Animal Rescuers
Author: Rachel Morgan l Suitable for: Early Years, Key Stage 1, Planning
The Theme
Geographical enquiry, Scientific enquiry, Understanding of geographical localities, Knowledge and understanding of places, Life Processes and living things, Environmental issues
Background
The Curriculum
Knowledge and Understanding: That there are places in the world that are very different from where we live.
That some animals and places in the world are under threat from environmental change.
That humans have the ability to save or destroy environments.
Skills: Planning, working together, collecting resources, asking questions, solving problems, thinking about the needs of others, being organised
Values: That as humans, we have a wider responsibility than simply the need to value and care for ourselves.
Developing the Situation
Inquiry Questions
What do animals need to survive?
What are the most important elements for animals to live?
As human beings, should people risk their lives to save animals?
Why should human beings protect endangered species?
Situation
There has been a major disaster on an island in a lake (in this case a fire which is sweeping the island). There are many endangered animal species on the island and as the fire takes over, all the animals are being forced to flee into a mountainous area at one end of the island. There are also people who live and work on the island – some of whom have been killed in the fire.
Designing the Expert Frame
Team of Experts
An expert animal rescue team has been contacted and is preparing to fly to the disaster site immediately. The team has a long and distinguished history of rescuing animals in all sorts of circumstances - from the very small to the very large. The team have state-of-the-art equipment, machinery and vehicles.
Client(s)
In the first instance, the World Wildlife Fund. Later there will be other clients, including the Chinese Authorities, scientists and the inhabitants of the island.
Commission(s)
1. To assess the situation & prepare and plan for the rescue
2. To arrive safely at the disaster site
3. To rescue the animals without harming them
4. To supply food and water for the animals
5. To find/create suitable temporary habitats for the animals until they can be released back into the wild
Possible Steps in
1. Introduction: Ask the children if they know of any insects that bite. “We’re lucky in this country that we don’t have any really big insects that bite!” “In some countries the insects in the forests and jungles…..” “If we were in a forest/jungle what would we do to protect ourselves?” “What else would you take into the forest/jungle?” “If you were sleeping in the forest/jungle what would you take to sleep on?” (An inflatable mattress? A roll mat? Just sleep on the floor?) At this point, as the children describe/suggest different items you can ask them to add it onto their list – ask them to draw the items they want to take. As children suggest useful items they would take you can inform the whole group and ask them to demonstrate how they would use that piece of equipment Eg. axe.
2. “How would you move around without bumping into things? (Here you could ask the children what they could use to help them in the dark – if torch is suggested – “Can you think of a torch you could use that wouldn’t shine the light all around and attract the big insects we were talking about earlier? Groups of children could be asked to demonstrate how they would move around in a dark jungle/forest without bumping into things (by demonstrating this in the classroom environment this can be part 1 of a ‘test’ to see who will be able to go on the job).
3. Part 2 of the ‘test’. Is there anything he/she could take with them to protect themselves from … insects/snakes…? But… the people we work for have told us that we cannot injure any of the animals, even if it’s a very dangerous animal! Whatever you choose to take with you could be used to push the animal away, or to catch it, but mustn’t harm it. (Ideas suggested included net, body armour, a forked stick). Children perform the test by acting out how they remove a dangerous animal from their path without harming it. After/during this they can tell you what the animal is and what they are using to protect themselves. If they have shown how to move a small creature, the children can then be asked to show how they would work with 2 or 3 others to carefully move a much bigger creature.
4. Invent the island by using chalk to draw around the knees of everyone kneeling down in a circle – the children draw around their own knees and then pass the chalk on to their neighbour. Draw mountains in a far extremity of the island. “I need to tell you some more about this island. This island is in ….. (China) and it is surrounded by a huge lake. It is full of all sorts of rare animals including pandas. Something terrible has happened on the island that has put all of the creatures in great danger. I’m just going to show you.” Draw flames on a large sheet of paper, as you do so tell the children that the job we have been asked to do is to go and deal with this terrible thing…. Once established that it is fire use the drawing to show how the forest fire started on one side of the island and how it is spreading across the island, forcing everything living to flee into mountains on the far side. All the creatures who are now at that end of the island need to get off there as quick as possible – and that’s our job.
5. Health and Safety/Meet the client. We are not going to be going into the fire but we need to think about how we are going to protect ourselves in case the fire gets too close. Before we go on the job there’s someone you need to meet in our story who is the person who knows most about the island. In our story this person is from the World Wildlife Fund and they will be asking us about the sorts of things that we do. We can ask the person questions to find out more about what has happened.
6. How did the fire start? If this is one of the questions there is an opportunity for everyone to show how they think the fire started. If it arises that the fire might have been started deliberately the children can assume the point of view of someone who might have started the fire. “I start this fire because…” together you can explore what might make someone do such a thing.
7. News report. There is someone else in our story who we haven’t met yet. This person is actually on the island right now and will be able to tell us what things are like there.
8. Task. The news reporter stands in position ready to report on the island. The children place the fire drawing into the scene to show how close it is to the reporter. Imagine what else might be around the reporter. The children draw what is happening/things that are in the area. Before the report goes live the children place their drawings (and themselves if they wish) accordingly or, as the report is aired children with relevant drawings can come and place them into the scene – if they wish they can add more information/be interviewed by the reporter. Creatures such as snakes that are drawn may be cut out and put into position. Children who are not in the scene can act out filming the reporter.