Key Stage 1 Unit (Ages 5–7) Lesson Plans Keep Wild Animals ...€¦ · Introduce ‘Wild’ and ‘Not Wild’ Animals 1. Explain to pupils that they are going to read a magazine

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


•developpleasureinreading,motivationtoread,vocabularyandunderstandingby:

•listeningtoanddiscussingawiderangeofpoems,stories andnon-fictionatalevelbeyondthatatwhichtheycan readindependently

•beingintroducedtonon-fictionbooksthatare structuredindifferentways(Year2)

•discussingandclarifyingthemeaningsofwords,linking newmeaningstoknownvocabulary

•understandboththebooksthattheycanalreadyreadaccuratelyandfluentlyandthosethattheylistentoby:

•drawingonwhattheyalreadyknoworonbackground informationandvocabularyprovidedbytheteacher

•checkingthatthetextmakessensetothemastheyread andcorrectinginaccuratereading.

Writing – composition


•writefordifferentpurposes

•considerwhattheyaregoingtowritebeforebeginningby:

•planningorsayingoutloudwhattheyaregoingto writeabout

•writingdownideasand/orkeywords,includingnew vocabulary

•encapsulatingwhattheywanttosay,sentencebysentence.

•readaloudwhattheyhavewrittenwithappropriateintonationtomakethemeaningclear.

Writing – vocabulary, grammar and punctuation


•developtheirunderstandingoftheconceptssetoutinthePrimaryNationalCurriculumEnglishAppendix2by:

•leavingspacesbetweenwords

•joiningwordsandjoiningclausesusingand

•beginningtopunctuatesentencesusingacapitalletter andafullstop,questionmarkorexclamationmark

•usingacapitalletterfornamesofpeople,places,the daysoftheweek,andthepersonalpronoun‘I’

•learninghowtousebothfamiliarandnewpunctuation correctly.

•UseandunderstandthegrammaticalterminologyinEnglishAppendix2indiscussingtheirwriting.

Studieshaveshownthatmostchildrenhaveanaffinityforandinterestinanimals,meaningthatlessonswithanimalcontentaremorelikelytocapturepupils’attention,makinglearningmoreinterestingforchildren.Teacherscanusethisinteresttodevelopknowledgeandskillsrelevanttothe2014primarynationalcurriculum.Linkstorelevantareasofthecurriculumthatthisresourcecanhelpyoudeliveraresuggestedbelow.


Science (Lessons 1-3, 5-7)

Animals, including humans

Year 1 pupils should be taught to:

•identifyandnameavarietyofcommonanimalsincludingfish,amphibians,reptiles,birdsandmammals

•identifyandnameavarietyofcommonanimalsthatarecarnivores,herbivoresandomnivores.


•noticethatanimals,includinghumans,haveoffspringwhichgrowintoadults

•findoutaboutanddescribethebasicneedsofanimals,includinghumans,forsurvival(water,foodandair).

Living things and their habitats


•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


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


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.


• 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?


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


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.


• understandtheconditionsthatanimals,wildanddomestic,needtosurvive.

• understandthatthedifferencebetweenwildanddomesticanimalsishowtheanimalsmeettheseneeds.

• begintodescribethephysical,socialandbehaviouralrequirementsnecessaryforwildanimalstothrive.


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?


• 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?


Key Stage 1


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.


• participateinadiscussionabouttheroleofawildlifevet.• demonstrateanunderstandingofthedifferenceinhow

wildanimalsanddomesticanimalsaregiventreatment.


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?


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.


Key Stage 1


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.


• 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


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?


Key Stage 1


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.


• identifyanddescribestoryelements.• understandthestorytheme:Itisbetterforwildanimals

andpeopleifwildanimalsliveinthewild.• distinguishbetweenharmfulandhelpfulhuman

behaviourstowardswildanimals.• considerthenaturalbehavioursandneedsofwild

animals.• indicateanawarenessofthe‘feelings’ofwildanimals.• exploremultipleperspectivesonhowtoliverespectfully

alongsidewildlife.



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?


Lesson 6: Daisy and the Dragon

Why should wild animals live in the wild?


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?


Lesson 6 Extension: Wild Creature Drawings1. Discusswithpupilswhattheyhavelearnedinthisunit

aboutwildanimalsandhowtheyareadaptedtoliveinthewild.

2. Invitepupilstodrawtheirownfantasywildanimalinthecreature’shabitat.Theyshouldlabeltheircreature’sbodyparts,highlightinghowthebodypartshelpthecreaturefindfood,water,shelterorspaceinthewild.

3. Allowpupilstopresentthedrawingsoftheircreaturesandexplainwhytheircreaturewouldnotmakeagoodpet.


Key Stage 1


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.


• identifywildanimalsthatliveintheirneighbourhood.• researchawildanimalthatlivesintheirneighbourhood

andfindouthowtheanimal’sneedsaremetthere.• demonstratethewillingnesstoinformothersabout

howtominimisetheharmtheycausewildanimalsbyexplainingwhattheyshoulddowhentheyseeawildanimal.



Lesson 7: Wild Animals - In Your Neighbourhood!

How can we live respectfully alongside wild animals?


• 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?


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.



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?


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.


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


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.


• 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?


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.


Documents

Key Stage 1 Unit (Ages 5–7) Lesson Plans Keep Wild Animals ...€¦ · Introduce ‘Wild’ and ‘Not Wild’ Animals 1. Explain to pupils that they are going to read a magazine