Learning intentions

Ss that participate in the project will be encouraged to:

  • Identify and name the different animals and their names.
  • Mention the typical animals in  their own country.
  • Learn about local animals in other continents.
  • Learn the importance of preserving the animals´ habitats.
  • Identify the animals’ habitat.
  • Express similarities and differences among animals.
  • Identify animals in danger of extinction.
  • Learning about the reasons why they are in danger.
  • Learn the differences among endangered animals, almost endangered and vulnerable.

Students will also develop XXI Century Skills:

  • Develop/ Foster curiosity
  • Collaborating: team work
  • Analytical thinking: identify similarities and differences among animals and habitats.
  • Collaboration across networks.
  • Global citizenship.
  • Computing Literacy. Tools to share information.

STEAM Connections:

  • Science:  Students learn about animals and their habitats. Endangered Animals 
  • Technology: Students use technology to research, make presentations, communicate to other classes, follow project blog and many more challenges.
  • Engineering: Students make a prototype and model of one of the animals, if possible considering scale. 
  • Art: Students draw a mural with habitats according to research
  • Mathematics: Students make graphs showing statistics

Recommended stories:

  •  Monkey Puzzle by Julia Donaldson
  • The Lion Guard (from The lion king),
  • The Lion and the Mouse
  • The Jungle Book
  • Rumble in the Jungle
  • A Long Neck
  • Giraffes can’t Dance
  • How zebras got their stripes?
  • Elephant’s ears
  • Tiny the snow dog
  • Down on the farm
  • Spot goes to the farm
  • Fox on a box

Final Challenge:

Students gather info about local animals in danger of extinction and they  choose their favourite.  They make an animal model by using what ever element they can think of (First they can draw it and study all its characteristics ! they should be able to justify their choices , as regards colours, fur…and other particular features).

Sts share their animals in danger with the rest of the classes.

Each class chooses one animal out of the ones presented and create the ideal habitat for the animal they have chosen. In order to do this they study what kind of habitat they need. Students will share the habitats with other students from around the world.

Procedure:

Week 1

  • Tell your Students that they will be working with classes from different parts of the world
  • Show your kids the name of the project and make them guess what the project is about.
  • Students see the map and the classes´locations
  • Teacher tells students that they will learn about local animals in each country.
  • They colour countries on a map, they learn some geographical information about the other countries.
  • If possible  take a picture of your class, and write a paragraph introducing themselves, in this way ,each class can get to know the rest of the classes.
  • Teacher introduces global issue and  the BIG question:

      “How can we save wildlife around the world?”

Week 2

  • The project will be triggered off by reading  or listening to the story
    “Monkey Puzzle”
  • Students learn about the different parts of the body in animals they also learn their different abilities and capabilities.
  • Teacher introduces the concept of habitats.
  • Teacher focuses on individual perspective: Are there any animals at home? What pets do you have? Could you have any animal as a pet?
  • Students make a graph and see what pets are the most populars in their class.
  • They write sentences, paragraph or fill in a chart with information about their pets. In order to make a poster. It will be displayed at school.
  • At the end of the week classes can share findings by meeting in video conferences, recording in  Flipgrid , by reading the blog posts or any other idea. Students compare contrast and draw conclusions about  the most common pets.

Week 3

  • Teacher focuses on the local perspectives : What do you know about animals in your country? What are the typical animals in your country? Where do they live?
  • Students do research about native animals in their country.
  •  At the end of the week Teacher and students decide how to communicate this information to other classes they can use Flipgrid, piktochart,  Canva or any kind of Presentation to share findings and tell the rest of the classes about their local animals

Week 4 and week 5

  • Teacher  focuses on Global perspective. Teacher introduces the concept of “ENDANGERED” .
  • Teacher asks: What animals are in danger of extinction in our country? And in other parts of the world? What are their habitats like? How can we help them? How can we help the world?
  • Students learn about the classification of endangered, almost endangered and vulnerable as well as some of the causes of animal extinction. ( Some information at Endangered Animals)
  • Students do research and find out about animals  in danger of extinction in their country.
  • Each class  chooses the most popular animal in danger from their country and make an animal model to present to the rest of the classes.by using what ever element they can think of (First they can draw it and study all its characteristics ! they should be able to justify their choices , as regards colours, fur…and other particular features). This can be one as a group activity or as a whole class activity
  •  Students exchange information about animals in danger in each of the countries and present the animal they have chosen. This can be done by videoconference or by reading about each class choice in the blog.

Week 6

  • Final challenge:  Each class chooses one animal out of the ones presented and create the ideal habitat for the animal they have chosen. In order to do this they study what kind of habitat they need. Students will share the habitats with other students from around the world.
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