«s) ning (ICL ing Lear Connect Ideas for Key Stage 1 Years 3 & 4 Bugs, Birds and Beasts The Arts • clay animals and habitats • ...»
Key Stage 1 Years 3 & 4
Bugs, Birds and
• clay animals and habitats
• animal movements and sounds
• moving to music
• observational drawings
• animal needs and our
• perfect pets
• death of a pet
• animals who help us
The World Around Us
• change over time
focus • respond to music • explore and develop a range of Children have an innate curiosity about the world movements around them and the creatures that inhabit it.
• working creatively with others In ‘Bugs, Birds and Beasts’ they look at the variety of • observing and evaluating animal life, their interaction with it and their roles and performances responsibilities towards animals.
s) ing (ICL Learn necting r Con Ideas fo Contents
This ICL booklet ‘Bugs, Birds and Beasts’ contains the following:
Suggested Learning Intentions and Activities for:
• The Arts 3
• Personal Development and Mutual Understanding 7
• The World Around Us 13
• Physical Education 17 Contribution to the Development of
Ideas for Connecting Learning Bugs, Birds and Beasts The Sounds Of Animals Suggested Learning Intentions
• Investigate and experiment with ways of making sound.
• Work creatively with sound.
• Produce pictures and patterns to represent sounds.
Suggested Activities Brainstorm the animals, birds or mini-beasts that can be found in various places, such as, a farm, a zoo, the jungle, at home and in the immediate locality. Categorise the outcomes.
Describe some of the sounds made by these animals, for example, birds singing, pigs grunting and snakes hissing. Group the sounds, for example, high/low and loud/soft. Use voice and body sounds to imitate the animal noises.
Now use a variety of classroom and improvised instruments to recreate the animal sounds. In groups, compose and perform a sequence of sounds to represent the different animal noises. Draw a pictorial score to represent the sounds created.
Listen to and explore the work of various composers in which animals are portrayed, for example, ‘Carnival of the Animals’ by Saint-Saens or ‘Peter and the Wolf’ by Prokofiev.
Discuss and list ways in which animals move, for example, an elephant lumbering (slow, loud, heavy sound), a snake slithering (fast, sliding up and down). Create sounds to represent these movements, for example, elephant – slow, loud drumbeat; frog – two-tone woodblock; snake – maracas/ glockenspiel. Arrange the sounds together in a sequence and perform.
Draw a pictorial score to represent the sound story.
Listen to various stories about animals and add appropriate sound effects.
What Animals Live Nearby?
Suggested Learning Intentions
• Investigate and respond to direct sensory experiences.
• Use a range of materials in a variety of 3D constructions.
• Evaluate their own and others’ work.
• Communicate their ideas of colour, line and shape using ICT.
Suggested Activities Explore the school grounds or local environment and capture digital evidence of its wildlife and habitation. Collect any mini-beasts you find, such as, woodlice, slugs or centipedes. Use books and ICT resources such as, www.naturegrid.org or ‘Clicker’ to identify the different species of mini-beasts.
Use a digital microscope to observe and record mini-beasts and then make detailed observational drawings of the insects using chalk pastels. Explore and discuss the symmetry of the mini-beasts observed. Make a clay model, using the observational drawings for reference. Paint and glaze the clay mini-beast in appropriate colours.
Discuss the habitats of the various mini-beasts. Make a detailed study of the stones under or near where the mini-beasts were found – note shapes and markings using a variety of media such as chalk pastels. Use clay and modelling tools to create a hollow ‘stone’, under which to place the clay minibeast. Paint with poster paint and finish with a coat of PVA adhesive. Display the work, placing the minibeasts under or near the clay stone habitats and add natural materials such as autumn leaves or twigs.
Reflect on the activity. How was the minibeast made? What problems did you encounter and how did you solve them? Compare and contrast your work to the work of others.
Ideas for Connecting Learning Bugs, Birds and Beasts A Dog’s Life?
Suggested Learning Intentions
• Become aware of the diversity of people within the community.
• Know about their responsibilities within their community.
Suggested Activities Make a shared list of the ways that dogs contribute to society and brainstorm the different breeds of dogs. Sort the information to compile a list of jobs
that dogs do, for example:
• farm dogs;
• sniffer dogs;
• companion dogs;
• hunting dogs;
• mountain-rescue dogs;
• guide dogs; and
• guard dogs.
Find out about the safety issues in working with dogs.
Read stories and view footage about dogs helping people. As a class, discuss and organise the information into a report using an agreed shared framework. Make a collage of pictures and newspaper articles about how dogs help people.
Contact support organisations, for example, the Royal National Institute for the Blind or the Royal National Institute for the Deaf to find out about their work. Find out more about how these organisations use dogs to help deaf and blind people. Investigate ways to actively support these charity organisations.
Animals’ Needs Suggested Learning Intentions
• Recognise the options that contribute to a healthy lifestyle.
• Recognise the similarities and differences between animal and human lifestyles.
Suggested Activities Draw a picture of a boy or girl who is really healthy. Around him or her, draw and write all the things that person needs to stay healthy and safe.
On the other side of the page, draw a pet animal that is healthy. Around it draw and write all the things that it needs to stay healthy and safe.
Examine everyone’s drawings and talk about what we need and what animals need in order to stay healthy.
Make a shared list of the similarities and differences between animals and humans in relation to their care and basic needs. Display the results on a two-criteria Venn diagram.
Ideas for Connecting Learning Bugs, Birds and Beasts Perfect Pets Suggested Learning Intentions
• Understand their responsibility towards pets and other animals.
• Become aware of what influences their views.
Suggested Activities Make a collection of your favourite toy animals and compile a class list of the different animals that can be kept as pets.
Using an image editing software package, such as ‘Paw Prints’, place a picture of the pet in the middle of the page. Surround the picture with words and images representing the different needs of the animal.
Complete a data collection sheet to identify the different pets owned by children in the class. Record and present the data using a block graph, bar chart or using an ICT software package, such as, ‘Starting Graph’ or ‘Counting Pictures’.
Identify the pets’ different needs, and who takes responsibility for them.
Use pet care accessories to show how different animals are cared for.
Invite a person who works with animals, for example, a vet, zoo-keeper, dog warden or charity worker, to talk about their role, and the different skills they use in their daily work.
Identify the perfect pet. Give reasons for your choice. Choose a name for the pet and explain why the name is appropriate. Identify the perfect pet for a
variety of people, for example:
– an elderly person;
– a family with two young children;
– a young person living in a high-rise apartment.
Discuss the factors that should be considered in selecting a pet for each of these people.
Loss and Remembrance Suggested Learning Intentions
• Recognise the feelings associated with separation, loss and bereavement.
• Reflect on loss as part of life.
Suggested Activities Read the story ‘Fred’ by Posy Simmons (Primary Values, page 59) and respond to the issues within the story. Identify and name the range of feelings expressed throughout the story. Discuss the ways in which Fred was remembered by the children and the other cats.
Talk about how we remember people that have died and why it is important to remember them.
What do you know about what people do when someone dies?
Who would you go to if you needed to talk about something sad?
Ideas for Connecting Learning Bugs, Birds and Beasts Our Animal Neighbours Suggested Learning Intentions
• Explore and investigate aspects of the immediate environment.
• Design and make simple objects and models.
• Identify changes that have occurred over time.
• Collate and record information using a variety of formats, including ICT.
Suggested Activities Minibeasts Investigate the locality by keeping a nature diary when visiting woodlands or exploring the school grounds. Include, for example, written records, photographs or sketches. Sort and present the data using two criteria on a Tree, Venn or Carroll diagram, using ICT software, such as, ‘Logo’.
Visit a museum’s collection of real mini-beast specimens and look for similarities and differences. Design and make a model minibeast, for example, ‘Incey Wincey Spider’. Design a new species of bug or minibeast.
Create a minibeast ‘hotel’ and use it to collect minibeasts from the school grounds. Use books and/or ICT resources such as www.naturegrid.org or ‘Clicker’ to identify the minibeasts collected.
Use a digital microscope to observe and record images of the minibeasts (how they move and feed) including the location they were captured and label the body parts. Use a software package, such as, ‘Starting Graph’ or ‘Counting Pictures’ to record minibeast data.
Birds Observe, describe and use software, such as, ‘Starting Graph’ or ‘Counting Pictures’ to record the birds that visit the school grounds or local area during a limited period of time. Set up e-mail links with schools in other countries and compare the birds that visit their school grounds. Make a list of materials birds use to build their homes and suggest reasons why. Use the software package ‘Through My Window’ to find out about birds.
Design and make a simple seed dispenser to hang on the school bird table.
Use your imagination to design a new type of bird feeder, for example, one that plays music when birds land on it.
Mammals Brainstorm the mammals that live in the local environment. Choose one and find out more about its life, for example, its appearance, home, young, shelter, food or seasonal change. Find out about the effects of seasonal change on some of the local mammals, for example, hibernation, thicker coats for protection against cold, shortage of food etc. Interview a visitor in school who works with these animals, for example, a local vet or member of the USPCA.
Create a list of mammals from other regions, for example, polar or desert regions. Use traditional and/or digital sources (such as www.enchantedlearning.com, ‘Clicker Stories’ or the ‘Interfact Series’) to find out about a specific mammal from these regions. Identify their home, food and young. Make a list of materials they use to build their homes and discuss possible reasons for their choice. Compare and contrast local animals with one from a different location, for example, a rat and a desert rat or a deer and a reindeer. Reflect on the similarities and differences in the animals and suggest reasons for these. Find out the names for a variety of animals in different languages. How were these animals portrayed in the past, for example, in ancient Egypt or Greece.
Animals’ Homes Investigate a variety of animal homes, for example, birds’ or wasps’ nests.
Explore the effect of cutting down trees and hedges on animals’ lives.
Reflect on the dangers of dropping litter for local animals. Design and make a food chain mobile, use the mobile to explore the effect on all animals, of one particular animal becoming endangered (for example, if we destroy all the hedges, mice have no place to live, which means birds of prey and cats have nothing to eat).
Wider World Visit the zoo and find out about the variety of living things. Choose one of the animals in the zoo and find out how they grow, move and feed. Make a list of the people who work in the zoo. Talk about the pros and cons of zoos.
Ideas for Connecting Learning Bugs, Birds and Beasts What Do We Use Animals For?
Suggested Learning Intentions
• Design and assemble models by exploring different ways of joining materials.
• Identify jobs of familiar people.
• Recognise and give simple reasons for change over time.
• Explore the role of animals.
• Make observations using the senses.
• Be able to recognise a fair or unfair test.
Suggested Activities Food Find out about life on a farm by visiting a farm or devising a questionnaire to interview a farmer or a vet. Record the visit using a tape-recorder and/ or digital camera. Consider all the animals on a farm and generate a list of foods that they produce. Follow a food from ‘farm to table’, for example, milk or bread.
Visit the farm area and workshop ‘From Fleece to Garment’ at the Ulster Folk and Transport Museum. Identify and role-play simple relationships between buyers and sellers throughout this process. Experiment with making a product, for example, soft cheese or yoghurt. What new food products could you make?