IntroductionUnit Instructional GoalBy the end of the unit, pupils will be able to answer the essential questions:
• What does it mean to be wild?
• How do we live respectfully alongside wildlife?
Prepare for the Unit•Many teachers and pupils like to develop ground
rules within their classrooms to promote positive listening, respect, and sensitivity to different points of view. See page 11 in the Programme Overview for a ground rules activity.
• You may want to do a pre- and post-assessment of your pupils’ knowledge about wild animals and how to live alongside them respectfully. See pages 13–15 in the Programme Overview for assessments.
• In Lesson 7, you will be taking your pupils on a walking trip around the neighbourhood to view wildlife. Choose a date for your trip and send out permission forms. Organise parent volunteers to go with you.
• You may want to take photos of the pupils and their work throughout the unit. These could be put together to make a slideshow for parents and pupils to enjoy once the unit is finished.
• See page two for links to the Key Stage 1 national curriculum programmes of study for these lessons.
• For additional resources and online interactive activities for pupils go to www.ifaw.org/
keep-wild-animals-wild-uk.
Animal Action Education©IFAW2015
Key Stage 1 Unit (Ages 5–7)
Lesson Plans
Keep Wild Animals Wild: Keep Wild Animals Wild: Wonderfully Wild!
Key Stage 1
2Animal Action Education Keep Wild Animals Wild: Lesson Plans
Links to the Key Stage 1 National Curriculum Programmes of Study
English (Lessons 1-7)
Spoken language
Years 1 – 6 pupils should be taught to:•askrelevantquestionstoextendtheirunderstandingand
knowledge
•userelevantstrategiestobuildtheirvocabulary
•articulateandjustifyanswers,argumentsandopinions
•givewell-structureddescriptions,explanationsandnarrativesfordifferentpurposes,includingforexpressingfeelings
•maintainattentionandparticipateactivelyincollaborativeconversations,stayingontopicandinitiatingandrespondingtocomments
•usespokenlanguagetodevelopunderstandingthroughspeculating,hypothesising,imaginingandexploringideas
•participateindiscussions,presentations,performances,roleplay,improvisationsanddebates
•considerandevaluatedifferentviewpoints,attendingtoandbuildingonthecontributionsofothers.
Reading – word reading
Years 1 – 2 pupils should be taught to:
•applyphonicknowledgeandskillsastheroutetodecodewords
•readcommonexceptionwords,notingunusualcorrespondencesbetweenspellingandsoundandwheretheseoccurinthem
•readaloudbookscloselymatchedtotheirimprovingphonicknowledge,soundingoutunfamiliarwordsaccurately,automaticallyandwithoutunduehesitation
Reading – comprehension
Years 1 – 2 pupils should be taught to:
•developpleasureinreading,motivationtoread,vocabularyandunderstandingby:
•listeningtoanddiscussingawiderangeofpoems,stories andnon-fictionatalevelbeyondthatatwhichtheycan readindependently
•beingintroducedtonon-fictionbooksthatare structuredindifferentways(Year2)
•discussingandclarifyingthemeaningsofwords,linking newmeaningstoknownvocabulary
•understandboththebooksthattheycanalreadyreadaccuratelyandfluentlyandthosethattheylistentoby:
•drawingonwhattheyalreadyknoworonbackground informationandvocabularyprovidedbytheteacher
•checkingthatthetextmakessensetothemastheyread andcorrectinginaccuratereading.
Writing – composition
Years 1 – 2 pupils should be taught to:
•writefordifferentpurposes
•considerwhattheyaregoingtowritebeforebeginningby:
•planningorsayingoutloudwhattheyaregoingto writeabout
•writingdownideasand/orkeywords,includingnew vocabulary
•encapsulatingwhattheywanttosay,sentencebysentence.
•readaloudwhattheyhavewrittenwithappropriateintonationtomakethemeaningclear.
Writing – vocabulary, grammar and punctuation
Years 1 – 2 pupils should be taught to:
•developtheirunderstandingoftheconceptssetoutinthePrimaryNationalCurriculumEnglishAppendix2by:
•leavingspacesbetweenwords
•joiningwordsandjoiningclausesusingand
•beginningtopunctuatesentencesusingacapitalletter andafullstop,questionmarkorexclamationmark
•usingacapitalletterfornamesofpeople,places,the daysoftheweek,andthepersonalpronoun‘I’
•learninghowtousebothfamiliarandnewpunctuation correctly.
•UseandunderstandthegrammaticalterminologyinEnglishAppendix2indiscussingtheirwriting.
Studieshaveshownthatmostchildrenhaveanaffinityforandinterestinanimals,meaningthatlessonswithanimalcontentaremorelikelytocapturepupils’attention,makinglearningmoreinterestingforchildren.Teacherscanusethisinteresttodevelopknowledgeandskillsrelevanttothe2014primarynationalcurriculum.Linkstorelevantareasofthecurriculumthatthisresourcecanhelpyoudeliveraresuggestedbelow.
3Animal Action Education Keep Wild Animals Wild: Lesson Plans
Science (Lessons 1-3, 5-7)
Animals, including humans
Year 1 pupils should be taught to:
•identifyandnameavarietyofcommonanimalsincludingfish,amphibians,reptiles,birdsandmammals
•identifyandnameavarietyofcommonanimalsthatarecarnivores,herbivoresandomnivores.
Year 2 pupils should be taught to:
•noticethatanimals,includinghumans,haveoffspringwhichgrowintoadults
•findoutaboutanddescribethebasicneedsofanimals,includinghumans,forsurvival(water,foodandair).
Living things and their habitats
Year 2 pupils should be taught to:
•identifythatmostlivingthingsliveinhabitatstowhichtheyaresuitedanddescribehowdifferenthabitatsprovideforthebasicneedsofdifferentkindsofanimalsandplants,andhowtheydependoneachother
•describehowanimalsobtaintheirfoodfromplantsandotheranimals,usingtheideaofasimplefoodchain,andidentifyandnamedifferentsourcesoffood.
Art and Design (Lesson 8)
Key Stage 1 pupils should be taught to:
•usearangeofmaterialscreativelytodesignandmakeproducts
•usedrawing,paintingandsculpturetodevelopandsharetheirideas,experiencesandimagination
•developawiderangeofartanddesigntechniquesinusingcolour,pattern,texture,line,shape,formandspace.
Computing (Lesson 8)
Key Stage 1 pupils should be taught to:
•usetechnologypurposefullytocreate,organise,store,manipulateandretrievedigitalcontent
•recognisecommonusesofinformationtechnologybeyondschool.
Non-statutory Personal, Social, Health and Economic Education (PSHE) (Lessons 2, 4, 6 and 7)
Thenon-statutorynatureofPersonal,Social,HeathandEconomicEducationoffersteachersandstudentstheopportunitytocreativelyexplorethethreecorethemesofthesubjectthroughthelensofanimalwelfareandconservationaswellashumaninteractionwithanimals.
The PSHE Association identifies the following core themes for PSHE Education:
•HealthandWellbeing
•Relationships
•LivingintheWiderWorld
Links to Key Stage 1National Curriculum Programmes of Study
(continued)
Key Stage 1
4Animal Action Education Keep Wild Animals Wild: Lesson Plans
MaterialsFlip chart, Post-it notesTime50 minutesSubject AreasEnglish, Science
OverviewThislessonintroducestheessentialquestionsoftheunit:Whatdoesitmeantobewild?andHowdoweliverespectfullyalongsidewildlife?Asanintroduction,pupilswillthinkaboutanddiscusswildanddomestic(notwild)animals.Theywillconsiderwhetherparticularanimalsarewildornotwild,andtheywilldoasortingactivitytoreflecttheirunderstanding.
Instructional GoalThislessonwillhelppupilsbegintounderstandhowwildanimalsaredifferentfromdomesticanimals.
Lesson ObjectivesPupils will:
• begintodefineanimalsaseither‘wild’or‘notwild.’
Introduce Lesson Target QuestionWritethetargetquestionontheboardandreaditaloudtopupils.
Explainthataspupilsworkthroughthislesson,theywillthinkaboutthisquestion.Attheendofthelesson,theywilldiscusstheirthoughtsaboutthequestion.
Introduce ‘Wild’ and ‘Not Wild’ Animals1. Explaintopupilsthattheyaregoingtoreadamagazine
aboutwildanimals.Theywillalsoviewafilmabouttheseanimals.Explainthatinthisunittheywillexplorequestionsaboutwhatitmeansforananimaltobewildandhowpeoplecanliverespectfullyalongsidewildanimals.
Lesson 1: Introducing the Unit
2. Askpupilstotakeaminutetothinkaboutwhatthewordswild andnot wildmean.Thenaskthemtoturnandtalkwithapartneraboutwhattheythinkthewordsmean.Askpartnerstosharetheirideas.Notepupils’responsestogetasenseofwhattheydoanddon’tunderstandaboutanimalsthatarewildandanimalsthatarenotwild.
Activity: Sorting Animals1. Createalargechartontheflipchartwiththeheadings
‘Wild’and‘NotWild’.WritethenameofadifferentanimalonseveralPost-itnotes-forexample,lion,horse,elephant,hedgehog,lizard,turtle,chicken,cow,etc.
2. Readthenameofeachanimalandaskpupilstotalkwithapartnertodecideiftheythinktheanimaliswildornotwild.Allowabouthalfaminuteforchildrentotalkabouttheanimal.Thendiscussthesequestionswiththeclass.
• This Post-it says ‘elephant.’ Should we put an elephant in the wild or not wild column?
• Why do you think an elephant is wild?• Why do you think an elephant is not wild?
3. PlacethePost-itnoteinthecolumnaccordingtowhatthemajorityofpupilsthink.Ifpupilsdonotagree,placethePost-itnoteinthecolumnthathasthemostsupportfrompupils,butaddaquestionmarktothePost-itnote.
• We don’t all agree about whether [animal’sname] is wild or not. We will come back and look at this animal again after we have read and talked more about wild animals. We might decide to place the animal in a different column.
4. RepeatwiththerestofthePost-its.
5. Dependingonthelevelofyourpupils,youmaywanttochooseanimalsthatcanbebothwildandnotwild,suchasducks.
• Do you think ducks are wild or not wild? Why? Somepupilsmaythinkaboutdomesticspeciesofducks
theyseebeingraisedonafarmandsayducksarenotwild,whileotherpupilsmaythinkaboutwildduckspeciesandreasonthatducksarewild.
6. Revisitthetargetquestion:Whatdoesitmeantobewild?Remindpupilsthattheywilllearnmoreaboutwhatitmeanstobewildinthisunit.
What does it mean to be wild?
Key Stage 1
5Animal Action Education Keep Wild Animals Wild: Lesson Plans
Preview/View the Film 1. Tellpupilsthattheywillbewatchingafilmaboutwild
animals,whattheyneedtolive,andhowpeoplecansharetheworldwiththem.Askpupils:
• What kinds of things do you think you will see in this film?• What do you think wild animals need to live?
2. Thepupilswillviewthefilmtwice,onceuninterruptedandoncewithpausesfordiscussion.Forthefirstviewing,tellpupilstopaycloseattentiontothewildanimalsandwhatitmeansforthemtobewild.
3. Playchapteroneforthepupils.NOTE:Chapterstwoandthreeofthefilmcoverwildlifetrade,asubjectthatisbeyondthescopeofthisunit.
Discuss the Film 1. Tellpupilsthattheywillviewthefilmagain,butthistime
youwillstopthefilmatcertainplacessotheycantalkaboutit.
2. Stopthefilmatthefollowingminutesandaskpupilstorespondtothequestionsbelow:
• 1:10-1:19(afterthescenethatshowsthelioncub):The lion cub in the film looks like a cute kitten, but how is it different?
• 7:00-7:12(afterthescenethatasksaboutwhetherbirdsandtigerswouldmakegoodpets):Would these animals make good pets? Would an elephant make a good pet? Why or why not? Haveoneortwopupilsrespond.Let’s see what might happen with an elephant pet.
• 7:55-8:22(afterthescenewiththeanimationofthechildbehavingpoorlytowardstheanimals):Does this look safe for the animal? Does it look safe for the child? What do you think?
3. Revisitthetargetquestion:Howcanwetreatwildanimalswithrespect?
• Let’s think about our target question. What are some ways you saw people treating wild animals respectfully in the film? What are some ways we can treat wild animals with respect?
Lesson 2: Keep Wild Animals Wild Film
OverviewPupilswillwatchchapteroneoftheKeep Wild Animals Wildfilm,whichgivesanoverviewofthedifferencesbetweenwildanddomesticanimals,explainsthatwildanimalsareadaptedtoliveinthewild,anddiscusseshowpeoplecansharetheirworldwithwildanimals.Pupilswillbeginexploringadaptationsandhabitatbyfocusingontheiguanashowninthefilm.
Instructional GoalThislessonwillreinforcetheconceptthatsomeanimalsarewildandsomearenotandbuildunderstandingofwhatitmeanstobewild.
Lesson ObjectivesPupils will:
• buildcuriosityaboutwildanimals.• begintolisttheconditionsthatwildanimalsneed
tosurvive.• distinguishbetweenharmfulandhelpfulhuman
behaviourstowardswildanimals.• begintodemonstratethewillingnesstotreatwild
animalswithrespect.
Introduce Lesson Target QuestionWritethetargetquestionontheboardandreaditwithpupils.
Explainthataspupilsworkthroughthislesson,theywillthinkaboutthisquestion.Attheendofthelesson,theywillsharetheirthoughtsonthequestion.
MaterialsFilm, crayons or coloured pencils, Worksheet 1: Meet a Green Iguana Time50 minutesSubject AreasEnglish, Science, PSHE
How can we treat wild animals with respect?
6Animal Action Education Keep Wild Animals Wild: Lesson Plans
Activity: A Green Iguana’s Natural Home1. GivepupilsWorksheet 1: Meet a Green Iguana.
Remindpupilsofthesceneinthefilmaboutthegreeniguanaandreviewminutes5:40-6:55ofthefilmifnecessary.Askthefollowingquestionsandlistpupilresponsesontheboard:
• What does the green iguana’s natural home look like? What things does the iguana need where he lives? (trees,leaves,flowers,fruit,water)
• Where does the green iguana get his food? Where does he sleep? Where else does he go? (findsleaves,flowersandfruitintrees;sleepsinthetreetops;sometimesjumpsintothewaterandswims)
2. Tellpupilstodrawandcolourtheiguana’shomeontheirworksheet,includingallthethingstheyknowtheiguananeedstolive.Theymayalsocolourtheiguana.
3. Whenfinished,askthepupilstosharetheirdrawings.Thendiscussthegreeniguana’sadaptationsandhabitat:
• What body parts help the iguana live in his natural home?(clawstoclimb;longtailforbalance;tailandspinesfordefence;sharpteethtoeatleaves,flowersandfruit)
• What would happen to the green iguana if he lived somewhere without trees?(Pupils’responsesmayvary,butremindpupilsthatiguanasusetreesforshelter,food,sleepingandkeepingwarm.)
• What would happen if he lived somewhere without trees and water?(Greeniguanaswouldlosetheirsourceoffoodandshelterandplacetoescape[water].)
Lesson 2 (continued)
7Animal Action Education Keep Wild Animals Wild: Pupil Worksheet
Worksheet 1: Meet a Green IguanaName: ______________________________________________________ Date: _________________________
Directions: Draw and colour the green iguana in his natural home.
Key Stage 1
8Animal Action Education Keep Wild Animals Wild: Lesson Plans
MaterialsPupil Magazine, film, chart paper from Lesson 1, drawing paper, markers/crayons/paintsTime60 minutes core lesson; 20 minutes extension activitySubject AreasEnglish, Science
2. Tellpupilsthattodaytheywillreadthearticle‘BorntoBeWild’.Askthemwhatpagethearticlebeginsonandhavethemturntothatpage.
• Let’s look at the pictures in this article. What do you see in the large pictures on page three?(lioncubandpetkitten)Which animal do you think is wild? (lioncub)
• What does the chart on page four show us? (animalsthatarewildandanimalsthatarenotwild)
• Look at the words in bold on page three:domesticandwildanimals.These words are in the glossary at the back of the magazine. Let’s turn to the glossary on page 18 and read the definitions together.
3. Showpupilsminutes1:14-3:04inthefilmthattalkaboutwhatmakeswildanimalsdifferentfrom
domesticanimalsandwhatwildanimalsneed.Before we read, let’s go back and look at what we learned from the film.
• What does the film tell us about wild animals and domestic animals?
• The heading on page five says, ‘What do wild animals need?’ What did you learn about what wild animals need from watching the film?
• Let’s read this article and see what it says about being wild. Let’s see whether the information is the same as we learned in the film.
NOTE:Ifitisnotpossibletoviewthefilm,helppupilsrecallwhattheysawinthissegmentofthefilm.
Read Askpupilstoreadthearticle.Somepupilswillbeabletoreadthearticleindependently.Otherpupilsmaybenefitfromreadingthearticlewithapartner.Youmaywanttoreadthearticletobeginningreadersastheyfollowalong.
Discuss 1. Havepupilslookatthechartonpagefour.
• What animals are wild? What makes them wild? (Wildanimalstakecareofthemselves.)
• What animals are domestic or not wild? What makes them domestic? (Domesticanimalshavelivedwithpeopleforsolongthattheyhavechanged.Theyneedpeopletotakecareofthem.Providetheexampleofwolveslivingclosetopeopleandoverthousandsofyearsbecomingdomesticateddogs.)
Lesson 3: Born to Be Wild
OverviewPupilswillpreviewthePupilMagazineandread,orfollowalongwith,thearticle‘BorntoBeWild.’Pupilswilldiscusshowwildanimalsmeettheirneedscomparedtohowdomesticanimalsmeettheirneeds.Toextendthelesson,pupilsmaydrawandlabelanillustrationshowinghowalion’sneedsaremet.
Instructional GoalThislessonwillhelppupilsunderstandthatforwildanimalstosurvive,theymustmeettheirownneedsfromthewild.
Lesson ObjectivesPupils will:
• understandtheconditionsthatanimals,wildanddomestic,needtosurvive.
• understandthatthedifferencebetweenwildanddomesticanimalsishowtheanimalsmeettheseneeds.
• begintodescribethephysical,socialandbehaviouralrequirementsnecessaryforwildanimalstothrive.
Introduce Lesson Target QuestionWritethetargetquestionontheboardandreaditaloudtopupils.
Explainthatastheyworkthroughthislesson,theywillthinkaboutthisquestion.Attheendofthelesson,theywilldiscusstheirthoughtsaboutthequestion.
Preview the Magazine and Article1. GiveeachpupilacopyofthePupilMagazine.Askthem
topreviewthemagazinebyfirstlookingatthetableofcontents.Readaloudthenamesofthearticlesandstoriesandhavepupilsreadalongwithyouiftheycan.
• What kinds of things do you think we will read about in this magazine?
Why do wild animals belong in the wild?
9Animal Action Education Keep Wild Animals Wild: Lesson Plans
• Look back at the bottom of page three. Which sentence gives important information that the film tells us too?
(Wildanimalstakecareofthemselves.)NOTE:Somepupilsmayaskaboutferalanimals.Explainthataferalanimalisadomesticatedanimalthatsurvivesinawildstatebutisstillconsidereddomestic.Feralanimalsstilldependonhumansforfoodandsheltersotheyusuallylivenearpeople.
2. Havepupilsusethetableonpagefivetocomparehowwildanddomesticanimalsmeettheirneeds.
• Look at the table on page five. Let’s compare the needs of wild animals and domestic animals and how these needs are met.
• How do wild animals get shelter? How do domestic animals get shelter?
• How do wild animals get food? How do domestic animals get food?
• How do wild animals get water? How do domestic animals get water?
• How do wild animals get space? How do domestic animals get space?
Lesson 3 Extension: ‘What a Lion Needs’ DrawingAskpupilstoapplywhattheylearnedaboutwildanimals’needsbydrawingapictureshowingwhatalionneedsinordertosurvive.Askpupilstodrawalioninthecentreoftheirpaper.Ifnecessary,rereadthetableonpagefivewithpupils.Useleadingquestionstohelpthemthinkaboutandthendrawandlabelwhatalionneedsinordertolive.
• What things do lions need to survive?(food,water,shelter,space)
• Where do lions get their food? Draw a picture that shows what a lion eats.(Guidepupilstodrawotheranimalsthatalionwouldhunt-forexample,buffalo,antelope,etc.Askpupilstolabelthefoodsourceordictatetoyouasyouwriteitforthem.)
• Lions need water to drink. Where do lions get their water? (Guidepupilstodrawawateringhole.Askpupilstolabelthewatersourceordictatetoyouasyouwriteitforthem.)
• Lions need a place to rest or get out of the hot sun. Where do you think they get shelter? Draw a picture of it.(Guidepupilstodrawtallgrassoratree.Askpupilstolabeltheshelterordictatetoyouasyouwriteitforthem.)
• What else do animals need? Show the space where lions live and can roam.
• Where does the lion find all of the things you have just drawn?
3. Directpupils’attentiontothecharttheymadeinLesson1.Discusstheplacementofeachanimalonthechart.
• Let’s look at the chart we made in a previous lesson. Did we say an elephant is wild or not wild? Let’s think about how elephants get their needs met. Where do elephants get shelter? Where do elephants get food? How do they get water? Space?
• Is an elephant wild or domesticated? After you have watched the film and read this article, do we need to move the sticky note to a different column?
4. Explorethediagramofatiger’sspecialfeaturesonpageseven.
• Wild animals’ bodies help them survive in the wild. What do the picture and labels on page seven tell us?(howthepartsofatiger’sbodyhelpthetigersurvive)
• How does a tiger’s tail help the tiger survive?• How do a tiger’s padded paws help the tiger survive?
5. Revisitthetargetquestion:Whydowildanimalsbelonginthewild?
• Let’s think about our target question. How would you answer this question?
Lesson 3 (continued)
Key Stage 1
10Animal Action Education Keep Wild Animals Wild: Lesson Plans
MaterialsPupil Magazine, drawing paper, markers/crayons/paints, film (optional)Time50 minutes core lesson and activity; 20 minutes extension activitySubject AreasEnglish, PSHE
Lesson 4: Meet a Wildlife Vet
Read Askpupilstoreadtheprofile.Somepupilswillbeabletoreadtheprofileindependently.Otherpupilsmaybenefitfromread-ingwithapartner.Youmaywanttoreadtheprofiletobegin-ningreadersastheyfollowalong.
Discuss Usethefollowingquestionpromptstohavepupilsdiscusstheprofile.
• Look at the second paragraph. What does the text say is different about treating pets and treating wild animals? (Vetscanpetcatsordogstocalmthem,buttheycan’tdothiswithwildanimals.)
• Why do you think Ian says he needs to work quickly when dealing with wild animals?(Wildanimalsareafraidofpeople,sohewantstogetthescarysituationoverquicklyforthem.)
• What does Ian say is the best part of his job?(releasinganimalsbackintothewild)Why do you think he says this?(Heknowswildanimalsbelonginthewild,andhelovestoseethembackwheretheybelong.)
Activity: Role-Play1. Invitepupilstoengageinarole-playshowinghowa
wildlifevettreatswildanimals.Ifyourpupilshavehadexperiencewithtakingapettothevet,askthemtothinkaboutthefollowingquestionsbeforetheyparticipateintherole-play.
•How do you get your pet to the vet?•How does your pet feel when you take him or her to the vet?•How do you comfort your pet when you are with the vet?•Who else might be in the room with you and your pet?
•What are some reasons people might take their pets to the vet?2. Nextinvitepupilstoimaginetheyhavetotakeawildanimal
toawildlifevet.Askthemtoconsiderthequestionsbelow:
•What animal is the vet treating?• Why is the animal being treated by the vet?
(hitbycar,gunshotwound,sick,etc.)•Where is the vet treating the animal? • What in this environment would be frightening to a wild
animal?(brightlights,people,voices,strangesoundsandsmells)
•How can the vet make the experience less scary for the animal?
OverviewPupilswillreadaprofileofawildlifevetandlearnwhattheroleentails.Theywillrole-playavetworkingwithwildanimals.Toextendthelesson,pupilsmaydrawapictureofawildlifevetreleasingananimalintothewild.
Instructional GoalThislessonwillhelppupilsunderstandhowcaringforwildanimalsisdifferentfromcaringfordomesticanimals.
Lesson ObjectivesPupils will:
• participateinadiscussionabouttheroleofawildlifevet.• demonstrateanunderstandingofthedifferenceinhow
wildanimalsanddomesticanimalsaregiventreatment.
Introduce Lesson Target QuestionWritethetargetquestionontheboardandreaditaloudtopupils.
Explainthatastheyworkthroughthislesson,theywillthinkaboutthisquestion.Attheendofthelesson,theywilldiscusstheirthoughtsaboutthequestion.
PreviewGiveeachpupilacopyofthePupilMagazine.Invitethemtoturntotheprofileofthewildlifevetonpage eight.Readthetitleandhavepupilspreviewthephotographs.Askpupils:
• What do you think a vet does?• How do you think caring for sick or hurt wild animals
is different from caring for sick or hurt pets?
How is caring for wild animals different from caring for domestic animals?
11Animal Action Education Keep Wild Animals Wild: Lesson Plans
3. Placepupilsintogroupsofthree.Onepupilcanrole-playthevet,onecanrole-playthewildanimalandonecanplayapersonwhoalertedthevettothewildanimal’sproblem.Haveeachgroupprepareashortrole-playtopresenttotheclass.
4. Afterpupilshavepresentedtheirrole-plays,askthemtopointoutthemajordifferencesbetweencaringforawildanimalcomparedtocaringforapet.Pupilsmightmentionthingssuchas:nottalkingwhenworkingwithawildanimal,workingquickly,tryingnottohandletheanimal,turningofflights,movingotherpeopleaway,etc.
5. Revisitthetargetquestion:Howiscaringforwildanimalsdifferentfromcaringfordomesticanimals?
• Think about the target question. How would you answer this question?
Lesson 4 Extension: Draw the Release of a Wild Animal1. AskpupilsiftheyrememberwhatIan,thewildlifevet,
saidwasthebestpartofhisjob(releasingthewildanimalbacktowheretheanimalbelongs…inthewild).
2. Askpupilstodrawapictureofawildanimalbeingreleasedbackintothewildafterhehasbeentreatedbyawildlifevet.Tellpupilstobepreparedtoexplaintheirdrawingtotheirclassmates.
3. Youmaywanttoshowpupilsminutes8:40-9:40ofthefilmasthewildanimalisreleased
intothewild.
Lesson 4 (continued)
Key Stage 1
12Animal Action Education Keep Wild Animals Wild: Lesson Plans
MaterialsPupil Magazine, flip chart paper, sentence starters (see below)Time50 minutes core lesson and activity; 20 minutes extension activitySubject AreasEnglish, Science
Preview1. GiveeachpupilacopyofthePupilMagazine.
Askthemtoturntothepoemonpagenine.
• What kind of text is this?• What do you think the two kinds of cats are that we will
read about in the poem?2. Callattentiontohowthepoemislaidoutinverses.Tell
pupilsthattheboldtexttellsthemtheyshouldreadthewordsmoreforcefully.Explainthatthewordsarenotneatlylaidoutinsentenceslikeinastoryoranarticle.
Read 1. Readaloudthepoemaspupilslistenandfollowalong.
Modelreadingwithexpression,varyingthespeedandrhythmofyourreadingtomatchthetextcues.
2. Readaloudthepoemagain,thistimehavingpupilsreaditwithyou.
Discuss Encouragediscussiontohelppupilsunderstandthethemeofthepoem.Askthequestionsbelow.
• What are the two cats in the poem? (Petkitten,tiger)• What are some things that a cat and a tiger have in
common? (Whiskers,tails,sharpteeth,claws,bothslinkandcreep)
• What is different about the way kittens and tigers eat? (Peoplefeedkittens;tigerskilltheirpreytogetfood.)
• What is different about the places kittens and tigers like? (Kittenslovepeople’slaps,softrestingplaces;tigersloveforests,creeks,spacetoroam.)
• Callattentiontothelinewherethewordsruntogether. Can we read this in a way that sounds a bit like a cat purring? Readthelinewithpupils.Why do you think the poet wrote the line this way? (Toemphasisethedifferencebetweenkittensandtigers-kittensareloving,wecanholdthemclose)
• What message do you think the poet wants us to understand after reading this poem?(Kittensarepetsbuttigersarewild;tigersneedtoliveinthewild.)
• What do you think are ways we can respect wild animals?(Weshouldrespecttigersbykeepingourdistancefromthemandlettingthembewildandfree.)
OverviewPupilswillreadapoemcomparingdomesticcatsandtigers.TheywilluseaVenndiagramtomakecomparisonsandrelatetheirfindingstotheessentialquestions.Toextendthelesson,pupilsmayusethepoemasamodeltowritetheirownpoemorsong.
Instructional GoalThislessonwillhelppupilsunderstandthedifferencebetweenwildanimalsanddomesticanimalsandtoappreciatehowwecanliverespectfullyalongsidewildlife.
Lesson ObjectivesPupils will:
• interpretinformationpresentedthroughapoem.• identifythethemeofapoem.• understandthedifferencebetweenhowwildanimals
anddomesticanimalsmeettheirneeds.• compareandcontrastthedifferentphysical,social
andbehaviouralrequirementsnecessaryforatigerandadomesticcattothrive.
• distinguishbetweenharmfulandhelpfulhumanbehaviourstowardstigersandcats.
• distinguishbetweenpositivelyinteractingwithcatsupcloseandenjoyingtigersfromasafeandrespectfuldistance.
Introduce Lesson Target QuestionsWritethelessontargetquestionsontheboardandreadthemaloudtopupils.
Explainthataspupilsworkthroughthislesson,theywillthinkaboutthesequestions.Attheendofthelesson,theywilldis-cusstheirthoughtsaboutthesequestions.
How are wild tigers and domestic cats the same and different? How do we show our love for them?
Lesson 5: Two Kinds of Cats
13Animal Action Education Keep Wild Animals Wild: Lesson Plans
Activity: Venn Diagram1. AskpupilstocompleteaVenndiagramanduse
informationfromthepoemtocompareandcontrastkittensandtigers.OnesideoftheVenndiagramliststhecharacteristicsofkittens;theothersideliststhecharacteristicsoftigers.Theoverlappingpartinthemiddlelistscharacteristicsofbothkittensandtigers.YoumaywanttocreatetheVenndiagramwithpupilsasawholegrouptosupportthem.
Kittensfriendly
sitonourlap
canbemanycolours
peoplefeedthem
lovesoftplaces
attackpaperbags
getup-closelove
Both
whiskers
longtail
claws
sharpteeth
creepandpounce
Tigerswild
uniformcolourofblack/orange
killpreytogetfood
lovewildspaces
attackwildpigs,deer
roamformiles
peoplelovethemfromadistance
Lesson 5 Extension: Write a Poem or Song1. Explaintopupilsthatingroupsoftwoorthreetheywill
writetheirownpoemormakeupasongthatcomparesawildanimalandadomesticone-forexample,adomesticdogandawolf.
2. Discussthestructureofthepoemwiththemandaskpupilstonotehowonelinetalksaboutakittenandthenextlinetalksaboutthetiger.Explainthattheywillusethepoemasamodeltowritetheirownpoemorsong.Providesentencestartersthatcanhelpthem,suchastheseexamplesforcomparingdogsandwolves.
3. Beforepupilsbeginworkingontheirpoemorsong,brainstormsomedifferencesbetweendogsandwolves,usingsimilartopicsfromthepoem:howthetwoanimalslook,thingstheylove,whattheyeat,etc.Recordpupils’ideasonflipchartpaperforthemtouseastheywrite.
4. Foryoungerchildren,createthepoemorsongasagroupactivity.Askpupilstohelpyoudecideonthewordstouse.Ifpupilschoosetodoasong,theycouldaddpercussion,dancestepsormotions.
Dogsare_____They_____Wolvesare_____They_____
Dogslove_____Wolveslove_____
2. AskpupilstolookatthecompletedVenndiagram.Askthequestionsbelow.
• Look at the information we have written on the Venn diagram. How do we know a tiger is wild?
• How can we best love tigers?3. AftercompletingtheVenndiagram,callattention
tothetargetquestions:Howarewildtigersanddomesticcatsthesameanddifferent?Howdoweshowourloveforthem?
• Think about the target questions. How would you answer these questions?
Lesson 5 (continued)
Key Stage 1
14Animal Action Education Keep Wild Animals Wild: Lesson Plans
MaterialsPupil Magazine, card or flip chart paper, drawing paper, markers/crayons/paints, film Time50 minutes core lesson and activity; 30 minutes extension activitySubject AreasEnglish, Science, PSHE
OverviewPupilswillreadafantasystoryandrelatethethemeofthestorytotheunit’sessentialquestions.Pupilswillrespondtostatementsaboutpetsby‘votingwiththeirfeet’.Toextendthelesson,pupilswilldrawtheirownmythicalwildcreature.
Instructional GoalThislessonwillreinforcetheideathatwildanimalsbelonginthewildandthatpeoplecannotadequatelyprovidefortheirneeds.
Lesson ObjectivesPupils will:
• identifyanddescribestoryelements.• understandthestorytheme:Itisbetterforwildanimals
andpeopleifwildanimalsliveinthewild.• distinguishbetweenharmfulandhelpfulhuman
behaviourstowardswildanimals.• considerthenaturalbehavioursandneedsofwild
animals.• indicateanawarenessofthe‘feelings’ofwildanimals.• exploremultipleperspectivesonhowtoliverespectfully
alongsidewildlife.
Introduce Lesson Target QuestionWritethetargetquestionontheboardandreaditaloudtopupils.
Explainthataspupilsworkthroughthislesson,theywillthinkaboutthisquestion.Attheendofthelesson,theywilldiscusstheirthoughtsaboutthequestion.
Preview1. GiveeachpupilacopyofthePupilMagazine.Havethem
turntothestoryonpage10.
• What is the girl in the picture doing?• What animal do you see?
2. Readaloudthetitleandpage10aspupilsfollowalong.
• What do you think might happen in this story?
Read Invitepupilstoreadtherestofthestory.Somepupilswillbeabletoreadthestoryindependently.Otherpupilsmaybenefitfromreadingwithapartner.Youmaywanttoreadthestorytobeginningreadersastheyfollowalong.
Discuss 1. Encouragediscussiontohelppupilsunderstandstory
elementsandthethemeofthestory.
• Who are the characters in this story?(Daisy,babydragon)• Where is the setting of the story?(Amake-believeforestnear
acastle)• How does Daisy try to take care of the baby dragon?
(Triestogivethedragonfood,findthingsforthedragontoplaywith,givethedragonabath,findaplaceforthedragontosleep)
• Why don’t the things Daisy tries to do work? (Thedragoniswild,notapet.Hedoesn’trespondtothingsthesamewayadomesticdogorcatwould.)
• How is the problem of the baby dragon solved?(Thedragonmamacomesandtakeshimbacktothewild.)
• Why does the text say “And Daisy was very happy to wave good-bye”?(Itwastoohardforhertotakecareofawildanimal.)
• What do you think Daisy learned from her experience with the dragon?(Dragonsarebetterofflivinginthewild.)
• What do you think the author of this story might say to someone who has a wild animal as a pet?(Possibleanswer:Wildanimalsarenotpetsandshouldbeinthewild.)
• What do you think the vet Ian Robinson would say?(Possibleanswer:Wildanimalsbelonginthewild.)
2. Showpupilsminutes7:12-7:45inthefilm.Askthemtocomparewhathappenedwiththeanimated
elephantinthefilmandthedragoninthestory.
• How are the message of this part of the film and the message of the story the same?
NOTE:Ifitisnotpossibletoviewthefilm,helppupilsrecallwhattheysawinthissegmentofthefilm.
Lesson 6: Daisy and the Dragon
Why should wild animals live in the wild?
15Animal Action Education Keep Wild Animals Wild: Lesson Plans
Activity: Vote with Your Feet!1. Writethewordsyesandnoonlargepiecesofcardorchart
paper.Tapethepaperwiththewordyesinonecorneroftheroomandthepaperwiththewordnoinanother.
2. Tellpupilstheywillvotewiththeirfeetandhavethechancetoconvinceotherstoagreewiththem.
3. Readtheagree/disagreestatementstopupilsoneatatime,andaskthemtowalktothe‘yes’corneriftheyagreewiththestatementandtothe‘no’corneriftheydisagree.Callonpupilstoexplainwhytheythinkthewaytheydo.Allowpupilstomoveiftheyareconvincedtochangetheirposition.Thenreadthenextstatement.
Agree/Disagree Statements• Thebestplaceforawildanimalisinthewild.• Wildanimalswouldlikeitifpeoplepettedthem.• Wildanimalsdonotneedpeopletofeedthem.• Atigercouldbetamedandbejustlikeakitten.
4. Afterpupilshavecompletedtheactivity,callattentiontothetargetquestion:Whyshouldwild
animalsliveinthewild?
• Think about the target question. How would you answer this question?
Lesson 6 Extension: Wild Creature Drawings1. Discusswithpupilswhattheyhavelearnedinthisunit
aboutwildanimalsandhowtheyareadaptedtoliveinthewild.
2. Invitepupilstodrawtheirownfantasywildanimalinthecreature’shabitat.Theyshouldlabeltheircreature’sbodyparts,highlightinghowthebodypartshelpthecreaturefindfood,water,shelterorspaceinthewild.
3. Allowpupilstopresentthedrawingsoftheircreaturesandexplainwhytheircreaturewouldnotmakeagoodpet.
Lesson 6 (continued)
Key Stage 1
16Animal Action Education Keep Wild Animals Wild: Lesson Plans
MaterialsPupil Magazine, sheet of paper for each pupil, reference materials including website links, flip chart paper, markers, filmTime25 minutes reading and discussion; core activity and extension time may varySubject AreasEnglish, Science, PSHE
Preview1. GiveeachpupilacopyofthePupilMagazine.Invitethem
toturntopage13.Readthetitleofthearticlewiththem.
• Do you think there are wild animals in our neighbourhood? What wild animals could live here?
2. Readtheheadingsinthearticlewithpupils.
• Based on the headings, what might we learn when we read this article?
• What does the text in the box on page 13 tell us? (howtospotsignsofwildanimals)
3. Pointoutthewordsinbold: habitats, suburbs, rural.Askpupilsiftheyknowwhatthewordsmean.Thenreadaloudtheglossarydefinitionswiththem.
4. Dependingonwherethepupilslive,theymaynotbefamiliarwithsomeoftheanimalnamesinthearticle:peregrine falcon, hedgehogs, caracal, hyena, gazelles, Indian muntjac, serow.Youmaywanttopre-teachtheseanimalnamesandshowpupilspicturesoftheanimalsbeforetheyreadthearticle.Theycanfindpicturesofsomeoftheseanimalsonpage14.
Read Askpupilstoreadthearticle.Somepupilswillbeabletoreaditindependently.Otherpupilsmaybenefitfromread-ingwithapartner.Youmaywanttoreadthearticletobegin-ningreadersastheyfollowalong.
Discuss 1. Discussthearticlewithpupilsusingthefollowingquestion
prompts.
• How can you tell if there are wild animals around? (animalsounds,rustlinggrass,pawprints,trails,holes,nestsoranimaldroppings)
• Let’s look at the clues on the list on page 13. What wild animals might leave these clues?
• What are some wild animals you might see in a neighbourhood in London?(peregrinefalcons,foxes,hedgehogs,squirrels,mice)In the Arabian Peninsula? (greywolves,caracal,stripedhyenas,gazelles)In rural southern China? (mongoose,deer,Indianmuntjac,serow)
• Why is it good to have wild animals in our neighbourhoods? (eatinsects,spreadseeds,addbeautytoourlives)
• Why do some people not like having wildlife nearby?(dislikehavingwildanimalsusepeople’shomesforshelterorfood,theymightmakenoise,theymightchewonthings)
OverviewPupilswillreadanarticletofindouthowwildanimalsliveinneighbourhoodswithpeople.Theywillchooseawildanimalandresearchtheanimal’sneedstofindouthowtheyarebeingmetbytheneighbourhoodhabitat.Toextendthelesson,pupilswilltakeawalkingtriptoobservethewildlifeneartheirclassroom.
Instructional GoalThislessonwillhelppupilsunderstandthattherearewildanimalsallaroundthem.Itwillalsohelpthemunderstandthattheycanobservewildanimals,buttheyshouldbecarefulnottoharmordisturbtheanimalsinanyway.
Lesson ObjectivesPupils will:
• identifywildanimalsthatliveintheirneighbourhood.• researchawildanimalthatlivesintheirneighbourhood
andfindouthowtheanimal’sneedsaremetthere.• demonstratethewillingnesstoinformothersabout
howtominimisetheharmtheycausewildanimalsbyexplainingwhattheyshoulddowhentheyseeawildanimal.
Introduce Lesson Target QuestionWritethetargetquestionontheboardandreaditaloudtopupils.
Explainthataspupilsworkthroughthislesson,theywillthinkaboutthisquestion.Attheendofthelesson,theywilldiscusstheirthoughtsaboutthequestion.
Lesson 7: Wild Animals - In Your Neighbourhood!
How can we live respectfully alongside wild animals?
17Animal Action Education Keep Wild Animals Wild: Lesson Plans
• Why does the author say that ‘it’s their neighbourhood, too’? (Possibleanswer:becauseanimalsneedhomesthesameaspeopledo;becausepeoplemoveintoplaceswherewildanimalslive;becausesometimeswecreatehabitatforwildanimalswhenwecreatehabitatforourselves,e.g.apondinagolfcourse,abarn,etc.)
2. Discussthesidebartextonpage15.
• This box gives us hints on what to do to see wild animals and what to do if you see a wild animal. What are some things we should do?
• What does ‘slow down, go around and don’t step on’ mean? (Becarefulnottohurtanykindofwildlife.)What might you be careful not to step on?(possibleanswer:insects;ananimal’shome,suchasalog;aturtleonapath,etc.)
3. Showpupilsminutes7:55-8:22inthefilm.Askpupils:
• Is the child observing wild animals respectfully? How do you think the animal feels? What would you tell the child to do instead?
Thenshowminutes8:22-8:40inthefilm.
• What is the child doing now that is respectful of wild animals? How do you think the animal feels now?
NOTE:Ifitisnotpossibletoviewthefilm,helppupilsrecallwhattheysawinthissegmentofthefilm.
4. Askpupilstoturntopage16.
• Here are some more things we can do to watch wildlife. Let’s read this list together.
• What should we remember when we want to see wildlife? (todothingsthatkeepourselvesandtheanimalssafe)
5. Askpupilstoturntopage17.
• This puzzle shows pictures of children observing wildlife in their backyard. How good are you at observing? Can you spot 10 small differences between the pictures?
Research SheetFood Water
Shelter Space
Activity: Wild for a Reason Poster1. Chooseawildanimalthattheclassisinterestedinthatlives
intheirneighbourhood.
2. Providereferencematerialsforpupils,includingwebsitelinks,onthewildanimal.Youmayevenfindawebcamofawildanimalinyourneighbourhood.
3. Invitepupilstoworkingroupsoftwoorthree.Havethemfoldablanksheetofpaperinhalfandtheninhalfagain.Askthemtowritethewildanimal’sneedsineachbox(food,shelter,water,space).Aspupilsresearchtheanimal,havethemdraworwriteideasofhowthewildanimalisgettinghisneedsmetintheirneighbourhood.
Withyoungchildren,youmaywanttodirecttheresearch,readingsectionsfromthetext,askingpupilstoparaphrasewhatyouread,andthenshowingpupilshowyoutakenotesonaresearchsheetonflipchartpaper.
Lesson 7 (continued)
18Animal Action Education Keep Wild Animals Wild: Lesson Plans
4. Oncepupilshavefoundinformationonthewildanimal,discusswhatphysicalcharacteristicstheanimalhasthathelpitliveinitshabitat.
5. Askpupilstoworkingroupsorwithapartnertocreateaninformationalposteraboutthewildanimal.Askthemtodrawthewildanimalandwritetheanimal’snameasaheading.Askthemtolabelthebodypartsthathelpthewildanimalsurvive.Askthemtoaddpicturestoshowhowtheanimalgetsthethingsitneedsfromitshabitat:food,water,shelter,space.Forexample,pupilscouldlabelatreesquirrel’stail,whichhelpsthesquirrelkeepitsbalancewhenclimbingtrees,sharpclawsthathelpthesquirrelgripthetree,bigearstohearanypredatorsnearby,sharpteethtocrackthenutsthesquirreleats.Thehabitatwouldshowtreesthatprovidenutsandseedsforfood,placesforbuildingnests,leavesthatprovidethesquirrelwiththewateritneeds,andsoon.
Askeachgroupofpupilstoaddmessagestotheposterabouthowpeoplecanliverespectfullywithwildanimalsintheirneighbourhood-forexample,turnofflightsatnight,donotdisturbwildanimals,giveawideberth,don’tlitter,protectnaturalspaces,protectstreams,etc.
Youmaywanttohelpyoungerpupilscompletetheposter.Theymightaddtheirowndrawingsorcutoutpicturesandpastethemontheposter.Askpupilswhattheywanttowriteontheposterandrecorditforthem.Pointtoeachwordafteryouarefinishedwriting,andhavepupilsreadthetextwithyou.
6. Afterpupilshavehadachancetoresearch,create,andpresenttheirposters,discussthetargetquestion:
Howcanweliverespectfullyalongsidewildanimals?
• Think about the target question. How would you answer this question?
Lesson 7 Extension: Local Wildlife Investigation1. Askpupilstobrainstormalistofwildanimalsthatlive
intheirneighbourhood.
2. Tellpupilsthattheywillbetakingashortwalkingfieldtriparoundtheschoolortheneighbourhoodtolookforthesewildanimalsorevidenceoftheseanimals.Pupilsmayalsoseewildanimalsthatarenotontheirlist.
3. Beforepupilsgolookingforwildanimals,askthemtocreatea‘codeofconduct’forviewinganimalsontheirwalk.The‘codeofconduct’shouldoutlinesimplerulesforobservingwildlifesafelyandrespectfully.Askpupilstorefertothesidebaronpage15andtheinformationonpage16ofthePupilMagazineasyoucreatethe‘codeofconduct’together.
4. GivepupilsWorksheet 2: Observation Chart.Duringthewalkingtrip,aspupilsobservewildanimals,orevidenceofanimals,askthemtomakenotesonthechart.Remindpupilsthattheymightnotseetheactualwildanimal,buttheymightseeevidenceoftheanimal,suchasafeather,anestordroppings.Youngerpupilscandrawpicturesofwhattheyobserve,ratherthanwritingwords.
Lesson 7 (continued)
19Animal Action Education Keep Wild Animals Wild: Pupil Worksheet
Worksheet 2: Observation ChartName: ______________________________________________________ Date: _________________________
Directions: Write or draw what you see.
Animal I See Location
Evidence I See Location What Animal?
Key Stage 1
20Animal Action Education Keep Wild Animals Wild: Lesson Plans
Post-AssessmentSeepages13–15intheProgrammeOverviewforapost-assessmenttohelpyouevaluatewhatyourpupilshavelearnedaboutwildanimals.
Prepare for the Project1. Discusswithpupilshowtheywillteachotherswhatthey
learnedaboutwildanimalsinthisunit.Usetheideasbelow,orideaspupilshave,toshareinformation.
2. Askpupilstoconsiderthespecificaudiencetheywanttotarget.Youmaychooseforpupilstopresenttheirprojectstotheclassroom,thegreaterschoolcommunityoranonlinecommunityforteachers.Keepinmindyourschool’sprivacypoliciesandprotectingyourpupils’privacywhensharingtheirworkorpictures/filmsbeyondtheschoolsetting.
3. Determinewhatresourcesareavailableforpupilsandhowmuchtimetheywillspendontheprojects.Thiswillhelpdeterminethescopeofthepupils’projects.
Project Ideas1. Visual Arts Showcase:Havepupilschooseawildanimal
andcreateavisualrepresentationoftheanimal.Dependingonresourcesavailable,youmayhavepupilschoosefromseveralvisualartsmediums:drawing,painting,claymodels,papermodelsandsoon.Fordrawingsandpaintings,askpupilstowriteatthetopofapieceofpaper:‘Iamwild,notapet’.Forthree-dimensionalmodels,askpupilstowritethesentenceonasmallcardtoplaceinfrontoftheirmodel.Askpupilstosharetheirartworkinoneormoreofthefollowingways:
• Sharing with pupils in the classroom:Askpupilstosetuptheirartprojectsattheirseatlocationsalongwithablankpieceofpaperforcomments.Askpupilstowalkaroundtheroom,viewingeachothers’projectsandwritingcomplimentsaboutthework.
• Sharing with greater school community:Choosealocationintheschoolforotherpupilstoviewtheprojects.Inviteotherclassestocometoviewthepupils’projects.
• Sharing with an online community for teachers:Picturesofpupils’visualartsprojectscanbe
uploadedtotheonlinecommunityforclassroomsaroundtheworldtosee.PupilsmayalsoentertheirdrawingsintheAnimalActionArtandWritingContest.Seepage10intheProgrammeOverviewforinformationabouttheonlinecommunityandtheartandwritingcontest.
Lesson 8: Culminating Project
OverviewPupilswillcreateaculminatingprojecttodemonstratetheirlearningandspreadawarenessofhowtokeepwildanimalswild.
Instructional GoalThislessonwillallowpupilstodemonstratetheirunderstandingofwhatitmeanstobewildandhowpeoplecanliverespectfullyalongsidewildlife.
Lesson ObjectivesPupils will:
• discusswhattheylearnedandanswertheessentialquestions.
• useavarietyofmediatosharewhattheyhavelearnedintheunit.
• demonstratethattheyarepositivelyinspiredbywildanimalsandtheenvironmentthroughartisticexpression,language,expressivethought,etc.
• demonstratethewillingnesstoinfluenceotherstobepersonallyresponsibleforminimisingtheharmtheycauseindividualwildanimalsandpopulations.
Introduce Lesson Target QuestionWritethetargetquestionontheboardandreaditaloudtopupils.Explainthatitistimeforthemtoshowwhattheyhavelearned.
Discuss Essential Questions 1. Askpupilstoturntoapartnerandsharetheimportant
thingstheylearnedintheunit.Thenaskpartnerstosharewiththeclass.Writetheirideasontheflipchart.
2. Displaytheessentialquestionsandreadthemaloud.
• What does it mean to be wild?• How do we live respectfully alongside wildlife?
Discussthequestionswithpupils.Toensurethatallpupilsthinkaboutthequestions,youmaywanttohavepartnersdiscussthequestionsfirstbeforeopeningupthediscussionwiththewholeclass.
MaterialsFlip chart paper; other materials will vary based on project selectedTimeTime will vary based on project selectedSubject AreasArt and Design, Computing
What have we learned?
21Animal Action Education Keep Wild Animals Wild: Lesson Plans
2. Class Film:Workwiththepupilstocreateafilmthateveryoneintheclasscancontributeto.Inordertoteachothersabouttheideasinthisunit,ensurethefilmanswerstheunit’sessentialquestions:‘Whatdoesitmeantobewild?’and‘Howdoweliverespectfullyalongsidewildlife?’Askpupilstosharetheirfilminoneormoreofthefollowingways:
• sharing with pupils in classroom: Viewthecompletedfilmintheclassroom.
• sharing with greater school community:Presentthefilmatanassemblyorinviteclassestoviewthefilmintheclassroom.
• sharing with an online community for teachers:Thefilmcanbeuploadedtotheonlinecommunity
forclassroomsaroundtheworldtosee.3. ABC Wild Animal Book:Assigneachpupilaletterfrom
thealphabetandhelpthemchooseawildanimalwhosenamebeginswiththatlettertoreadaboutanddraw.Giveeachpupilapieceofpaperthatincludesthelettertheyareassigned,showninlargetype,andthephrase:“Iamwildbecause…”
Askpupilstoreadabouttheirwildanimalsfromtextoronlineresources.Thenaskthemtodrawtheirwildanimalonthepaperandwritewhatmakestheanimalwild.
Whenpupilsarefinished,collectthepapersandcreateaclassABCwildanimalbook.Sharetheclassbookinoneormoreofthefollowingways:
• sharing with pupils in classroom:Readthebookaloudandthenplaceitintheclassroomlibraryforpupilstoreadontheirown.
• sharing with greater school community: Placetheclassbookintheschoollibraryorothercommonplaceforotherpupilstoread.
• sharing with an online community for teachers: Scanpagesfromthebookanduploadthemtothe
onlinecommunityforclassroomsaroundtheworldtosee.
4. Class Sketch: Workwiththepupilstocreateadramasketchthathighlightswhattheylearnedintheunit.Ensurethesketchanswerstheunit’sessentialquestions:‘Whatdoesitmeantobewild?’and‘Howdoweliverespectfullyalongsidewildlife?’
• sharing with greater school community:Askpupilstoperformtheirsketchatanassemblyorforotherindividualclasses.
• sharing with an online community for teachers: Filmaperformanceanduploadittotheonline
communityforclassroomsaroundtheworldtosee.5. Mural: Chooseaspotintheschooltocreateamural.Tell
pupilstheywillworktogethertocreateamuralthattellsotherpupilshowtheycanobservewildlifeinasafeandrespectfulway.Explainthatthemuralwillcontainthefollowingelements:
• abackgroundthatshowsaparticularenvironment,likeabackgarden,aforestoracitystreet.
• wildanimalsthatliveintheenvironment.• childrenand/oradultsfollowingoneormoreofthe
‘BeAwareandTakeCare’guidelinesfrompage15inthePupilMagazine.
• alabelortitlethattellshowtoobservewildlifesafelyandrespectfully.
6. Class Display: Providewallspaceand/oratableforpupilstodisplaytheworktheyhavecompletedduringtheunit-forexample,thepoemstheycreated,theirwildcreaturedrawings,their‘whatalionneeds’diagrams.Inviteotherclassestocomeinandviewtheirwork,whilepupilstalkaboutwhattheydid.
7. Celebration: Helppupilsplana‘GoWild!’partyandinviteparentsandotherpupils.Askpupilstoconsider:
• whotheywillinvite.• whattheirpartyinvitationswilllooklikeandsay.• howtheywilldecoratetheirclassroom.• howtheywilleducateothersaboutwhattheyhave
learned.• whatgames/food/activitiestheywillprovide.
Ifpupilscreatesomeoftheotherprojectideas,suchastheABCbook,visualartsortheclassfilm,thepartywouldbeagoodtimeforthemtosharetheirworkwithothers.
Lesson 8 (continued)