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THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1
THE DONKEY SANCTUARY NATIONAL SCHOOLS PROGRAMME
TEACHER GUIDE
ANIMALS AND THEIR HABITATS KEY STAGE 1: SCHEME OF LEARNING
2 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 CONTENTS Pages The Donkey Sanctuary 4 & 5 About this resource 6 Links to the 2014 KS1 National Curriculum 7 Lessons: 1. Identifying and grouping common animals and plants 8 2. Local micro-habitats 9 3. Big habitats 10 4. Making habitats: researching and planning 11 5. Making habitats: construction 11 6. Making habitats: construction 11 7. Making habitats: construction and evaluation 11 8. Habitat story making 13 9. Suitability and adaptations 14 10. Food chains and food webs 15 11. Looking after pets 16 12. Endangered and extinct animals 17 Educational visits 19 How you can support us 20
3 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 THE DONKEY SANCTUARY
How it started The Donkey Sanctuary was founded as a charity in 1969, by Dr Elisabeth Svendsen MBE. She dedicated her life to champion donkeys, and it is through her amazing devotion that the Sanctuary grew to the international charity it is today. Sadly Dr Svendsen passed away in 2011 but her memory lives on in our work, as does her eternal motto that, in everything we do, donkeys will always come first, second and third.
Our Vision A world where donkeys and mules live free from suffering and their contribution to humanity is fully valued.
Our mission To transform the quality of life for donkeys, mules and people worldwide through greater understanding, collaboration and support, and by promoting lasting, mutually life-enhancing relationships.
Moving forward as one During the last 45 years, The Donkey Sanctuary has made a profound difference to the lives of donkeys and people all over the world. This is down to the drive and belief of our wonderful Founder, Dr Elisabeth Svendsen, MBE, our staff and volunteers, and of course our fantastic supporters and partners worldwide.
However, there is still much to do. By 2018 we want to be able to give a helping hand to two million donkeys each year in 40 countries, to double the number of donkeys in foster care to 3,000 and to expand our donkey assisted therapy programme in the United Kingdom and internationally.
We look forward to working together to make the world a better place for donkeys and mules and to improve the lives of those who rely on them or come into contact with them from all over the world.
4 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 WHAT WE DO.
Rescue and Rehoming Aim: Never to turn away from donkeys and mules in need and provide lifelong care for them in the UK and Ireland. Our Farms: We currently have an incredible 6,200 donkeys in our care, with around 500 living at our main Sanctuary at Sidmouth, Devon. Our ten farms in the UK and Ireland provide much needed care for the hundreds of donkeys that are relinquished into our care every year.
Donkeys in the Community Aim: To reduce the suffering of domestic and working donkeys due to neglect, ill-treatment, illness, ignorance and injury. Working Worldwide: We support projects in 28 countries, carrying out 450,000 veterinary treatments and benefiting over a million donkeys and mules worldwide. Practical Research: We have an active research team that facilitates and carries out non-invasive research to improve the health, welfare and knowledge-base of donkeys and mules. Donkey Health and Welfare: We have produced a number of fact sheets to help donkey owners as well as providing training courses for people who are planning to own, or foster, a pair of donkeys.
Human and Donkey interactions Aim: To improve the lives of both donkeys and people through positive human and donkey interactions. Donkey Assisted Therapy: The emotional, physical and calming benefits of animal interactions are evident in our work with both the elderly in care homes and children with additional needs, with 50,000 assisted therapy sessions for being given in 2013. We have Donkey Assisted Therapy centres in Belfast, Birmingham, Ivybridge, Leeds, Manchester, Sidmouth, Ethiopia, Italy, Romania and Spain Education: We are involved in lifelong education initiatives and the provision of educational resources in the UK and worldwide.
Wild Sanctuary In 2013 we were awarded Higher Level Stewardship status by Natural England for areas at our farm headquarters in Devon. The grant will help develop a number of projects including protecting foraging for rare bat species, mana ging species-rich grassland, restoring hedgerows of very high environmental value and environmental educational work.
5 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 ABOUT THIS RESOURCE: ANIMALS AND THEIR HABITATS: KS1
This resource has been developed and produced as part of a series by The Donkey Sanctuary with a view to furthering one of its core aims in promoting understanding, care and welfare issues for animals by young people.
It has been developed to cover a range of aspects of the new 2014 KS1 Programmes of Study. It primarily covers the Science POS Animals, Living Things and their Habitats, but it is presented in a project based learning format with many cross curricular links to other areas such as Geography, Art and Design, Design and Technology, English and PSHE.
Animals and their Habitats has been developed with teacher and environmental specialist input with an aim to provide a detailed and usable resource for everyday use by teachers.
The resource consists of the following:
A visually engaging and detailed lesson by lesson Power Point presentation. Worksheets to support all lessons and key learning points. A teacher guide outlining: o learning objectives, o key questions, o lesson structure, content and sequence, o links to the new 2014 national curriculum programmes of study.
The pdf version of this resource has been made available on the Times Educational Supplement (TES) website: www.tes.co.uk via The Donkey Sanctuary membership area. The pdf has been made “presentation friendly” by breaking down each animation / reveal onto a separate slide so that it functions well. A Power Point version is available free of charge on CD if you send a contact name, school address and contact details to the email below.
We would welcome any feedback, additions or comments concerning this resource which can be directed to The National Schools Programme Coordinator: [email protected]
6 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 LINKS TO THE 2014 KS1 NATIONAL CURRICULUM
Art and Geography Science POS Mathematics POS Design POS POS Explain Explore the Explain and To ask and differences in of use a Identify Understand Understand give answer length and range of To and name Identify Identify Explore the and and examples questions height (for materials recognise a variety and and Sort, group differences explain explain how Construct, of animal about example, creatively to and explain of describe describe and between omnivores, plants and explain and adaptation totalling and long/short, effectively the key animals a variety a variety categorise living, dead carnivores animals understand and comparing longer / design and physical and of micro of macro plants and and never and depend on simple food suitability categorical shorter, make features LESSON plants habitats habitats animals alive herbivores each other chains to habitats data tall/short) products around us 1 X X X 2 X X X 3 X X 4, 5, 6, 7 X X X X X 8 X X 9 X X X 10 X X X 11 X 12 X X X
Computing PSHE POS Design Technology POS POS ENGLISH POS Select from Read Identify and and use a Develop aloud explain range of tools Use confidence their Explain examples and Select from technology Able to Able to in writing factors of what Design an Generate, equipment to and use a Effectively purposefully develop write down discussing clearly that affect Show improves appropriate develop and perform wide range of evaluate to create, sentences ideas what they enough to the health empathy and harms product communicate practical materials and ideas and manipulate by and/or key have be heard and well- for their local, based on their ideas task, (cutting, components, products and retrieve sequencing words, written with by their being of animals natural and design through shaping, including against appropriate to form including the teacher peers and living and built criteria and talking and joining and construction design digital short new and other the LESSON things. others. habitats research. drawing. finishing) materials criteria. content narratives. vocabulary. pupils. teacher. 1 2 3 4, 5, 6, 7 X X X X X X 8 X X X X 9 10 11 X X 12 X X
7 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 Animals and their habitats Scheme of learning: KS1 12 week programme of 90 minute lessons Lesson Focus and Learning Objectives Sequence of activities and content Resources 1 Identifying and grouping Plant or animal sheet: 1:1 common animals and 1. Plant or Animal: discussion and grouping task, card sort or white-board led discussion Animal grouping: Venn plants diagram: (2x alternatives): 2. Identifying a range of animals: naming from board 1:2 SCIENCE: To understand and explain how 3. Compare different animals: discussion on how we could compare the animals Animal grouping: Carroll to identify, name, group and sort and task diagram: 1:3 a variety of plants and animals.
Slide 12: Comparing Animals: Blank Venn and Carroll To be able to describe and diagram sheets provided compare the structure of a variety SPIDER BIRD CAT
of common animals (fish, (Goldfinch) Plant and animal cards for amphibians, reptiles, birds and LEGS 8 legs 2 legs 4 legs sorting exercises if required: mammals EYES 8 eyes 2 eyes 2 eyes FUR, SKIN hard exo-skeleton skin and feathers skin and fur 1:4 To understand, explain and FEATHERS compare the differences between EARS no, have vibration yes, 2 yes, 2 Independent learning animal things that are living, dead, and sensors and plant labelling 1:5 things that have never been alive. FEET yes, 8 hairy feet yes, 2, normally yes, 4 paws with 4 toes / normally 4 pads, BIG QUESTIONS: claws five toes and claws How can we group animals COLOUR this one, black, brown, grey, red, orange, ginger, and plants? brown, black, white black, yellow white, brown What makes something alive? MOUTHS 2 mouths, very small sharp beak yes with sharp What do a variety of animals teeth have in common? WINGS no Yes 2, can fly no SIZE Varied tiny: 0.3om to Goldfinch about Average 23 – 25cm very large 25cm 12cm. high, 46cm long Birds: Average tail 30cm hummingbird 5cm To ostrich 2.8m
8 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 Slide 15: Comparing Animals: CLOWNFISH BUTTERLY DONKEY LEGS None, but does has 4 long, 2 short 4 legs 2 lower ventral fins 2 side pectoral fins, 1 anal fin, 1 split dorsal fin EYES 2 eyes 2 compound eyes 2 eyes made up lots of light receptors FUR, SKIN scales Hard exo- Fur made up of FEATHERS skeleton hair EARS no Yes, 2 in their Yes 2, big ones for wings hearing and keeping cool FEET no Yes 6 with taste Yes 4 hooves receptors COLOUR orange, white, black Yellow, gold, browns, black, brown, black, red, cream blue, purple MOUTHS yes, very small, Yes, tube-like yes, big mouth and smooth teeth proboscis big flat teeth WINGS no, but do have Yes and they can no pectoral fins fly SIZE smallish 10cm to Varies 1cm to medium to large 18cm long 30cm wide varies 91cm to 142 high
4. Venn diagram sorting of animals
5. Carroll diagram sorting of animals
6. Using classification keys to identify animals
7. Grouping animals card sort task: size, legs etc
8. Vertebrates and Invertebrates : explanation, discussion and sorting task
9 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 9. Grouping animals by class: Mammals, fish, Arthropods, Birds, Reptiles, Amphibians
10. What makes a bird, a bird ?
11. What do living things need: food, water, air
12. Alive, dead or never alive: naming, discussion and sorting task
13. Living things: name and discuss task
14. Animal identify puzzles
15. Review of learning
16. Do you know these plants: common plants Slide 77: Common plants: 1. Rose 2. Conifer 3. Cactus 4. Palm tree 5. Fern 6. Kelp / seaweed 7. Bluebell 8. Tomato
17. Parts of a flowering plant: roots, stem, leaf, flower
18. Classifying plants: flowering and non-flowering
19. Comparing plants discussion
20. Independent learning a) Animal and plant differences b) Animal body parts c) Create a fact file d) Animal or plant sentences 2 Local micro habitats 1. Habitats: Local Habitats Pond dipping identification sheets: 2:1 SCIENCE: 2. Recall “What do living things need?” To be able to explore and identify Pond dipping record sheet: local micro-habitats, explaining 3. Where do local animals live? Brainstorm. 2:2 their features and conditions. 4. Define habitat To be able to explore and name a 10 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 variety of plants and animals that 5. Habitats in the school environment: live in local micro-habitats. 6. Habitat hunt and identify school habitats To be able to carry out a simple scientific investigation, recording 7. Draw a map of where the habitats are data and drawing conclusions. 8. Describe the habitats features and conditions To be able to identify and name a variety of common wild and 9. Draw 2 school habitats, label and describe garden plants, including deciduous and evergreen trees 10. (Option 1) Woodlice habitat experiment
MATHEMATICS: 11. (Option 2) Pond dipping exploration and identification To be able to ask and answer
questions about totalling and 12. (Option 3) Tree and leaf hunt and identification comparing categorical data. 13. Review of learning: habitat conditions BIG QUESTIONS:
Which animals and plants live 14. Independent learning: locally? a) Map of local habitats, Where do these animals and b) Create a fact file on an animal, plants live? c) Draw a close up picture of an animal and its environment. Why do animals live in a specific place? 3 Big Habitats: Features, 1. Recall of last lesson and micro habitats. Description word prompts: conditions, animals and 3:1 2. Describe the conditions for a range of macro habitats: Mountain, River, plants Jungle, Sea, Desert, Beach, Forest, Arctic, Savannah: table based task Big habitats and animal and report back: sheets cut up. Sheets x9: 3:2 SCIENCE: FEEL SEE HEAR WEATHER TEMPERATURE? To be able to investigate and Habitat description identify common macro habitats, 3. Allocating animals for each habitat: worksheet: 3:3 explaining their features and a. task with two habitats and the groups of animals per group. Complete conditions. task and report back. Run through the Power Point to check, discuss Independent learning
and correct. The reasons given for the choices are important. worksheet: 3:4 To be able to explain the
similarities and differences 4. “What is the problem?” habitat photos. Which animals are out of place and between a variety of common why? macro habitats
11 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 To be able to explore and name a 5. Independent Learning: variety of plants and animals that a) Habitat adjectives, live in a variety of common macro b) Why animals live in certain habitats habitats.
GEOGRAPHY: To be able to recognise and explain the key physical features around us, including: beach, cliff, coast, forest, hill, mountain, sea, ocean, river, soil, valley, vegetation and weather.
BIG QUESTIONS: What are the differences between a variety of habitats. What are the similarities between a variety of habitats. Why do animals live in a specific place? 4 Big Habitats: making 1. Outline the make a habitat in a box task and show the example work. Group Habitat in a box examples habitats the students and allocate a habitat to each group. sheet: 4:1
SCIENCE 2. Explain that this is a design and make task and that we will be looking at the Habitat research record To be able to explore and name a skills we use in design and technology, outlined on the slide. sheet: 4:2 variety of plants and animals that live in a specific common macro 3. Students to undertake research into the animals, plants, colours and other Habitat designing worksheet habitat. aspects of their allocated habitat. Feedback and discuss. 4:3
DESIGN TECHNOLOGY 4. Students to develop some independent ideas for their habitat layout and To design an appropriate product content. These independent ideas need to be discussed by the group and a based on design criteria and final plan developed. research. 5. Health and safety discussion for the equipment available: glues / glue gun, To generate, develop and sharp edges / points, sticky tape, staplers, paper cuts. Washing hands at the communicate their ideas through end of the lesson. talking and drawing. 6. Start making the box / container. Keep it A4 size (shoebox) so that a colour BIG QUESTIONS print can be used as a background. Collect materials. 12 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 Is your first idea the best one? 7. Independent learning: What animals and plants live a) Complete the research sheet by sorting the animals and plants into in your habitat? their categories. What is the colour range of your habitat? 5, 6 Big Habitats: making 1. Health and safety discussion for the equipment available: glues / glue gun, Independent learning task: habitats sharp edges / points, sticky tape, staplers, paper cuts. Washing hands at the Habitat design sheet: Front & 7 end of the lesson. edges and Evaluation 7:1 SCIENCE To explore and name a variety of 2. Background: (either or combination) plants and animals that live in a a) Print out a colour photograph specific common macro habitat. b) Print out a b/w image and paint / colour in
DESIGN TECHNOLOGY c) Draw and paint your own background To select from and use a range of d) A plain colour may suit some habitats
tools and equipment to perform 3. The base or ground of the habitat: practical task, (cutting, shaping, joining and finishing) a) Use card to create an uneven surface / slopes b) Use papier-mâché to construct a terrain To select from and use a wide c) Make features such as boulders and glue them in range of materials and components, including 4. Develop plant / leaf shapes: (either or combination) construction materials, textiles a) Draw the shapes on card / colour / cut out and ingredients, according to b) Size and print onto card from a colour printer / cut out their characteristics and their c) Vary the materials to increase the amount of texture effect. d) A folded piece of card is more rigid than a flat piece
ART AND DESIGN To explore the of use a range of 5. Animal shapes: (either or combination) materials creatively to effectively a) Draw the shapes on card / colour / cut out design and make products b) Size and print onto card from a colour printer / cut out c) Vary the materials to increase the amount of texture COMPUTING d) A folded piece of card is more rigid than a flat piece To use technology purposefully to create, manipulate and retrieve e) Some may need supports at the back of the shape appropriate digital content 6. Use thread to hang birds / fish from above. LESSON 7 13 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 DESIGN TECHNOLOGY 7. Use layers of plants and features to give depth to the habitat To effectively evaluate ideas and products against design criteria. 8. Glue items into place working from the back to the front
BIG QUESTIONS 9. Possibly use the Independent learning task to design the front edges of the What textures and shapes do you need. habitat following lessons 5 or 6. Use the front / side edges to finish off and Which tools are the best to frame the habitat. shape and cut the materials? How can the internet help us? 10. Evaluation of the task: Which team member did a) Start with who did what? (part of the independent learning sheets asks what? this) How do we know your habitat b) What went well / what do you like? is a success? c) What could have been better? d) How do we know if it has been successful? e) Check colours, shapes, animals, plants and “feeling”
Possible independent learning tasks: Lesson 5 a) Divide up the animals and plants that each team member needs to find photos of. Find the photos. Lesson 6 a) Design the front edges of your box habitat. b) Make a list of who has done what in the team. Lesson 7 a) Create two ideas for a story involving the animals in the habitat you have made. 8 Literacy and Story 1. Introduce lesson to write a story about a problem that happens in one of the Story sequencing: 8:1 making real life habitats we have looked at and how it is solved. HABITAT: ANIMALS / PLANTS Storyboard planning sheet (3
alternatives): 8:2 ENGLISH COMPOSITION: To be PROBLEM: ? food, water, storms, drought, too hot / cold, accidents
able to develop sentences by WHO / WHERE / WHAT / WHY Story word prompt sheet. sequencing to form short HOW IS THE PROBLEM SOLVED AND BY WHO?
narratives. Independent learning story 2. Story sequencing task: read Three Billy Goats Gruff (or other prepared To be able to write down ideas resource). Students to order the cut out sequencing cards and put them in sequencing cards: 8:3 and/or key words, including new order. (What were the main events?) vocabulary. 14 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 3. Outline a simple story structure: START, MIDDLE, ENDING To develop confidence in discussing what they have written 4. Using one of the story planners or storyboarding sheets the students plan out with the teacher and other pupils. their stories. (Rough example given)
To be able to read aloud their 5. Resources: word prompt sheet, opening lines slides / sheets writing clearly enough to be heard by their peers and the 6. Self-assessment and reading each other’s stories. teacher.
7. Independent learning: SCIENCE: a) Finish the story To explore and name a variety of b) Make a different ending to your story, either a sad or happy ending. plants and animals that live in a c) Write three opening lines to a story about an animal who is looking for specific common macro habitat. food. BIG QUESTIONS d) Create a set of story sequencing cards for your story. Who are your key characters? What is the problem they are solving? What are the main events? In what order do the events occur? 9 Suitability and 1. Animals and plants adapt to their habitats to make themselves more suitable Create an adapted animal Adaptations to being there. Can you think of ways they could adapt and why they would design sheet: 9.1 need to? Examples on the power point slide. SCIENCE: Animal adaptation design To be able to explain why most 2. Research how these animals have adapted to their environments using the sheet 9:2 living things live in habitats to internet. which they are suited. Animal adaptation tracing 3. Feedback and discussion using student’s answers and prepared slides with templates: 9:2 To be able to explain how adaptations outlined. different habitats provide for the basic needs of different kinds of 4. Using the knowledge from the previous exercise design an animal for one of animals and plants, and how they the habitats shown. The Animal Adaptions design sheet has body part depend on each other. prompts to help.
To be able to identify ways that 5. Discuss student designs or let students present their animals to the class. The an animal or plant has adapted to reasons for the shape and features of the animal should be suited to the the habitat in which it lives. habitats. The justification is the important aspect.
15 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1
MATHEMATICS 6. Mimicry adaptations: some animals and plants have adapted look like MEASUREMENT: something else. Two examples are given: Oleander moth and a stick insect. To be able to explain differences Students to outline what they altered to make themselves look that way: in length and height (for shape, pattern, colour, size, decoration. example, long/short, longer/shorter, tall/short) 7. Animal adaptation tasks: a parrot and a lamb. (tracing templates given)
BIG QUESTIONS 8. Independent learning: Why is a polar bear white? a) Draw an alien landscape with an alien suitable for the features you have Why can’t penguins fly? drawn. Why does an animal need b) Research and report on an animal that has adapted in some way to its camouflage? habitat. c) Research and report on a plant that has adapted in some way to its habitat. 10 Food chains and webs 1. Discussion: Food chain cards (x3 sheets): Have you ever seen an animal eating? 10:1 SCIENCE What were they eating? To describe and explain how Food web worksheet: 10:2 animals obtain their food from 2. Discussion: plants and other animals. Why do animals eat? (To survive, to keep healthy, to grow and ENERGY) Food chain word search: 10:3
To use the idea of a simple food 3. Explanation of food chains Independent learning: food chain correctly to show how chains: 10:4 plants and animals depend on 4. Simple food chain example tasks and discussion each other. 5. Plants produce their own food through photosynthesis. They are called To be able to explain how “Producers” different habitats provide for the basic needs of different kinds of 6. Animals are “CONSUMERS”. Animals are reliant on plant producers and other animals and plants, and how they animals for their food. depend on each other. 7. Outline and discussion on “PRODUCERS”, “HERBIVORES”, “CARNIVORES”, To be able to explain how to “OMNIVORES” identify and name a variety of
common animals that are 8. Card sort into groups using the food chain cards (cut out). carnivores, herbivores and Dark green: Producer plants, Light green: Herbivores, Red: Carnivores, omnivores. Orange: Omnivores a) PRODUCERS and CONSUMERS 16 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 BIG QUESTIONS b) VERTEBRATES and INVERTEBRATES What is food? c) HERBIVORES, CARNIVORES and OMNIVORES Why do animals eat? 9. Discuss PREDATOR and PREY definitions How do plants produce their own food? 10. In table groups construct working food chains with the cards with an increasing number of consumers in them. (1 first, then 2, 3 etc)
11. In pairs create a quiz with 5 questions to test the rest of the class about food chains.
12. Recap: why do animals eat?
13. Discussion on more complex situations: food webs
14. Complete the food web (white board or / and worksheet)
15. Reinforce food chain vocabulary with the food chain word search.
16. Independent learning: (worksheet) a) Explain the food chain terms b) Complete the food web task 11 Looking after pets 1. Discussion on which of the animals would make a good pet and why. Looking after pets record sheet: 11:1 SCIENCE: 2. Brainstorm of what pets need to make them happy. Discuss. To describe and compare the Looking after pets: The Five care and needs of a variety of 3. The Five Freedoms and what they mean. Apply these to a pet the students Freedoms: 11.2 common pets. know. Feedback to the class. Slide 287: The Five Freedoms Looking after pets: Healthy To be able to explain how to The five freedoms as currently expressed are: pets: 11.3 identify and name a variety of Freedom from hunger or thirst by ready access to fresh water and a diet common animals that are to maintain full health and vigour carnivores, herbivores and Freedom from discomfort by providing an appropriate environment omnivores. including shelter and a comfortable resting area Freedom from pain, injury or disease by prevention or rapid diagnosis PSHE: and treatment To be able to explain factors that Freedom to express (most) normal behaviour by providing sufficient affects the health and well-being space, proper facilities and company of the animal's own kind of living things. 17 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 Freedom from fear and distress by ensuring conditions and treatment To be able to show empathy for which avoid mental suffering animals and others. 4. Looking after dogs: BIG QUESTIONS a. Does this dog look healthy, why not? What does care mean? b. How do we look after a dog? How do we know our pets are c. Things we need and actions we need to take to look after dogs. happy? Brainstorm, discuss and feedback. How do we know our pets are Slide: 289: Looking after dogs healthy? More than 300 stray dogs are picked up from Britain's streets each day, figures from the Dogs Trust indicate. Despite microchips reducing the number of strays, UK local authorities picked up 111,986 dogs in 2012 – 2013. 48% are returned to their owners.
5. Looking after donkeys: a. Does this donkey look healthy, why not? b. How do we look after a donkey? c. Things we need and actions we need to take to look after donkeys. Brainstorm, discuss and feedback. Slide 292: Looking after donkeys: April is very underweight, malnourished, her hooves have been badly neglected and her coat / skin was in a bad way. She was not been cared for very well at all and was very withdrawn and nervous. Around 900 donkeys were rescued by The Donkey Sanctuary in 2013 – 2014, with over 16000 being rescued over the life of the charity.
6. Looking after guinea pigs: a) How do we look after guinea pigs? b) Things we need and actions we need to take to look after guinea pigs. Brainstorm, discuss and feedback.
7. Discuss the differences and similarities between the different pets.
8. Explain how the Five Freedoms would apply to each pet and one other pet the student chooses.
9. Healthy pet equipment worksheet. Slide 300: Looking after pets 18 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1
10. Summary: Food, Water, Care, Friends, Shelter
11. Produce a leaflet explaining how to look after a pet: a. Food and drink b. Exercise c. Grooming and cleaning d. Health care e. Common problems? f. Where to keep them? g. What do they need? h. Vets
12. Independent learning: a) List how you would give one of your own pets the five freedoms b) Research and report on an animal welfare story from the news. 12 Endangered / extinct 1. What do animals need from the habitats they live in? animals a) Food b) Water SCIENCE: c) Shelter To be able to explain how d) Air different habitats provide for the e) Space to raise its young basic needs of different kinds of animals and plants, and how they 2. What would happen if any of these were taken away or there was a problem depend on each other. with them? What would be the effect on the animals in the habitat?#
To able to give examples of the 3. Using the given food chain as an example. What would happen to the other effect of changes to habitats and animals and plants if something broke the food chain? the animals and plants that live in them. 4. Students to research one of these animals. (Allocate or choose) a) Golden toad COMPUTING b) Dodo To use technology purposefully to c) West African black rhino create, manipulate and retrieve What happened to them? Feedback and discuss. appropriate digital content Slide 320: Research these animals: PSHE: Golden Toad To be able to identify and explain The golden toad, which is sometimes referred to as the Monteverde toad or the examples of what improves and orange toad, was a species that lived only in the Monteverde Cloud Forest 19 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 harms their local, natural and Biological Reserve in Costa Rica. It was once a common species, but no built environments and about specimen has been seen since 1989. The toad’s breeding sites were well-known some of the ways people look and closely watched — in 1988, only eight males and two females could be found, after them. and in 1989, only a single male could be located. Extensive searches for the golden toad since then have failed to locate another specimen, and the species BIG QUESTIONS was declared extinct in August 2007. The amphibian disease chytridiomycosis, What does extinct mean? airborne pollution and global warming probably contributed to the species' demise. What does endangered Read more: http://www.mnn.com/earth-matters/animals/photos/10-animals- mean? presumed-extinct-in-the-last-decade/golden-toad#ixzz3KGwLopYh The first record of the Golden Toad was by herpetologist Jay Savage in 1966. The Why do living things become toad, recognized by its brilliant golden orange color, was native to the tropical extinct? cloud forests which surround Monteverde, Costa Rica. None have been seen since 1989. It last bred in normal numbers in 1987, and its breeding sites were well known. In 1987, due to erratic weather, the pools dried up before the larva had matured. Out of potential 30,000 toads, only 29 had survived. In 1988, only eight males and two females could be located. In 1989, a single male was found, this was the last record of the species. Extensive searches since this time have failed to produce any more records of the golden toad. West African black rhino The rarest of the black rhino subspecies, the West African black rhinoceros is currently recognized as "critically endangered," but researchers fear it may be extinct. The species was once widespread in central Africa, but the population has been in decline due to poaching. By 1980, the population was in the hundreds, and by 2000 only an estimated 10 rhinos remained. A survey of the animal's last remaining habitat in northern Cameroon failed to find any of the rhinos, but search efforts continue. No West African black rhinos are known to be held in captivity. The Dodo The dodo was a flightless bird about 3 feet (1 meter) tall that was native to the island of Mauritius in the Indian Ocean. It went extinct by 1693, less than a century after the Dutch discovered the island in 1598, killed off by creatures such as rats and pigs, which sailors introduced to Mauritius either accidentally or intentionally.
5. Focus on the Greater Horseshoe Bat: a) A rare species in the UK b) Outline and discuss its habitat needs c) How to be a bat friendly school d) Further links for GHB: bat boxes, videos and news articles
20 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 6. Focus on Bumble Bees: a) A species under threat in the UK: b) Outline and discuss its habitat needs and pressures c) Bee Friendly flowers
7. Focus on Dinosaurs: a) What were the dinosaurs b) Theories on why they became extinct: all habitat based c) What would happen if Earth were hit by a huge comet? Slide 330: Dinosaur habitat destruction: The impact is thought to have thrown a lot of dust into the Earth's atmosphere, blocking out the sun and causing a sudden cooling event over much of the planet. This would have meant most plants could no longer photosynthesise and therefore died off, in turn causing herbivorous dinosaurs to die out, which would have led to the eradication of the carnivores, too.
8. Independent learning: a) Explain how you could make your house and garden bat friendly. b) Research and report on a habitat problem or environmental story from the news.
21 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1
Students from St Edwards School, Bolton with their fostered donkeys Maco and Joop.
EDUCATIONAL VISITS
We encourage educational visits to The Donkey Sanctuary farm sites and in particular to our headquarters in Sidmouth, Devon. There are a full set of contact details for all our UK sites at the back of this pack. Please contact the individual centre to discuss availability.
22 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1 We offer a great educational day out, tailored to your needs, giving you and your students a chance to meet and interact with our wonderful rescue donkeys.
Come and learn about these gentle and affectionate creatures who have typically had a problem in their earlier lives through mistreatment or abandonment. They very much enjoy the human interaction and love being stroked and cuddled.
Depending on your needs and availability we could offer a more hands on experience with your students having the chance to groom and care for our donkeys. Please contact the National Schools Programme Coordinator to discuss your needs and availability.
The Donkey Sanctuary at Sidmouth is free to enter and is open to the public 365 days a year from 9am until dusk.
We have Visit Guide to help you prepare for your visit, which is available from the Times Educational Supplement website: https://www.tes.co.uk/teaching-resource/The-Donkey-Sanctuary-Visit-Guide-KS1-2-6446647
For more information concerning educational visits to our sanctuary sites please contact:
National Schools Programme Coordinator on 01395 573039 or email [email protected]
HOW YOU CAN SUPPORT US
Our worldwide work is funded entirely by donations and legacy gifts, so any fundraising or support you can give, no matter how small, will be of great value and will have a positive impact on our worldwide work.
SCHOOL FUNDRAISING
We would love to support your fundraising by giving assemblies or talks about the Sanctuary to your students and if you are kind enough to raise funds for The Donkey Sanctuary, maybe you could become an Advocate School and where resources allow we can arrange to bring donkeys to your school. Ideas for fundraising in schools:
Cake sale Non-uniform day Car washing Jumble sale Fancy dress event Raffle / Tombola Sponsored walk / swim / quiet Auction of promises Charity Disco
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ADOPT A DONKEY
The Donkey Sanctuary adoption scheme is the perfect way to get your daily dose of donkey capers and you’ll be part of our donkey’s lives forever. Why not use some of your money raised for us to join the Adopt a Donkey scheme. That way you get something back too and your students will have a real focus for all their efforts. See the website, adoption leaflet or ask for more details when making your donation. Adopt your donkey online at:
http://www.thedonkeysanctuary.org.uk/adopt Or call 01395 573133
24 THE DONKEY SANCTUARY ANIMALS AND THEIR HABITATS: KS1