ANIMALS AND THEIR HABITATS: KS1 LESSON 1 IDENTIFYING AND GROUPING COMMON ANIMALS AND PLANTS. A teaching resource developed The Donkey Sanctuary

ANIMALS AND THEIR HABITATS: KS1 LESSON 1 IDENTIFYING AND GROUPING COMMON ANIMALS AND PLANTS A teaching resource developed The Donkey Sanctuary

ABOUT THIS RESOURCE This resource has been developed and produced as part of a series by The Donkey Sanctuary, with a view to furthering one of it s core aims in promoting understanding, care and welfare issues for animals by young people. It has been developed to cover a range of aspects from the new 2014 KS1 Programmes of Study which are outlined in the separate Teacher s Notes and Scheme of Learning. 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. We would welcome any feedback, additions, student s work or comments concerning this resource which can be directed to the National Schools Programme Coordinator: carl.wholey@thedonkeysanctuary.org.uk

CONTENTS Lesson Focus Detail 1 Animals and plants Identifying, grouping & classifying 2 Local micro habitats School habitats: finding & recording 3 Big habitats Features, conditions, animals & plants 4 Big habitats Planning and making 5 Big habitats Making habitats 6 Big habitats Making habitats 7 Big habitats Making habitats 8 Literacy and Story making Focussed on Big habitats 9 Suitability and Adaptations Animal adaptations, mimicry, fantasy animals 10 Food chains Producers & Consumers. Herbivores, Carnivores and Omnivores. Food webs. Prey & Predator 11 Looking after pets Donkeys, dogs and guinea pigs 12 Endangered / extinct animals Extinct animals & Greater Horseshoe Bat, Bumblebees, Dinosaurs

PLANT OR ANIMAL? 3 4 1 2 5 6 7 10 11 8 9

PLANT OR ANIMAL? 1 11 10 2 3 9 4 5 6 7 8 Card sort task for students

DO YOU KNOW THESE ANIMALS? 2 3 1 7 8 4 6 11 9 10 14 13

DO YOU KNOW THESE ANIMALS? 2 4 1 3 5 6 7

HOW CAN WE COMPARE THESE ANIMALS? No. 1

HOW CAN WE COMPARE THESE ANIMALS? No. 1 legs eyes fur, skin or feathers? ears mouth feet wings colour size

HOW CAN WE COMPARE THESE ANIMALS? Describe the animals and explain using the features below: legs eyes fur, skin or feathers ears feet colour mouth wings size

HOW CAN WE COMPARE THESE ANIMALS? No. 2

HOW CAN WE COMPARE THESE ANIMALS? No. 2 legs eyes fur, skin or feathers? ears mouth feet wings colour size

HOW CAN WE COMPARE THESE ANIMALS? Describe the animals and explain using the features below: legs eyes fur, skin or feathers ears feet colour mouth wings size

LET S SORT IT OUT (VENN DIAGRAMS) has legs can fly has fur or hair

LET S SORT IT OUT (CARROLL DIAGRAMS) has legs does not have legs pet wild

CLASSIFICATION KEYS no Does it have legs? yes no Does it have fins? yes no Does it have more than 4 legs? Does it fly? no yes Has it got feathers? yes no yes no Does it have hooves? yes

WHAT KIND OF ANIMAL COULD GO IN EACH BOX? no Does it have claws? Does it have 2 legs? yes Can it fly? no yes no yes

GROUPING ANIMALS Look at the animal cards. How could we group these animals? size How big are they? Put them in order of size

GROUPING ANIMALS Look at the animal cards. Group by: number of legs MAKE GROUPS OF THOSE WITH 2, 4 AND MORE THAN 4 LEGS

HAVE YOU GOT A BACKBONE? Scientists split animals into two main groups: Vertebrates: those with a backbone. Invertebrates: those without a backbone. Humans have a backbone as part of their skeleton

MORE VERTEBRATES Animals like donkeys have a backbone too.

MORE VERTEBRATES

MORE VERTEBRATES backbone dog snake

MORE VERTEBRATES

MORE VERTEBRATES backbone frog bird

INVERTEBRATES No backbone, they have an hard outer shell: exoskeleton

INVERTEBRATES No backbone, they have an hard outer shell: exoskeleton A snail has a shell for their body to fit inside. snail

INVERTEBRATES No backbone, their bodies have an hard outer shell: exoskeleton

INVERTEBRATES No backbone, their bodies have an hard outer shell: exoskeleton Animals such as crabs, bees and shrimps have hard outer shells all over their bodies.

GROUPING ANIMALS Group by class: mammals, birds, amphibians, fish, reptiles, arthropods mammals Fur or hair Drink milk from mum birds Feathers Hard eggs fish Live in water Scales, gills and fins reptiles Scales Cold blood Born on land arthropods More than 4 jointed legs Body parts amphibians Born in water Gills and then lungs Water to land

WHAT MAKES A BIRD A BIRD?

WHAT MAKES A BIRD A BIRD? feathers hard shelled eggs hollow bones

WHAT DO LIVING THINGS NEED?

WHAT DO LIVING THINGS NEED? food water air

ALIVE, DEAD OR NEVER ALIVE? 1 2 3 4 5 6 7 8 10 9

ALIVE, DEAD OR NEVER ALIVE? alive dead never alive

LIVING THINGS? Choose items to write into the columns, answer the questions Yes or No. Does it need oxygen / air? Can it grow larger? Does it need food? Does it move at all? Does it react to what is happening around it? Can it make other living things like itself? animals Can it get rid of waste from itself? Do you now know how to tell if something is alive? plants never been alive

IDENTIFY THE ANIMAL

REVIEW OF LEARNING Compare these three animals

REVIEW OF LEARNING Compare these three animals Can you name an animal that has wings, but no legs?

DO YOU KNOW THESE PLANTS? 1 2 3 4 5 6 7 8

PARTS OF A FLOWERING PLANT flower leaf stem roots

CLASSIFYING PLANTS plants flowering non flowering Examples Buttercup Primrose Apple tree Examples Moss Fern Conifer THE DONKEY SANCTUARY 2012

HOW CAN WE COMPARE THESE PLANTS?

HOW CAN WE COMPARE THESE PLANTS? leaves flowers fruit size colour

HOW CAN WE COMPARE THESE PLANTS? Describe the animals and explain using the features below: leaves flowers fruit size colour

INDEPENDENT LEARNING Independent learning 1 Choose two different animals or plants: Draw them and label their body parts List 3 things they have similar List 3 things they have different Independent learning 2 Create a fact file about a group of animals or plants to explain what they have got in common? Independent learning 3 Write three detailed sentences to describe three animals or plants

ANIMALS AND THEIR HABITATS: KS1 LESSON 2 LOCAL MICRO HABITATS A teaching resource developed The Donkey Sanctuary THE DONKEY SANCTUARY 2012

REMEMBER.. WHAT DO LIVING THINGS NEED?

REMEMBER.. WHAT DO LIVING THINGS NEED? food water air They get these from where they live

WHERE DO ANIMALS LIVE? Look out the window, are there any places where animals could live?

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LOCAL HABITATS: (Around school) Identify and make a list of the different habitats around the school. Draw a map of where the habitats are. Make a note of what the habitat is like: wet, dry, sunny, shady, hot, cold, soil, plants and any other things like rocks or stones. Draw two of the local habitats around the school. Make sure you label the parts of the habitat.

MAKE A LIST OF THE SCHOOL HABITATS flower beds grass and field woods and trees fallen trees pond big rocks playground stone walls hedges long wild grass bush grass bank

DRAW A MAP OF WHERE THE HABITATS ARE

LIST THE SCHOOL HABITAT FEATURES Hedge: Shady, dry underneath Rocks: Shady, wet underneath Grass: Hot, no shade, MY SCHOOL HABITATS Log: Damp under, rotten leaves Wall: Dry, lots of cracks and holes, moss Trees: Shady, dry under Long grass: Good cover, lots of leaves and seeds, Pond: Wet, rocks around, plants in water Flower beds: Dry soil, hot, petals on soil Bush: Shady, leaves, dry under Hedge; Shady, dry underneath Does colouring in the areas help the map?

DRAW AND LABEL TWO SCHOOL HABITATS Wet, rocks, water plants, fish, flies, grass. Lilly leaves give shade to the fish Soil is damp and dark. Worms, woodlice, grass around it. Heavy rock. Does colouring in the drawings help?

WHICH HABITAT DO WOODLICE PREFER? Let us investigate! 1. Carefully brush some woodlice into a container with a paintbrush. Be careful with them, they are living things. 2. Get a plastic tray, divide into four and make the following areas: Dark and dry: cover this with a piece of black sugar paper. Wrinkle it a little so they can get underneath. Dark and damp: cover this with a piece of damp, black sugar paper. Wrinkle it so they can get underneath. Bright and dry: cover this with a piece of dry, white paper. Bright and damp: cover this with a piece of damp white paper. 3. Place the woodlice in the tray. After 20 to 30 minutes count how many woodlice are in each section. Record what you find. Which area did the woodlice prefer? Where would expect to find them outside?

WHICH HABITAT DO WOODLICE PREFER? Dark and dry Bright and dry Dark and damp Bright and damp

WOODLOUSE antennae eyes head Woodlice need damp dark places to hide in during the day. You can find them in leaf litter, under pots, compost heaps, grassland, woodland and gardens. thorax 7 pairs of legs abdomen uropods

WHAT LIVES IN OUR POND? Let us investigate! You will need: a net, a white bowl and a magnifying glass 1. Put some of the pond water into the bowl 2. Use the net to sweep the water (3 different ways in turn) 3. Empty the net contents into the bowl. 4. Use the magnifying glass to try and identify and record what you have caught. Carry out the above for each of the following and then empty the bowl each time: 1. On top or just under the surface 2. In the middle area of the water 3. Near or on the bottom on the pond Use the worksheets to identify and record what you find.

TREE AND LEAF HUNT Let us investigate! Have you ever wondered what types of trees you walk past every day? The easiest way to identify trees is by looking at their leaves because different trees have different leaves. 1. Add the position of large trees to your school habitat map. 2. Find and match the leaves to the correct trees. 3. Use the leaf identification sheet to identify the trees. 4. Record what you find and add the tree names to your map.

LEAF IDENTIFICATION Beech Ash Oak Hazel Rowan Hawthorn Field Maple Holly Sycamore Horse Chestnut

REVIEW OF LEARNING Match the animals to their habitat features. Woodlouse Tench Butterfly hot wet dry cool soft damp sunny hard dark

INDEPENDENT LEARNING Independent learning 1 Draw a map of the local habitats where you live. Label the different habitats and try and name the things that might live there. Independent learning 2 Research and create a fact file about one of the animals you found in a school habitat. Independent learning 3 Draw a close up picture of an animal in it s habitat.

INDEPENDENT LEARNING 3: close up drawing.

ANIMALS AND THEIR HABITATS: KS1 LESSON 3 BIG HABITATS A teaching resource developed The Donkey Sanctuary THE DONKEY SANCTUARY 2012

flower beds grass and field woods and trees fallen log pond big rocks soil playgroup stone walls hedges long wild grass bush grass bank These are small or micro habitats.

BIG HABITATS (MACRO HABITATS) Describe the habitats? Mountain River Jungle Sea Desert Beach Forest Polar Savannah

BIG HABITATS (MACRO HABITATS) Describe the habitats? Mountain River Jungle Sea Desert Beach Forest Polar Savannah feel see hear weather temperature?

MOUNTAIN feel see hear weather temperature?

SEA feel see hear weather temperature?

FOREST feel THE DONKEY SANCTUARY see 2012 hear weather temperature?

DESERT feel THE DONKEY SANCTUARY see 2012 hear weather temperature?

POLAR feel THE DONKEY SANCTUARY see 2012 hear weather temperature?

RIVER feel THE DONKEY SANCTUARY see 2012 hear weather temperature?

BEACH feel THE DONKEY SANCTUARY see 2012 hear weather temperature?

JUNGLE feel THE DONKEY SANCTUARY see 2012 hear weather temperature?

SAVANNAH feel THE DONKEY SANCTUARY see 2012 hear weather temperature?

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BIG HABITATS (MACRO HABITATS) Try and match the animals to the habitats. Mountain River Jungle Sea Desert Beach Forest Polar Savannah

MOUNTAIN

SEA

FOREST

FOREST Stag Beetle Fallow Deer Red Squirrel Badger THE DONKEY SANCTUARY 2012 Greater Spotted Woodpecker Wood Mouse

DESERT

POLAR

RIVER

RIVER Otter Crocodile Damselfly Frog Salmon THE DONKEY SANCTUARY 2012 Kingfisher

BEACH

BEACH Crab Black Headed Gull Sand Fly Mussels Starfish Seal

JUNGLE

SAVANNAH

WHAT IS THE PROBLEM? THE DONKEY SANCTUARY 2012

INDEPENDENT LEARNING Independent learning 1 Complete the sheet listing adjectives that describe three of the big habitats. Independent Learning 2 Choose an animal from a big habitat and complete the sheet to explain why you think that animal lives in that environment?

ANIMALS AND THEIR HABITATS: KS1 LESSONS 4, 5, 6 & 7 MAKING HABITATS A teaching resource developed The Donkey Sanctuary THE DONKEY SANCTUARY 2012

MAKING HABITATS MOUNTAIN RIVER JUNGLE SEA DESERT BEACH FOREST POLAR SAVANNAH You will be given a habitat to research, look at: animals, plants, shapes, colours and textures

MAKING HABITATS MOUNTAIN RIVER JUNGLE SEA DESERT BEACH FOREST POLAR SAVANNAH You will be given a habitat to research, look at: animals, plants, shapes, colours and textures Plan and make the habitat in a box.

DESIGN & TECHNOLOGY SKILLS Planning and researching a making task Designing your habitat Choosing suitable materials Choosing suitable tools Cutting and shaping Finishing a product Evaluating TEAM WORKING SKILLS Working with others Communication Taking responsibility

DESIGN & TECHNOLOGY SKILLS PLANNING AND RESEARCH The box: shape, size, lid? Which animals? Which plants? Other things (never alive) Colours?

Under the sea Label your designs to explain them better

MAKING HABITATS GOOD IDEAS: Use layers to create depth Use a photograph background Use thread to hang things Use the correct colours Finish off with a front edge cover Crease paper to give it strength

DESIGN & TECHNOLOGY SKILLS MATERIALS AND TOOLS

MAKING AN UNDER SEA HABITAT 1. Find a box 2. Colour the background and sides 3. Make the plants and other things 4. Glue the plants in place

MAKING AN UNDER SEA HABITAT 5. Glue in the other items 6. Glue the animals in place and glue on the front finished edge

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MAKING A JUNGLE HABITAT 1. Glue the background and sides on 2. Construct the lumpy jungle floor 3. Cover the jungle floor 4. Glue in the tree trunk tubes

MAKING A JUNGLE HABITAT 5. Paint the tree trunks 6. Attach the animals

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MAKING AN POLAR HABITAT: (using the lid) 1. Find a box and fix the lid in place 2. Colour the background and start making the land 3. Build up the frame for the land. 4. Cover the frame to make it solid

MAKING AN POLAR HABITAT 5. Make the land textured and paint it 6. Glue on the front cover and add decoration

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MAKING A SAVANNAH HABITAT 1. Glue in the background and paint the sides 2. Construct the sloping floor 3. Make, glue in and paint the grass 4. Make the tree and paint

MAKING A SAVANNAH HABITAT 5. Glue in the animals

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MAKING HABITATS Lesson 4 5 6 7 Team roles Research the habitat Plan the habitat Started making Target Complete the background Complete the base Make the plants, land and water Print out the animals and cut out Put the plants in Put the animals in Finish detail and front edges Evaluation

EVALUATING YOUR HABITAT 1. Why is your habitat successful? 2. Have you got the correct: colours animals plants 1. Which part do you like the best? 2. Which section could do with more work? 3. What would you do differently next time? 4. Why is it good?

INDEPENDENT LEARNING Lesson 4 Complete the independent learning section of the research sheet. Lesson 5 Divide up the animals and plants that each team member needs to find photos of. Find the photos. Lesson 6 Design the front edges of your box habitat. Make a list of who has done what in the team. Lesson 7 Create two ideas for a story involving the animals in the habitat you have made.

ANIMALS AND THEIR HABITATS: KS1 LESSON 8 HABITAT STORY MAKING A teaching resource developed The Donkey Sanctuary

HABITAT STORY MOUNTAIN RIVER JUNGLE SEA DESERT BEACH FOREST POLAR SAVANNAH Plan and write a short story about a problem that happens in one of the habitats we have looked at and how it is solved.

HABITAT STORY MOUNTAIN RIVER JUNGLE SEA DESERT BEACH FOREST POLAR SAVANNAH Plan and write a short story about a problem that happens in one of the habitats we have looked at and how it is solved. animals, plants, food, water, friends, weather, accidents, heat, cold, sunny, rainy, storm dry, problems that might happen

THREE BILLY GOATS GRUFF Once upon a time there were three Billy Goats Gruff; Little Billy Goat, Middle Sized Billy Goat and Great Big Billy Goat, who lived in a field in a green valley. They loved to eat sweet grass, but sadly their field was now brown and barren because they were greedy goats and they d eaten every last blade of grass. But they were still hungry. In the distance they could see a field that was full of sweet green grass, but there was only one way to get to it, over a bridge over a stream. Under the bridge lived a terrible troll, he was always hungry too. There was nothing he liked better than to eat a nice juicy Billy Goat. The Little Billy Goat was the first to reach the bridge. He put one hoof and then another onto the bridge but because it was so rickety, however hard he tried, his hoof still went trip trap, trip trap on the wooden planks. Suddenly there was a huge roar. Who s that trip trapping over my bridge? and out from under the bridge came the Troll. Shaking in his hooves, Little Billy Goat Gruff managed to squeak It s only me. I m only going to look for some grass to eat.

Oh no you re not! I m going to eat you for my breakfast, lunch and tea! Oh no! said Little Billy Goat Gruff. I m just Little Billy Goat Gruff. Why don t you wait for my brother? He s bigger than me and much tastier. So the greedy Troll decided to wait and Little Billy Goat Gruff skipped over the bridge and began to eat the fresh green grass on the other side. The other goats saw Little Billy Goat Gruff eating the fresh green grass and were jealous because they wanted some too. So Middle Sized Billy Goat Gruff went down to the bridge and began to cross the stream. Trip, trap, trip, trap went his middle sized hooves. Again the Troll came out from under the bridge. Who s that trip trapping over my bridge? he roared. Shaking in his hooves, Middle Sized Billy Goat Gruff managed to say in his softest voice It s only me. I m following my brother, Little Billy Goat Gruff, so I can eat the sweet grass. Oh no you re not! I m going to eat you for breakfast, lunch and tea! Oh no, Mr Troll, you wouldn t want to eat me. I m not big enough to fill you up. Wait until my big brother comes along, he s much tastier than me. Oh all right said the Troll and Middle Sized Billy Goat Gruff ran over the bridge and began to eat the sweet green grass with Little Billy Goat Gruff.

Big bold Billy Goat Gruff was jealous and couldn t wait to get across the bridge and join his brothers. So boldly, he put his hooves onto the bridge. Trip, trap, trip, trap. Suddenly the Troll came out from under the bridge. Who s that trip trapping over my bridge? he boomed. It s me. Big Billy Goat Gruff. Who do you think you are? I m the Troll and I m going to eat you for breakfast, lunch and tea! Oh no, you re not Oh yes I am, you ll see! Then the Troll rushed at Big Billy Goat Gruff who bent his head and bravely charged at the Troll, catching him up in his horns and pushing him into the stream below. The Troll disappeared under the rushing water, never to be seen again. From then on, anyone could cross the bridge and enjoy the sweet green grass with the Three Billy Goats Gruff

STORY SEQUENCING: Three Billy Goats Gruff

STORY PLANNING Start Introduce Middle The plot Ending Happy or sad? Characters Place Time Surroundings History Order of events Problems and incidents Solve the problem and how? Give meaning to the story Important words: descriptions of big habitats from lesson 3: feel, see, smell, taste

STORY PLANNER

STORY MOUNTAIN

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savannah jungle forest wood mountain river sea desert arctic cold mild freezing clean dirty moist gritty hairy lumpy sandy slippery green light spiky smooth wet dry prickly heavy sharp red dull icy brown windy still blue quiet busy mushy frosty humid gentle tropical warm bright plant soft roaring hot leaf food wild tree bumpy wave surf grass vine flower seaweed snow climb shiny calm rock giant huge high bird rain misty cloudy sunny grow buzzing stream bent rough THE DONKEY SANCTUARY 2012 bush soil season brown black smelly

OPENING LINES If you are interested in stories with happy endings, you would be better off reading some other book. The Bad Beginning by Lemony Snicket Sophie had waited all her life to be kidnapped. The School for Good and Evil by Soman Chainani Where s Papa going with that axe? said Fern to her mother as they were setting the table for breakfast. Charlotte s Web by E. B. White Thunder crashed, louder than anything Hollyleaf had heard before. Warriors: The Untold Stories by Erin Hunter

SELF ASSESSMENT In my story I have: Written in paragraphs Used some long sentences Used some short sentences Made it interesting A clear beginning A clear middle A clear ending Not missed anything out Read your story to or with a friend and ask them to tell you what they think. Use the points above to help you explain what you think.

INDEPENDENT LEARNING Independent learning 1 Make a different ending to your story, either a sad or happy ending. Independent learning 2 Write three opening lines to a story about an animal who is looking for food. Independent learning 3 Create a set of story sequencing cards for your story.

ANIMALS AND THEIR HABITATS: KS1 LESSON 9 SUITABILITY AND ADAPTATIONS A teaching resource developed The Donkey Sanctuary

ANIMAL ADAPTATIONS Over time animals and plants have adapted their bodies and behaviours to suit their habitats. Can you think of how an animal or plant could adapt?

ANIMAL ADAPTATIONS Over time animals and plants have adapted their bodies and behaviours to suit their habitats. Can you think of how an animal or plant could adapt? fur feathers nose protection size breathing mouth ears feeding claws roots leaves flowers tail groups shelter hunting colour beak legs eyes feet

ANIMAL ADAPTATIONS Research how these animals have adapted to their habitats

CAMEL ADAPTATIONS Long eyelashes to protect from blowing sand Nostrils can be closed to protect from blowing sand Stores fat in their humps to be used as energy Can last a week without water Thick overhanging eyebrows to protect from the sun Large wide feet so they walk on soft sand Can last months without food Thick lips to eat prickly desert plants Colour of their body blends into the desert Hairy ears to stop sand

PENGUIN ADAPTATIONS Webbed feet for swimming Huddle together to keep warm Dark feathers absorb the heat from the sun Streamlined body for swimming Produce oil for their feathers for waterproofing Wings shaped like flippers Thick skin and blubber to keep warm Heavy solid bones to give them weight to get under water

DONKEY ADAPTATIONS Light tan or grey colour helps camouflage them Coat reflects the sun Can digest coarse plants Large ears give good hearing Large ears to get rid of heat Specialised teeth for grinding food Long limbs and narrow hooves for quick and easy movement through rocky ground Able to get energy from low calorie food

POLAR BEAR ADAPTATIONS White fur is good camouflage with snow and ice Thick fur and a layer of fat to keep warm Thick claws help walking on ice Eyes at the front of it s head: predator Wide, large paws for walking on the snow Can close it s nostrils when swimming under water Large jaws and sharp teeth for eating meat and fish

GIRAFFE ADAPTATIONS Eyes at the side of the head to see predators Have long, rough tongues to help them get leaves from between thorns Long neck allows them to feed from the treetops Can last a long time without water Long neck allows them to see predators Has an extra large heart to pump blood up their necks Skin pattern provides camouflage when around trees Long legs allow them to reach even further

LION ADAPTATIONS Colour of coat helps camouflage in it s habitat Loose belly skin allows it to be kicked without too much damage Sharp predator teeth and strong jaw Eyes at the front of the head: predator Heavily muscled front legs and shoulders for catching prey Rough tongue for peeling skin and meat from a prey s bones It s mane makes it look bigger and protects the throat area Retractable claws to grab and hold prey

CREATE AN ANIMAL FOR THIS HABITAT THE DONKEY SANCTUARY 2012

MIMICRY ADAPTATIONS Some animals adapt to look like other things. Oleander hawk moth in India Ctenomorph odes chronus is a species of stick insect from Australia. Buff-tip moth in the UK

ANIMAL ADAPTATIONS Create your own adapted animals A parrot so it can hide in a palm tree A lamb so it can eat the fruit of the African sausage tree, the Kigelia africana Can you create your own mimic animals?

INDEPENDENT LEARNING Independent learning 1 Draw an alien landscape with an alien suitable for the features you have drawn. Independent learning 2 Research and report on an animal that has adapted in some way to it s habitat. Independent learning 3 Research and report on a plant that has adapted in some way to it s habitat.

ANIMALS AND THEIR HABITATS: KS1 LESSON 10 FOOD CHAINS AND WEBS A teaching resource developed The Donkey Sanctuary

FOOD CHAINS Have you ever seen an animal eating? What animal? What were they eating?

FOOD CHAINS Why do animals eat?

FOOD CHAINS A food chain is a group of plants and animals that are connected because they are eaten by each other. It is called a chain because one comes after the other like a chain.

FOOD CHAINS A food chain is a group of plants and animals that are connected because they are eaten by each other. It is called a chain because one comes after the other like a chain. Means is food for or is eaten by

FOOD CHAINS A food chain always starts with a plant. Put the following groups into a food chain. lion grass zebra THE DONKEY SANCTUARY 201

FOOD CHAINS A food chain always starts with a plant. Put the following groups into a food chain. lion grass zebra grass zebra lion THE DONKEY SANCTUARY 201

FOOD CHAINS A food chain always starts with a plant. Put the following groups into a food chain. frog grasshopper grass hawk THE DONKEY SANCTUARY 201

FOOD CHAINS A food chain always starts with a plant. Put the following groups into a food chain. frog grasshopper grass hawk grass grasshopper frog hawk THE DONKEY SANCTUARY 201

FOOD CHAINS Plants produce their own food using sunlight, water and carbon dioxide by a process called photosynthesis. This makes plants grow. Plants are called producers carbon dioxide Photosynthesis sunlight oxygen water

FOOD CHAINS Animals cannot produce their own food. They only consume or eat food that is already there. Animals are called consumers. Carrot plant producer Rabbit animal consumer 1 Fox animal consumer 2

FOOD CHAINS. Plants produce their own food using sunlight, water and carbon dioxide. This makes them grow.

FOOD CHAINS Some animals just eat plants.

FOOD CHAINS Some animals just eat plants. These are called

FOOD CHAINS Some animals just eat plants. These are called They are also

FOOD CHAINS Some animals just eat other animals.

FOOD CHAINS Some animals just eat other animals. These are called

FOOD CHAINS Some animals just eat other animals. These are called They are also

FOOD CHAINS Some animals eat plants and other animals.

FOOD CHAINS Some animals eat plants and other animals. These are called

FOOD CHAINS Some animals eat plants and other animals. These are called They are also

FOOD CHAINS CARDS

FOOD CHAINS Join two / three of your groups and cards together. Group your cards into the following: producers consumers

FOOD CHAINS Join two / three of your groups and cards together. Group your cards into the following: producers consumers vertebrates invertebrates

FOOD CHAINS Join two / three of your groups and cards together. Group your cards into the following: producers consumers vertebrates herbivores invertebrates carnivores omnivores

FOOD CHAINS An animal that eats another is called a predator. The animal being eaten is called prey. The fox preys on the mole

FOOD CHAINS 1. Put the cards together to make food chains that have at least 5 consumers in them. You will have to explain your food chain.

FOOD CHAINS 1. Put the cards together to make food chains that have at least 5 consumers in them. You will have to explain your food chain. 2. Get into pairs: Create a quiz with 5 questions to test the rest of the class about food chains.

FOOD CHAINS Why do animals eat?

FOOD WEBS A food web shows who eats who. Hawk Weasel Fox Thrush Rabbit Squirrel Mouse Caterpillar Grass Mushrooms Bushes

FOOD WEBS Show who eats who?

FOOD CHAIN WORDSEARCH HABITAT ANIMAL PLANT OMNIVORE CARNIVORE CONSUMER PREDATOR PREY PRODUCER ENERGY HERBIVORE

INDEPENDENT LEARNING

ANIMALS AND THEIR HABITATS: KS1 LESSON 11 LOOKING AFTER PETS A teaching resource developed The Donkey Sanctuary

WHAT WOULD MAKE A GOOD PET? Which of these would you like as a pet? Are they all suitable?

LOOKING AFTER PETS What do your pets need to make them happy?

LOOKING AFTER PETS The five freedoms Animals cared for by humans should have: 1. Freedom from hunger and thirst. 2. Freedom from discomfort. 3. Freedom from pain, injury and disease. 4. Freedom to behave normally. 5. Freedom from fear and distress. In your groups, decide what these mean for a pet you know.

LOOKING AFTER DOGS Does this dog look healthy?

LOOKING AFTER DOGS Does this dog look healthy? How do we look after a dog?

LOOKING AFTER DOGS This is Monty and he is a Cavalier King Charles Spaniel. Can you help look after him? What do we need or need to do to look after Monty? things actions

LOOKING AFTER DOGS A collar Training

LOOKING AFTER DONKEYS This is April the donkey. Does she look healthy? April was found abandoned in Ireland.

LOOKING AFTER DONKEYS April now lives at The Donkey Sanctuary in Ireland and is much healthier and happier.

LOOKING AFTER DONKEYS This is Jack and he is a Donkey. Can you help look after him? What do we need or need to do to look after Jack? things actions

LOOKING AFTER DONKEYS Dental care / problems High fibre diet: straw mainly Control grazing

LOOKING AFTER GUINEA PIGS These are Pip and Squeak and they are Guinea Pigs. Can you help look after them? What do we need or need to do to look after Pip and Squeak? things actions

LOOKING AFTER GUINEA PIGS Bumblefoot, when the foot becomes swollen due to an infection Long-haired varieties need daily grooming as their coats can quickly become matted and uncomfortable.

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LOOKING AFTER PETS care

LOOKING AFTER PETS Produce a leaflet explaining how to look after a pet you choose. Do not forget to write about: Food and drink Exercise Grooming and cleaning Health care Common problems? Where to keep them? What do they need? Vets

INDEPENDENT LEARNING Independent learning 1 List how you give one of your own pets the five freedoms? Independent learning 2 Research and report on an animal welfare story from the news.

ANIMALS AND THEIR HABITATS: KS1 LESSON 12 ENDANGERED AND EXTINCT ANIMALS A teaching resource developed The Donkey Sanctuary

PROBLEMS WITH HABITATS What do animals need from the habitats they live in?

PROBLEMS WITH HABITATS What if some of these things were taken away? What would happen?

ENDANGERED AND EXTINCT What would happen if all the flowering plants were destroyed?

ENDANGERED AND EXTINCT What would happen if all the Aphids were killed?

ENDANGERED AND EXTINCT What would happen if all the Ladybirds were killed by chemicals?

ENDANGERED AND EXTINCT What would happen if all the Robins became extinct?

ENDANGERED AND EXTINCT What would happen if all the Sparrowhawks became extinct?

RESEARCH THESE ANIMALS Golden Toad Dodo West African Black Rhino

RESEARCH THESE ANIMALS Golden Toad West African Black Rhino Dodo What happened to them?

THE GREATER HORSESHOE BAT The greater horseshoe bat is a rare species in Britain, just living in South-West England and South Wales. It gets it s name from it s horseshoe shaped nose. It has a wingspan of 30-35 cm, and measures about 9cm when it is hanging at roost.

THE GREATER HORSESHOE BAT In Devon it breeds in disused farm buildings and caves, and over-winters underground, mostly in caves, mines or cellars, but also in buildings. The feeding habitat of the greater horseshoe are grassed fields preferably grazed by cattle, tall hedgerows with mature trees, and mixed woodland, wetland and scrub.

THE GREATER HORSESHOE BAT Be a bat friendly school: Plant a range of flowers to attract insects. Plant herbs and vegetables to attract insects. Keep or make a water feature or pond to attract insects. Allow some wild areas on the school site. Do not use any pesticides on the school site. Keep hedgerows and tree lines Build and fit a bat box on the school site. Tell other schools about your bat work.

THE GREATER HORSESHOE BAT Internet links Build a bat box http://www.bats.org.uk/pages/bat_boxes.html The Greater Horseshoe Bat http://www.bbc.co.uk/nature/life/dung_beetle#p00gfxgh Berry Head https://www.youtube.com/watch?v=u1b3o6sc_3e Beer school trip http://vimeo.com/19439392 News articles in Devon http://news.bbc.co.uk/local/devon/hi/people_and_places/nature/newsid_8868 000/8868179.stm http://news.bbc.co.uk/local/devon/hi/people_and_places/nature/newsid_8504 000/8504927.stm Bat detectors http://www.bats.org.uk/pages/bat_detectors.html Frequencies http://www.staffordshirebats.btck.co.uk/information/frequencies

BUMBLE BEES 24 species of bumblebee in the UK, 2 species have become extinct in the last 80 years. Numbers of bumblebees have gone down a great deal in that time because there are less wild flowers in the countryside due to how farmers farm their land and the growth of towns and cities We have lost 97% of our flower-rich grassland since the 1930s.

BUMBLE BEES Bee friendly flowers: According to the Bee Conservation Trust the following bee friendly flowers should be in your garden: Bluebell Bugle Lungwort Pussy Willow Rosemary Chives Honeysuckle Buddleia Lavender Marjoram Sunflower Heathers Thyme

EXTINCT SPECIES Which type of animals died out 65 million years ago?

EXTINCT SPECIES Which type of animals died out 65 million years ago? Dinosaurs

EXTINCT SPECIES Which type of animals died out 65 million years ago? Dinosaurs Why did they become extinct?

EXTINCT SPECIES: DINOSAURS Dinosaur extinction theories are based on: Habitat destruction Earth hit by a huge comet Volcanic eruption Climate change / rising sea levels

EXTINCT SPECIES: DINOSAURS Habitat destruction What would happen if the Earth was hit by a huge comet?

EXTINCT SPECIES: DINOSAURS Habitat destruction What would happen if the Earth was hit by a huge comet? Huge dust cloud to block out the sun Poisonous gases Plants would die off Animals would die: Herbivores then Carnivores Huge waves

INDEPENDENT LEARNING Independent learning 1 Explain how you could make your house and garden bat friendly. Independent learning 2 Research and report on a habitat or environmental story in the news.

Sidmouth. Devon EX10 0NU. UK. +44 (0)1395 578222 www.thedonkeysanctuary.org.uk