Education. Worksheets Early Stage One. Designed in conjunction with ACARA curriculum

Transcription

1 Education Worksheets Early Stage One Designed in conjunction with ACARA curriculum

2 Foreword For over 40 years, Featherdale Wildlife Park has been welcoming visitors and introducing them to the incredible fauna of Australia. Featherdale has come a long way from its humble beginnings as a small poultry and plant nursery, with a dedicated team of zoo keepers now caring for over 1,700 individual animals encompassing over 250 different species. Featherdale is strongly involved in the captive breeding programs of numerous endangered species including Yellow-footed Rock-wallabies, Spotted-tailed Quolls, Koalas, Regent Honeyeaters, Plains Wanderer, Bilby and Woma Pythons. Featherdale was the first facility in the world to breed White-bellied Seaeagles in captivity and second in the world to breed Wedge-tailed Eagles. Featherdale s highly successful Koala breeding program has not only been a significant contribution to knowledge of the species for research and conservation, but has also resulted in a large, healthy and genetically viable colony of Koalas at the park. Featherdale is dedicated to education, having provided a comprehensive array of education materials for schools since the early 1970s. Each Education Resource has been specifically designed to meet the current ACARA Science curriculum as well as integrating key learning areas from English, Geography and HSIE. We can cater for any subject matter, so if you have something outside the square you what to cover with your students, make contact and discuss. 2

3 For the Teacher General Information Welcome to Featherdale Wildlife Park! Our Wildlife Park is a great place for learning. Our team aims to support student learning by providing resources to assist classes to have educational and enjoyable experiences at our park. These worksheets will provide a range of activities which may be undertaken by your students during their visit to the park. A map and suggested order of activities is provided to give a logical circuit to travel during the visit. In planning, please consider whether: You would like your class to regroup for lunch, animal feeds or exit at the end of your visit. If so, relay times and meeting places to students and supervisors. If you have booked a hands-on education lesson, ensure your students quietly wait outside the Learning Burrow 5 minutes prior to your lesson time and have had the opportunity to use the bathroom and eat something before entering. It is our preference that any belongings brought by students be carried by them on the day, so please bear this in mind when making preparations. If your class is not booked for hands on lesson involving an education officer, we will attempt to meet your class at the entrance on arrival at the park. At this meeting the group will be welcomed and given some information about the park to assist their visit. General behaviour expectations will also be outlined. 3

4 Pre Excursion Contact Featherdale s Education team to organise a pre-excursion visit if you have not visited before. Discuss your needs (VERY IMPORTANT) Apply to principal or school activities coordinator to run an excursion that meets curriculum requirements. Make an excursion booking with Featherdale s Education team, ensuring that any special requirements have been discussed. In the week leading up to the excursion, have students work on the Pre-excursion worksheets provided by Featherdale. Motivate students and ensure they understand the purpose of the excursion and encourage a range of questions during the lesson. During Your Excursion Enjoy the park activities and animal encounters with your students Ensure students are supervised at all times and enter the Farmyard and Kangaroo Country in small groups (no more than 10 at a time). Encourage observation skills that lead to a higher level of thinking. Use questioning techniques that stimulate a quest for knowledge. Please ensure students are calm and respectful of other visitors and the animals in the park, and do not display any behaviour that may stress the animals such as yelling or hitting enclosure walls or glass. After Your Excursion Discuss the day and if there are further questions please do not hesitate to back for a reply. We love to reply and get feedback from schools and students. Look at projects to illustrate learning s on the day. Some options could include: o Setting up a terrarium in class o Setting up an aquarium in class o Building a worm farm or a garden using recycled materials o Building an animal enclosure out of craft items to reflect needs and wants (food, shelter, water, enrichment etc) o Draw up animal signage on a classroom wall reflecting endangered animals, conservation issues, Australian animals and the like. 4

5 OUTCOMES A student: Identifies that the way objects move depends on a variety of factors STe-6NE Observes, using their senses, how daily and seasonal changes in the environment affect them and other living things STe-7NE Identifies the basic needs of living things STe-8NE CONTENT The way objects move depends on a variety of factors, including their size and shape. (ACSSU005) Students: Observe the way a variety of familiar objects move, e.g. sliding, rolling, spinning and bouncing on the ground Identify that the way an object moves depends on its size and shape, e.g. tennis balls and blocks Daily and seasonal changes in our environment, including the weather, affect everyday life. (ACSSU004) Students: Describe how people respond to familiar changes in their environment, e.g. day and night and seasonal changes Identify how plants and animals respond to changes in the environment, e.g. trees losing their leaves and the thickness of animals' fur Living things have basic needs, including food and water. (ACSSU002) Students: ACARA SYLLABUS REQUIREMENTS Describe what plants and animals, including humans, need to stay alive and healthy, e.g. food, water and air Identify the needs of a variety of living things in a range of situations, e.g. pets at home, plants in the garden or plants and animals in bushland and/or on farms. 5

6 OUTCOMES CONTINUED Based on Bloom s Taxonomy of learning skills we have prepared a set of topics to discuss and make learning as colourful and rewarding as possible back in class. These topics can be discussed even if the school has not had a lesson. The Six thinking skills include: Knowledge ACARA SYLLABUS REQUIREMENTS Describe three animals seen on the excursion. What do these animals need to survive-food, Shelter etc? Comprehension Collect pictures of various animals and their homes. Get students to match them. How are they similar/different? Application Take items from home and craft department and build a home for an animal (as groups or individual). Show classroom results and what the home/enclosure represents. Analysis Use the built home (re application) and discuss with the class all the furnishings in it. Food bowl, shelter, tree, burrow etc. How do they benefit the animal? Synthesis Make a sign for the animal home similar to the signs at FWP. Discuss as a class. What does it tell us about the animal? Evaluation As a class discuss the visit to FWP. What did they like and what could be better next time? Any questions that need answering can be sent to the team for reply. 6

7 What do living things need? Circle the words that living things need to survive. FOOD CUPS AIR WATER TV LOLLIES SHELTER 7

8 What are living things? Circle the living things 8

9 Plants are a living thing too! Plants need to eat, drink and breathe just like other living things. The leaves are used for breathing and catching sunlight so they can make food, while their stems are like straws to suck up water for survival. They also use roots to suck water while leaves make food for survival. Flowers are there to make the plant look beautiful and make seeds. These seeds when they fall on the ground will grow into other plants. Draw a plant with leaves and roots. 9

10 Body Parts Did you know a fruit bats tongue is longer than yours! Draw lines to join the body parts to their names. Wing Foot Eye Beak 10

11 Did you know Echidna s use their back feet as combs! What covers my body? Draw a line from the animals to their body covering Spines Fur Scales Feathers 11

12 Did you know that kangaroos are the size of a jelly bean when born! Big and Small, Short and Tall We measure things every day! We can measure how tall something is, how heavy, or how fast something moves. Measurements are all around us. Is the emu taller or shorter than you? Is the little penguin larger or smaller than you? What about the shingle back lizard? Is it bigger or smaller than you? 12

13 Dry Environments Draw as many animals as possible that shelter in dry environments like the Australian bush. Look around the park to get some ideas 13

14 Wet Environments Draw as many animals as possible that shelter in wet environments like the Australian billabong. Look around the park to get some ideas 14

15 Home Sweet Home Did you know that snakes have scales, even on their eyes! Pythons are snakes, and their shelters include long grass, logs, water, caves and burrows. What other homes do you think you could find a snake in? These shelters keep them safe from predators like eagles, dingoes, people, large snakes and large lizards. What would happen if we took their home away? 15

16 My home Draw my home in the empty boxes. Did you know that Koalas have two thumbs! 16

17 Did you know that gum leaves are poisonous! Never try to eat them! What does it eat? Draw a line from each animal to the food you think it likes to eat. 17

18 What does it eat? Did you know that most owls like to have their breakfast at night! 18

19 How does it move? Did you know that crocodiles jump really high in water by using their tail! How do these animals move? Draw a line to the correct word. Climb Slide Hop Swim Fly 19

20 Growing and Changing Did you know that a baby Quokka is called a Joey! Most animals have two parents. Some animals are born alive and usually look like their parents. Other animal mothers lay eggs. Their babies grow in the egg and after a period of time they hatch. Draw a line to match each parent to its young. 20

21 Lesson Project During, or after the lesson fill in this report about an animal, any animal. Use park signs if your excursion had no lesson What am I?... Where do I live?.. What do I eat?. What fun fact do you know about me?. Draw me 21

22 Lesson Project During, or after the lesson fill in this report about an animal, any animal. Use park signs if your excursion had no lesson What am I?... Where do I live?.. What do I eat?.. What fun fact do you know about me?. Draw me 22

23 Lesson Project During, or after the lesson fill in this report about an animal, any animal. Use park signs if your excursion had no lesson What am I?... Where do I live? What is my shelter?.. What do I eat?. What fun fact do you know about me?. Draw me 23

24 Lesson Project During, or after the lesson fill in this report about an animal, any animal. Use park signs if your excursion had no lesson What am I?... Where do I live?.. What do I eat?. What fun fact do you know about me?. Draw me 24

25 Thank you for visiting Featherdale Wildlife Park. We hope you had a fun day with all the animals and the team! Draw a picture of your favourite animal at Featherdale. 25

26 Word meanings Air: What we breathe. Breathe: Taking in air to live. Burrow: A large hole underground that is someone s home. Camouflage: When an animal becomes invisible in its home or shelter. Carnivorous: An Animal that eats meat. Change: When a living thing becomes different. Eggs: A home for baby animals like lizards, birds, and frogs. It s hard and protects them while they are growing inside. Eucalyptus: A type of Australian tree. Sometimes called a Gum Tree. Feathers: The body covering of birds. Food: What an animal eats. Fur: The body covering of mammals. Grow: When a living thing increases in size or changes. Habitat: The home of an animal, where it lives. Herbivorous: An animal that only eats plants or vegetation. Living Thing: Is a thing that breathes moves, grows changes, eats and drinks and has babies. Marsupial: An animal with a pouch. Nocturnal: Animal that sleeps during the day and has breakfast at night. Omnivorous: An animal that eats meat as well as plants Predator: An animal that hunts another animal. Prey: An animal that is hunted for food. Scales: The body covering of lizards, snakes, fish. Shed: When an animal loses its old body covering for a new one like snakes Shelter: An area where an animal can stay protected from danger. Slither: The way a snake or python drags itself on the ground. Spikes: The hard spines on an echidna. Venom: What snakes use to kill their food. It s in their fangs. Water: What an animal drinks. 26

27 ANSWERS Page 7 1. Food, water, air, shelter Page 8 1. Crocodile, Wallaby, penguin and plant. Page 17 Koala- eucalyptus leaves, Echidna-termites, Tasmanian Devil-potoroo Page 18 Page 20 27