cies
foun
d on
Pea
t Bog
sV
isit
RS
PB
res
erve
Res
earc
h F
S, i
dent
ifica
tion
guid
es,
refe
renc
e bo
oks,
vid
eos
Res
earc
h th
e lif
e cy
cle
of a
n an
imal
and
writ
e a
stor
y or
poe
m a
bout
itR
esea
rch:
FS
, ref
eren
ce b
ooks
,
Imag
ine
wha
t liv
ing
on a
Pea
t Bog
7,0
00ye
ars
ago
was
like
& il
lust
rate
Inve
stig
ate
trad
ition
al u
ses
of p
eat &
peat
land
pla
nts
Pea
t Bog
site
vis
itC
ompa
re h
ow m
an u
ses
peat
land
in d
iffer
ent
part
s of
Sco
tland
or
othe
r co
untr
ies
Inve
stig
ate
the
cons
erva
tion
valu
e of
peat
land
and
rol
e-pl
ay a
con
flict
situ
atio
nR
esea
rch:
FS
, AS
, ref
eren
ce b
ooks
5a. P
eatla
nd
B
irds
5b. A
mph
ibia
ns
Rep
tiles
and
M
amm
als
6. P
eat a
nd M
an
FS
FS
FS
AS
TO
PIC
DE
VE
LOP
ME
NT
PU
PIL
AC
TIV
ITIE
S/S
KIL
LS
DE
VE
LOP
ME
NT
C
G
IR
ES
OU
RC
ES
OU
TC
OM
EN
.B. O
utco
mes
are
at L
evel
D u
nles
s in
dica
ted
(C)
AS
SE
SS
ME
NT
CO
MM
EN
T
Topi
c: P
eat B
ogs
Leve
l CD
Out
com
e E
mph
ases
Peo
ple
and
Pla
ceS
cien
ce
AB
BR
EV
IAT
ION
SC
cl
ass
FS
Fac
t She
ets
G
grou
pA
S A
ctiv
ity S
heet
I i
ndiv
idua
l
7
Car
ried
over
from
pre
viou
s pa
geS
OC
IAL
SU
BJE
CT
S P
eopl
e in
the
Pas
t•
the
valu
es &
atti
tude
s w
hich
hav
e sh
aped
soc
ietie
s•
the
circ
umst
ance
s w
hich
gov
ern
the
mot
ives
& a
ctio
ns o
f peo
ple
in p
artic
ular
circ
umst
ance
sT
ime
& H
isto
rical
Seq
uenc
e•
exte
nsio
n of
pup
ils’ c
hron
olog
ical
fram
ewor
kT
he N
atur
e of
His
toric
al E
vide
nce
• th
e va
lue
of h
isto
rical
evi
denc
eC
onsi
dere
ing
the
Mea
ning
of H
erita
ge•
the
back
grou
nd a
nd is
sues
in p
rese
rvin
g an
asp
ect o
f loc
al o
r na
tiona
l her
itage
Und
erst
andi
ng P
eopl
e in
Soc
iety
Soc
ial r
ules
, rig
hts
& r
espo
nsib
ilite
s•
how
rep
rese
ntat
ives
are
cho
sen
& th
eir
role
in d
esci
sion
mak
ing
Con
flict
& P
artic
ipat
ion
• se
lect
ed n
atio
nal &
inte
rnat
iona
l dis
pute
s &
way
s of
res
olvi
ng th
em•
the
influ
ence
s of
cam
paig
ns, m
edia
& p
ress
ure
grou
p a
ctiv
ities
on
publ
ic o
pini
onT
EC
HN
OLO
GY
Und
erst
andi
ng T
echn
olog
yTe
chno
logy
& th
e D
eman
d fo
r R
esou
rces
• th
e te
nsio
n be
twee
n pr
oduc
tion
& th
e ca
re o
f the
env
ironm
ent
Car
ried
over
from
pre
viou
s pa
ge6.
Pea
t & M
anF
S
TO
PIC
DE
VE
LOP
ME
NT
PU
PIL
AC
TIV
ITIE
S/S
KIL
LS
DE
VE
LOP
ME
NT
C
G
IR
ES
OU
RC
ES
OU
TC
OM
EN
.B. O
utco
mes
are
at L
evel
D u
nles
s in
dica
ted
(C)
AS
SE
SS
ME
NT
CO
MM
EN
T
Topi
c: P
eat B
ogs
Leve
l CD
Out
com
e E
mph
ases
Peo
ple
and
Pla
ceS
cien
ce
AB
BR
EV
IAT
ION
SC
cl
ass
FS
Fac
t She
ets
G
grou
pA
S A
ctiv
ity S
heet
I i
ndiv
idua
l
8
Sci
ence
Li
ving
Thi
ngs
and
the
Pro
cess
es o
f Life
E
nger
gy a
nd F
orce
s
E
arth
and
Spa
ce
Soc
ial S
ubje
cts
P
eopl
e an
d P
lace
P
eopl
e in
the
Pas
t
P
eopl
e in
Soc
iety
Tec
hnol
ogy
Te
chno
logy
in S
ocie
ty
T
he D
esig
n P
roce
ss
Pla
nnin
gC
olle
ctin
g E
vide
nce
P7
S2
Con
text
s an
d C
onte
ntat
Thr
ee B
road
Sta
ges
Atta
inm
ent O
utco
mes
P1
P3
P4
P6
Kno
wle
dge
and
Und
erst
andi
ngIn
terp
retin
g an
dE
valu
atin
gD
evel
opin
g In
form
edA
ttitu
des
Rec
ordi
ng a
ndP
rese
ntin
g
Str
ands
Hea
lth E
duca
tion
H
ealth
and
Saf
e Li
ving
Info
rmat
ion
Tec
hnol
ogy
U
nder
stan
ding
and
Usi
ng In
form
atio
n Te
chno
logy
App
lyin
g S
kills
and
Pre
sent
ing
Sol
utio
ns
Taki
ng A
ctio
non
Hea
lth
Usi
ng In
form
atio
nTe
chno
logy
Kno
wle
dge
and
Und
erst
andi
ng
Wild
, Wet
and
Won
derf
ul5-
14 E
nviro
nmen
tal S
tudi
esS
ymbo
ls d
emon
stra
te s
uppo
rt fo
rO
utco
mes
and
Str
ands
e.g
.
= s
ome;
= c
onsi
dera
ble/
maj
or
9
The 5-14 curricular links outlined on sheet 1.1 apply also to S1 and S2.
CURRICULAR LINKS 1.2
Secondary Curricular Links
STANDARD GRADEThe Study of peat bogs is most relevant toScience, Biology and Geography atStandard Grade, particularly in relation tothe formation, preservation andconservation of these precious habitats.
For Standard Grade Geography there is afully worked out exemplar of material onland-use conflicts in relation to “ Forestry inthe Flow Country of Caithness andSutherland” which has been published bythe Scottish Consultative Council on theCurriculum.
HIGHER GRADE AND
CERTIFICATE OF SIXTH YEAR
STUDIES (CSYS)Higher Grade Biology and Geography alsoprovide scope for the study of peat bogs...particularly where there is an opportunity toanalyse data, communicate facts and ideasand discuss their significance in context.
10
This is a sample project plan to assist teachers
in organising their project.
FIRST THOUGHTSWhat do the class know about peat and peatbogs? Make a poster with the comments theclass make at this stage and ask them whatthey may wish to find out over the course of theproject. You can continue to return to this posteras the project progresses. Similarly you maywish to ask the class to ‘draw’ their idea of whata peat bog means to them...revisit this activitythroughout the project.
HOW PEAT BOGS ARE FORMEDUse the factsheets and any resources to assistthe class in illustrating how a peat bog isformed. Compare and contrast the two types ofbog - raised and blanket bog. Use local maps toindicate where local bogs are. Begin thetimeline (Activity sheet 4.1). Make peat bogmodels (Activity sheet 4.2).
PEATLAND PLANTSUse books (and theinternet!) to discover whatyou can about specificpeat bog plants and howthey survive in this lownutrient, high moistureenvironment. Construct asimple identification key.Use the ‘all aboutSphagnum’ fact sheet andthe Sphagnum poster. Dosome ‘natural dyeing’ orsimply use the poster andgreen, yellow and red
paints for some boggy ‘pointillism’ (spotty!)posters.
PEATLAND MINIBEASTSUse the factsheet and resources to identify thevariety of minibeasts present on a peat bog, indrier hummocks, heath and in pools. Draw andwrite the life cycle...or a day in the life of...achosen minibeast.
PEATLAND BIRDS, MAMMALS AND
REPTILESWhat are these, what are their life cycles, howdo they interact with and adapt to the bog/eachother? Use stories and poetry (See resourcelist) to stimulate discussion and write some ofyour own.
INTERDEPENDENCEUse the information gathered about peat bogwildlife, factsheet 2.5: Webs and Chains and theactivity sheet 4.6 to develop understanding offood webs, food chains and the importance ofecological balance. Construct a basic food webdiagram and continue to add information to it.Make food chain mobiles.
PEAT AND MANUse resources and factsheets 2.3, 2.6 and 2.7to study the history of man’s association withand use of the peat bog. Contact schools inIslay or Caithness and Sutherland to assist inunderstanding the importance of peat in theseparts of Scotland. Discuss life around the bog7,000 years ago. Construct models of bogvillages. Make your own compost andexperiment with the variety of peat freealternatives (Activity sheet 4.4).Explain thevalue of peat as a source of information aboutclimate/ vegetation change : radiocarbon datingand pollen analysis. Look at pollen through abinocular microscope if possible! Add moreinformation to the timeline.
CURRICULAR LINKS 1.3
Project Plan
11
A Teaching Pack for Peat Bog Projects
2. FACTSHEETS
12
Teaching points
Peat bogs occur where waterlogged conditionsslow down the decomposition process, leadingto a gradual build up of dead organic material.Under these conditions a plant calledSphagnum grows.
Sphagnum grows continuously from a bud atthe tip of its stem leaving layers of dead plantmaterial below the surface. This forms an acidicenvironment, almost devoid of nutrients andwithout air, where the normal organisms whichbreak down dead plant material cannot survive.Thus dead Sphagnum accumulates slowly intolayers - often less than 1mm/year - forming anew soil which we know as peat.
There are two main types of peat bog inScotland, blanket bog and raised bog .Together they cover more than one millionhectares...or two thirds of the total bogland inBritain!
BLANKET BOGSIn some places the entire original landscape ishidden beneath a blanket of up to 7 metres ofpeat bog. These bogs are known as blanketbogs and form the major part of Scotland’sboglands. A significant proportion of the blanketbog in Britain and Europe is found in Caithnessand Sutherland. The area of the ‘Flow Country’in Caithness and Sutherland has beenrecognised by international specialists asunique and of global importance. A place to visita superb example of this is the RSPB reserve atForsinard.
RAISED BOGSIn the lowlands a different sort of bog hasformed. Small lochs, left after the last ice age onimpermeable clays, gradually became filled withvegetation such as dead reeds. This swampyenvironment, combined with a loss of incomingnutrients to fringe vegetation, created just the
right conditions for Sphagnum to flourish,eventually fed only by nutrient poor rainwater.The peat deposit accumulated and slowlybecame raised above the surroundingvegetation - instead of drying out this formed aliving mound - or raised bog!
Other Sphagnum facts : Sphagnum is thebotanical equivalent of a sponge, absorbingwater and nutrients through the surfaces of itsleaves. The leaves are arranged along branchesthat occur in bunches along a simple stem. Witha microscope it is possible to see that much ofthe leaf consists of cells like water storageflasks while the chlorophyll is squeezed intocells like thin strands. For such a plant tosurvive, conditions must be suitably dampthroughout the year for these cells to be kepttopped up.
Sphagnum can hold up to twenty times itsweight in water. This, together with its unique‘sterile’ properties made it useful as a wounddressing in the first world war. It has also beenused for nappies and cot bedding.
Use a map of Scotland to indicate highland and lowland areas and to indicate the distribution of raised and blanket
bogs in Scotland. Use a local OS map to identify any areas described as ‘bog’. How much peat has formed in the
lifetime of one pupil? Peat in raised bogs may be up to 10 metres deep... how long has this taken to form? Illustrate
this on the wall showing the layers of peat from bare ground to living Sphagnum next to a timeline. Build on this as
the project and the childrens’ knowledge develops. Can you connect the timeline to other projects the children have
done? (eg dinosaurs/ world war). Draw a cartoon time sequence to show the development of each type of bog and
re-enact this story in the gym hall! Activity sheets: Timeline. Resources section: all about Sphagnum.
What is a Peat Bog?
FACTSHEET 2.1
d. Continues to grow, rain forms bog pools
c. Low mound of wet Sphagnum
b. Waterlogged, low nutrient swamp
a. Lochan filling with vegetation
Raised Bog Formation
13
Peat bogs are not lifeless places...look closelyand listen and you will become aware of a richand vibrant environment, full of life and colour,textures, smells and tastes!
GREEN CARNIVORESAmongst the Sphagnum there are a variety ofinteresting plants which have adapted to life inextreme conditions. Several species of planthave developed the ability to trap and eatinsects as a means of supplementing theirmeagre diet. The sundews (Droseraspecies)and butterworts (Pinguicula species)have sticky leaves which they use to trapunsuspecting insects which then slowlydecompose...releasing much needed nutrientsfor the plant.
A CARPET OF COLOUR AND SCENTThrough the soft carpet of Sphagnum you willfind bright splashes of colour from heaths andheathers (Erica and Calluna), fuschia pinks andruby reds of the cranberry (Vacciniumoxycoccos) flowers and berries, the delicatewhite and pink frothy flowers of the bog bean(Menyanthes trifoliata), or the white rose-likeflower of the cloudberry (Rubus chamaemorus)with its scarlet or orange fruit. The bogasphodel (Narthecium ossifragum) addssplashes of bright yellow, its scientific name:ossifragum means bonebreaker and this arosefrom the belief that the
MAMMALS...Red deer, the largest landmamal in Britain today, canbe found wallowing in peat baths to ridthemselves of flies and parasites. They will grazeon a variety of bog plants and will eat frogs asthey need the calcium for bone and antlergrowth! Otters and badgers occasionally ventureout into the bogs in search of the eggs andchicks of ground nesting birds, water voles andfrogs. You may also see pine martens, hares,stoats and weasels, and even (in highlandareas) the very occasional wildcat. Bats will fly infrom their roost sites in the evening, travelling asmuch as a mile to the peat bogs to feed on anyflying insects....including midges!
BIRDS...The songs of skylarks and meadow pipitsprovide constant background noise on theboglands. These birds thrive on a varietyof insects and seeds.
You may also hear the sad ‘wheep’ of the goldenplover, the drumming of snipe, the trill of adunlin or the mournful cry of a red throated divercaterwauling in the evening sunset...this eerieflight call gives it the local name of ‘rain goose’since people associate it with wet weather.Divers are also known as loons - based on theScandinavian word for clumsy - due to theirawkwardness on land. They arrive at theirbreeding grounds in April/May after spendingthe winter at sea. Their preferred breeding sitesare in the North West of Scotland and alwayswithin reach of the sea or a large loch forfishing.
Life in a Peat Bog
plant caused the bones of grazing sheep to gobrittle, but in fact all bog plants are low in
calcium (see ‘frog eating deer’ below!).
The heather plants play host to a fungus whichbreaks down decaying plant material into thevital nutrients which allow it to thrive. As theygrow in exposed places their leaves are inrolledat the edges to reduce the surface area andprevent water loss.
Bog myrtle (Myrica gale)...a sweet scentedshrub....forms a partnership with bacteria in itsroots to obtain extra nitrogen. It has been usedto ward off midges and to make beer!
Common Bog Cotton (Eriophorumangustifolium) uses a snorkel technique, relyingon air filled cells in its roots and leaf bases tosurvive the oxygen poor environment below thelayers of Sphagnum. A family of tiny, brilliantlycoloured ‘jewel’ beetles (Donacia species) usethese air spaces as living quarters!
(Many of the plants mentioned have interestinginterdependencies and folklore. For goodplaces to find further information see theresources section).
Even in winter the bog is alive with colour, lookclosely at the lichens and mosses and you willfind greens, reds and greys of every shade.
FACTSHEET 2.2
14
Teaching points
AMPHIBIANS...Newts spend part of their year on land butmany return, with frogs and toads, to bog poolsin the summer to breed. The male commonnewt develops a speckled orange belly whenhe is ready to mate which warns predators thatthe newt tastes horrible. Newts, frogs andtoads all thrive on the abundant insect life...
REPTILES...Adders and lizards love peat bogs. You wouldbe unlikely to see an adder but you may findshed skins in the heather. They prefer thedrier parts of the bog and feed on smallmammals, lizards and frogs, often eating asmuch as they can and then spending longperiods inactive. Lizards can most often befound sunning themselves on a stone or mossyhummock. Like the adders they are coldblooded and depend upon the sun to maintaintheir body heat. They both hibernate in winter.
A MULTITUDE OF INVERTEBRATES...Invertebrates (e.g insects, mites and spiders)are the most numerous creatures in anyhabitat. They help to break down plantmaterial, pollinate the flowering plants and arean important link in the food web... often eatingother insects and being eaten by birds,mammals, reptiles and amphibians!
Some of the most beautiful insects on theboglands are the dragonflies, damselflies andbutterflies which live there. Dragonflies havetwo pairs of wings which move separately, likehelicopter blades so it can hover, fly backwardsand change direction at up to 18mph (30kph).Using this and their excellent eyesight they cancapture other bogland insects in mid-air.Damselflies will also capture insects on thewing and the aquatic larvae of these twocolourful flies are ferocious underwater
carnivores. Dragons and damsels relyon the shallow pools and poolsidevegetation for the early part of their life cycle.
Large Heath butterflies lay their eggs on cottongrass...the food source for their caterpillars, andthe adult butterflies feed on cross leaved heath.There are many different caterpillars on a bog -usually hairy and often large, growing for up to twoyears before becoming moths and butterflies.
Bog pools are thriving with invertebrate lifeincluding pond skaters, diving beetles, waterspiders, whirligig beetles, water scorpions and anumber of tiny water mites and water fleas.
There are over 150 species of biting midges!Thirty seven species occur in Scotland. Thefemales suck the blood of various animals (mainlyinsects such as caterpillars and crane flies)because they need a meal of blood before theycan develop their eggs. Only sixteen of thesespecies attack humans, though it is sometimeshard to believe this out on a bog! However, variousbirds, amphibians, other insects and reptiles willmake a tasty meal out of them.
INTERDEPENDENCEPeat bogs support a variety of unusual plants andanimals that have adapted to and are dependentupon this unique environment. In other words,some of these plants, spiders and invertebratesare not found anywhere else; and many of thebirds and mammals do not occur in the samenumbers elsewhere. Some examples of
interdependence can be illustrated as food chains:
Heather -> grouse -> fox
Dead plant and animal material -> ant -> groundbeetle -> skylark -> kestrel
Plankton -> frog tadpole -> dragonfly nymph
Plant debris -> midge larvae -> water boatman-> frog -> adder
Use the food web and cards to illustrate a bog food web. Collect some objects such as a tin of sardines, a toy ‘frog’, a
bone or deer horn, helicopter and insect toys and some tartan etc. and play ‘kims game’. The children must then
connect the object to the bog story. Enact a web with string or wool and build a food pyramid with the plants and
multitudinous insects on the bottom...what happens when one of the links is destroyed? Build a food chain mobile
using a coathanger and some thread, you could suspend the prey inside the predator. Discuss, illustrate and enact a
variety of life cycles such as the dragonfly. Activity Sheet: Web of Life 4.6
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Why are Peat Bogs important?
Peatlands are a unique habitat in which manyrare and endangered species of plants may befound. However, they are also a seriouslyendangered habitat in European andglobal terms.
In environmental terms they are as precious tothe European heritage as the tropicalrainforests are to world heritage. They play animportant role in both the carbon cycle and thewater cycle. They act as carbon ‘sinks’ (theplants ‘mop up’ carbon dioxide which isproduced by our burning of fossil fuels like coaland oil) and by this they can purify both air andwater. Drainage and destruction of peat bogsresult in the stored carbon being releasedrapidly into the atmosphere in the form ofgreenhouse gases as the peat decomposes.Most of Scotland’s drinking water comes fromcatchments which are dominated by peatland.
The blanket bogs of Caithnessand Sutherland are important‘reservoirs’ of water whichfeed many small streams andlochans. In addition peat-purified water forms a vitalingredient in Scottish Whisky !
As a result of damage andexploitation only 5.5% of the original raisedbogs in Scotland remain in their natural state.
PEOPLE’S USE OF PEATSince at least Roman times there has been asteady but small scale cutting of peat for fuel, apractice which continues today. Stacks of peat,cut by hand using a special spade, are builtduring the summer and left at the peat face todry and are then collected for use during thewinter months.
Large areas of peat bogs have been regardedas wasteland to be drained and used for
FACTSHEET 2.3
agriculture or forestry. Draining and cutting ofpeat bogs destroys the balance that allows thepeat to continue to slowly form and it is verydifficult for us to recreate these conditions.
Peat was regarded as poor agricultural land but- once drained - was ideal for forestry. Followingthe first world war, Britain’s timber resource wasgreatly depleted giving rise to a programme ofplanting conifer forests on peat. Since then veryconsiderable areas of both raised and blanketbog have been planted, lost forever as peatbog habitat. Fortunately the rate of planting hasdeclined significantly in recent years andforestry policies now take more account of thesignificance of these areas.
The water retaining properties and low nutrientcontent of peat make it an ideal growingmedium. As a result many boglands have beensubjected to commercial peat extraction. Thehorticultural industry uses large machinery tostrip the layers of peat from the bog to be soldas compost or for use in potted plants sold atgarden centres. With only a limited number ofpeatland areas left, the industry will have tomove to peat-free growing materials in future.
In Ireland, Finland, Russia, America and othercountries peat has been and continues to beused to fuel power stations. For example, mostof Finland’s inland cities are heated by peat-fired power stations and Russia opened its firstpeat burning power station as long agoas 1914.
Considerable areas of blanket bog are eroding,especially bogs lying at 300 metres or higher.The deep gullying and hagging may be, in part,natural, but it is clear that the process is beingaccelerated by practices such as burning andover grazing by both red deer and sheep.
16
More Peat facts:
• Peat is made of partially decayed plant material and water.
• Water accounts for most of the weight of wet peat.
• Peat in the bog remains cool all year. The water in the peat is slow to heat up and thepeatland is insulated by its skin of plants.
• All the water in a peat bog comes from rainfall which is naturally slightly acidic.
• Peat is very acidic because the remains of Sphagnum moss, the main species that forms thepeat, are very acid. The peat has little or no contact with the rock or mineral soil below thatthe peat is really thick the plant roots don’t make contact with the mineral soil and so areunable to benefit from their nutrients and lower acidity.
• When you dry peat, it shrinks and hardens. Often it cracks as well.
• When you burn dried peat, there is very little ash left. Virtually everything in a peat block isorganic material and burnable.
• Peat bogs have vast amounts of carbon locked up in them. Through their plants, bogsabsorb carbon dioxide from the atmosphere. It is reckoned that Scotland’s bogs store atotal of 22 billion tonnes of carbon which would otherwise be in the atmospherecontributing to global warming.
• Peat bogs can preserve wood, pollen, even bodies for thousands of years. For this reason,they have been called ‘Living History Books’.
Information from ‘Torra Peatland’s Pack written by Bob Black for SNH see resources section
croak
croak
17
Teaching points
PEAT PROTECTIONPublic awareness and campaigns run by conservation organisations - such as International BogDay in July - as well as habitat management and site designations have resulted in the preservationof many important sites. For example lowland raised bogs are now regarded as rare andendangered wherever they are found . They have been identified as a conservation priority in therecent European Community Habitats Directive and also have their own Habitat Action Plan.Blanket bogs are similarly protected. Many bogs are also legally protected as Sites of SpecialScientific Interest and landowners are given support to manage them for the benefit of wildlife.
You can make a differenceThere is a variety of high quality peat free garden composts available. If everyone, particularly thehorticultural industry, switched to using these rather than peat based products many of ourthreatened bogs would be saved. Peatlands are areas of immense natural beauty and as suchcontribute much to the Scottish landscape. They are an important part of our cultural heritage tooand deserve to be treated with respect.
FACTSHEET 2.4
How can we save the Peat Bogs?
Discuss the roles of the horticulturist, bog scientist, nature lover and landowner and act out a debate. Draw
posters to promote each person’s point of view. Find out about alternatives to peat and do trial planting in the
classroom. Make posters and leaflets advocating peat free products and contact conservation organisations in
Scotland for advice. Use the Internet to contact schools in Islay or Caithness to discuss the cultural and
landscape impact of peat on their lives. Activity sheets:Role Playing. Compost in the classroom. Resources sheet.
18
Distribution of Blanket Bogs in Scotland
19
Distribution of Raised Bogs in Scotland
20
Song Birds
Teaching points
FACTSHEET 2.5
Fox
Frogs
Lizards
Adders
Voles
Grouse
Bog Plants
Pond Life
Sundew
Moth/Larvae
Damselflies/Dragonfliesand Larvae
Bats Deer
Diving BeetleMidges
Short Eared Owl
Use this information and the activity sheet to develop understanding of the food web. The sun provides a
source of energy for the plants...and therefore is the source of all energy! When one factor in the food chain is
tampered with all other things are affected. Man is the only predator of foxes and deer now that we have no
wolves. Should we reintroduce the wolf? Add other peat bog items to the food web as you develop the project.
Hen Harriers
This is an example of a peat bog food web. There are many variations. The arrows indicate the flowof energy.
Hare
Webs and Chains
Sun
Lizards & Adders also relyon the sun. As coldblooded reptiles theyrequire the warmth of thesun to give them energy.
21
Teaching points
Peat is a wonderful preservative. Acidic, butwithout the damaging effects of oxygen in anacidic environment, it acts like pickling vinegaron many of the seeds, plants and humanartefacts and remains which rest there.
Palaeoecologists, interested in the history ofplants and animals, have studied cores frompeat bogs, discovering the history of climateand vegetation in and around the bogs. Pollen,preserved in the bog for thousands of years,indicates change in the local vegetation whichmay be brought about by climate change or bythe arrival of people who cleared the forests andplanted more ‘domesticated’ crops. Snapshotsfrom a range of bogs have enabled us to piecetogether the small scale changes in climatewhich have occurred during the last 10,000years.
In addition we can reconstruct the history of theScottish landscape far back before written
FACTSHEET 2.6
History Books
records, almost to the end of the last Ice Age.We know from this record that the boglandshave always been largely open areas in thelandscape while around them a succession offorests have come and gone.
Human artefacts are often wonderfullypreserved by the peat such as the magnificentbronze cauldron found buried in Flanders Moss,thought to be a votive offering. There are buriedtrackways, coins, whole villages, jewellery andeven bog butter - a kind of soft cheesepreserved by the acids in the peat.
Several bog bodies have been found in Scottishbogs, though none has been subsequentlypreserved. The best preserved are the bogbodies from Denmark, where Tollund man, skinblackened by the acids and tannins from thebog, appears to be asleep, even though he wassacrificed and buried in the bog almost2,000 years ago.
What do the class think people in the past needed for survival? How did they build their houses? What foods did
they eat? What threats did they have to defend themselves from? Design and build a 3D village. Draw pictures
illustrating the changes in the Scottish landscape around the site of a peat bog such as Flanders Moss or Glen
Moss, from Glaciation to the present day. If you have access to the internet visit the Natural History Museum’s
website and find out about remains from peat bogs in the UK. Use water, air, soil and vinegar in sealed and
unsealed containers to preserve plant remains for 10 days then check the results. Demonstrate acidity by tasting a
variety of foods and testing them using pH paper. How acid are fizzy drinks?!
Activity sheets: Natural dyeing, Timeline.
22
Glen Moss is situated to the North East of Kilmalcolm in the ‘Renfrewshire Heights’. It is a valuablewildlife site and has an interesting local history. The site covers an area of 19.45 hectares andstraddles the border between Renfrew and Inverclyde.
SKATING ON THE MOSS -ACCIDENTS AND IMMERSIONSThe keen frosty weather so long delayed camewith the closing days of the old year and thefirst day of ‘95 saw the water at Glen Mossfrozen over with a thick covering of ice. Froman early hour in the forenoon skaters arrived inlarge numbers until there were several hundredpeople on the ice. Most of them - the number isestimated at between three and four hundred -hailed from Greenock while not a few camefrom Glasgow.
This is followed by a list of casualties!
The visitors to the area would have beenmaking good use of the Glasgow andSouthwest Railway line from Paisley toGreenock opened in 1869 which called atKilmacolm.
After the first world war the water levelmanagement seems to have been abandonedand the area slowly reverted to the marshlandfound today, however the brick clubhouse andthe sluice at the edge of the moss can still beseen.
Glen Moss
FACTSHEET 2.7
FORMATIONGlen Moss is a ‘mixed basin and valleymire’(mire is simply another term for an areawhere peat is forming) which began to formthousands of years ago when the glaciersgouged out soft rocks to form a shallowlochan. Retreating glaciers deposited boulderclays to the North of this loch and these, andother glacial features, can still be seen today.The shallow lochan, based on impermeablebasaltic rock, gradually silted up and thus thepeatland was formed . This particular type ofpeat ( fen peat) depends upon a steadysupply of groundwater to keep it waterloggedand thus it differs from the raised or blanketbogs described in factsheet 2.1 (page10)which are largely rainwater fed.
LOCAL HISTORYPrior to the 1800’s there are very fewaccurate records of this area. Maps drawn upinthe 1700’s do indicate an area of water NEof Kilmalcolm but subsequent maps do notshow this loch and it seems likely that it wasdrained, probably for arable use, sometimebetween 1787 and 1796.
The first edition Ordnance Survey mapsproduced in 1857 indicate that the site was‘rough heathy pasture’ and ‘moss’ with noopen water. By the second edition OS mapsof 1896 the Moss is shown to be flooded toan extent of 40 acres by the introduction of asluice.
The Kilmacolm Curling Club would seem tohave been responsible for re-flooding theGlen Moss site by constructing the sluicegate and using the ‘pond’ for winter sports(skating and curling). It may then have beendrained each Spring to allow for summergrazing. People came from all over the districtto skate on the Moss. The GreenockTelegraph, 2nd January 1895, reports:
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Teaching pointsLook at a map of the Glasgow area and identify the names of places associated with bogs. Indicate how large
an area may have been covered with bogs and compare this with what has been left untouched. Compare the
wildlife associated with a wet area and a dry area. Write a natural history column for the Kilmacolm News based
in the 1700’s, 1800’s, 1900’s, 2000’s and 2100’s! Imagine that the Glen Moss is to have houses built upon it for
Glasgow commuters...mount a campaign to save the bog! Make a collage of the skating and curling there in
1895...dont forget the wildlife! use the information about Glen Moss species and the food web on factsheet 2.5
to draw a Glen Moss web. Make a leaflet encouraging these visitors to watch out for the wildlife.
AN IMPORTANT WILDLIFE SITEGlen Moss now includes an area of shallowopen water surrounded by sedge bedswhich provide nesting sites for a range ofbreeding ducks including shoveller and teal.Other birds found at the moss include greyheron, mute swans (one pair), water rail,snipe, cuckoo, tawny owl, skylark, meadowpipit, sedge warbler, spotted flycatcher andreed bunting. Sparrowhawks and kestrelshave occasionally been seen hunting overthe area.
There are two particularly valuable plantspresent at the site - mud sedge Carexlimosa and greater Bladderwort Utricularianeglecta. Bladderwort is an insectivorousplant which catches its prey in tinyunderwater bladders. Other interestingplants found at the site include GreaterButterfly Orchid Platanthera chlorantha (pollinated by night flying moths!), Coralrootorchid Corallorhiza trifida (has thick coral likeroots which derive the nutrition the plantneeds by association with a fungus whichlives in the soil), Golden rod Solidagovirgaurea and Common reedmace Typhalatifolia.
Many mammals are also found at the Moss:Common Shrew Sorex araneus, HedgehogErinaceus europaeus, Fox Vulpes vulpes,Stoat Mustela erminea, Brown hare Lepuscapensis , Field vole Microtus agrestis, Fieldmouse Apodemus sylvaticus and Roe deerCapreolus capreolus.
There are also many moths, butterflies,damselflies and dragonflies present and on awarm summers day the Moss is teeming withlife from muddy pools to clear blue skies. Thebirdsong and buzzing insects coupled with thebogland scents and colours offer the visitor aunique experience of the natural biodiversitythat makes Glen Moss an important wildlifesite.
CONSERVATIONThe site has been designated a ‘Site ofSpecial Scientific Interest’ and the right totreat part of the Moss as a Nature Reservewas agreed between the Scottish Wildlife Trust(SWT) and Elderslie estates in 1991. The siteis managed to maintain the variety of wildlifepresent (biodiversity) in partnership with thelandowners by Scottish Natural Heritage andthe SWT .
‘DOCTRINE OF SIGNATURES’In the sixteenth and seventeenth centuriespeople believed that God had indicated theuse of a plant in the treatment of ailments bygiving it a shape similar to a body organ oreven the symptoms of a disease. The word‘wort’ in a plants name usually means that itwas put to some medicinal use. Bladderwortwould thus have been used in the treatment ofbladder disorders as a result of the tinybladders found on its feathery aquatic leaves.Unfortunately there is little evidence to supportwhether this theory held any water!
24
Flanders Moss and the Moss Lairds
Flanders Moss is a raised peat bog whichlies on the Carse of Stirling betweenKippen and Thornhill. Intact raised peatbogs are rare and Flanders is the largestremaining in Britain, covering eight squarekilometres.
FACTSHEET 2.8
3000 YEARS AGOPeople were living in the Flanders Moss arealong before the time of the ‘Moss Lairds’ andthey also used the resources which the peatprovided. A number of finds were made duringthe clearing away of the peat that formedFlanders Moss and Blair Drummond Moss - inparticular a situla,or bronze bucket, and cartwheel of between 2000 and 3000 years oldwere found. These may have been depositedas a result of the religious beliefs which wereheld by people at this time. People may alsohave been exploiting the wildlife of the bogs.
More recently, the bog has been furtherdisturbed by drainage ditches being dug andtrees being planted. This leads to a reduction inthe water level within the bog and effectivelythe bog will begin to dry out.
AND BEFORE THIS...The remains of a 120ft stranded blue whalefound in the sediments at Causewayhead inStirling (its bones can be seen in the NationalMuseum in Edinburgh) had human artefacts -antler bones and flints - lying alongside. Thisindicates that there were people living in thisarea 7,000 years ago...before the peat bogsformed.
HUMAN IMPACTS: THE MOSS LAIRDSAround 200 years ago, the landowner of anearby peat bog - Kincardine Moss, onKincardine Estate - Lord Kames, wanted tocreate more productive farmlands. He leasedsections of the Moss, rent free, to highlandersmade homeless during the Clearances. Eachtenant was given 1 acre of bog, rent-free forseven years and, during that time they had toclear their area and plant crops. This was thestart of the destruction of peat bogs in this area.
These ‘Moss Lairds’ cut houses out of the peat,stripped the thick layer of peat off their land byhand and threw it into specially cut channels (ittook about one year to clear one acre). The peatthen floated down the River Forth to the sea,and can still be detected in the sediments of theestuary. A similar pattern of events occurred inthe area around Flanders Moss resulting in itspresent, unnatural shape.
By the 1790s there were over 100 familiesemployed , a mill wheel was constructed to liftwater from the river Teith and reservoirs,brickworks, new houses and churches were alsobuilt. In 40 years almost the entire area ofKincardine Moss which lay between the Forthand the Teith, c.2000 acres in total, wasstripped. The remaining area has now beendesignated a Site of Special Scientific Interest(SSSI).
The River Forth was polluted by the amount ofsediment in the water, and fishing, upon whichthe people of Stirling depended, collapsed. Thisis known as the first environmental disaster inthe world. Future use of rivers in this way wasprohibited.
It is believed that only 300 years ago the wholearea from Stirling to Aberfoyle was peat bog. For7- 8,000 years layer upon layer of Sphagnummoss had grown and died, building up the surfaceof the bog by nearly 1mm each year. In places thebog is over 7metres deep.
25
CONSERVATIONNow Flanders Moss is being protected topreserve what is left. By undertaking reservemanagement work, such as blocking theunnatural drainage ditches and cutting downsome of the woodland, the peat bog plants andassociated wildlife can continue to thrive in
their wet environment.
The management and protection of FlandersMoss is being undertaken in partnership withits owners by Scottish Natural Heritage and theScottish Wildlife Trust with the help ofconservation volunteers and others.
Teaching points
Look at a map of the Stirling area and identify the names of places associated with bogs. Indicate how
large an area may have been covered by bogs and see if there are farm/settlement patterns that may
indicate where the ‘moss lairds’ were prevalent. Imagine life in these difficult times. What did people
need to survive? Imagine coming across a huge beached whale...write,draw and discuss your
reactions. How would you preserve the meat for future use? What natural predators would you have to
protect yourself from?
Imagine you are the owner of the last raised peat bog in Britain. How would you protect it? Where
might you get advice and support from? Would you need money? Design a leaflet introducing visitors
to your reserve.
26
A Teaching Pack for Peat Bog Projects
3. ACCESS SHEETS
27
Peat Bog Code
Please take the following precautions whenvisiting a peat bog:
Access : Please ensure that you take expertadvice about the best place for your class tovisit. (see access sheet 3.2)
Ensure children are dressed appropriately.Wellies are essential and bring a spare pair ofsocks! Bogs are always wet places. Warm andwaterproof clothing is always a good idea andplastic bags to sit upon are very useful.
Keep the children in groups. Do not let themwander away alone. Some bogs have deeppools hidden under vegetation.
Remember a first aid kit. Know where it is andwho can use it.
You may wish to advise children/parents tobring their own midge repellant in summer.You may not need to use it!
Watch out for old drainage ditches. There arevery few bogs which have not been interferedwith by man. These may be overgrown withvegetation and hard to see. Look out for lines ofvegetation which look different from thesurrounding bog - these often mark the line ofan old ditch.
ACCESS SHEET 3.1
You may be lucky enough to see an adder!Your local contact will be able to tell youwhether you are likely to come across adders atthe site. Adder bites are very rarely fatal but canset up a serious allergic reaction in somepeople, especially children. Children should beon the look out for adders from spring timeonwards, particularly in the drier areas. Adderswill only bite if cornered or threatened so thebest protection is to avoid them. In the unlikelyevent of a child being bitten keep the child calmand warm and take straight away to a doctor orthe nearest hospital.
Follow the Country Code: See
resource section for Code leaflet.
Country Code teaching materials are
available free from: Scottish Natural
Heritage, Publications Section, Battleby,
Redgorton, Perth PH1 3EW.
28
FOR INFORMATION ON LOCAL BOG SITES SUITABLE FOR YOUR
CLASS TO VISIT CONTACT:
Your local Scottish Natural Heritage office.(See enclosed ‘Who we are and where we are’ leaflet)
Your local Countryside Ranger Service.Contact your local authority, usually Leisure and Recreation, Planning or Education section.
The Scottish Wildlife Trust:71 Houldsworth St., Finniestown, Glasgow. Tel : 0141 248 4647
The Royal Society for the Protection of BirdsDunedin House, 25 Ravelston Terrace, Edinburgh, EH4 3TP. Tel : 0131 311 6500
IN THE GLASGOW AREA:For access and information about Glen Moss:SWT Reserves Manager : Dean Howard 01387 248419
Kilmacolm Golf Course Manager : Ronnie Bunting 01505 872139
Glasgow City Ranger Servive : 0141 632 9299
Kelvin Valley Countryside Project : Provan Hall House, Auchinlee Road, Easterhouse,Glasgow, G34 9QN. Tel : 0141 771 4399
North Lanarkshire Council Conservation & Greening Unit : 01236 780636
Central Scotland Countryside Trust, Shotts : 01501 822015
Calderglen Country Park Ranger Service : 01355 236644
ACCESS SHEET 3.2
Sites to visit
29
A Teaching Pack for Peat Bog Projects
4. ACTIVITY SHEETS
30
ACTIVITY SHEET 4.1
Timeline
Teaching points
metres
Use this information, plus any additional information which the children may know from previousprojects, or by research to illustrate a time line on your classroom wall. Make the line vertical, ifpossible, to emphasise the depth of the peat. Ask the children to draw a timeline in the playgroundusing chalk ...or using rope in the school gym. Older children may wish to experiment using avariety of scales.
Depth/Date
0..............2000 - Millenium celebrations!- 1914-1918 First World War. 1770: Clearances- Battle of Hastings (1066)
1..............1000 - 122/127 AD Hadrians wall built A.D. - Roman Empire (10-400)
2..............0 B.C. - Tollund man - Period of Iron Age bog sacrifices (c.400)
3...............1000- Stonehenge completed (1600)
4...............2000
5...............3000 - Callanish built (3000BC)- beginning of Neolithic period (3750)
6...............4000
7...............5000 - Britain becomes an island as North and Irish Seas form (5000-6000)
8...............6000 - Extensive blanket bogs begin to form (6000)
9...............7000 - Whales beached by Forth estuary (7000)
10.............8000 - Lowland raised bogs begin to form (8000)
Can you add more details to this? Ask the children what they may predict further into the future and draw
their futuristic pictures for placing along the timeline. Will we lose all our peat bogs? Will they become over
protected places which no-one may visit? Will they became places that are so unique people will pay to
have a ‘bogland experience’?
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LOOFAH BOGMake your own loofah bog to demonstrate the way raised bogs are formed.
ACTIVITY SHEET 4.2
Bog Models
You will need :
A foil tray
A dried loofah - available from chemists’ shops
Water
A piece of kitchen roll or paper tissue
Some cress, mustard or grass seeds
1. Use the foil tray to act as the hollowwithin which the raised bog is formed.
2. The hollows fill with water to form apond, so fill your tray with water. Thepond gradually fills up with vegetationwhich builds up as peat and eventuallyfills the hollow. To make your peat, takea new, flat, dry loofah and cut it to fitinside your tray. Float it on top of thewater and see what happens. As theloofah soaks up water, it will expand andrise above the top of the tray.
3. Layer upon layer ofSphagnum grows onthe bog surface to form a raised dome.Lay a piece of kitchen paper on top ofthe loofah to represent the growingsurface of your bog.
4. With theSphagnum mosses, heather andother bog species will grow on the bog.Sprinkle cress, mustard or grass seedson top and leave the tray in a warmplace to germinate. In a few days timeyou should have a mini bog, with theadded bonus of something to add toyour sandwiches!
5. Like a real bog, your bog will need ashower of rain from time to time to keepit wet and healthy!
(Loofah bog activity from ‘Raised PeatBog’ Activity Pack by the ScottishWildlife Trust, see resources section)
SIMPLE 3D BOGUsing plasticene, papier mache, or naturalmaterials gathered from the school garden, theclass (or groups) may wish to design and buildtheir own 3D model of a bog including thewildlife they may encounter on a visit. A biscuittin lid makes an ideal base.
32
Bog in a Bottle!
At last, a use for those wonderful large plastic fizzy drinks bottles!
RAISED BOG MODEL You will need:
• Used 1 or 2 litre colourless mineral bottles
• crushed white chalk
• 2 Mugs of dark wet soil to represent the‘fen’ peat
• 4 mugs of lighter soil (could mix the darksoil with sand)
• a few twigs to represent old bog logs
• some greenery such as moss for the top
• labels
• imitation bronze age artefact !
WHAT TO DO:The diagram is based on a 1m long profile.The depth of each layer will depend upon thesize of the bottle used. Maths geniuses canuse this as a maths lesson !
10% should be crushed white chalkrepresenting the clays upon which raisedbogs develop; 20% should be really dark soilrepresenting the first ‘fen’ peat that developsin the lochan; 10% twiggy soil to represent thewoodland stage; 50% lighter soil to representthe main peat of the raised bog and finallyabout 10% greenery to represent theSphagnum surface.
Carefully cut off the top of the bottle. Mark onthe outside approximately where each layershould be filled to.
Partially fill the bottle with crushed chalk,followed by the dark, wet, soil , and the twiggysoil in the proportions shown in the diagram.
Fill in one quarter of the lighter soil and burythe bronze age artefact so that part of it canbe seen from the outside.
Fill in the remainder of the soil and the‘Sphagnum’ .
Seal the top with the lid taped back on, labeleach layer clearly....store upright!
A similar model illustrating a blanket bog couldbe made, replace the white chalk with sand andinclude a line of crushed brown chalk toillustrate the impermeable iron ‘pan’ found in themineral soil beneath blanket bog. Theproportions should be as follows : 10% sand,5% wet,dark, soil, 10% twiggy soil, 70% lightersoil and 5% green layer.
From : Peatlands and the Primary SchoolCurriculum, Catherine O’Connell, IrishPeatland Conservation Council (Seebibliography).
Fresh Sphagnum
Moss Peat
Pine Wood4,000 Y.Ago
Black Peat7,000 Y. A
Clay Marl10,000 Y.A
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Many varieties of bog plants were used in thepast as natural dyes to colour fabric such aswool. Any plant parts - including vegetables canbe experimented with.
Heather (in flower), butterwort and bog myrtlewill produce yellows and blaeberries - pink,lichens will produce reddish brown. Ask yourclass to bring in some natural plant materialsfrom their gardens...particularly heath/bog typeplants if possible. Try to guess beforehand whatcolours they may make.
YOU WILL NEED:• mordants : a mordant is a vegetable or a
metallic substance which will fix the dyes.Some plants do not need mordants...seebelow. Alum (Aluminium Sulphate) willbrighten the colour and Iron will tend todarken it, turning yellow dyes green;
• cream of tartar can be added to mordants tofurther brighten the colours;
• water;
• a suitably old pan! (enamel, stainless steelor ovenproof containers will not affect thecolour of the finished wool);
• old wooden spoons;
• weighing scales;
• a cooker;
• rubber gloves.
method:
ALUMUse 1oz alum to 4oz of wool plus a teaspoonof cream of tartar.
Stir this into just enough water to cover thewool. (Make sure that you don’t put too muchwool in the pan).
Mix in the plant material.
Heat the saucepan and bring it to simmeringpoint. (This can take about an hour).
Simmer for a further hour stirring occasionally.
Leave the water to cool then gently squeeze outthe wool.
FACTSHEET 4.3
Natural Dyeing
IRONUse 1 teaspoon iron to 4oz wool and add 1teaspoon cream of tartar.
Simmer the plant material with the wool and alittle water(as above) for about 30 minutes.
Remove the wool.
Add the iron and stir well before replacing thewool.
Simmer for a further 15 minutes.
Fir club moss from peat bogs can also act as amordant and was probably used as such.
Teaching points
The following plant materials do not needmordants:
Blaeberries
Onion Skins
Beetroot
Sloe berries
Elderberries
Turmeric
Golden rod
Ragwort
Walnut hulls
Avocado pear skins
You could use the dye water to create ‘watercolour’
pictures, or do tye dye tee shirts instead of wool.
Make ‘friendship bracelets’ using cotton embroidery
thread. What colours make up the clan tartans of your
class. Find out what natural materials first made
these colours. Find out about the history of tartans.
Dye rough strips of sugar paper and weave them
into unique or clan tartans. Plan this first using
squared paper and coloured pencils, design
outfits...and create a display of peat fashion!
method:
Wet the wool.
Put it in the saucepan and add the plant material.
Bring it slowly to simmering point.
Simmer until you achieve the desired colour(anything from 20 minutes to three hours).
Allow water to cool.
Squeeze out wool.
Rinse in clean warm water.
Dry in shady place.
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This activity aims to demonstrate that there are alternatives to peat for growing plants....and thatgardeners need not add to the destruction of peat bogs either in the UK or abroad.
You will need some or all of the following materials:
• leaf mould (rotted leaves)
• garden soil
• well rotted garden compost
• sand (horticultural grade)
• grit(horticultural grade)
• cotton wool
• coir (peat free compost)
• other peat free composts from your local garden centre
• radish, lettuce, cress,mustard (seeds which will grow reasonably quickly)
• pots or seed trays
method:
1. Fill each of the pots with one of the materials mentioned above and sow the seeds evenlyaccording to the manufacturers instructions.
2. Cover the seed trays with cling film or put into a propagator.
3. Keep the seeds warm and well watered until they germinate.
4. Put them on a windowsill or in a greenhouse to grow.
5. Water the seeds twice a week.
Compare the results as scientifically as possible...perhaps by weighing the crops.
ACTIVITY SHEET 4.4
Compost in the Classroom
Teaching pointsYou may wish to further vary the experiment by feeding some of the crops with fertiliser (liquid seaweed) , or
by keeping some in the dark, or not watering them...be sure all other conditions are equal, use the same ‘soil’
for example.
Ask the children to ask relatives and neighbours for compost...every community has gardeners! Colleagues in
the staffroom may also have good compost heaps! You may also wish to make compost in a bottle using a
variety of ingredients to see which works best...or build a wormery to show natural composting at work. Bottle
composts are a good way to demonstrate the biodegradability of playtime waste such as apple cores v crisp
packets. Good bottles can be scrounged from sweetie shops.
35
Peat bog development and conservation hasbeen a source of conflict in Scotland for manyyears. Newspaper reports sourced from yourlocal library may help pupils to understand thestrength of feeling in communities who havelived in association with boglands forgenerations.
Role playing is a popular way to dramatise howinevitable conflicts of interest over thedevelopment of natural resources can beresolved.
An imaginary conflict situation is proposed andthe children are asked to take on the role of thevarious parties -
a. the developer
b. local business people
c. politicians
d. the man or woman on the street
e. conservationists.
ACTIVITY SHEET 4.5
Role Playing
Each role player is given a position to adopt,e.g. the developer wants to make a living fromthe development, the business people seethings in terms of jobs and productive potential,the conservationists want to protect a rarebutterfly.
The book ‘Fish farming, Tourism and Boglands’,mentioned on page 32 develops the idea ofdevelopment, conflict and role playing in a veryclear way.
You may wish to ensure that a sensible debateensues by following the usual format of :
a. Main speakers for each point of view.
b. Supporter speaks for each point of view.
c. Comments and questions from the audience.
d. Move to a vote.
Teaching pointsProduce your own ‘local’ newspaper with interviews with all the relevant parties. Have an opinion poll around the
class. Produce campaign leaflets and posters. Ask your local environmental campaigners along to contribute!
Use the Internet to contact schools ( e.g in Islay where many schools have undertaken ‘peaty’ projects) who
have experience of peat bog ‘campaigns’.
A Teaching Pack for Peat Bog Projects
36
ACTIVITY SHEET 4.6
Large Plants
We get our energy
from the sun.
Carnivorous Plants
Some of our energy comes
from insects.
Sun
I give energy to al l
green plants.
Damselflies
We get our energy from
m i n i b e a s t s .
VolesAdders Deer
We get energy
from plants.
We get our energy
from voles, caterpi l lars,
plants, hares and
occasional ly birds.
We get our energy from
flying insects.
We get our energy from
insects such as caterpi l lars
and even other ants.
We get our energy from
minibeasts and plants.We get our energy
from minibeasts.
Hen Harriers
We get our energy from
voles and other small
m a m m a l s .
I eat other f ly ing
i n s e c t s .
Caterpillars Foxes Bats Ants
Short EaredOwl
We get our energy from
small birds and mammals.
LizardsSong Birds
We get our energy from
frogs, voles and other
small mammals.
We get our energy from
plants . . . . . .and the
occasional frog!
We get our energy from
minibeasts and plants.
Frogs
The Web of Life on a Scottish Peat Bog
WEBS AND CHAINSUse this page to produce a set of cards. Sort theminto mammals, birds, plants and minibeasts, drawand write about other peat bog dwellers. Sort theminto carnivores, herbivores and omnivores...whichare you? Create an identification key. Ask eachstudent to choose an animal, plant or minibeast.Ask someone to be the sun, stand in a circle and
join the web together using string to indicate pathwaysof energy. What happens when one item in the web isdestroyed (drop the string)...who is affected? Draw avariety of food webs. Can you include yourself in afoodweb? Can you draw a peat bog foodweb includingthe humans that lived there 5,000 years ago? Use thecards to encourage the students to find out more abouteach plant or animal.
37
A Teaching Pack for Peat Bog Projects
5. RESOURCES
38
RESOURCES 5.1
Acknowledgements
This pack was produced in support of the Wild, Wet and Wonderful Exhibition which touredScotland during 1998-2000.
Many people contributed information and support. In particular: Lorraine Corbett - Scottish WildlifeTrust; June Waley - Kippen Environment Centre; Neil Harrison; Tim Jacobs, Ashleigh Tooth, AndrewCoupar, John Walters, Rae Mackenzie and Lorna Brown - Scottish Natural Heritage; MikeMcGuinness - Smith Museum and Art Gallery, Stirling; Catherine O’Connell - Irish PeatlandConservation Council; Pat Thompson - RSPB; Sheila Winstone - SEEC.
BibliographyBoglands , Scotlands Living landscapes - SNH (1995).
Wild, Wet and Wonderful, report on scoping exercise by Jemima W Fraser for SNH.
Raised Peat Bogs, activity pack - Scottish Wildlife Trust.
Peatlands Forever? an education resource pack - Geraldine Macartney, Department of theEnvironment, Northern Ireland.
Peatlands and the Primary School Curriculum - Catherine O’Connell - Irish Peatland ConservationCouncil.
Torra Peatland Teachers’ pack - Bob Black, for SNH, Islay.
Energy forever? geothermal and bio-energy - Ian Graham.
Sharing Nature with Children - Joseph Cornell 1979.
The Peatlands of Caithness and Sutherland and their Inhabitants - a Teachers Pack for PrimarySchools by Meg Telfer and Trisha Matthews.
A box of peatland resources, which includes many of the packs mentioned above, can be borrowedby schools in the Stirling area from June Waley at Kippen Environment centre : 01786 870247.
This pack was prepared by Susan Webster, Gee Whizz ( Tel. 01738 710625) for SNH,November 1999.
39
POEMS:Don’t step on that earwig - Rowena Somerville -Red Fox
Minibeasts - Robert Fisher - Faber and Faber
Single poems:
Bogland, the Tollund Man and Punishment by Seamus Heaney
Save the Peat Bog by Ian Lamont
BOOKS:Spiders, Insects, Butterflies and Moths, Beetles - Dorling Kindersley
Caterpillar, Caterpillar -Vivian French - Walker Books
Eyewitness and Eye Openers series by Doring Kindersley
Scotlands first settlers - C.R. Wickam Jones - Historic Scotland
Highland Folk Ways - I.F. Grant
Nature trail series by Usborne
TAPES:Jamie and the Puddock - Moira Miller - Whigmaleerie
The Big Green Planet - The Singing Kettle - Kettle Tapes
RSPB - various videos and teachers guides
PACKS:Fish farming, Tourism and Boglands : Community and Developmentin Sparsely Populated Areas - CADISPA - project pack by WWF,Jordanhill
Western Isles Discovery Book - Alison Johnson and Bill Neill - SWT
The Central Scotland Discovery Book - David Wilson - SWT
RESOURCES 5.2
Additional Resource Materials
40
RESOURCES 5.3
The Royal Society for the Protection of BirdsDunedin House25 Ravelston TerraceEdinburghEH4 3TP
The World Wide Fund for Nature (Scotland)1 Crieff RoadAberfeldyPerthshirePH15 2BJ
Irish Peatland Conservation CouncilCapel Chambers119 Capel StreetDublin 1Ireland
Project OfficerGrounds for LearningUniversity of StirlingStirlingFK9 4LA
These organisations may be able to send you and your class additional information. They allproduce priced publications suitable for peat bog projects.
DOE Environment ServiceCalvert House23 Castle PlaceBelfastBT1 1FY
Friends of the Earth ScotlandBonnington Mill72 Newhaven RoadEdinburghEH6 5QG
The Scottish Wildlife TrustCramond HouseCramond Glebe RoadEdinburghEH4 6NS
Scottish Natural HeritageBattlebyRedgortonPerthPH1 3EW
Conservation Organisations
TEACHERS MAY ALSO WISH TO CONTACT THE FOLLOWING ORGANISATIONS
FOR ADVICE ABOUT ENVIRONMENTAL PROJECTS:
John Muir Trust41 Commercial StreetEdinburghEH6 6JD