| Living things & the processes of life - Interaction of living things with their environment - Living on Earth (Plants) - G14p |
  Teacher's Guide
LT-C3.1 |
|
1. This approach may not be meaningful to some of the children in this age group. An alternative approach would be to perhaps tell a story about an animal which is extinct or is facing extinction - perhaps a panda or a white tiger or dodo - even an imaginary animal which could convey ideas about endangered animals. Ginn Level 5 has a story about animals whose forest is being cut down which would be appropriate. The word ‘species’ possibly should not be used at this stage with the children. The term endangered animals would be better. Some children will have access to CD Roms and encyclopaedias but for many children a request for information of this type could be a source of anxiety. It might be better for the teacher to suggest sources of reference within the school or a trip to the local library or a class letter to the World Wildlife Fund (Panda House, Wayside Park, Godalming, Surrey, GU7 1XR). The WWF has a catalogue of publications some of which are appropriate for primary children. Worksheets C26a (G), C26b (G), C26c (G) and C26d (G) give some information about some endangered animals and can be used in a variety of ways. The sheets could be enlarged on a photocopier and used to make a poster about endangered animals. They could be given to the children and the boxes shaded in one colour for those which are about the animal, a different colour for those which are about danger to the animal and a different colour for those which are helping the animals. They children may notice that man is almost always the cause of the animal’s decline. The examples given are only four of many. Other animals the children could look into are :-
|
3. The Green Turtle (nesting on the tropical beaches in the Caribbean and Indian Oceans)