· Theme: Investigating Living Things
· Learning Area: Interaction Among the Animals
· Learning Objective: Understanding that some animals live in groups and others live in solitary
By the end of the lesson, pupils should be able to:
· state that some animals live in solitary;
· give examples of animals that live in solitary;
· explain why animals live in solitary.
· some animals live a solitary life;
· reasons why animals live in solitary.
· Observing, classifying, making inferences, interpreting data, making conclusions, comparing and contrasting.
Vocabulary/ New Words:
· Living, alone, territory, territories, protect, avoid, space, avoid, carnivores, avoid, food, space, competing, competition, area, supply, droppings.
· Having an interest in and curiosity about the environment.
· Being diligent and persevering.
· Realising that science is a means to understand nature.
· Thinking rationally
· Analysing the things around us
Point(s) to Note:
Explain and give example of animals that live in solitary
Show video on a lone bear hunting fish for food. Eagles live alone and cheetahs hunt prey for food. Tell pupils why these animals live alone and do activities on their own. What is meant when we say these animals live in solitary? Encourage pupils to talk about the animals that live in solitary and gather some picture of animals that live in solitary.
Play the content component. Pupils watch the videos in this component. Ask pupils to name other animals that live in a solitary.
Component : Content 1
Play four videos of animals that live in solitary: tiger, squirrel, eagle and bear. Allow pupils to give reasons why some animals choose to live in solitary.
Teacher explains reasons why animals live in solitary: to avoid competition for food, to avoid competition for space, take care of their young until they are able to survive on their own and to protect their area and guarantee food supply. Pupils are encouraged to give some examples of animals that live in solitary because of the reasons stated above.
Component: Content 2
Play the activity component. Prompt pupils to group the animals that live in groups or solitary. Pupils need to identify animals that live in groups and in solitary. Pupils need to drag and drop the pictures of these animals into the appropriate box. Pupils can discuss with their friends to do this activity.
There are five questions in this component covering the learning outcomes. Questions 1 to 3 are objective questions. Q4 is a drag and drop activity. Pupils drag and drop the correct answers for the questions. Q5 consists of true or false questions. Pupils need to identify whether the statements are true or false.
Teacher can use evaluation sheets to assess the pupils’ understanding of this lesson.
Conduct an activity; ask pupils to list a few habitats. Prompt pupils to name animals that live in this habitat. Distinguish between animals which live in groups and live in solitary. Give reasons why these animals live in groups or in solitary. Ask pupils to discuss and think why this happens.
Conclude the lesson by playing this component to further reinforce understanding of the lesson. Prompt pupils to name the animals which live in solitary; give examples of animals that live in solitary and explain why animals live in solitary. Emphasise that some animals live in solitariness because of certain reasons.
Component : summary