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Pre-visit preparation

Learning Activity 1: Animals all around us

  • List the animals that live in your immediate environment (home and school). Categorise these as wild animals or domesticated animals / pets. Survey animals in the school grounds and add to these lists.

  • What categories could you use to group these animals (e.g. vertebrates / invertebrates; warm-blooded / cold-blooded; with or without limbs, etc)? In groups, choose different criteria and sort the list of animals.

  • Look at the electronic interactive poster of plants and animals of the City’s lowlands (Module 1: Nature on your Doorstep) and identify the animals illustrated.

  • Most of the City’s nature reserves are too small to support many large wild animals. When you visit one of these reserves you might not actually see all the animals that live there because some are secretive, nocturnal or live underground.

  • Draw up a list of signs of animals to look for (e.g. feathers, bones, egg shells, burrows, nests, nibbled plants, droppings, footprints, sounds).

Field trip

Learning Activity 2: Observing animals in the wild At the nature reserve, divide into small groups, each with an animal identification s h e e t a n d t w o r e c o r d s h e e t s : o n e f o r r e c o r d i n g a n i m a l s s i g h t e d o r s e e n a n d t h other for signs of animals. On the walk in the reserve, each group will record the animals and signs of animals they observed. Record where you observed each animal (e.g. in a tree, on the ground, in water, etc) and what type of animal you think left the evidence found. Each group chooses one of the animals observed in the reserve and prepares and presents a role-play about how that animal survives in the City. e

Post-visit feedback

Learning Activity 3: Sorting animals into groups

  • Back in the classroom, each group presents their findings. Record the observation of all the groups on two charts, namely Animals and their Habitats and Signs of Animals.

  • Search for information and read about animals of the City’s lowlands (Modules 5, 6, 8 & 9). Discuss why you didn’t see all the animals that actually live in the reserve

    • (e.

      g. nocturnal, seasonal, hiding, living underground, etc).

  • Using the combined list of animals observed and predicted, work in pairs to categorise the animals as invertebrates and vertebrates, and then into the five classes of vertebrates. Record this in a table.

  • In the table, record the main features of each of these categories of animals.

Learning Activity 4: Let the animals speak

  • Paint a mural on newsprint, showing the habitats observed on your field trip.

  • Each learner chooses and draws / paints one of the animals observed and sticks it

in the correct position (habitat) on the mural.

  • Write a slogan / speech bubble expressing why the animal is important, or why it

needs to be conserved.


Assessment tasks and tools

  • Learners draw up a table categorising animals as wild or domesticated.

  • Learners sort animals into groups based on their

chosen criteria.

  • List of animal signs.

Assessment tasks and tools

  • Record sheets showing animals, evidence of animals observed on the field trip.

  • Group role-play illustrating understanding of the animal, its lifestyle and the pressures it faces.

Assessment tasks and tools

  • Table categorising animals according to invertebrates / various classes of vertebrate.

Assessment tasks and tools

  • Picture and caption indicate understanding of animal’s place in nature and need for conservation.

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