Lime & Ice Discovery Day at Sutton Bank

North York Moors National Park Education Service Lime & Ice Discovery Day at Sutton Bank Cross-curricular resources for teachers to extend learning before and after the visit Lime and Ice Discovery Day Walk Contents

Cross-curricular resources for teachers to extend learning before and after the visit...

Teachers’ Notes for the Discovery Day Walk ...... 3 1 Stop 1: Maps & Symbols ...... 4 1 Stop 2: Panoramic view and modern land use ...... 4 1 Stop 3: Lake Gormire and geomorphology ...... 5 1 Stop 4: The Cleveland Way ...... 6 1 Stop 5: The Yorkshire Gliding Club ...... 7 1 Stop 6: Iron Age Hill Fort ...... 8

1 Stop 7: Geology ...... 9 „ Activity: White Horses ...... 10

1 Stop 8: Trees ...... 11 1 Stop 9: Jurassic Sea ...... 11 1 Stop 10: Myths and Legends ...... 12

Suggestions for pre and post visit activities T Lesson Suggestions: Rocks & Fossils ...... 13 The Story of Mary Anning ...... 16

T Lesson Suggestions: Amy Johnson, Aviation & World War II ...... 18 The Story of Amy Johnson’s Flight to Australia ...... 22

T Lesson Suggestions: Myths & Legends ...... 26 The Story of White Mare Crag ...... 28 Templates for shadow puppets ...... 30 Story image (to colour-in) ...... 36

T Lesson Suggestions: Landscapes and J M W Turner ...... 37

North York Moors National Park Education Service The Moors National Park Centre, Danby, Whitby YO21 2NB Tel: 01439 770657 • Email: [email protected]

North York Moors National Park Education Service Page 2 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Lime and Ice Discovery Day Walk Teachers’ Notes

Introduction The Lime and Ice Discovery Day involves a fantastic circular walk from Sutton Bank National Park Centre, via the Yorkshire Gliding Club and the famous White Horse of Kilburn.

Before setting off we will...

N Introduce ourselves to the The mystery objects relate to points of children and explain the plan interest along the route and the numbers for the day on the bags correspond to stopping points numbered on the map. At each N Go through a few health and point the children with the corresponding safety reminders bag will show their mystery objects to N Check outdoor footwear and the class and talk about them. Children clothing. Please see additional have chance to look at their objects and information sent in advance think about what they might say about with your booking details. them as they walk along, this helps to focus children’s attention and create a N Give out resources mood of excited anticipation. Depending on the size of your class, N children will be divided into small Familiarise children with the map groups of twos or threes and each and relevant map symbols group will be provided with: N Explain and practise how to use a N a small bag of mystery objects compass to orientate the map N one compass per child N Show the children a simple time N at least two maps line to help them understand the chronology of geological time.

Below are notes relating to the stopping points along the route which you may ﬁ nd useful as part of your planning for the trip. The stop numbers correspond to the numbers on the bags.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 3 1 Stop 1: Maps & Symbols KEY LEARNING OBJECTIVES: The children will be looking at symbols shown on a special ﬁ Identifying prepared extract from the ordnance survey map of the North York Moors, Western Area (Explorer Map OL26). features on a

The start of Ordnance Survey goes back to 1747, when map and in the Lieutenant-Colonel David Watson proposed making a map of landscape the Scottish Highlands, to help subjugate the clans following the Jacobite rising of 1745. In response, King George II ﬁ Recognising commissioned a military survey of the Highlands, and Watson was placed in charge. The survey was produced at a scale of symbols on 1 inch to 1000 yards. This work was the starting point of the a map and Principal Triangulation of Great Britain (1783 – 1853), and led to the creation of the Ordnance Survey itself. Work was begun following a route in earnest in 1790, when the Board of Ordnance (a predecessor of part of the modern Ministry of Defence) began a national military survey starting with the south coast of England.

Maps and other resources available from www.ordnancesurvey.co.uk 1 Stop 2: Panoramic view and modern land use KEY LEARNING OBJECTIVES: The children will be asked to describe the landscape and ﬁ How people use talk about what the land is currently being used for. the landscape now They will be looking down into the Vale of Mowbray from Sutton Bank. This viewpoint overlooks different types of and how it was farmland (grazing, arable), as well as Forestry Commission used in the past woodland (a mixture of conifers and deciduous trees).

We will also stop at the information board by the path, which is about J M W Turner and his sketches. They were preliminary sketches for a planned work which never materialised. He visited Sutton Bank sometime between 1816 and 1818. He made six double-page sketches at Sutton Bank, panning round on successive pages to record the views he saw – views from Roulston Scar and Hood Hill towards the south to Gormire Lake and Whitestone Cliff towards the north.

North York Moors National Park Education Service Page 4 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 1 Stop 3: Lake Gormire and geomorphology KEY LEARNING OBJECTIVES: The children will be shown a diagram to help explain how fi Why the ice shaped the landscape around them. They will also be asked to label the geological features on a fi eld sketch, landscape is with help. like it is About 25,000 years ago, an ice-sheet began to advance from the Tees plain to Eskdale. One arm of the ice-sheet was fi Labelling a diverted to the west round the North York Moors and then fi eld sketch south down the Vale of York as far as York and Escrick. It also pushed eastwards as far as Ampleforth. Another arm of the ice-sheet in the east moved down the coast and towards Wykeham. The ice began to melt to the south of these two ice- sheet arms. This meltwater, along with melting snow from the moors, formed a vast lake – Lake Pickering. The top of Hood Hill protruded above the ice-sheet. As the ice-sheet moved, it transported rocks from as far away as the Lake District, Scotland and Scandinavia. It also wore away softer underlying rock, causing harder rock to fall in extensive landslides. As the climate became warmer (the last ice age ended about 11,500 years ago), the ice-sheet would have released vast quantities of meltwater, causing more erosion and landslides. At Sutton Bank the A170 travels along such a landslip. The ice-sheet scoured out a deep hollow between the crags and a rock ridge to the west. The southern end was blocked by landslips which trapped water coming from springs at the base of the escarpment and Lake Gormire was formed. The lake is replenished by water draining from the springs in the hillside – naturally fi ltered through the rocks, so that the lake is amazingly clear. Mud left behind by the melting glacier would have blocked up streams preventing drainage of the lake.

Eventually Lake Pickering drained through various channels, especially Kirkham Gorge (formed by meltwater) and water levels receded, leaving a valley ﬂ oor full of marshes in its lower areas and wooded areas being formed everywhere else. Humans have drained the marshes over time, so that the only reminder is areas of land called ‘carrs’, an old name for marsh.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 5 1 Stop 4: The Cleveland Way KEY LEARNING OBJECTIVES: Here we will look at the plants which grow in this area, ﬁ Why the e.g. heather, bilberry. Plant life is dependent on the underlying rocks. The plants grow on an exposed plateau landscape is with poor soil quality. Their leaf size and low growing like it is habit are also due to their situation.

Some plants are cold climate plants which grew here during or ﬁ How people use immediately after the last ice age. Middle Jurassic sandstones the landscape gave rise to acidic peaty soils following tree clearance by humans after the last ice age. now and how it was used in the past ﬁ How the geology has affected land use

Peat bogs and heather covered moors evolved as nutrients disappeared from the soil. In the Hambleton and Howardian Hills, the lime rich soils (due to underlying limestone) have provided rich biodiversity. Landslides and poor quality soils on the steep Jurassic escarpments have been planted with conifers to help stabilise the slopes.

Children will use their maps to ﬁ nd the Cleveland Way and look for examples of ancient land use. Numerous Late Neolithic and Bronze Age burial mounds, earthworks and artefacts have been found on the moors. This shows that humans have occupied the area for the past 5000 years.

The Cleveland Way is one of 15 National Trails in Britain. It is a long distance walking route of 110 miles from Helmsley to Filey. www.nationaltrails.co.uk

North York Moors National Park Education Service Page 6 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 1 Stop 5: The Yorkshire Gliding Club KEY LEARNING OBJECTIVES: With a good view of the gliding club, the children will have a ﬁ How people use look at a selection of pictures to help them understand some of its history and the reason why this is a good location for the landscape gliding. The gliding club was built in this location to take now and how advantage of the air currents forced to rise up above the escarpment edge. it was used in

The Yorkshire Gliding club was formed in 1933 and is the the past oldest gliding club in England. In 1937 Amy Johnson joined the gliding club. She was a famous pilot who set numerous fi How the long-distance fl ying records during the 1930s. She fl ew in the geology has Second World War as part of the Air Transport Auxilliary and she died during a ferry fl ight (transporting a plane from one affected land use location to another) in 1941. She went off course in adverse weather conditions and drowned after bailing out into the Thames Estuary.

In 1938 a horse was acquired to retrieve gliders and the winch wire. This was successful until a Kite 1 hit ‘Major’ on its landing run. After that, whenever he heard the whistle of the wind in the wires of a landing glider, the horse would gallop away.

During the years leading up to the Second World War, the Yorkshire Gliding Club was used for training by both British and German pilots. Roulston Scar was therefore a well-known landmark for pilots, providing a navigation point located 22 miles north of York. Military photography from 1940 reveals that a Second World War ‘bombing decoy site’ was located on Cold Kirby Moor near Garbutt Farm, a decoy for nearby RAF Dishforth. This dummy airﬁ eld was marked out at a scale of approximately a third, with model aircraft and military buildings. But in order to be convincing, the White Horse would have required camouﬂ age. An aerial photo taken in May 1940 still showed the White Horse clearly – see the website: http://antiquity.ac.uk/projgall/sutcliffe327/

Urgent need for camouﬂ age was brought about by the Battle of Britain – the air campaign waged by the German Air Force with the aim of obtaining air superiority over the RAF – which occurred between August and September 1940.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 7 1 Stop 6: Iron Age Hill Fort KEY LEARNING OBJECTIVES: Around 400 BC a fort was built on the site now occupied by ﬁ How people use the air ﬁ eld. We will discuss the Iron Age hill fort and look at a picture showing the area that the fort covered. the landscape

The location of the hill fort meant that any inhabitants could now and how see for miles around and could easily defend it on two sides. it was used in The fort was enclosed by a 2 metre deep trench and a 4 metre high ‘box rampart’ which stretched for 1.3 miles. It covered an the past area of 60 acres. The bank was fronted by a timber palisade and covered with a defended walkway. It had two entrances. It would have taken a vast amount of labour and timber to build. The fortress must have taken several years – and more than 10,000 cubic metres of earth and rock, and 3,000 trees – to build. There is little evidence to conﬁ rm exactly what it was used for, as no fragments of pot or bone were excavated in the late 1960s, when most of the remaining defences were bull- dozed to make an extension of the glider runway and to build © Marilyn Peddle the clubhouse. Perhaps it was built as a landmark or a territorial claim, as it would have been visible from miles away.

The Moors may have formed the boundary between the tribe of the Parisi to the south and the Brigantes to the north. The fort may have stood at the northern edge of the territory held by the Parisi and was ideally located for a display of power.

Another theory is that a smaller fort excavated at Boltby Scar may have been a stopping point en route to the larger fort at Roulston Scar. The larger fort may have been a market place or meeting place.

Iron Age Roundhouse © Wessex Archaeology

North York Moors National Park Education Service Page 8 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 1 Stop 7: Geology KEY LEARNING OBJECTIVES: The children will look at and handle different types of rock – ﬁ Identifying types rock found in this area now and in the past. of rocks The rocks around Sutton Bank were all formed at the same time, 185 – 150 million years ago, which was part of the Jurassic Period.

Below the escarpment of Sutton Bank, the oldest rocks are the mudstones laid down between 185 and 175 million years ago during the Jurassic Period. Mud was deposited on the sea ﬂ oor, along with shelly sands spread by storms. After a period of folding, uplift and erosion about 175 million years ago, iron-rich sands were laid down in a shallow sea covering much of the area. These rocks, mainly sandstones, are much harder than the underlying mudstone. These sedimentary rocks were formed by sediment in the sea falling to the sea bed and becoming consolidated by pressure over millions of years. Sandstone forms the main plateau of the whole of the North York Moors. As well as sandstone, limestone and some ironstone occur in the area.

Local industry which developed due to the geology includes: © Nick Bramhall ironstone workings, quarries for limestone and sandstone, jet workings, coal mines.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 9 „ Activity: White Horses KEY LEARNING OBJECTIVES: The children will hear the story of the creation of the fi How and why White Horse of Kilburn. They will then go on to make scale models of the outline of the horse (in groups) on the grassy the White Horse area below the White Horse. of Kilburn was Thomas Taylor, a local businessman from Kilburn travelled created to London in 1857. Whilst there, he visited the White Horse at Uffi ngton in Oxfordshire, which is thought to be about 3000 years old. Returning home, he and local school teacher John Hodgson decided to make a white horse above Kilburn. Hodgson’s pupils marked out the horse and 31 men cleared the vegetation. Underneath the rock wasn’t white chalk like Uffi ngton, but sandy limestone which is a dull grey brown. The exposed rock was then whitewashed. It was fi nished on 4th November 1857.

The horse currently measures about 100m by 70m. Originally, it had a smaller head and longer legs. Although it was originally painted, it has since had chalk from the Yorkshire Wolds added. In August 2010 it was spray painted white by a local ﬁ rm, free of charge. It needed over 2000 litres (400 x 5 litre cans) of white masonry paint to cover it.

North York Moors National Park Education Service Page 10 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 1 Stop 8: Trees KEY LEARNING OBJECTIVES: The children will look at pictures of leaves as well as ﬁ How the geology examples of seeds, such as acorns, beech masts, ash and sycamore keys. They will be asked if they can has affected match the seeds to the leaves and/or the leaves to land use the surrounding trees.

7% of the National Park is made up of broadleaved/mixed ﬁ How to identify woodland. In this area, the steep slope and underlying common trees geology mean that the land cannot be farmed. A mixture of trees has been planted so that their root systems will help stabilise the slopes.

1 Stop 9: Jurassic Sea KEY LEARNING OBJECTIVES: Looking at a picture of a Jurassic Sea, a model of a ﬁ Why the plesiosaur and a fossil, the children will be asked what is the connection between them all. The link is the Jurassic Sea. landscape is

During the Jurassic Period, Britain was closer to the Equator like it is and the area was submerged from time to time by sea from the Tethys Ocean. Tethys stretched from present day Europe to India. These seas supported marine life, including plesiosaurs, ammonites, bivalves and belemnites. The Mediterranean Sea is a remnant of Tethys. When the land rose during mid-Jurassic times, rivers brought down sand and mud from the surrounding mountains (now the Pennines, Scotland, Scandinavia). This formed extensive ﬂ ood plains, river deltas and coastal plains.

The sea invaded the land area at times and deposited ironstone, mudstone, sandstone and limestone, along with marine fossils including bivalves, gastropods and ammonites. At Roulston Scar the sandstone is yellow brown and iron rich and contains traces of the burrows of marine animals such as shrimps that buried themselves in the sand.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 11 1 Stop 10: Myths and legends KEY LEARNING OBJECTIVES: At the top of the path known as Thief’s Highway, the fi Why the children will be told a selection of local myths – if time allows. Some of these have arisen due to the geology of the landscape is landscape and all are linked to locations on their maps. like it is The stories include the following: Lake Gormire One day the devil was walking along when he put his hoofed foot in some mud, which created Lake Gormire. He fell over and tried to pull himself out, with one arm fl ailing around – fl attening the surrounding land. The other arm carved out the hillside, forming Sutton Bank. It is said that if you look into the waters of Lake Gormire, you will see the devil looking back at you. Thief’s Highway No one knows exactly why the footpath is called Thief’s Highway, but there are various theories. One theory is that it could have been an escape route for highway men, who held up coaches struggling slowly up the main road to the top of Sutton Bank, back in the 18th century. Knowlson’s Drop In the 1800s, a man called Knowlson was driving his horse and trap towards Kilburn. He had been for a few drinks at the Hambleton Hotel. It was dark and he lost control down a steep slope near Thief’s Highway. He survived the fall, but the horse didn’t. The location of the accident is called Knowlson’s Drop and is marked on the map. White Mare Crag The story of the White Mare can be found within the lesson suggestions.

1 Return to Visitor Centre.

North York Moors National Park Education Service Page 12 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 T Lesson Suggestions: Rocks & Fossils

Activity Details Summary Age Range: Primary School Groups – Introduction: Years 5 & 6 Fossils Subject: KS2 History and Science During the Jurassic period Main Curriculum Links (approximately 200 – 145 History – events and changes million years ago), Britain was in the past about twenty degrees north of Science – life processes – variation the Equator and had a warm and adaptation Caribbean type climate. English – speaking and listening; The land was covered in forests writing of cycads (palm-like plants), ferns ICT – using a range of sources and pine trees. The sea level of information was much higher than today,

Learning Objectives and most of lowland Britain was submerged from time to time by Knowledge and Understanding the Tethys Ocean. The warm seas N Placing events and changes into correct periods of time supported a variety of marine N Identifying and describing reasons life – crinoids (animals with fi ve for historical events and changes or more feathery arms radiating in prehistory from a central disc), corals, N Asking and answering questions, and ammonites, belemnites and fi sh. selecting and recording information These animals were hunted by relevant to the focus of the enquiry predators, such as ichthyosaurs N Recalling, selecting and organising and plesiosaurs. Ichthyosaurs historical information were dolphin-shaped reptiles with N Explaining how living things work, and to establish links between long, toothed jaws, large eyes and causes and effects fl ippers; plesiosaurs had very long necks and two pairs of fl ippers. Skills and Personal & Social Development During mid-Jurassic times, the sea N Understanding how fossils are formed level subsided and rivers brought N Recognising what we can learn down sand and mud from the from fossils surrounding mountains (now the N Giving their own opinion about Pennines, Scotland, Scandinavia). the subject studied This formed extensive fl ood plains, N Using a range of forms of writing river deltas and coastal plains.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 13 The sea invaded the land at times and deposited ironstone, mudstone, sandstone and limestone, along with marine fossils including bivalves, gastropods and ammonites. At Roulston Scar the sandstone is yellow brown and iron rich and contains traces of the burrows of marine animals such as shrimps that buried themselves in the sand.

The word fossil comes from the Latin word ‘fodere’ which means to dig. Fossils are not just rock-like copies of parts of living animals, but are also evidence of past life – such as insects in amber, carbon prints of plants, dinosaur footprints. Most fossils are excavated from sedimentary rock layers. Sedimentary rock is rock which has formed from sediment, like sand or mud. Over long periods of time, the sand and mud are compressed by the weight of more and more sediment piling up on top of it – and it eventually becomes sedimentary rock.

In order for the hard parts of a dead animal to turn into a fossil, it would have had to have been buried quite quickly, for example by sinking into mud and then being covered over by sediment. Eventually, water containing minerals is gradually absorbed by the animal’s decaying bones, and the material which made up its bones is slowly replaced by the minerals in the water. This process results in a heavy, rock-like copy of the original object – a fossil. The fossil has the same shape as the original object, but is chemically more like a rock.

U Artist’s impression of a living ammonite © Image courtesy of Nobu Tamura T Ammonite fossil

North York Moors National Park Education Service Page 14 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Pre-visit Post visit suggestions: suggestions:

N Introduce a simple timeline to help the children N Use the story of Mary Anning as a basis for understand how far back in time the Jurassic discussion and non-fi ction writing. Mary Anning period was. (1799 – 1847) was a very important person in the history of fossil hunting. See separate sheet for a N Look at what the Earth was like during the brief history of her life, suitable for KS2. Jurassic period – the size of the land masses and the climate itself. Pangaea was a huge continent, N Make plaster casts of fossils with small groups. which covered nearly a third of the earth’s First make imprints of fossils in soft clay. surface and was formed about 270 million years Then mix up plaster of Paris and pour it into ago. The movement of the earth’s tectonic the imprints. After a short time the plaster of plates eventually caused it to break apart about Paris will set hard and can be removed from 200 million years ago during the Jurassic period. the clay – to reveal accurate replicas of fossils. Pangaea eventually broke into Gondwana These can then be painted. (southern hemisphere) and Laurasia N Get the children to make their own fossils out of (northern hemisphere). clay – by copying existing fossils or by inventing N Using books and the Internet, research what new ones. They could also make a dinosaur’s living things (not just dinosaurs) were around foot, wait for it to harden and then use it to make during the Jurassic period – see the Natural dinosaur footprints in soft material such as clay History museum website: http://www.nhm. or plaster of Paris. ac.uk/nature-online/life/dinosaurs-other- N Piece together a dinosaur skeleton – timed extinct-creatures/dino-directory/timeline. activity. This interactive activity on the BBC dsml?disp=gall&sort=Genus and the BBC website has three different levels of diffi culty and website http://www.bbc.co.uk/nature/ once the dinosaur has been built it comes to life. history_of_the_earth/Jurassic However, the dinosaurs come from a variety of N Use extracts from the BBC series ‘Walking with different periods, not just the Jurassic. Dinosaurs’ or clips from ‘Planet Dinosaur’ on the http://www.bbc.co.uk/sn/prehistoric_life/ BBC website www.bbc.co.uk/nature/collections games/skeleton_jigsaw/skeletal_jigsaws/ to stimulate discussion and non-fi ction writing. index.shtml

N What is a fossil? How is it formed? What can we learn from fossils? Using reference books and the Internet, can the class answer these questions? Divide them into smaller groups and ask them to present their ﬁ ndings to the rest of the class at the end of the lesson. Also see the interactive activity on http://www.abc.net.au/beasts/ playground/fossils.htm as this helps explain why some animals become fossils and some don’t.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 15 The Story of Mary Anning

Mary Anning was born in 1799 in Lyme Regis in Dorset. Her parents were Richard Anning and Mary Moore – and they had ten children. Mary and her brother Joseph were the only ones to survive till adulthood. Mary was named after one of her sisters, who died in a ﬁ re and when she was one she survived a lightning strike that killed three other people. Her father was a carpenter and cabinet maker and he taught Mary how to look for and clean fossils. They sold the fossils, known as curiosities, from a stall outside his shop. Their stall became so popular that it’s rumoured that Mary was the inspiration for the tongue twister ‘She sells sea shells on the sea shore’, written in 1908.

Mary learned to read and write, even though she didn’t go to This was a huge sum of money school for long as she came from a poor family. She also taught in 1820 and helped Mary and her herself geology and anatomy later on, when she started to family a lot. The auction also brought discover many different types of fossils. Mary and her fossil hunting to the attention of lots of people, including Mary’s family struggled to make ends meet, and things grew scientists and geologists. worse when her father died at the age of 44 – he lost his footing along the cliffs and fell to his death. In order to make By the mid 1820s, Mary was running money, Mary increased her fossil hunting activities and she the family fossil business as her brother and Joseph carried on selling fossils to members of the public. had moved on to start an upholstery Lyme Regis was an excellent hunting ground and she found business. To fi nd new specimens before plenty of belemnites and ammonites, along with reptiles and everyone else, Mary’s technique was to fi shes dating back to Jurassic times. However, the work was get down to the beach after – and even hard and dangerous due to the tides, mudslides and landslides. during – rain storms when the mud and rocks on the cliffs would be washed The fi rst important fossil the Annings found was in 1811. away to reveal new fossils. This was Joseph found a skull sticking out of the cliff and Mary spent very dangerous because she had to get months carefully exposing the rest of the skeleton – which so close to the crumbling cliffs, but she she thought was some sort of crocodile – before she could escaped any serious accidents. However, move it. The fossil was bought for £23 by the lord of the whenever Mary found a good fossil, she local manor, Henry Henley, and then it was exhibited in a left her dog, Tray, behind until she could museum in London. It was later named ichthyosaur which get back with help to dig the fossil out of means ‘fi sh lizard’. the ground. One day, when he’d been left Despite being noticed by famous scientists, the Annings were near a fossil, part of the cliff collapsed still desperately poor. Then a man called Lieutenant-Colonel and he was killed. Birch felt sorry for them and came to their rescue. He sold all of his fossil collection, raising £400, and gave the money to Mary.

North York Moors National Park Education Service Page 16 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 She made more exciting fossil ﬁ nds, including more ichthyosaurs, a plesiosaur and a pterodactyl. These were all full skeletons which had never been seen before. Many scientists found it hard to believe that a young, poorly educated woman could be so knowledgeable about fossils. One woman wrote, after visiting Mary in 1824:

...the extraordinary thing in this young woman is that she has made “ herself so thoroughly acquainted with the science that the moment she fi nds any bones she knows to what tribe they belong. She fi xes the bones on a frame with cement and then makes drawings and has them engraved... It is certainly a wonderful instance of divine favour – that this poor, ignorant girl should be so blessed, for by reading and application she has arrived to that degree of knowledge as to be in the habit of writing and talking with professors and other clever men on the subject, and they all acknowledge that she understands more of the science than anyone else in this kingdom. ” The fi nding of these fossils disturbed many church goers, as it threw up lots of questions and created angry debates. How could these species have lived and then died out? That would mean that God had made mistakes, which was unthinkable at that time.

Fossil hunting eventually gave Mary a comfortable life, but she was never very well off. She gave help to scientists who went on to earn money from what they’d found out from her, but they didn’t pass any of that money on to her. The only money she earned was from selling fossils. Plesiosaur skeleton

She only left Lyme Regis once in her whole life, and that was for a short visit to London. She spent her whole life ﬁ nding and preserving fossils and gained the respect of lots of important people. She died from cancer in 1847, at the age of 47.

For further reading see ‘Remarkable Creatures’ by Tracy Chevalier, which is a ﬁ ctionalised account of Mary’s life.

Ichthyosaurs skeleton © Ryan Somma

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 17 T Lesson Suggestions: Amy Johnson, Aviation & World War II

Activity Details Summary Age Range: Primary School Groups – Introduction: Years 5 & 6 Amy Johnson Subject: KS2 History 1903 – 1941 Main Curriculum Links Show pictures of Amy Johnson. History – Britain after 1930 Ask the children if they can guess Literacy – speaking, listening, reading what this person did (clues in the and writing pictures!) and when the pictures Science – look at the part science has were taken. She was a famous played in the development of many useful things pilot who set numerous long- ICT – exploring different tools distance ﬂ ying records during the 1930s. Learning Objectives In 1937, she was a member of the Knowledge and Understanding Yorkshire Gliding Club, which is still N A study of the impact of the Second based at Sutton Bank. Does anyone World War or social and technological know what’s special about gliders? changes that have taken place since They are planes that can ﬂ y without 1930 on the lives of men, women and engines. The Yorkshire Gliding Club children from different sections was formed in 1933 and is the oldest of society gliding club in England. Skills and Personal & Social Development N Identifying developments in aviation N Recognising the impact the war had on women’s lives N Giving their own opinion about the subject studied N Using a range of forms of writing, including narratives, poems and play scripts

North York Moors National Park Education Service Page 18 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Pre-visit suggestions:

N Making gliders – investigating fl ight. N Ask the children if they can suggest how gliders Show images of streamlined vehicles – cars, stay in the air. Paper planes are gliders, so how racing bikes, trains, planes. Why are they do they stay in the air? What gives them their the shape they are? Streamlining reduces air initial energy? Useful websites (for teachers) resistance and makes it easier for the vehicle to which explain the principles of glider fl ight travel. Look at the shape of gliders – why are include: they this shape, and with such large wings? If they have no engines, how do they get up http://www.grc.nasa.gov/WWW/k-12/airplane/ into the air? They are towed up by a small glider.html plane called a tug or are attached to a winch http://www.wolds-gliding.org/about_gliding/ machine which pulls them at speed to get them fl y_main.htm to lift off the ground. Some gliders do have engines to get them into the air. http://science.howstuffworks.com/transport/ fl ight/modern/glider3.htm N Children design and make their own paper aeroplanes using one piece of A4 paper. A useful http://www.glider-pilot.co.uk/How%20 website, which includes videos of how to make Gliders%20Fly/How%20Gliders%20Fly.htm paper planes is www.funpaperairplanes.com In groups of 3 the children can try making A simple explanation is that a glider is designed to different designs of paper planes. To fi nd out descend very slowly. Once in the air, the pilot looks which one fl ies the best, mark off a testing area for pockets of air which are rising higher than the in the classroom or in the hall. Ensure they only glider is descending, and these cause the glider to fl y the planes in one direction. Once they have rise instead of descend. These pockets of rising air decided on the best aircraft, gather together are found when wind blowing at a hill (or a ridge like all the teams to fi nd out which plane fl ies the Sutton Bank) has to rise to get over it. In summer, furthest. Measure distances accurately with these pockets of rising air are warm and are called metre sticks; record the results. Discuss the thermals. Heat rises and helps the glider to rise merits of the winning plane. Discuss the diffi culty too. One way that the pilot can fi nd thermals is by of making sure they have done a fair test; this spotting cumulus clouds, as they often form at the could be done to some extent by ensuring top of thermals. that the same person always throws the plane, However a paper plane can’t access pockets of air although even then that person may use different like a glider. It gets its initial energy from the person levels of energy to throw the plane. The only true throwing it, but after an initial peak then descends way to do a fair test would be to have a plane quite quickly. The slower it descends the further it throwing machine! is likely to travel – a fact which may help children adapt their original designs.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 19 Post-visit suggestions:

N Investigate the Air Transport Auxilliary using the Read the story of Amy’s journey (see separate Internet. A useful site for children is http://www. sheet). Ask children to pretend they have just done historylearningsite.co.uk/women_WW2.htm the same trip to Australia. What would they write in from which the following text is taken: a letter home at the end of their trip?

N Show the class fi lm footage of Amy Johnson. The Women’s Auxiliary See The Yorkshire Film Archive website, for Air Force example http://www.yorkshirefi lmarchive.com/ Women who joined the Royal Air Force were in the and search for Amy Johnson. Women’s Auxiliary Air Force (WAAF). They did the same as the ATS (cooking, clerical work etc) Class research project but the opportunities were there for slightly more What can the class fi nd out about women pilots exciting work. Some got to work on Spitfi res. during WW2? This can include foreign as well Others were used in the new radar stations used as British pilots. Why was it unusual/almost to track incoming enemy bomber formations. unacceptable for women to fl y planes at that time? These radar sites were usually the fi rst target for Stuka dive-bombers so a post in one of these radar Useful links: stations could be very dangerous. However, the http://www.bbc.co.uk/worldservice/ women in these units were to be the early warning documentaries/2009/11/091102_night_witches. ears and eyes of the RAF during the Battle of shtml Britain. For all of this, women were not allowed to http://mysite.pratt.edu/~rsilva/sovwomen.htm train to be pilots of war planes. Some were members of the Air Transport Auxiliary (ATA) which fl ew RAF http://www.fl eetairarmarchive.net/RollofHonour/ planes from a factory to a fi ghter squadron’s base. Women.html There were 120 women in this unit out of 820 pilots in total. The women had fewer crashes than male http://www.rafmuseum.org.uk/online-exhibitions/ pilots but they were not welcome as the editor of americans-in-the-raf/american-women-ata.cfm the magazine “Aeroplane” made clear: they (women http://www.guardian.co.uk/world/2010/ ATA) “do not have the intelligence to scrub the fl oor mar/09/congress-women-pilots-gold- of a hospital properly.” He, C.G. Grey, claimed that medals?INTCMP=SRCH they were a “menace” when fl ying.

N Using a map or a globe, trace Amy’s route to Australia (see map on separate sheet). What kind of things would she have needed to take with her?

Apart from clothes and a few provisions, she took a mosquito net, parachute, fi re extinguisher, sun-helmet as well as a portable cooking stove, fl ints, medicines, fi rst-aid kit, and a collection of spares (including tyres and inner tubes), a long knife to fi ght off sharks and two good-luck charms: an elephant and a black cat. A spare propeller was lashed to the centre- section struts. She also took a gun. © Imperial War Museums

North York Moors National Park Education Service Page 20 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Amy’s last moments – Then someone made a big mistake. They went up to the bridge and reversed the ship’s engines, which meant that what could have happened on instead of being rescued, Amy was probably drawn into her last fl ight? the ship’s propeller and chopped to pieces. Her body was never found. Read the following information to the children about Amy’s last fl ight (photographs of Amy and her Some rumours sprang up about Amy’s death. Some say plane can be found on the Internet to supplement Amy was involved in fl ying a spy out of the country. the story). Ask the children what they think Some suggest that Amy was shot down by British anti- really happened – class discussion. Record their aircraft guns. Others have claimed that German planes suggestions. Follow this up by asking the children could have taken her down. Others said the crash was to write their own version of what happened on her part of a plan to fake her own death. last fl ight. Without the account of Lieutenant Fletcher and a lack of On 5th January 1941, Amy Johnson other witnesses, the exact details of Amy Johnson’s death took off alone in thick, freezing fog from remain a mystery. Blackpool airport. She was delivering a plane to Kidlington airbase in Sewerby Hall – school visit Oxfordshire – which should have been To extend the work on Amy Johnson, a visit to Sewerby Hall, near Bridlington, may be useful. It a simple, 90 minute fl ight. Four and a has a room dedicated to Amy Johnson memorabilia, half hours later, Amy’s plane crashed Sewerby Hall webpage address is: http://www. into the Thames estuary – 100 miles eastriding.gov.uk/sewerby/hall/hall.html off course. She escaped from the falling plane by using her parachute, but landed George Cayley (1773 – 1857) in the freezing cold water of the Thames Another possible research subject for the class could estuary. The crew of the ship HMS be George Cayley. A wealthy Yorkshireman, born in Brompton by Sawdon near Scarborough, he was an Haslemere spotted her coming down engineer and inventor. He’s sometimes known as the and set out to rescue her. ‘Father of Aviation’ as he was the fi rst person to fully understand the principles of fl ight and he designed Cpl Bill Hall wrote a report about what had happened. and built the fi rst working, piloted glider. In 1849 he They had seen a parachutist in the water, drifting near tested the glider with a 10 year old boy on board and the Haslemere. She called out that she was Amy Johnson, it did at least one short fl ight. He then built a bigger that the water was bitterly cold and asked them to get her glider in 1853 and persuaded his coach driver to fl y out as soon as possible. They threw her a rope, but she 275 metres across a valley near Brompton. couldn’t get hold of it. Useful websites include: At one point, the Haslemere’s Captain, Lieutenant Commander Fletcher, dived into the icy waters to try to http://www.fl yingmachines.org/cayl.html save Amy. He was brought out of the water unconscious http://www.spartacus.schoolnet.co.uk/ and died later of hypothermia without ever saying SCIcayley.htm whether he’d even seen Amy or not. http://fi rstfl ight.open.ac.uk/cayley/cayley.html

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 21 The Story of Amy Johnson’s Flight to Australia Amy Johnson wanted to break the light aircraft record for a solo fl ight from England to Australia, held at that time by an Australian man called Bert Hinkler. He did it in just under 15½ days in 1928. She didn’t have enough money to buy a plane herself, so she got a big oil company to sponsor her and borrowed money from her parents. Her plane cost £600 and it was only delivered three weeks before she was due to set off! Her plane was a two-year old De Havilland Moth with extra fuel tanks, so she could fl y for 13 hours at a time. She named the plane Jason and had it painted green with silver lettering. On 5th May 1930, when she was only 26, Amy Johnson began her long fl ight to Australia. She took off from Croydon Airport with only her family and friends watching. However, more and more people heard about what she wanted to do and gradually the newspapers began to write about her and she became a celebrity.

At fi rst everything went as planned – she landed in Austria and The next day, Amy took off from Aleppo Turkey to refuel with no problems. On 7th May, she set off for to fl y to Baghdad in Iraq, which was a Aleppo in Syria, fi ve hundred and fi fty miles away. To get there four hundred and thirty mile journey. she had to fl y her plane over the Taurus Mountains in Turkey, During the fi rst few hours of the fl ight, with peaks as high as 3600 metres. She hit turbulence and her everything went according to plan, but little plane was thrown about in the rough air currents. As she then a strong wind blew up, threatening fl ew on, she went into thick cloud and could hardly see where to smash up her plane. She dived from she was going – there was no radar in those days and she had a height of around 2000 metres, as low to rely on her compass. The passes between the mountains as she could, to get out of the howling were narrow and hard enough to get through with full visibility, gale. She had no choice but to land in but with poor visibility it was very diffi cult. She made it through the desert and wait for the wind to die to the other side – sometimes only clearing the sides of the down. She had to wait for two hours and mountains by a metre or two. Spotting the railway line, she then took off again and arrived safely at followed it all the way to Aleppo. Up to this point she was Baghdad airport. ahead of Hinkler’s record.

North York Moors National Park Education Service Page 22 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 The following day, she fl ew to a place called Bandar Abbas in Iran and then on to Karachi in Pakistan the day after – seven hundred and thirty miles away. When she landed at Karachi, she received a massive welcome. Her solo fl ight from London to Karachi in just eight days was a record and it put her two full days ahead of Bert Hinkler’s record breaking fl ight.

On 11th May Amy took off from Karachi to ﬂ y to Allahabad in India. Midway, she discovered that the fuel tanks had not been ﬁ lled right up, so she had to land nearly two hundred miles away from Allahabad. As she was landing, one of her wings hit a post and was damaged. She had to quickly repair the wing and refuel, and then took off again. After reaching Allahabad, she continued to Calcutta, arriving late in the evening of 12th May.

She was still on target to break the record, but now extreme tiredness started to affect her. She had been ﬂ ying for ten to twelve hours a day every day. This quote is from one of her later ﬂ ights, but it gives you an idea of how she must have been feeling:

Hours and hours passed, with nothing to do but keep the compass on “ its course and the plane on a level keel. This sounds easy enough, but its very simplicity becomes a danger when your head keeps nodding with weariness and utter boredom and your eyes everlastingly try to shut out the confusing rows of fi gures in front of you, which will insist on getting jumbled together. Tired of trying to sort them out, you relax for a second, then your head drops and you sit up with a jerk, Where are you? What are you doing here? Oh yes, of course, you are somewhere in the middle of the North Atlantic, with hungry waves below you like vultures impatiently waiting for the end. ” The next part of her journey involved fl ying six hundred and fi fty miles from Calcutta to Rangoon in Burma. On May 13th she left Calcutta at 7:00 am but met up with bad weather, which forced her to take an alternative route to Burma. She followed the Burmese coastline until she reached Rangoon and was supposed to land on a disused race track. However, in torrential rain, fading light and low on petrol, she landed on a playing fi eld and ended up in a ditch, damaging her plane’s wing and the engine propeller.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 23 Fortunately she carried a spare propeller with her, However, there were no mechanical problems and but the wing took three days to repair and she must she arrived safely in Darwin on the afternoon of have realised at that point that she could not break Saturday 24th May after a journey of nearly 11,000 Hinkler’s record. However, she got back in the air miles. She did not break Bert Hinkler’s record, but in the early morning of 17th May, taking off from she was the fi rst woman to fl y solo from England Rangoon to fl y to Bangkok, three hundred and forty to Australia and so created her own record. miles away. The weather again affected her fl ight. When she landed, the world’s press was watching. Constant rain and poor visibility was a real She got so much media coverage after her fl ight, that problem, but Amy decided to continue with the she became an overnight celebrity. She spent six fl ight to Bangkok and made it by following the weeks in Australia, going to presentations, dinners railway line. The next leg of her trip involved and parties. Wherever she went, she received fl ying to Singapore, and then on to the island press and public attention. She got telegrams of of Java – one thousand miles away. congratulations from many people, including King George V and Queen Mary, Ramsay MacDonald, the After refueling on Java, Amy took off again on prime minister, and the King and Queen of Belgium. 22nd May, aiming for Atamboea in Indonesia, nine However, all the excitement led to exhaustion, which hundred miles away. Unfortunately tiredness was meant she could not fl y herself back to England. starting to affect her navigation skills and she Instead she travelled back by ship to Egypt, and ended up landing at Haliluk, a remote tropical area, then caught a plane back to England. twelve miles away from her correct destination. The following day, Amy fi nally reached Atamboea, When Amy did get back to England, an estimated and then set off on the fi nal part of her trip to one million people lined the route from the airport, Darwin in Australia. This was probably the most as she was driven into London’s West End. She was dangerous part of her whole journey – because if awarded the C.B.E. and the Daily Mail made her a she had to crash land anywhere it would be into the gift of £10,000 for her services in Australia. Sea of Timor. That would probably have meant her At a rally for young people in Hull City Hall, she death – as very few ships sailed in that area and suggested that a special trophy should be awarded to there would have been no one to rescue her. recognise any act of outstanding bravery by a Hull child – and this award is still given annually in Hull.

North York Moors National Park Education Service Page 24 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 25 T Lesson Suggestions: Myths & Legends

Activity Details Summary Age Range: Primary School Groups – Introduction: Years 5 & 6 A number of myths and legends Subject: KS2 Art surround the area of Sutton Bank. If time allows, some of these will Main Curriculum Links be told during the walk. As a Art – puppets follow-up to the walk, the stories English – speaking, listening, reading can be retold by the teacher as and writing a starting point for Art and/or ICT – exploring different tools English work. Learning Objectives Knowledge and Understanding N Applying their experience of materials and processes, including drawing, developing their control of tools and techniques N Using a variety of methods and approaches to communicate observations, ideas and feelings, and to design and make images and artifacts

Skills and Personal & Social Development N Exploring a range of starting points for practical work [for example, themselves, their experiences, images, stories, drama, music, natural and made objects and environments] N Working on their own and with others on projects in two and three dimensions N Using a range of materials and processes, for example textiles, sculpture N Using a range of forms of writing, including narratives, poems and play scripts

North York Moors National Park Education Service Page 26 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Pre-visit Post-visit suggestions: suggestions:

N What are myths and legends? Look at different N Re-tell the story of White Mare Crag (see examples, such as Greek myths, Native American separate sheet). Ask them to write out the story legends, stories of Anansi, Aesop’s fables. or draw a cartoon strip using their own words.

N Investigate myths and legends of your local N Once they have the basic outline of the story, area, if they exist. If not, ﬁ nd out about British they could then go on to convert their text into myths via www.myths.e2bn.org This excellent a play script. This may work best in pairs or site includes animated versions of myths, as well small groups. as Teachers’ Resources. The animation is fairly N Make the characters of the play as shadow primitive but the text is provided along with the puppets. These will need to be made of card audio version, so that the children can listen to attached to straws or thin sticks. To make things and/or read the stories of their choice. more challenging, the puppets can be made so Another useful site is www.timsheppard.co.uk/ that arms and/or legs move. Make a shadow story/storylinks.html This contains a huge puppet theatre out of a large box so that the amount of information and examples of stories children can take it in turns to perform their from all over the world. play to the rest of the class.

N Follow up these activities by asking the children N If time is limited or you wish to focus more on to make up their own local myths. If you register the story itself, the main characters of the story with www.myths.e2bn.org, the children’s myths have been drawn out as templates for you (see can go online for other children to read and rate. separate sheet).

N As an extension, the children could go on to make plays out of their own myths and perform them to the rest of the class. Shadow puppets could be used again, or different types of puppets could be made. This could be extended into a drama lesson to act out the play voted the most entertaining by the children. It could also be extended into music to make a soundtrack for the play.

N If you have access to animation software, use the story of the White Mare as a basis for an animated short ﬁ lm.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 27 Myths and Legends of Sutton Bank The Story of White Mare Crag

Above Lake Gormire, near the Sutton Bank National Park Visitor Centre, is a steep cliff face called White Mare Crag. Long ago, a local knight called Sir Harry de Scriven was out riding when he happened to call in at the Hambleton Inn for a bite to eat. There, in the corner of the room by the ﬁ re, he spotted the Abbot of Rievaulx. Now the abbot had a fabulous white mare – famed for its beauty as well as its speed – and Sir Harry was desperate to ride it. However, he knew that the abbot hated anyone riding his horse but himself, so Sir Harry formed a plan. Knowing that the abbot was very fond of supping ale, Sir Harry strolled over to him and asked if he could join him at his table...

“Of course,” said the abbot. “I’ve just had a pint of the ﬁ ne ale they serve in this pub, but I’d be happy to have another with you.” And so it was that the abbot drank more beer than he had planned and Sir Harry drank much less – as he had planned.

After the abbot had started his third pint and the sky was beginning to darken outside, Sir Harry suddenly slapped himself on the forehead.

“Oh I’m such a dolt! I completely forgot! I stopped off at Southwoods Farm earlier and old Bill the farmer there is sick. He said that if I should happen to see you, I was to ask you to visit him at once to pray for his soul,” he lied. “I’m so sorry I forgot! You must take my horse, Nightwind, as he is a powerful animal and will get you there quickly.”

At once the abbot pulled on his cloak and staggered drunkenly to the door. In the stables, Sir Harry had no problem persuading the abbot to take his black stallion, Nightwind, as the abbot was too drunk to care. Sir Harry took the white mare, and feeling a little guilty about his trickery, offered to ride with the abbot to the farm.

North York Moors National Park Education Service Page 28 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 The night had grown stormy, and a howling wind roared through the trees as the two riders set off. They cantered side by side at ﬁ rst, but soon Sir Harry could bear it no longer. He needed to know if the white mare could beat his stallion in a race. He began to speed up, as did the abbot, who seemed much more sober now and also intent on a race. The two horses galloped through the night, along the edge of the ridge with a steep drop to their left.

It was no good – Nightwind and the abbot raced on ahead, leaving Sir Harry behind. He thrashed the poor white mare with his whip to try to keep up, but could see that the abbot was beating him. Then suddenly, the abbot stopped, turned Nightwind across the track and began to laugh.

“I’ll not have that fat old abbot laugh at me,” thought Sir Harry and urged the mare on faster. She swerved to avoid Nightwind, and both she and Sir Harry plummeted over the edge of the cliff. He spun in the air as he fell, and Sir Harry saw the abbot sitting on Nightwind at the edge of the cliff. Instead of looking shocked, the abbot was still laughing and had sprouted horns and a tail!

As Sir Harry and the white mare spiralled down to their deaths, the abbot and Nightwind fell past them and plunged into Lake Gormire, sending up clouds of steam and leaving the water boiling and dark – as dark as it is today.

On dark and stormy nights, the ghost of the white mare can still be seen falling over White Mare Cliff onto the rocks below.

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 29 The Story of White Mare Crag Templates for shadow puppets

Cut out these templates on black card, attach to sticks and you have your shadow puppets!

The Abbot and Sir Harry de Scriven drank together at the inn...

North York Moors National Park Education Service Page 30 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Sir Harry de Scriven galloped along on the white mare...

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 31 The Abbot galloped along on Nightwind...

North York Moors National Park Education Service Page 32 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 The white mare and Sir Harry could not stop and plummeted over the cliff...

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 33 The Abbot was still laughing and had sprouted horns and a tail...

North York Moors National Park Education Service Page 34 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 How to make a Shadow Theatre Equipment required: N Cardboard box N Craft knife N Sellotape N Paper N Black card N Greaseproof paper Method: 1. Take a cardboard box and rule out a square, just smaller than an A4 sheet of paper.

2. Cut out the square with a craft knife, and sellotape down any ﬂ aps which have come loose, making the screen secure.

3. Cut open the sides of the box as shown opposite, opening out the side walls to make the wings of the stage.

4. Stick a piece of greaseproof paper to the back of the hole in the base, making the screen as taught as possible. Decorate your theatre with coloured paper and curtains. See top diagram for setting up.

Taken from shadow puppet theatre www.jamboree.freedom-in-education.co.uk

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 35 Story image to colour image Story

North York Moors National Park Education Service Page 36 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 T Lesson Suggestions: Landscapes and J M W Turner

Activity Details Summary Age Range: Primary School Groups – Age 7 to 11 Subject: KS2 Art

Main Curriculum Links Art – Landscapes English – speaking and listening ICT – exploring different tools

Learning Objectives Knowledge and Understanding N Collecting visual and other information to help them develop their ideas about the environment N Comparing ideas, methods and approaches in others’ work and say what they think and feel about them Introduction: N Recording from experience Joseph Mallord William and imagination, selecting and recording from ﬁ rst-hand Turner (1775 – 1851) observation and exploring ideas for different purposes James Herriot considered that the view from Sutton Bank was ‘the ﬁ nest view in England’. Skills and Personal & Turner was also obviously impressed – so much Social Development so that he spent some time at Sutton Bank doing a N Using the natural environment as a starting point for series of sketches. They were preliminary sketches practical work for a planned work which never materialised. He N Using a range of materials visited Sutton Bank sometime between 1816 and N Investigating art in 1818. He made six double-page sketches at Sutton different styles Bank, panning round on successive pages to record N Giving their own opinion the views he saw – views from Roulston Scar about paintings and Hood Hill southwards to Lake Gormire and northwards to Whitestone Cliff.

For information on Turner himself, see http://www.tate.org.uk/download/ﬁ le/ﬁ d/6302 http://www2.tate.org.uk/turner/

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 37 Pre-visit Post-visit suggestions: suggestions:

N Introduce the idea of landscape paintings as N Use photographs taken of the view from Sutton a memento of a visit. People now would take Bank as a starting point for the children’s own photos as a memento, but back in Turner’s time sketches and/or paintings. Look at the views this wasn’t an option. Buying a print or doing that Turner used and compare them to his your own sketch or painting were the only ways sketches. Turner’s sketches are little more than to obtain visual souvenirs. a collection of faded lines – are the children able to make anything out? Take a look at other N Study and compare landscape artists who were examples from his Yorkshire sketch books, to around at the same time as Turner, for example demonstrate how much he relied on his sketches. Constable (1776 – 1837), Gainsborough (1727 – Examples of the Sutton Bank sketches can be 1788). By showing enlarged images on the IWB, seen via the link from http://www.yorkshire. the class can discuss similarities and differences com/turner/trails/sutton-bank of style. They may also come up with ideas All his Yorkshire sketchbooks can be seen on the about the effect Turner’s paintings have on the Tate Gallery website JMW Turner ‘Sketchbooks viewer. Ask the children to describe what they from the 1810s’ http://www.tate.org.uk/search/ see, including colours used, thickness of paint, turner%20yorkshire%20sketchbook%20 technique. The children could go on to record 1810?page=4 information about different painting methods in their sketch books. They could also copy sections N Try transferring small sketches to larger paper of the paintings that interest them – using the using a grid. same or different media. N Paint the same landscape in different styles – N Take the children on a short walk to take Turner, Constable, Hockney, Cézanne, photos of the local landscape. Use the photos Van Gogh, Monet, Lowry. as a starting point for their own paintings or N discuss the difference/similarities between the Use of colour – comparing modern paintings photos and a selection of paintings. of landscapes by David Hockney with those painted by Turner. This could be extended by N Give the children a selection of images of looking at industrial landscape paintings by, different types of landscapes. Ask them to for example, L S Lowry. put them into groups and justify the groupings N they have chosen. As a follow up they could Paint landscapes on different surfaces, for talk about or write about their favourite type example natural materials like wood or stone. of landscape. What do they like about it? Which surfaces lend themselves best to landscapes?

N Use drawing/painting software so that the children can develop their own landscape paintings on computers. Extend this by looking at and comparing examples of David Hockney’s ‘paintings’ of the Yorkshire Wolds, which he did on his iPad.

North York Moors National Park Education Service Page 38 www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Lime and Ice Discovery Day Walk Notes...

......

North York Moors National Park Education Service www.northyorkmoors.org.uk • Email: [email protected] • Tel: 01439 770657 Page 39 North York Moors National Park Education Service The Moors National Park Centre, Danby, Whitby YO21 2NB