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1 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


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


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.


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.


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]

http://www.tes.co.uk/

mailto:[email protected]


LINKS TO THE 2014 KS1 NATIONAL CURRICULUM

Science POS Mathematics POS Art and

Design POS Geography

POS

LESSON

Identify and name a variety

of animals

and plants

Identify and

describe a variety of micro habitats

Identify and

describe a variety of macro habitats

Sort, group and

categorise plants and

animals

Explore the differences

between living, dead and never

alive

Understand and

explain omnivores, carnivores

and herbivores

Understand and

explain how plants and

animals depend on each other

Construct, explain and understand simple food

chains

Explain and give

examples of animal

adaptation and

suitability to habitats

To ask and answer

questions about

totalling and comparing categorical

data

Explain differences in

length and height (for example,

long/short, longer / shorter,

tall/short)

Explore the of use a range of materials

creatively to effectively design and

make products

To recognise

and explain the key

physical features

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

PSHE POS

Design Technology POS Computing

POS ENGLISH POS

LESSON

Explain factors

that affect the health and well-being of

living things.

Show empathy

for animals

and others.

Identify and explain

examples of what

improves and harms their local, natural and

built habitats

Design an appropriate

product based on

design criteria and research.

Generate, develop and

communicate their ideas

through talking and

drawing.

Select from and use a

range of tools and

equipment to perform practical

task, (cutting, shaping,

joining and finishing)

Select from and use a

wide range of materials and components,

including construction

materials

Effectively evaluate

ideas and products against design criteria.

Use technology

purposefully to create,

manipulate and retrieve appropriate

digital content

Able to develop

sentences by

sequencing to form short

narratives.

Able to write down

ideas and/or key

words, including

new vocabulary.

Develop confidence

in discussing what they

have written with the teacher and other

pupils.

Read aloud their

writing clearly

enough to be heard by their

peers and the

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


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 common animals and plants

SCIENCE: To understand and explain how to identify, name, group and sort a variety of plants and animals.

To be able to describe and compare the structure of a variety of common animals (fish, amphibians, reptiles, birds and mammals

To understand, explain and compare the differences between things that are living, dead, and things that have never been alive.

BIG QUESTIONS:

How can we group animals and plants?

What makes something alive?

What do a variety of animals have in common?

1. Plant or Animal: discussion and grouping task, card sort or white-board led

discussion 2. Identifying a range of animals: naming from board 3. Compare different animals: discussion on how we could compare the animals

and task

Slide 12: Comparing Animals:

SPIDER BIRD (Goldfinch)

CAT

LEGS 8 legs 2 legs 4 legs

EYES 8 eyes 2 eyes 2 eyes

FUR, SKIN FEATHERS

hard exo-skeleton skin and feathers skin and fur

EARS no, have vibration sensors

yes, 2 yes, 2

FEET yes, 8 hairy feet yes, 2, normally with 4 toes / claws

yes, 4 paws normally 4 pads, five toes and claws

COLOUR this one, black, brown, black, white

brown, grey, red, black, yellow

orange, ginger, white, brown

MOUTHS 2 mouths, very small sharp beak yes with sharp teeth

WINGS no Yes 2, can fly no

SIZE Varied tiny: 0.3om to very large 25cm

Goldfinch about 12cm. Birds: hummingbird 5cm To ostrich 2.8m

Average 23 – 25cm high, 46cm long Average tail 30cm

Plant or animal sheet: 1:1 Animal grouping: Venn diagram: (2x alternatives): 1:2 Animal grouping: Carroll diagram: 1:3 Blank Venn and Carroll diagram sheets provided Plant and animal cards for sorting exercises if required: 1:4 Independent learning animal and plant labelling 1:5


Slide 15: Comparing Animals:

CLOWNFISH BUTTERLY DONKEY

LEGS None, but does has 2 lower ventral fins 2 side pectoral fins, 1 anal fin, 1 split dorsal fin

4 long, 2 short 4 legs

EYES 2 eyes 2 compound eyes made up lots of light receptors

2 eyes

FUR, SKIN FEATHERS

scales Hard exo-skeleton

Fur made up of hair

EARS no Yes, 2 in their wings

Yes 2, big ones for hearing and keeping cool

FEET no Yes 6 with taste receptors

Yes 4 hooves

COLOUR orange, white, black Yellow, gold, brown, black, red, blue, purple

browns, black, cream

MOUTHS yes, very small, smooth teeth

Yes, tube-like proboscis

yes, big mouth and big flat teeth

WINGS no, but do have pectoral fins

Yes and they can fly

no

SIZE smallish 10cm to 18cm long

Varies 1cm to 30cm wide

medium to large 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. 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

SCIENCE: To be able to explore and identify local micro-habitats, explaining their features and conditions.

To be able to explore and name a

1. Habitats: Local Habitats 2. Recall “What do living things need?” 3. Where do local animals live? Brainstorm. 4. Define habitat

Pond dipping identification sheets: 2:1 Pond dipping record sheet: 2:2


variety of plants and animals that live in local micro-habitats.

To be able to carry out a simple scientific investigation, recording data and drawing conclusions.

To be able to identify and name a variety of common wild and garden plants, including deciduous and evergreen trees

MATHEMATICS:

To be able to ask and answer questions about totalling and comparing categorical data.

BIG QUESTIONS:

Which animals and plants live locally?

Where do these animals and plants live?

Why do animals live in a specific place?

5. Habitats in the school environment: 6. Habitat hunt and identify school habitats 7. Draw a map of where the habitats are 8. Describe the habitats features and conditions 9. Draw 2 school habitats, label and describe 10. (Option 1) Woodlice habitat experiment 11. (Option 2) Pond dipping exploration and identification 12. (Option 3) Tree and leaf hunt and identification 13. Review of learning: habitat conditions 14. Independent learning:

a) Map of local habitats, b) Create a fact file on an animal, c) Draw a close up picture of an animal and its environment.

3 Big Habitats: Features, conditions, animals and plants

SCIENCE: To be able to investigate and identify common macro habitats, explaining their features and conditions.

To be able to explain the similarities and differences between a variety of common macro habitats

1. Recall of last lesson and micro habitats.

2. Describe the conditions for a range of macro habitats: Mountain, River, Jungle, Sea, Desert, Beach, Forest, Arctic, Savannah: table based task and report back: FEEL SEE HEAR WEATHER TEMPERATURE?

3. Allocating animals for each habitat: a. task with two habitats and the groups of animals per group. Complete

task and report back. Run through the Power Point to check, discuss and correct. The reasons given for the choices are important.

4. “What is the problem?” habitat photos. Which animals are out of place and

why?

Description word prompts: 3:1 Big habitats and animal sheets cut up. Sheets x9: 3:2 Habitat description worksheet: 3:3 Independent learning worksheet: 3:4


To be able to explore and name a variety of plants and animals that live in a variety of common macro 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?

5. Independent Learning: a) Habitat adjectives, b) Why animals live in certain habitats

4 Big Habitats: making habitats

SCIENCE To be able to explore and name a variety of plants and animals that live in a specific common macro habitat.

DESIGN TECHNOLOGY To design an appropriate product based on design criteria and research.

To generate, develop and communicate their ideas through talking and drawing.

BIG QUESTIONS

1. Outline the make a habitat in a box task and show the example work. Group the students and allocate a habitat to each group.

2. Explain that this is a design and make task and that we will be looking at the skills we use in design and technology, outlined on the slide.

3. Students to undertake research into the animals, plants, colours and other

aspects of their allocated habitat. Feedback and discuss.

4. Students to develop some independent ideas for their habitat layout and content. These independent ideas need to be discussed by the group and a final plan developed.

5. Health and safety discussion for the equipment available: glues / glue gun,

sharp edges / points, sticky tape, staplers, paper cuts. Washing hands at the end of the lesson.

6. Start making the box / container. Keep it A4 size (shoebox) so that a colour

print can be used as a background. Collect materials.

Habitat in a box examples sheet: 4:1 Habitat research record sheet: 4:2 Habitat designing worksheet 4:3


Is your first idea the best one?

What animals and plants live in your habitat?

What is the colour range of your habitat?

7. Independent learning:

a) Complete the research sheet by sorting the animals and plants into their categories.

5, 6 & 7

Big Habitats: making habitats

SCIENCE To explore and name a variety of plants and animals that live in a specific common macro habitat.

DESIGN TECHNOLOGY To select from and use a range of tools and equipment to perform practical task, (cutting, shaping, joining and finishing)

To select from and use a wide range of materials and components, including construction materials, textiles and ingredients, according to their characteristics and their effect.

ART AND DESIGN To explore the of use a range of materials creatively to effectively design and make products

COMPUTING To use technology purposefully to create, manipulate and retrieve appropriate digital content

LESSON 7

1. Health and safety discussion for the equipment available: glues / glue gun,

sharp edges / points, sticky tape, staplers, paper cuts. Washing hands at the

end of the lesson.

2. Background: (either or combination)

a) Print out a colour photograph b) Print out a b/w image and paint / colour in c) Draw and paint your own background d) A plain colour may suit some habitats

3. The base or ground of the habitat:

a) Use card to create an uneven surface / slopes b) Use papier-mâché to construct a terrain c) Make features such as boulders and glue them in

4. Develop plant / leaf shapes: (either or combination)

a) Draw the shapes on card / colour / cut out

b) Size and print onto card from a colour printer / cut out

c) Vary the materials to increase the amount of texture

d) A folded piece of card is more rigid than a flat piece

5. Animal shapes: (either or combination)

a) Draw the shapes on card / colour / cut out

b) Size and print onto card from a colour printer / cut out

c) Vary the materials to increase the amount of texture

d) A folded piece of card is more rigid than a flat piece

e) Some may need supports at the back of the shape

6. Use thread to hang birds / fish from above.

Independent learning task: Habitat design sheet: Front edges and Evaluation 7:1


DESIGN TECHNOLOGY To effectively evaluate ideas and products against design criteria.

BIG QUESTIONS

What textures and shapes do you need.

Which tools are the best to shape and cut the materials?

How can the internet help us?

Which team member did what?

How do we know your habitat is a success?

7. Use layers of plants and features to give depth to the habitat

8. Glue items into place working from the back to the front

9. Possibly use the Independent learning task to design the front edges of the

habitat following lessons 5 or 6. Use the front / side edges to finish off and

frame the habitat.

10. Evaluation of the task:

a) Start with who did what? (part of the independent learning sheets asks

this)

b) What went well / what do you like?

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 making ENGLISH COMPOSITION: To be able to develop sentences by sequencing to form short narratives.

To be able to write down ideas and/or key words, including new vocabulary.

1. Introduce lesson to write a story about a problem that happens in one of the real life habitats we have looked at and how it is solved.

HABITAT: ANIMALS / PLANTS

PROBLEM: ? food, water, storms, drought, too hot / cold, accidents

WHO / WHERE / WHAT / WHY

HOW IS THE PROBLEM SOLVED AND BY WHO? 2. Story sequencing task: read Three Billy Goats Gruff (or other prepared

resource). Students to order the cut out sequencing cards and put them in order. (What were the main events?)

Story sequencing: 8:1 Storyboard planning sheet (3 alternatives): 8:2 Story word prompt sheet. Independent learning story sequencing cards: 8:3


To develop confidence in discussing what they have written with the teacher and other pupils.

To be able to read aloud their writing clearly enough to be heard by their peers and the teacher.

SCIENCE: To explore and name a variety of plants and animals that live in a specific common macro habitat.

BIG QUESTIONS

Who are your key characters?

What is the problem they are solving?

What are the main events?

In what order do the events occur?

3. Outline a simple story structure: START, MIDDLE, ENDING 4. Using one of the story planners or storyboarding sheets the students plan out

their stories. (Rough example given)

5. Resources: word prompt sheet, opening lines slides / sheets

6. Self-assessment and reading each other’s stories.

7. Independent learning: a) Finish the story b) Make a different ending to your story, either a sad or happy ending. c) Write three opening lines to a story about an animal who is looking for

food. d) Create a set of story sequencing cards for your story.

9 Suitability and Adaptations

SCIENCE: To be able to explain why most living things live in habitats to which they are suited.

To be able to explain how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.

To be able to identify ways that an animal or plant has adapted to the habitat in which it lives.

1. Animals and plants adapt to their habitats to make themselves more suitable to being there. Can you think of ways they could adapt and why they would need to? Examples on the power point slide.

2. Research how these animals have adapted to their environments using the internet.

3. Feedback and discussion using student’s answers and prepared slides with

adaptations outlined.

4. Using the knowledge from the previous exercise design an animal for one of the habitats shown. The Animal Adaptions design sheet has body part prompts to help.

5. Discuss student designs or let students present their animals to the class. The

reasons for the shape and features of the animal should be suited to the habitats. The justification is the important aspect.

Create an adapted animal design sheet: 9.1 Animal adaptation design sheet 9:2 Animal adaptation tracing templates: 9:2


MATHEMATICS MEASUREMENT: To be able to explain differences in length and height (for example, long/short, longer/shorter, tall/short)

BIG QUESTIONS

Why is a polar bear white?

Why can’t penguins fly?

Why does an animal need camouflage?

6. Mimicry adaptations: some animals and plants have adapted look like

something else. Two examples are given: Oleander moth and a stick insect. Students to outline what they altered to make themselves look that way: shape, pattern, colour, size, decoration.

7. Animal adaptation tasks: a parrot and a lamb. (tracing templates given)


a) Draw an alien landscape with an alien suitable for the features you have drawn.

b) Research and report on an animal that has adapted in some way to its habitat.

c) Research and report on a plant that has adapted in some way to its habitat.

10 Food chains and webs

SCIENCE To describe and explain how animals obtain their food from plants and other animals.

To use the idea of a simple food chain correctly to show how plants and animals depend on each other.

To be able to explain how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.

To be able to explain how to identify and name a variety of common animals that are carnivores, herbivores and omnivores.

1. Discussion: Have you ever seen an animal eating? What were they eating?

2. Discussion:

Why do animals eat? (To survive, to keep healthy, to grow and ENERGY) 3. Explanation of food chains

4. Simple food chain example tasks and discussion

5. Plants produce their own food through photosynthesis. They are called

“Producers”

6. Animals are “CONSUMERS”. Animals are reliant on plant producers and other animals for their food.

7. Outline and discussion on “PRODUCERS”, “HERBIVORES”, “CARNIVORES”,

“OMNIVORES”

8. Card sort into groups using the food chain cards (cut out). Dark green: Producer plants, Light green: Herbivores, Red: Carnivores, Orange: Omnivores

a) PRODUCERS and CONSUMERS

Food chain cards (x3 sheets): 10:1 Food web worksheet: 10:2 Food chain word search: 10:3 Independent learning: food chains: 10:4


BIG QUESTIONS

What is food?

Why do animals eat? How do plants produce their

own food?

b) VERTEBRATES and INVERTEBRATES c) HERBIVORES, CARNIVORES and OMNIVORES

9. Discuss PREDATOR and PREY definitions 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

SCIENCE: To describe and compare the care and needs of a variety of common pets.

To be able to explain how to identify and name a variety of common animals that are carnivores, herbivores and omnivores.

PSHE: To be able to explain factors that affects the health and well-being of living things.

1. Discussion on which of the animals would make a good pet and why. 2. Brainstorm of what pets need to make them happy. Discuss.

3. The Five Freedoms and what they mean. Apply these to a pet the students

know. Feedback to the class. Slide 287: The Five Freedoms The five freedoms as currently expressed are:

Freedom from hunger or thirst by ready access to fresh water and a diet to maintain full health and vigour

Freedom from discomfort by providing an appropriate environment including shelter and a comfortable resting area

Freedom from pain, injury or disease by prevention or rapid diagnosis and treatment

Freedom to express (most) normal behaviour by providing sufficient space, proper facilities and company of the animal's own kind

Looking after pets record sheet: 11:1 Looking after pets: The Five Freedoms: 11.2 Looking after pets: Healthy pets: 11.3


To be able to show empathy for animals and others.

BIG QUESTIONS

What does care mean?

How do we know our pets are happy?

How do we know our pets are healthy?

Freedom from fear and distress by ensuring conditions and treatment which avoid mental suffering

4. Looking after dogs: a. Does this dog look healthy, why not? b. How do we look after a dog? c. Things we need and actions we need to take to look after dogs.

Brainstorm, discuss and feedback. Slide: 289: Looking after dogs 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


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


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 animals

SCIENCE: To be able to explain how different habitats provide for the basic needs of different kinds of animals and plants, and how they depend on each other.

To able to give examples of the effect of changes to habitats and the animals and plants that live in them.

COMPUTING To use technology purposefully to create, manipulate and retrieve appropriate digital content

PSHE: To be able to identify and explain examples of what improves and

1. What do animals need from the habitats they live in? a) Food b) Water c) Shelter d) Air e) Space to raise its young

2. What would happen if any of these were taken away or there was a problem

with them? What would be the effect on the animals in the habitat?#

3. Using the given food chain as an example. What would happen to the other animals and plants if something broke the food chain?

4. Students to research one of these animals. (Allocate or choose)

a) Golden toad b) Dodo c) West African black rhino

What happened to them? Feedback and discuss. Slide 320: Research these animals: Golden Toad The golden toad, which is sometimes referred to as the Monteverde toad or the orange toad, was a species that lived only in the Monteverde Cloud Forest


harms their local, natural and built environments and about some of the ways people look after them.

BIG QUESTIONS

What does extinct mean? What does endangered

mean? Why do living things become

extinct?

Biological Reserve in Costa Rica. It was once a common species, but no specimen has been seen since 1989. The toad’s breeding sites were well-known and closely watched — in 1988, only eight males and two females could be found, 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 was declared extinct in August 2007. The amphibian disease chytridiomycosis, airborne pollution and global warming probably contributed to the species' demise. Read more: http://www.mnn.com/earth-matters/animals/photos/10-animals-presumed-extinct-in-the-last-decade/golden-toad#ixzz3KGwLopYh The first record of the Golden Toad was by herpetologist Jay Savage in 1966. The toad, recognized by its brilliant golden orange color, was native to the tropical 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

http://www.mnn.com/earth-matters/animals/photos/10-animals-presumed-extinct-in-the-last-decade/golden-toad#ixzz3KGwLopYh

http://www.mnn.com/earth-matters/animals/photos/10-animals-presumed-extinct-in-the-last-decade/golden-toad#ixzz3KGwLopYh


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.


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.


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

https://www.tes.co.uk/teaching-resource/The-Donkey-Sanctuary-Visit-Guide-KS1-2-6446647

mailto:[email protected]


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

http://www.thedonkeysanctuary.org.uk/adopt

the donkey sanctuary animals and their habitats… · the donkey sanctuary animals and their...

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