Integrated Themes Series: Animals

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Integrated Themes for 4-8 Year Olds

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© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y•

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Revised edition. Written by Pam Portman. © Ready-Ed Publications - 2007 Originally published by Ready-Ed Publications (1993) P.O. Box 276 Greenwood Western Australia 6024 Email: info@readyed.com.au Website: www.readyed.com.au

COPYRIGHT NOTICE Permission is granted for the purchaser to photocopy sufficient copies for non-commercial educational purposes. However, this permission is not transferable and applies only to the purchasing individual or institution.

ISBN 1 86397 712 0

Integrated Themes for 4 - 8 Year Olds

From the Author

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Over the years I have developed an integrated thematic approach to teaching.

During that time, working in schools and child care centres, I have been approached by colleagues needing ideas for resources in various subject areas or asking for copies of my programs.

So this is for you! All of these programs are tried and tested. They will provide you with a means for planning programs using an integrated thematic approach, and keep your students interested throughout the day, because there are no stops and starts at lesson change time. With a little practice one lesson will flow into the next effortlessly.

This book is also a springboard for your own ideas which mine may generate.

Although the sequence suggested worked well for me you may choose to differ as you please, or omit some altogether. I found that, with a few modifications, the activities can be used for 4 to 8 year olds. Remember, they are suggestions, not a rigid format.

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Warning! This book is not for the faint-hearted. Dare to be different – use your own ideas for timetabling, but be sure to allocate sufficient time for each subject area during the week or fortnight.

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Don’t be afraid to drop your ideas for the day’s schedule to follow through a child’s special interest if it appeals to the students and it is relevant.

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Use the method of programming with which you feel most comfortable. I have discovered some principals are averse to innovations but always remember, you are the one who will be working from your programs. A word of caution, with a few years of relief teaching under my belt, DO check that a stranger could walk into your classroom, should you be sick for several days or even weeks, and be able to understand your programs so the theme continues as if you were there.

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Now it’s up to you. Best wishes. Enjoy yourselves and your students.

Pam Portman

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Contents Animals ............................................ 1 From the Author ............................. 2 Contents ......................................... 3 Introduction .................................... 4

For the Teacher .............................. 31 Wild Animals ................................. 32 Animals’ Homes 1 ......................... 33 Animals’ Homes 2 ......................... 34 Animals’ Homes 3 ......................... 35 Animal Coverings .......................... 36 Animal Lifestyles ............................ 37 Animal Crossword ........................ 38 Animal Sizes .................................. 39 Animal Numbers ........................... 40

For the Teacher ............................. 5-6 Mother and Baby Pets ..................... 7 Animal Sounds ................................. 8 Find the Baby .................................. 9 What Our Pets Eat and Drink ....... 10 Word Search ................................. 11 Pet Puzzles .................................... 12 Animal Homes .............................. 13 Going Fishing ................................. 14 Small and Big Pets ......................... 15 What if ...? ..................................... 16 Record Sheet .................................. 17

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Section 1: Pets

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Section 3: Wild Animals

Section 4: Insects & Spiders

For the Teacher .............................. 41 Life Cycle of a Butterfly................. 42 An Ant Colony .............................. 43 A Spider’s Dinner .......................... 44

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Section 5: Australian Animals

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For the Teacher .............................. 18 Food from the Farm ..................... 19 Farm Riddles ................................. 20 Happy Farm .................................. 21 Farm Work .................................... 22 Big and Small Animals .................... 23 Dotty Animals ............................... 24 Farm Numbers .............................. 25 Jumbled Animals ............................ 26 Farm Babies................................... 27 Farm Pets ...................................... 28 Record Sheet ............................. 29-30

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For the Teacher .............................. 18 Australian Animals ......................... 46 Ten Dinosaurs ............................... 47 An Aussie Alphabet ....................... 48 Jumbled Australian Animals ........... 49 Animal Word Search ..................... 50 Evaluation ...................................... 51 Record Sheet .................................. 52

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Section 2: Farm Animals

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Imaginary Animals ......................... 54 T.V. Talkers .................................... 55 The Guloog ................................... 56 Animal Recipes .............................. 57 Evaluation Checklist ...................... 58 Useful Websites ............................. 59 3

Introduction All children have an interest in animals. As a teacher you have the opportunity to extend both their knowledge and their skills. You can use their experiences and understanding as a base and hold their attention with a variety of activities.

Encourage them to bring photographs of pets and animals they have encountered, and use these as a display. Already they are involved!

r o e t s r e General Learning Outcomes B oo p u k S

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• To extend the children’s present knowledge of animals, using a variety of learning experiences, in all subject areas.

• To develop the children’s skills throughout the curriculum using the theme of animals.

General Concepts

• Animals are living things.

© ReadyEdPubl i cat i ons • Animals in different •move f or r evways. i ew pur posesonl y• • Animals can live in many different places.

• Animals have different sizes, shapes and colours.

• Animals grow and change at different rates.

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• Most animals can move from place to place.

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• There are many classifications of animals, which can be identified according to their characteristics.

• Some animals may be cared for by humans, kept as pets, studied or used.

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• Animals need food, water, air and appropriate climatic conditions.

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For the Teacher

Section 1:

Pets

The children will demonstrate an understanding of the concepts studied through discussion, successful completion of practical activities and given worksheets. These activities will also demonstrate the level of the children’s skills.

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Specific Concepts • Pets are living things.

• Pets may live in the family home or have a special home.

• Pets grow and change.

• Pets are different sizes, shapes and colours.

• Pets move in different ways.

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• Pets are acquired by their owners and become their responsibility.

• Pets need to stay healthy. This is their owners’ responsibility, assisted by the veterinarian.

• Pets need food and water.

© ReadyEdPubl i cat i ons • rfor r e vi ew pu•r p seofs opet nl yits• • Set upf ao roster children’s animals Takeo photos each and owner

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to visit the classroom – this is essential to avoid chaos! Although smaller animals are happy to spend a half day at school, dogs and cats should visit for only 15-30 minutes. This will require parent co-operation.

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Allow the pet’s owners to tell where they acquired the pet, its age at that time, the cost, how the pet has changed since them.

and make a class book. Older children can write the text, younger ones can contribute orally to the teacherwritten text.

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Activity Suggestions

• There is plenty of scope for group and class discussions with pets: - where pets may live; this can vary from family to family - differences between breeds of the same animal - characteristics - this could lead to a riddle session - pets’ needs

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As the roster progresses, encourage the children to identify similarities and differences: shape; size; colour; skin cover; pet’s home; mode of movement; food.

With more unusual pets discuss why more children do not own such an animal.

• Many reading sessions lead to a drama activity. After reading a story children could make popstick puppets and work in groups to either act out the story or produce an alternative ending.

Children could make masks instead of puppets.

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Pets Activity Suggestions • Children could choose an ideal pet for a senior citizen living alone, or for an aged persons’ home and justify their choice.

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• There are numerous writing activities: - writing about their pet; - the pet they would like to own; - writing a letter to their pet, or from their pet to another animal.

Likewise, the science skills of observing, communicating, classifying, measuring, predicting, would be used throughout all lessons, not just science.

© ReadyEd•P ubl i cat i ons The health and safety aspects of having Make ao set r of animals, e.g. dogs a pet could be enhanced byl the visit of • f r e v i e w p u r p o s e s o n y • and a set of homes, e.g. kennel for a vet and a representative from the 1:1 correspondence.

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- If the fish on Page 14 were coloured the same colour by every student for the various numerals, children could be asked the colour of the sixth fish, which fish is blue, etc.

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R.S.P.C.A. Perhaps the local council’s dog ranger would be prepared to speak about his work for a few minutes.

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• A legion of maths activities spring to mind:

A mention of the care we should take when approaching an unknown animal would not come amiss.

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- Problem solving activities can generate from discussions of animal homes, food, etc.

- Pattern activities could use animal pictures for early concepts of multiplication, and also for concrete practice in addition and subtraction.

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• Key sentences from the story could be written out in random order for the children to sequence correctly.

Pictures could be used with younger children.

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• Pets are an ideal way to consolidate and extend skills in social studies: - listening to literature - aquiring information through listening and observing - graphs and tables - pictures and diagrams - time and chronology (Why not collect photos of your own pet(s) and see if the children can sequence them chronologically?)

• A poster competition would result in some innovative art/craft lessons, particularly if a choice of media were available, and the children had three of four sessions in which to complete their entry.

• The unusual pets component of the program will depend on any your children own. If none are forthcoming you can turn to the local community.

Perhaps someone has racing pigeons, a donkey, snakes or a peacock.

Section 1: Pets

Mother and Baby Pets Draw lines from the mothers to their babies.

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Section 1: Pets

Animal Sounds Here are some sounds that animals make:

r o e t meow s B r e oo p u k Put the correct S word in each speech bubble to show what neigh

tweet tweet

squeak

woof

the animals say.

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Section 1: Pets

Find the Baby Find each mother’s baby.

Draw a circle around it.

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Section 1: Pets

What Our Pets Eat and Drink J

Put a tick in the boxes that show what each pet eats and drinks. fruit water r o e t s B r e oo p u k

S

meat biscuits grass seeds bran

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dog

milk

cat

horse

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bird

rabbit

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fish

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Section 1: Pets

Word Search J

Find these pets in the word search.

The words go backwards, forwards, up, down and diagonally.

•rabbit •fish •horse r o e t s Bo r e p ok u hS e s g o d

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Section 1: Pets

Pet Puzzles J

Use the clues to solve the crossword puzzle.

• I like milk and chase mice.

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Teac he r hutch.

• I fly around my cage.

• I have fins, but no legs.

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r o e t s Bo r e • I may bark at p ok strangers. u S • I live in a 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901 12345678901

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Can you unjumble these pet names?

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Section 1: Pets

Animal Homes Circle the correct home for the animal in each case.

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Now colour in the animals and their homes.

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Section 1: Pets

Going Fishing J

Write over the numbers on the fish with your black pencil.

Use coloured pencils to colour in the fish. Cut out carefully and paste them on a piece of paper in the correct order.

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3rd

10th

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Section 1: Pets

Small and Big Pets Cut out the pictures of the animals and paste them onto another piece of paper. Put the smallest of each type first and the biggest last.

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Section 1: Pets

What if ...?

What if ... your mum and dad said you were able to have any pet you wanted! What would you get? How would you look after it? Where would it live? What would you feed it?

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r o e t s Bo r e p o u k Write a story about your new pet in the space below.

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________________________________________________________ ________________________________________________________ ________________________________________________________

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. t e o ________________________________________________________ c . che e r o ________________________________________________________ t r s super ________________________________________________________

________________________________________________________ ________________________________________________________ ________________________________________________________ 16

Pets

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• Pets are living things

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• Identifies by characterisics • Identifies who cares for pets - family/vet

• Identifies food eaten

• Identifies pet’s home

• Confident speaking about pet • General knowledge of topic • Identifies similarities and differences • Identifies shape, colour, size • Identifies skin cover

• Makes pertinent contributions • Completes work sheets correctly • Keen to read more on topic

• Participates in discussions

• Pets need to stay healthy owners and vet care.

• Pets need need food and water.

• Pets move in different ways

• Pets are different sizes, shapes and colours.

• Pets live in family homes; special homes • Pets grow and change

and are their responsibility

• Pets are aquired by owners

For the Teacher

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Record Sheet

Concepts and Skills

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For the Teacher

Section 2: Farm Animals

Specific Learning Outcomes The children will use the knowledge acquired during the Pets program to extend their understanding of farm animals where applicable, through discussion, successful completion of practical activities and given worksheets.

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The children will consolidate the skills used in the Pets program and practise new skills.

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according to their characteristics • Farm animals are cared for by humans and used for a specific purpose • Farm animals need food and water • Farm animals are also cared for by the vet

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• Farm animals are living things • Farm animals live in many different places • Farm animals have different sizes, shapes and colours • Farm animals can be identified

Activity Suggestions

• A visit to a farm is an essential introduction to this topic.

• Teach children the song “Click Go The Shears”, teach the children the song.

This is also an excellent introduction to the historical perspective of farming.

• While visiting the farm buy a fleece if possible (this may have to be prearranged). Part of the fleece can be divided amongst the children and combed, hand-spun, washed and compared with commercially produced wool.

• The fleece can also be used to make a wall mural using natural materials and/ or pasted onto pictures of sheep.

• Read Beatrix Potter’s “The Tale of Peter Rabbit” then ask the children to write another Peter Rabbit adventure.

• Take photos during your farm visit and make a shared book.

• Have the children dramatise the story of the Three Little Pigs in small groups.

• Point out to the children that the pictures in Mem Fox’s “Hattie and the Fox” are made from tissue paper. Have them make a similar picture of their

favourite incident from a story you have read together.

Ask the children to pretend they are farmers and write a journal for a day of all the tasks they do around the farm after discussing the various different chores dependant on the season.

Discuss the work of a vet in the country compared to one in the city.

Ask the children to identify work done by pets and farm animals, extend to uses of the latter.

Show pictures or photos of farming in the past and compare with today.

Discuss such differences as today’s modern farm machinery and the use of horses in the past and the time taken to complete tasks by each.

Photocopy pictures of farm animals onto card, cut out and use as concrete mathematics for processes. These pictures can also be used for problem solving activities.

Teach the song “Old McDonald Had a Farm”.

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Section 2: Farm Animals

Food from the Farm Some of our food comes from farms.

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Write down the animals which provide us with the following foods:

bacon

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lamb chops

pork

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steak

milk

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butter

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cheese

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ice-cream

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yoghurt

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Now see if you can write down what is used to make: bread

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Section 2: Farm Animals

Farm Riddles J

Can you solve these riddles?

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1. I live in a stye. I do not have 4. I could be a pet but I have to fur or feathers and I am work on the farm, rounding often pink or black. I give up the sheep. you bacon, ham and pork.

I am a ___ ___ ___ I am a ___ ___ ___ 2. I like to eat grass. My baby is called a calf. I give you milk every day.

I am a ___ ___ ___

5. Long ago I was used to pull the machinery but now my work is done by a tractor.

I am a ___ ___ ___ ___ ___

you.

I am a ___ ___ ___

of mice and I drink milk.

I am a ___ ___ ___

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© ReadyEdPubl i cat i ons 3. I only have two legs. I am 6. I have fur and can be kept as a • f o r r e v i e w p u r posesonl y• quite small. I lay eggs for pet. On the farm I catch lots

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Now draw a picture of your favourite farm animal on the back of this page.

Section 2: Farm Animals

Happy Farm Henny Penny and Hattie Hen live on Happy Farm.

r o e t s Bo r e p ok Henny Hattie u Monday S Monday

Add up the number of eggs they lay each day.

Tuesday

Tuesday

Wednesday

Wednesday

Thursday

Thursday

Friday

Friday

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Saturday © ReadyEdPu bl i cat i ons Sunday Sunday •f orr evi ew pur posesonl y• Total:

______

Total:

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Saturday

1. ____________________ laid the most eggs this week.

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2. Four t ofe Henny’s eggs were brown. o c .

How many c white eggs did she lay? ____________ eggs e her r o st super

3. Six of Hattie’s eggs were white.

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On the back of this page draw Henny and Hattie and the eggs they laid this week.

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Section 2: Farm Animals

Farm Work J

Fill in the missing words in this farm story.

Lots of different animals live on a farm.

r o e t s Bo r e p ok u Sheep give us S____________ for our clothes and ____________ to eat. We get ham and pork from

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They all have work ____________ do.

____________ . Cows give us milk ____________ meat and

hens lay ____________ . Farmers are very busy. ____________

Re adyEdP u bl i ca i ons have lots© of jobs ____________ do.

As well ast ____________ •f orr evi ew pur posesonl y•

cereals.

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after all the animals they ____________ crops for bread and

____________ farmers may also grow fruit ____________

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vegetables. Children who live on ____________ farm may have

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Section 2: Farm Animals

Big and Small Animals Instructions: Cut out the animals and paste them on a piece of paper, starting with the smallest and going up in size to the biggest. Number them 1st, 2nd, 3rd, 4th, 5th, 6th.

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Section 2: Farm Animals

Dotty Animals Join the dots to find three animals who live on a farm.

Name the animals.

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1. ___________________

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2. ___________________

3. ___________________ 24

Section 2: Farm Animals

Farm Numbers J

Answer these questions.

1. Three pigs have three babies each. How many piglets altogether?

4. There are eight slices of bread in one loaf. How many slices in ...

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________slices

b) 10 loaves?

________slices

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3. A shearer can shear six sheep every morning and six sheep every afternoon. How many sheep does he shear in ...

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2. The hens laid twenty four 5. There are 15 sheep in a eggs. many egg cartons field.

In next field are ©How Re ad yEdPub l i c athe t i o ns will the eggs fill if there are 10 sheep, and there are •f oeggs rr ev i e w pur po ses12 on l yin•a twelve in each carton? another sheep third field. How many __________ cartons sheep altogether? ______________

+

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o c . ______________ e a) 1 day? c _______sheep her r o t s super = ______________ b) 2 days? _______sheep

c) 3 days?

_______ sheep

d) 4 days?

_______ sheep

e) 5 days?

_______sheep

+

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Section 2: Farm Animals

Jumbled Animals J

Unjumble these sentences about farm animals.

1. lay Hens eggs

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3. from pigs Bacon comes

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2.

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4. eat like to Cows grass

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5. sheep The ran mother lamb to 6. milk Ice made cream is from 7. The hard works farmer

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. t e round Dogs can up o the sheep c . c e her r ____________________________________________ o t s s r u e p bread We make to wheat use ____________________________________________

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9.

____________________________________________ 10. farm animals saw We on the the ____________________________________________

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Section 2: Farm Animals

Farm Babies Draw a line to join the baby animal to its mother.

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Section 2: Farm Animals

Farm Pets Look at the list of animals.

If they are kept as pets write P next to them. If they live on a farm write F. If they can be kept as pets or used on a farm write P F.

Pig

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Mouse ______

Cat

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Sheep

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Cow

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Dog

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Bird

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Farm Animals

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• Farm animals: are also cared for by the vet

• Farm animals: need food and water

• Farm animals: used for a specific purpose

• Farm animals: cared for by humans

by their characteristics

• Farm animals: are identified

• Farm animals: move in different ways

• are different sizes, shapes and colours

• Farm animals: live in different places

• Farm animals: are living things

For the Teacher

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Concepts

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Farm Animals

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• Identifies: who cares for farm animals - farmer/vet

• Identifies: characteristics

• Identifies: food eaten

• Identifies: home

• Identifies: skin cover

• Identifies: shape, size and colour

• Identifies: Similarities and differences

knowledge of topic

• Good general

• Keen to read more on topic

• Completes work sheets correctly

• Makes pertinent contributions

• Participates in discussions

For the Teacher

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Skills

For the Teacher

Section 3:

Wild Animals

Wild, circus and zoo animals have been included together in order to assist the children to understand the key concepts.

Specific Learning Outcomes

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• To extend the children’s present knowledge about animals in the wild, zoos and circuses and to encourage the children to generalise the information acquired during the topics of Pets and Farm Animals, which is also applicable to wild animals.

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Specific Concepts

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• To develop further skills and to consolidate those skills the children already possess.

• Wild animals live in many places around the world, in the climate which suits them best. Some wild animals are captured and used in circuses to entertain the public.

Some wild animals are captured and placed in zoos for educational purposes and/ or preservation. Some circus and zoo animals are born in captivity.

© ReadyEdPubl i cat i ons • Some wild animals are ini danger of p extinction.

Some wild animals arel already • f o r r e v e w u r p o s e s o n y• extinct.

• Some wild animals move from place to place to find food.

• Animals in circuses are cared for by trainers and circus staff.

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• Zoo animals are cared for by keepers.

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• Veterinarians also care for animals in circuses and zoos.

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• Many wild animals must take care of themselves and find their own food.

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• Wild animals are sometimes held in captivity in places other than circuses and zoos, e.g. marine parks, reserves, national parks.

• Wild animals must find their own food and water, which is provided for animals in

captivity.

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Wild Animals Activity Suggestions • Naturally, a visit to the zoo is essential to allow the children to experience the size of the larger animals.

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• Take advanage of any professional development available – an invaluable source of information and perhaps resources.

• Arrange a lakeside picnic where ducks, birds and other wildlife are evident to expose the children to smaller, local examples of wildlife.

• There are many high quality videos available of wildlife around the world – the narrative may not suit but should present no problems. Simply turn the sound down and either provide your own narrative or allow the children to discuss what they see.

• Compare the animals’ enclosures in today’s zoos with the stark cages in the past.

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• Discuss the similarities and differences in food in the wild and in zoos, and the ways the latter provide food.

Today many zoos simulate food aquisition in the wild by staggering feeding times and hiding the food around the enclosures.

• Compare the animals’ natural climatic environment with that in this country.

• Use choral speaking for poems about the circus.

© ReadyEdPubl i cat i ons • r Use recyclable tol make wild •f orr evi ew pu p osematerials son y• animal models.

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• Make posters encouraging the care of endangered species.

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• Start a bulletin board of news items about animals in the wild and in captivity.

• Try and aquire a poster or two of endangered and/or extinct animals and discuss the reasons for this.

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• Make a list of zoo animals, using the alphabet guide.

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• Use these videos to emphasize the different ways in which animals move i.e. lateral and cross-lateral movement.

The children can copy these movements in drama or music and movement sessions.

• Make a wall mural of wild animals in their natural habitats – don’t forget to include ants, whales, dolphins, birds as well as the ones which the children really identify as wild animals.

Section 2: Wild Animals

Animals’ Homes 1 J

Use these words to write the place where you would find the wild animals listed:

r o e t s Bo r e p o ______________ lion ______________ u k S

•jungle •lake •sea •desert • polar region

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swan

dolphin

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tiger

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duck

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elephant

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penguin ______________

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polar bear ______________

______________ frog ______________ ©R eadyEdPu bl i ca t i ons octopus •f or______________ r evi ew pur posesonl y• camel

Draw your favourite animal from the list in its natural environment.

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Section 2: Wild Animals

Animals’ Homes 2 Draw the natural home around each of the animals below.

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Section 2: Wild Animals

Animals’ Homes 3 Here are some more wild animals.

Draw their natural homes around each of them.

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Section 2: Wild Animals

Animal Coverings Match the correct skin cover to the animals by ruling a line between the two.

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Section 2: Wild Animals

Animal Lifestyles •prefers cold weather

•prefers hot weather

•lives on water

•lives on land

•has a beak

•has feet

•has wings

•eats insects

•eats fish

•eats grass

•eats meat

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Lion

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•can climb trees

Tick the correct boxes for information about the animals.

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Orang-utan

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•f orr evi ew pur posesonl y• Bird

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Elephant

Dolphin

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Section 2: Wild Animals

Animal Crossword J

Find the animals that fit the clues.

r o e t s Bo r e phas stripes. ___ ___ ___ ___o___ u k 1. Lives in the jungle, S 2. Very small, lives underground. ___ ___ ___ 3. Eats fish, lives by the lake.

___ ___ ___ ___

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•zebra •leopard/cheetah •tiger •bird •ant •monkey •penguin

___ ___ ___ © ReadyEd___ Pu b___ l i c___ at i on s___ •f orr evi ew pur posesonl y•

4. An icy home, also eats fish.

6. Horse family, has stripes.

___ ___ ___ ___ ___

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7. Swings in trees, vegetarian.

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___ ___ ___ ___ ___ ___ ___

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5. Has spots, moves quickly.

___ ___ ___ ___ ___ ___

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Section 2: Wild Animals

Animal Sizes Cut out these animals and paste them on a piece of paper from largest to smallest.

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Section 2: Wild Animals

Animal Numbers J

See if you can work out these animal maths problems.

1) •3 lions •10 tigers •8 panthers

2) •6 swans •4 ducks •7 seagulls How many birds?

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r o e t s Bo r e ok How many bigp cats? u S How many mammals? ____ big cats (felines)

5) •12 kangaroos •7 dingoes •4 possums •2 numbats •1 dingo

____ mammals

6) •2 Tasmanian devils •6 dunnarts •3 hopping mice

©birds ReadyEdPubl i cat i ons ____ How many marsupials?

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How many primates? ____ primates

____ marsupials

7) •8 snakes •3 tortoises •11 lizards

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3) •4 apes •2 orang-utans •12 monkeys

How many reptiles? . te o 4) •2 numbats •5 tigers c ____ reptiles. che e •3 orang-utans r o r st super •1 estuarine crocodile •4 silvery gibbons

How many endangered animals? ____ endangered animals 40

For the Teacher

Section 4: Insects & Spiders

For young children the main purpose for including a brief study of insects and spiders is to remove any fears they may have aquired, make them aware of the need for care when approaching this category of the animal kingdom and to allow them to compare and contrast insects and spiders with larger animals.

r o e t s r e oo Specific Learning Outcomes B p u k S

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Specific Concepts

• Insects and spiders are living things.

• They are members of the animal kingdom.

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The children will practise and consolidate previously acquired skills while comparing and contrasting insects and spiders with the other animals already dealt with in the program, through discussions, practical activities and the completion of worksheets.

• They live in many different places and have many shapes and sizes.

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• Insects and spiders move in different ways. Most insects and spiders care for themselves without human intervention.

• Insects develop from eggs.

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• Young children love to watch the process of metamorphosis.

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Activity Suggestions • Have the children observe silkworms in the classroom, if you can aquire both worms and an adequate supply of food for them. Feed different foods such as mulberry leaves and lettuce to separate groups, and observe the different coloured silk they produce.

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• Encourage the children to observe insects and spiders in their natural habitat and discuss the work they do.

• Discuss environmentally friendly alternatives to chemical insect killers and explain the concept of “eco-systems” to the children.

• Encourage the children to study a spider’s web, then draw one.

• Use string or fine wool to make a spider’s web. The children can make spiders and their “victims” from egg cartons and pipe cleaners.

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Section 4: Insects and Spiders

Life Cycle of a Butterfly Label the butterfly’s lifecycle.

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Section 4: Insects and Spiders

An Ant Colony J

Label the pictures with the correct words:

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•queen ant •eggs •larvae (grubs) •cocoons •young ants •workers

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Section 4: Insects and Spiders

A Spider’s Dinner “Come into my parlour,” said the spider to the fly.

Draw a big spider’s web and the spider who lives there.

Then add four insects who were trapped in the web.

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For the Teacher

Section 5:

Australian Animals

In the Wild Animals topic the children were introduced to the concept of suitable climatic conditions for animals. This can be reinforced in this topic using animals, which in many cases, will be familiar to the children.

r o e t s Bo r e p Outcomes ok Specificu Learning S

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Specific Concepts

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The children will learn new skills in all subject areas and practice and consolidate those already learned while studying the specific concepts listed for Australian Animals, using discussion, worksheets and a wide variety of practical activities.

• There are many animals which are native only to Australia, and these can only be found in other parts of the world in captivity, e.g. zoos.

© ReadyEdPubl i cat i ons • Although Australian animals in the bush care mainly fore themselves, there are such • f o r r e v i e w p u r p o s s o n l y • people as rangers who play a part by caring for their environment.

• Animals can be divided into categories according to their characteristics, e.g. mammals, reptiles.

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• Some Australian animals are extinct and others are now considered endangered species.

• Most animals must care for themselves at a much younger age than human babies.

• Mythology and legends often tell a version of how animals came to be.

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Australian Animals Activity Suggestions • Discuss with the children the characteristics of reptiles and mammals identifying first Australian/ New Zealand examples of each.

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• Discuss the reasons why many Australian animals are now classified as endangered species.

• With older children the concept of mammal could be extended to marsupials, and even many younger children can be introduced to nocturnal animals.

• Children are fascinated with dinosaurs and a brief examination of these prehistoric animals can serve as an introduction to reptiles.

• Alternatively a large map could be drawn on the playground and the children could “fly” or “sail” around Australia

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• Mem Fox’s books can be used to practice social science skills by locating the states (Possum Magic) and capital cities (Sail Away). Even younger children can be introduced to this skill if a simple map is used, surrounded by photos of the states/cities.

• The children could generate their own adventures using the map in the previous activity after listening to the Mem Fox stories.

© ReadyEdPubl i cat i ons • Bake foods mentioned in “Possum Magic”.

Mathematics could be •f orr evi ew pur po seso nl y• • Compare and contrast the skin introduced through the weighing and

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• Have the children choose an Australian animal and a wild animal from another country. Research the characteristics, habitat, and feeding habits of both.

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• After reading a book to the children, ask them to find other books by the same author. Mem Fox is a good example of an Australian author.

• Read some Aboriginal legends dealing with the origin of various animals. The children could then write their versions of how other animals originated.

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• Have the children compare books by the same authors with different illustrators.

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measuring of ingredients.

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coverings of mammals and reptiles.

• Have the children list the animals mentioned in “Possum Magic” and categorise as mammals or reptiles.

Section 5: Australian Animals

Ten Dinosaurs Write over the numbers in each box and colour in the Australian dinosaurs. Then cut out the boxes and paste them on another piece of paper in the correct order - 1st to 10th.

r o e t s Bo r e p ok u S

6th

3rd

5th

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Section 5: Australian Animals

An Aussie Alphabet J

Rewrite these Australian animals’ names putting them into alphabetical order.

•wombat

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•wallaby

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•koala

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•lizard

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•kangaroo

•quokka

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__________________

•possum

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© ReadyEdPubl i cat i ons •numbat __________________ •f orr ev i ew pur posesonl y•

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Section 5: Australian Animals

Jumbled Australian Animals Can you work out which Australian animals these are?

Write the animal’s name in the space provided.

•lakao

Draw three of the animals in their natural homes.

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•spumso ________________ •zirlad

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________________

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©R eadyEdPubl i cat i ons •agarnoko _______________

•f orr evi ew pur posesonl y•

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•brokakuroa _____________ •sanke

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Section 5: Australian Animals

Animal Word Search J

Can you find these words in the word search?

r o e t s Bo r e p ok u S

b

o

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r

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f

a

s

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n

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a

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•kangaroo •koala •possum •lizard •snake •numbat •dingo •spider •bower bird •quokka

a

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o c . che e r o t Can you write a goodr sentence about one s of the animals super named above and YOU. _________________________________________________ _________________________________________________ _________________________________________________

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Evaluation

For the Teacher

If you have discussed the special names and homes of animals throughout the program, this can now be included in the evaluation, e.g.

r o e t s Bo r e p o u k FATHER MOTHER BABY Sbilly-goat nanny-goat Kid

Omit some of the following words in a test sheet for younger children:

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boar

sow

piglet

bull

cow

calf

fox

vixen

cub

drake

duck

duckling

goose gosling © Rgander e a d y E d P u b l i c a t i o n s lion lioness cub •f ortiger r evi ew p ur poses nl y• tigress cubo bitch

puppy

ram

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lamb

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dog

Homes can be written or for younger children, pictures can be substituted.

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kennel cage/hole hutch/warren hive shell web sty stable nest

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Australian Animals

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• Generalizes earlier concepts to this topic

• Completes sheets correctly

• Makes relevant contributions

• Participates in discussions

• Homes

• Families

• Aboriginal Mythology Animals

• Extinct/endangered

• Reptiles

• Mammals

• Categorizes according to characteriestics

• Animals native to Australia

For the Teacher

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Record Sheet

Concepts & Skills

For the Teacher

Section 6:

Imaginary Animals

All of the “Animals” program should have been fun for both you and the children but this is the culmination when you can let your imagination run wild.

However, you can also evaluate the children’s understanding by encouraging them to use the generalisations gained so far and apply them to their own creations.

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r o e t s Bo r e p ok u Specific SLearning Outcomes Specific Concepts

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The children will use the knowledge acquired in the “Animals” program to produce their own animals using a wide range of materials, and the skills learned to date.

• “Imaginary animals” live only in our imagination. They must be created using our knowledge of living animals, and of prehistoric animals.

© ReadyEdPubl i cat i ons •f orr evi ew pur posesonl y• Activity Suggestions

• We can share our imaginary animals with others by describing them, orally or in written or pictorial form. or in a model.

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• Tell the story of Buddha’s party and the 12 animals in Chinese culture (i.e.

“Chinese years” as in Year of the Monkey etc.) Discover the year/s in which the children were born and the animals to whom it belongs. Discuss the characteristics of people born in that year and ask the children’s opinions.

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• You know the children you work with – be sure the topic of imaginary animals does not become a source of nightmares and complaints from parents. The Mayer and Wagner books can be an opportunity to discuss dreams. I guarantee all children will be able to contribute to a discussion on nightmares! These could be the basis of their imaginary animals.

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• If possible, read Ogden Nash’s “The Tale of Custard the Dragon”. Discuss the physical characterisics of a dragon, extend to St. George’s dragon and others from mythology – China is a rich source here. Use choral speaking with this poem and dramatisation – ideal for your assembly item! * The Tale of Custard the Dragon. (1998), Brown Young Readers, USA. ISBN: 0316590312

• Although Tolkein’s “The Hobbit” is a little advanced for this age group you could tell a brief outline of the story with the emphasis on the section about the dragon.

• Discuss other mythical creatures, such as the unicorn.

• The children can make a variety of puppets based on the characters in the books read to them and re-enact the story and/or produce an alternative ending.

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Imaginary Animals Activity Suggestions • Compare and contrast the imaginary animals in the stories read, discuss their characteristics, their homes, what food they might eat, what their babies might look like.

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• Provide a wide range of junk materials and allow the children to make their own animal and its home. Plasticine or clay can be used to make food. Older children can write a book about their animal

• Encourage the children to use measurement for the height, weight, length of appendages and girth of their animals.

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• Now it’s the children’s turn. You can make a model if you wish but try not to influence the children. Older students can be encouraged to consider the influence of their animal’s environment, eating habits, etc. on its physical characteristics.

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excellent activity to encourage “writing for the reader” and reading carefully.

N.B. The worksheets for this section are very much “starter sheets”. Hopefully, the children will be so eager to produce their own animal, and do the associated writing that you can dispense with the sheets, or at the very least, use them for ideas generation.

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• Have the children write about an imaginary animal, another child has to illustrate the writing. This is an

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• Use the paint and paper folding technique, then have the children write a short poem about the creature produced.

In addition, math activities (cardinal and ordinal numbers sequencing, etc.) can be written. Sheets for these could be classroom produced using pictures from “More Classroom Timesavers Unlimited”.

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Evaluation would be based on the children’s participation in discussions, and the animal and writing they produce.

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Section 6: Imaginary

Animals

T.V. Talkers “What’s up, Doc?” asks Bugs Bunny, and he’s only one of many T.V. animals that talks.

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Write a conversation between a “T.V. Talker” and your family pet. What do you think they would talk about?

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Section 6: Imaginary

Animals

The Guloog At the bottom of this page you can see the feet of a Guloog, a strange animal from outer space.

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Draw the rest of the Guloog and tell your teacher and your friends about it.

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Section 6: Imaginary

Animals

Animal Recipes Just imagine that you were asked to create a brand new animal. However, your magic spell says that your animal must use the features of five other animals.

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r o e t s Bofoan elephant) r e What would you use? (e.g. the trunk p ok u S 1. _______________________________________________ 2. _______________________________________________ 3. _______________________________________________ 4. _______________________________________________

© ReadyEdPubl i cat i ons 5. _______________________________________________ •f orr evi ew pur posesonl y• Draw your animal here:

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Evaluation Checklist

For the Teacher

English The students will:

The students will:

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r o e t s Bo r e p ok u S Mathematics

• participate in both small group and whole class discussions; • demonstrate courtesy in discussion; • listen carefully to both adults and their peers; • make only relevant contributions to discussions; • speak clearly and confidently; • listen to a wide variety of literature and discuss the content; • demonstrate and understanding that print holds a message and that the message remains constant; • read orally at the correct pitch, tone and pace; • read silently at an acceptable speed; • demonstrate an understanding of what they read through discussion, drama, and correct completion of written work; • correct miscues within a reasonable time; • read additional material on topics of interest and by favoured authors; • use drama to demonstrate understanding of a concept, to re-enact a story heard or read, to communicate a message; • write with the reader in mind; • write using a variety of styles; • use peer conferencing to edit their writing; • edit their work before requesting a teacher conference; • use “invented spelling” for unfamiliar words; • demonstrate an understanding of

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sentences, words and the fact that letters can produce different sounds in isolation or letter blends; • identify rhyming and non-rhyming words; • participate in choral speaking, identifying the rhythm used.

• identify colours and shapes; • demonstrate an understanding of 1:1 correspondence and the concept of sets; • participate in free play with a wide variety of materials; • use ordinal number in rhymes and songs; • sort, match, group and share; • add a given number to a set; • take a given number from a set; • investigate order relations; • participate in sequencing activities • use repeated addition; • use pictographs; • play games of chance; • combine, separate sets of objects; • create patterns to examine number facts; • use problem solving skills efficiently; • play games to develop an understanding of position and movement, paths, regions and boundaries; appreciate the attributes of objects; • use modelling materials; • identify the characteristics and names of 2-D and 3-D shapes;

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Mapping • participate in simple mapping activities; • demonstrate an understanding of positional terms; • make and use simple maps and models; • use the alpha-numerical system accurately with maps and pictures; compare distances between objects and places.

r o e t s Bo r e p ok u S Graphs and Tables

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• demonstrate an understanding of symmetry; • participate in building, constructing, arranging and stacking activities; • measure by direct comparison; • participate in pouring, filling, emptying, stacking and packing activities; • measure ingredients correctly using arbitrary units; • participate in balancing, throwing, rolling and carrying, cooking, modelling, shaping and lifting activities; • demonstrate an understanding of simple time concepts; • respond to rhythmic patterns; • demonstrate an understanding of area through painting, cutting out, covering, cutting up, reassembling, pattern making, framing, tracing; • use arbitrary units of measurement for length, area, volume and capacity, mass and time.

• collect and interpret information; • record information in simple graphs; • compare amounts represented in simple terms.

Pictures and Diagrams

• record information by drawing and © ReadyEdP u bl i cat i ons painting; collect pictorial information from a •f orr evi ew pu•r p osesonl y• variety of sources;

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The students will: Verbal • demonstrate the ability to aquire information through listening and observing from various sources; • use the resource centre to aquire information; • sequence information in a logical order; • use library skills commensurate with age and development; • identify the various parts of the library; • distinguish between fact and fiction; • demonstrate the ability to alphabetize; • give talks/picture talks to class members.

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• interpret pictorial information; • use photographs as a source of information; • interpret information from pictures and photographs.

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S&E / SOSE / HSIE

o c . che e The students will: r o t r s super Science

• demonstrate their ability to observe, classify, communicate, measure, infer, predict and identify space and time relationships through participation in discussions and completion of written work with at least 80% accuracy.

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Health / PDHPE The students will: • demonstrate their understanding of the need to observe the necessary safety precautions when approaching unknown animals through discussion and practical application.

Teac he r

The students will:

• participate in a variety of music activities (singing, dance, movement to music); • demonstrate an appreciation of beat and rhythm through a range of activities.

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• use a variety of media to produce work which will demonstrate their understanding of the concepts studied.

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m . u

The students will:

o c . che e r o t r s super