Animal Rescuers

Wildlife and habitats

around the world

From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission.
 Animal Rescuers

Contents
The IEYC Process of Learning 4

An Overview of Animal Rescuers 4

4
6
6
8
9
11

Putting Animal Rescuers. into Action 12

Entry Point 12
Capturing Curiosity 14

Learning Block 1: Explore and Express 16

Learning Block 1: Explore and Express Activities 19

Learning Block 2: Explore and Express 51

Learning Block 2: Explore and Express Activities 54

Learning Block 3: Explore and Express 84

Learning Block 3: Explore and Express Activities 87

Learning Block 4: Explore and Express 116

Learning Block 4: Explore and Express Activities 119

Exit Point 153

2
 Animal Rescuers

Appendices 155
Appendix 1: Home Letter 155
Appendix 2: The Learning Strands, Learning Outcomes, Personal Goals and
International Dimension Linked to the Activities in Animal Rescuers 157
Appendix 3: Example of an ‘IEYC Learning Journey’ 167

3
 Animal Rescuers

The IEYC Process of Learning

For a detailed explanation of each part of the IEYC process of learning, please refer to the
IEYC Implementation File.
Entry
Point
Exit
Point Capturing
Curiosity

Child
Explore & Enable the
Express Environment

The Big
Picture

An Overview of Animal Rescuers

This section provides:
■ A colour-coded mind map providing an overview of the learning experiences included in
this unit
■ A suggested pathway through this unit
■ Ideas for Enabling the Environment
■ A Big Picture overview for teachers
■ A Big Picture overview for children

A Mindmap of the Learning Experiences Included in Animal Rescuers

This mindmap provides an overview of the learning experiences that children will engage in
throughout this IEYC unit of learning.
The mindmap demonstrates how Learning Blocks are made up of a wide range of holistic
experiences underpinned by the IEYC Learning Strands. Whilst each learning experience
embeds all four Learning Strands, the mindmap identifies which are dominant areas by using
a colour-coding system.
The mindmap is intended to be used as a teacher resource and planning tool, providing a
useful snapshot overview of children’s learning.

From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 4
 Animal Rescuers Mind Map

2 3 4 1 2 3

Movers and Animal The selfish Spots and A fruity

Sightseeing
shakers dress up crocodile stripes surprise

1 4

What is a
jungle? INTO THE JUNGLE ON SAFARI Giraffes can’t
dance

Animal Rescuers
WILDLIFE AND HABITATS
1 AROUND THE WORLD 4

Polar POLAR DESERT No place

explorers
ADVENTURE Strand 1: Independence and Interdependence JOURNEYS like home

Strand 2: Communicating
Strand 3: Enquiring
Strand 4: Healthy Living and Physical Well-being

2 3 4 1 2 3

Rainbow Lost and Camel Snakes in

On thin ice! Dune dancers
bears found caravan the sand

From Fieldwork Education, a part of the Nord Anglia Education family. © WCL Group Limited. All rights reserved. Not to be reproduced without permission. 5
 Animal Rescuers

A Suggested Pathway through Animal Rescuers

This IEYC unit of learning is intended to last about 4 weeks. However, it can be reduced or
extended depending on the setting context, the ages and interest levels of the children, and
how children’s personalised learning is developed.
Note: shaded areas show the ongoing nature of a process of learning, or activities which can
be extended over a period of time.

Learning Block 1 Learning Block 2 Learning Block 3 Learning Block 4

The central learning The central learning The central learning The central learning
focus for this Learning focus for this Learning focus for this Learning focus for this Learning
Block is: Into the jungle Block is: On safari Block is: Polar adventure Block is: Desert journeys

Capturing Curiosity
Enable the Environment
Explore and Express Explore and Express Explore and Express Explore and Express
Activities Activities Activities Activities
1. What is a jungle? 1. Sightseeing 1. Polar explorers 1. Dune dancers

2. Movers and shakers 2. Spots and stripes 2. Rainbow bears 2. Camel caravan

3. Animal dress-up 3. A fruity surprise 3. On thin ice 3. Snakes in the sand

4. The selfish crocodile 4. Giraffe can’t dance 4. Lost and found 4. No place like home

Suggestions for Enabling the Environment

As this IEYC unit of learning progresses, an enabled environment should be developed as
children’s curiosity and interests grow. The following suggestions may be useful in the early
stages of implementing Animal Rescuers:

Save the animals!

In the Entry Point, children are introduced to an ‘Animal Rescue’ role-play area, where children
take on the role of rescuers, tasked with helping (soft toy) animals in their local setting.
Suggestions for setting up this role-play area is provided in the Entry Point.
As children begin to explore and learn about different animals throughout the course of this
unit, you can slowly build up your Animal Rescue centre with additional resources. These
might include maps and photographs of the different habitats you are visiting (e.g. jungle,
desert, etc.), animal identification posters, tablets and computers which might have related
games and activities on them, exploration equipment (binoculars, compasses, telescopes,
rucksacks, etc.), small world vehicles and/or scooters, pedal cars and other ride-on toys that
children use in imaginary play when they travel to different regions, and so on. Encourage and
support children in contributing their own ideas to the Animal Rescue centre.

6
 Animal Rescuers

It may be possible to link up with a local organisation that provides animal welfare and
protection. These organisations are likely to have their own resources and information, and
have educational teams who can visit your setting to talk about their work. There may even
be an animal sanctuary in your local area that you can visit, in order to see the animals first
hand. This will provide a valuable opportunity for children to see how animals are cared for,
and to find out more about the needs of animals.

Around the world

Each Learning Block focuses on a different wildlife habitat. Learning Block 1 focuses on
jungles and rainforests, Learning Block 2 explores grasslands and savannahs, Learning Block
3 focuses on the polar regions (Arctic and Antarctic), and Learning Block 4 investigates desert
environments. Each Learning Block can contribute to a permanent display/role-play area in
your setting, allowing children to revisit previous learning whilst slowly transforming the
classroom into an ‘around the world’ journey. By setting up and developing dynamic learning
areas over the course of the unit, when it comes to the Exit Point presentation show for
parents/carers, much of the creative work will already be done – and you can focus on simply
adding finishing touches, examples of children’s learning and other items of interest to each
area, in order to reflect the learning that has taken place.
Advice for developing these role-play and display areas is given in the continuous provision
and play experience suggestions for each Learning Block.
Children may have very limited experience and knowledge of the habitats that are being
explored in this unit. Therefore, you may wish to set up permanent play areas at the start
of the unit, with small world toys and relevant scenery (trees, sand, etc.), so that children
can begin to explore the four habitats and the animals that are found there. Support your
play areas with books and photographs relevant to each environment in order to encourage
further exploration and discussion.

7
 Animal Rescuers

Resource suggestions:
■■Art and craft materials
old
■Junk materials (cardboard boxes, tubes, egg cartons, etc.)
■new
old
■Water and sand tray
■new
old
■Plastic animals and small world play figures (try to ensure that there are enough plastic
■new
old
animals to represent the four habitats – jungle, grasslands/savannah, polar regions, and
new

desert)
old new

■■Picture cards of animals from the four habitats

old new

■■Non-fiction information books and resources, featuring animals from the four habitats
old new

■■Fiction books to link with activities, such as:

old new

The Animal Boogie, by Debbie Harter, Barefoot Books, 2011

old new

The Selfish Crocodile, by Faustin Charles, Bloomsbury Publishing, 1998

Flip Flap Safari, by Axel Scheffler, Nosy Crow, 2014
Handa’s Surprise, by Eileen Browne, Walker Books, 2006
Giraffes Can’t Dance, by Giles Andreae, Orchard Books, 2014
Splendid Spotted Snake, by Betty Schwartz, Workman Books, 2011
Rainbow Bear, by Michael Morpurgo, Corgi Children’s Books, 2000
The Little Polar Bear, by Hans de Beer, North-South Books, 2011
Lost and Found, by Oliver Jeffers, Harper Collins Children’s Books, 2015
■■Scooters, pedal cars, and other ride-on toys
■■A selection of African fruits, such as bananas, guavas, oranges, mangos, pineapple,
avocado, passion fruit and tangerines.
■■PE equipment (mats, hoops, sponge balls, etc.)
■■Blankets, bamboo poles, strips of fabric, clothes pegs, etc. (to build a tent/shelter)
■■Toy vehicles
■■Computers
■■Digital cameras
■■Programmable toy
■■Interactive whiteboard (optional)
■■Plastic milk jugs (Note: if you are using these to build the igloo in Learning Block 3,
Activity 1, then you will need a large collection (approx. 150 jugs!) so you may want
to start a collection ahead of time and involve staff members, parents and carers in
helping you to build the collection)

8
 Animal Rescuers

The Big Picture for Teachers

Four destinations
In this unit, children will be exploring four habitats – jungle, grasslands, polar regions and
desert. The Entry Point will set the scene for the children by imagining that they are working
for an Animal Rescue centre that looks after and helps animals around the world. Children
will imagine travelling to each of the four destinations, where they will learn about the
features of each habitat, as well as the wildlife that can be found there.
The habitats have been chosen to provide a wide breadth of learning, and to offer stimulating
opportunities for children to compare and contrast locations. The activity suggestions can
be used as starting points to extend children’s learning by looking at further habitats, such
as forests, mountains or parkland, which may have a greater relevance to your local area and
setting.
Learning Blocks can be taught in any order that you wish. You may want to be flexible to
allow yourself to be led by the children’s curiosity. For example, if children are curious about
one particular animal and want to learn more about it, or they have discovered a storybook
about a habitat and have further questions, it may be appropriate to extend activities and
ensure that children are given adequate time to explore new learning. The important thing is
to create opportunities for children’s curiosity to grow and learning to flourish.

Jungle
About 6% of the Earth’s landmass is classified as jungle. While jungles are very similar to
rainforests, the latter has a thicker top canopy of trees that block out light, whereas jungles
have less canopy allowing more light to reach the ground. As a result of this, jungles have
denser vegetation because the light makes it easier for plants to grow. This is why jungles
are often difficult to navigate – because the thicker vegetation, areas of swampy mud and
snaking plant roots create an arduous obstacle course!
The most famous jungles around the world include areas of the Amazon Basin (South
America), the Congo (Central Africa) and the Corcovado Jungle (Costa Rica). Over half of
the world’s animal species live in jungle environments. Common jungle animals include:
jaguars, tigers, spider monkeys, chimpanzees, gorillas, macaws, (Indian) elephants, sloth bears,
crocodiles, pythons, tapir and leopards. While the lion is often given the nickname ‘The King
of Jungle’, this is not entirely true, as lions typically live in grassland environments.

Grasslands
Grasslands (or savannahs) are, as their name suggests, areas that are dominated primarily by
grass plains, with a few scattered trees. They cover half of the landmass of Africa, as well as
large areas of Australia, India and South America. Savannah areas can often be created as the
result of climate change, as well as human intervention and the burning of forests.

9
 Animal Rescuers

The climate of savannah areas is usually dry and hot for 6 months of the year, with high
rainfall for the other half of the year. Most animals that live in the savannah are herbivores,
and are able to feast on the abundance of grass. During the hottest months, when rain is
scarce, competition for water is high. The dry season can also experience a lot of fires, often
caused by lightning striking the ground and igniting the dry grass.
Animals common to the African savannah include: lions, zebras, cheetahs, flamingos, (African)
elephants, rhinoceros, ostriches, hyenas and gazelles.

Polar regions
The polar regions are located at the top and bottom of the Earth. The North Pole is also
known as the Arctic and the South Pole is often referred to as Antarctica. Both poles are
very cold because they don’t receive any direct sunlight. As a result, both environments are
dominated by ice and snow, and present challenging habitats for wildlife to thrive.
Although they appear very similar, the Arctic and Antarctic are quite different. The Arctic is an
ice-covered ocean surrounded by land. The thickness of the ice can vary and, as the ice sheets
are constantly shifting, there is no permanent location to mark the physical North Pole. In
contrast, the Antarctic is a landmass of permanent ice surrounded by ocean. As a result, a
brass pole with an engraved plaque marks the geographic South Pole. The first expedition to
reach the South Pole was led by the Norwegian explorer Roald Amundsen, who arrived at the
pole on 14 December 1911, five weeks ahead of the British expedition led by Robert Falcon
Scott (often famously referred to as ‘Scott of the Antarctic’).
Animals common to the North Pole include: polar bears, reindeers, Arctic foxes, Arctic hares,
narwhal, orca, seals and walrus. Animals common to the South Pole include: penguins, seals,
terns and albatrosses.

Desert
Desert regions represent a third of the Earth’s landmass, and comprise areas that receive
extremely low amounts of rainfall. The largest desert is the Sahara in northern Africa and
stretches across 12 different countries. Other large deserts include the Arabian Desert
(Middle East), the Gobi Desert (Asia), the Kalahari Desert (Africa) and the Patagonian Desert
(South America).
Because daytime temperatures are very high, most animals are nocturnal and only active at
night, spending the day in burrows or underneath the sand, and then coming out when it is
cooler. Desert animals have also adapted to needing little water. Many get the water they
need from their food. Other animals store water that they can use later. The camel is a well-
known example, which stores fat in its hump to sustain it over long periods of time. Similarly,
the plants that are native to desert areas are also adapted for the harsh environment. They
can store large reserves of water in their leaves, stems or trunks. Many also have spines or
needles to protect themselves.
Animals common to desert environments include: camels, scorpions, vipers, cobras, meerkats,
lizards and desert foxes.

10
 Animal Rescuers

The Big Picture for Children

Overview of learning
(The following information should be used as a guide and adapted to match children’s
individual needs and levels of understanding.)
We share our world with many different animals – from the pets that we might look after
at home to the big wild animals we might see on television or in books. We are going to
imagine we are travelling all around the world, to visit some very exciting places and meet
the animals that live there. We’re also going to help these animals to feel happy and safe.
Some might even want to share some amazing stories with us! Are you ready to pack your
bags for a fabulous adventure?
In Learning Block 1, we’ll be:
■■Growing our own jungle
■■Following animal footprints
■■Making animal masks and costumes
■■Learning to share with a crocodile!
In Learning Block 2, we’ll be:
■■Going on a safari
■■Exploring animal patterns
■■Discovering some African fruit
■■Teaching a giraffe how to dance
In Learning Block 3, we’ll be:
■■Building an igloo
■■Finding out why polar bears are white
■■Helping animals stay afloat
■■Exploring friendship with the help of a penguin
In Learning Block 4, we’ll be:
■■Making patterns with sand
■■Looking after a camel
■■Making desert snakes
■■Helping animals to feel at home

11
 Animal Rescuers

Putting Animal Rescuers into Action

Entry Point
For your Entry Point, you will be setting up your own ‘Animal Rescue’ role-play centre, where
children can become animal rescuers and help some (imaginary) animals around their indoor
and outdoor animal rescue centre.
Prior to your session, set up the equipment for your role-play area. If possible, try and include:
■■An office area – with clipboards, pencils and a telephone. This could also include simple
admission forms that children can fill in (or draw in the boxes) when animals are brought
to their rescue centre.
■■Examination area – have a table with a white cloth or blanket across it. Have some role-
play medical equipment, such as a stethoscope, pots with damp cotton wool, tweezers,
thermometer, mirrors, bandages, plasters, and so on. You might want to have some x-rays
of animal skeletons on the wall for the children to view and discuss, and incorporate into
their play. (Note: always check for any allergies that children may have to materials you
are providing, such as bandages and plasters. Also, remind children that real medicines are
only for adults to provide, and should not be played with or taken.)
■■Bed area – have different-sized junk boxes and a selection of materials that children can
explore and use for bedding. Children can then fill the boxes to make suitable homes for
their animals. If available, you could also provide some cages (such as hamster and guinea
pig cages) that the children can use. Have dishes, bowls, spoons and some ‘animal food’
(seeds, grass, hay, oats, etc.) that the children can use to feed their animals.
■■Bath area – some animals may need a good wash and dry (particularly if they are muddy
– see scenarios below), so have a water tray that the children can use, with accompanying
tablets of soap, sponges, brushes, and towels for drying their toys.
You will also need some picture cards of common (and less common) domestic animals that
people in the children’s host and home countries would keep as pets – such as dogs, cats,
gerbils, parrots, hamsters, rabbits, tortoises, guinea pigs, stick insects, hedgehogs and mice.
You will also need some soft toy animals (if possible, linked to some of those in the pictures)
that you can use for your rescue scenarios. These will need to be hidden in and around your
setting, based on the rescue scenarios you are exploring – see below.
When the children arrive, explain that they have been hired by the Animal Rescue centre.
Their job is to help animals that might be injured, lost or need medicine to get better. Begin
by looking at the picture cards. Encourage the children to name the animals and talk about
those that they are familiar with. Perhaps some of the children have animals as pets and can
discuss how they look after them and the types of things their pets get up to!
Give the children a tour of your ‘Animal Rescue’ centre. Explain that it is like a hospital for
animals that are unwell or have been hurt. Some children may know what vets do and have
experiences that they can share.

12
 Animal Rescuers

After your tour, have an adult sit by the phone and demonstrate how to take a call from
someone with information about an animal that needs their help. If you have a telephone
with a ringing sound effect – or have an effect that you can play – it will help add to the
excitement.
As you are finishing up your tour, the phone can ring and your ‘receptionist’ can answer the
phone. Hold an imaginary conversation, related to your chosen scenario. After hanging up the
phone, tell the children what has happened. Involve a group of children in assisting with an
animal rescue, while others wait for the next phone call.
Each time the phone rings, pass on details of the animal in need of their help. Continue, until
all the children are involved in an animal rescue mission. With adult support, the children can
explore their setting to find their animal and help them. Animals can be brought back to the
rescue centre, where further activities can take place.
Suggested scenarios might include:
■■Help me down! – Place a soft toy animal in your setting, somewhere where they might have
accidentally climbed but now they’re frightened and need help getting down. Ensure your
location is safe for children to reach – such as the top of a slide, on a climbing frame, a
wall, or a cupboard in your setting. Children will need to locate the animal then carefully
help it down. They can then take the animal back to the rescue centre to make a nice home
for it, to help it recover from its scare.
■■Gone missing – Hide a soft toy somewhere in your indoor or outdoor setting. Your caller
can be a worried owner who has lost their pet. Children could work together to create a
missing poster for the pet. Have a description of the pet, and encourage children to choose
which best matches the pet from an assortment of photos. They can then stick their picture
on a sheet of paper, and confident children could practise emergent writing by recording
the name of the animal and telling people who to call. Next, receive another call to the
centre. The animal has been heard (or sighted) in an area of your setting! It’s time to go
looking. The children can explore the suggested area to find the animal, and then bring it
back to the centre to look after and ensure that it is fit and healthy. Children can then role
play phoning the owner to tell them that their pet is safe and they can come and collect it.
■■Time for a wash – Oh dear, someone has spotted a very muddy animal running around.
Perhaps we need to find them! You could create some ‘muddy footprints’ out of cardboard,
appropriate for your animal, and place them in your setting to make a trail for the children
to follow. This will lead them to a soft toy, which can be covered in mud and soil (ensure
that it is not a toy that is precious to anyone!). Children can then take the muddy animal
back to the centre to wash and dry, and then make them a nice home. Again, children can
role play phoning the owner to let them know that they are safe. Perhaps you could have a
name tag and number on the pet, which the children can explore and refer to.
■■All tangled up – Have a soft toy animal tangled up in wool and string, and placed
somewhere in your setting. A call to your Animal Rescue centre can give the location of
the animal and a description of what has happened (they are all tangled up and need
help to get free). Ask the children what equipment they might need to take with them

13
 Animal Rescuers

to help the animal. They might suggest scissors or other (safe) cutting tools, as well as
medicine, bandages and other medical equipment, in case the animal is injured. When the
children find the animal, they can carefully untangle them and/or cut them free. They can
then carefully bandage up a sore leg or two, before returning them to the centre to look
after. Children could then make a poster to help find the owner of the animal, perhaps by
taking a photograph of the toy or drawing a picture. Confident children can practise their
emergent writing by adding words that describe the animal.
Allow enough time for children to enjoy working through their scenario. Groups will be
focused on different tasks, but encourage collaboration and teamwork (and practising
the IEYC Personal Goals!), so that children can move around and involve themselves with
activities that interest them – whether it is making a bed for an animal, washing an animal
in the water tray, or helping others to make a comfy home for a pet. Provide support and
prompts to help children to develop their role-play scenarios. Children may also have fun
coming up with their own.
End your session by asking the children whether they enjoyed looking after animals in need.
How does it feel to help others?
Now it’s time for the phone to ring a final time. Answer the call, acting excited at what you
are hearing. When you put the phone down, you can then share what you have just learned
with the children.
The phone call was from the owner of the Animal Rescue centre, who now wants the children
to ‘go international’ and help animals all around the world. How do the children feel about
getting that opportunity? You can briefly encourage children to discuss the types of places
that they might visit and the animals that they might see on their exciting adventure!

Capturing Curiosity
Capturing curiosity is an ongoing process, beginning with the Entry Point. The process should
lead to finding out what children already know about a theme and what they are curious
to learn. This enables teachers to support child-initiated and personalised learning. Some
children may be able to express their curiosity during discussions, through drawings or other
expressive means, whilst other children will need to be observed in order to see where
their interests lie. Circle time, small group and one-to-one discussions lend themselves to
capturing a child’s curiosity, but often a child’s spontaneous exploration is when teachers
successfully capture their curiosity.
This IEYC unit provides a wide range of experiences around a central theme. It might be
helpful to adapt the questions below, in order to find out what children already know about
this theme, and what they would like to learn about. Sharing each other’s interests during
circle time and group discussions often generates further curiosity.
■■Do you have a pet?
■■How do you look after your pet?
■■Which animals do you know about?

14
 Animal Rescuers

■■Can you describe this animal to me?

■■Can you show me how it might move?
■■Where might you find that animal?
■■How would you describe this animal’s home?
■■Do all animals look the same?
■■What is similar/different?
■■What shapes and patterns can we see?
■■Which animal is bigger/smaller?
■■Why does this animal have a long neck/tail/trunk/fur/wings/etc.?
■■Where can we find out more about this animal?
■■What did we learn from the picture/book/video?
■■How can we show others what we have learned?

15
 Animal Rescuers

Learning Block 1: Explore and Express

The central learning focus for this Learning Block is:

Into the jungle

Suggestions for this Learning Block’s continuous provision and play

experiences:
You may wish to extend your animal rescue theme by finding out and sharing what real
animal rescue centres and animal sanctuaries do. It may be possible to arrange for someone
from a local centre, sanctuary or animal welfare organisation to visit the school and talk
about their work. Use children’s ideas and previous experiences of what an Animal Rescue
centre does as a starting point for developing an ongoing a class display. Begin the display
by encouraging each child to contribute a drawing, painting or model of an animal that they
are particularly interested in. Involve the children in grouping their animals on a display
board according to specific criteria, for example, fur or skin colour, size, or habitat. An adult
or confident children could add sentences and labels, describing what the rescue team does
to help animals. Encourage children to add their new learning to the display as this Learning
Block evolves. It may be appropriate for more confident children to pose simple questions
about what they would like to find out and add these to the display, either pictorially or
scribed on post-it notes.
As this Learning Block develops, you can slowly build up your jungle role-play area (see
Activity 1), by making vines, leaves, trees and other features using art materials. Animals
could also be drawn/painted and added to the display, showing them in their preferred
habitat (water, trees, sky, etc.). Develop the footprint theme (see Activity 2) by placing different
footprints in the jungle area for children to discover. Encourage them to think about what
type of animal might have made the prints. Use information books and other resources to
look at different jungle animals. Reveal the mystery animal at the end of the day.

The IEYC Personal Goals children will be helped to develop in this

Learning Block are:
■■Adaptability
■■Communication
■■Cooperation
■■Enquiry
■■Morality

16
 Animal Rescuers

■■Resilience
■■Respect
■■Thoughtfulness

The IEYC International Dimension children will experience in this

Learning Block is:
■■The similarities and differences between children’s lives
■■Learning and playing with others beyond their immediate friendship group
■■Applying the IEYC Personal Goals in various contexts

Suggestions for linking to Language and Mathematical development

to complement the setting’s policy for these areas:
After sharing the story, The Selfish Crocodile, by Faustin Charles, Bloomsbury, 1998 (see Activity
4), children can be encouraged to create their own versions of the story.
Explore retelling the story using small world animals, before assisting children with creating
new versions of the story where different animals are ‘selfish’. Perhaps it will be a monkey who
doesn’t want to share his tree of delicious fruit, or a tiger that doesn’t want to share his dry and
comfy den with the other animals when it is raining. Encourage children to continue the story,
with an adult offering prompts as necessary. Link back to The Selfish Crocodile, by considering
what might happen next to make the selfish animal change their mind. What might happen
that means they need the help of others? How might the story end? Encourage children to
talk about what it means to be selfish and the importance of sharing and being a good friend.
Provide opportunities for more confident children to draw and sequence their story, as
well as practise their emergent writing by adding speech bubbles and simple sentences if
appropriate. The pages can then be bound into individual books, or used to begin a collection
of class books to share with others.
Children can create their own jungle trails by assembling cards in different patterns to
build a winding maze. Once the trails have been made, children can add scenery using art
materials, such as trees, swamps, pools and rivers, to add interest to their jungle.

17
 Animal Rescuers

Children can then practise giving directions to a small world animal to help them navigate
the pathways. Prompt children to talk about the features of their jungle as they follow the
path, and encourage them to use directional and positional vocabulary to describe the
movements of their animal.

Suggestions for linking physical development to complement the

setting’s policy for physical education:
Play a crocodile tag game. Set up two rows of mats at opposite ends of your hall or other
space. These represent the safe banks of your river. The area in between is the river. Start with
an adult or one child being the crocodile. They can’t move onto the banks, they can only move
in the river area. The rest of the children are the other jungle animals that must cross the
river. They all start on the same bank. When you call ‘cross’, the jungle animals must try and
run across the river space to reach the safety of the opposite bank. If the crocodile touches
them, they have been caught and must sit out – or they can become another crocodile if you
wish. Continue the game until the crocodile/s have caught and gobbled up all the animals!
Play a listen and respond game. You will need four picture cards of jungle animals (e.g. tiger,
elephant, monkey and macaw parrot). Place these in different areas of your space. You will
also need sound effects to represent the noises made by each animal. A Google search will
provide plenty of examples for each animal. Begin by listening to these and matching them to
the animals, so that the children can become familiar with them. Then encourage the children
to move around the space, imagining they are jungle explorers. When you play a sound,
children must identify the animal, and then run and sit next to the picture of the animal that
they think it is. Continue the game, with children exploring, playing a different animal sound
each time. If you wish, the last child to reach the correct animal could be ‘out’, or they could
also be ‘out’ if they choose an incorrect animal. These children can then help you to judge
further rounds.

Reflective Practices
During IEYC Explore and Express activities, teachers should reflect on the following
questions:
■■Are all children learning – is there evidence that learning is taking place?
■■Are learning experiences developmentally-appropriate – do children need to revisit Phase
A learning activities or extend to Phase B learning activities?
■■Is the learning sufficiently engaging and challenging?
■■Is anything helping learning to become secure?
■■Is anything hindering learning to become secure?
■■What types of learning experiences will further support children’s progression?

18
 Animal Rescuers

Learning Block 1: Explore and Express

Activities
Activity 1: What is a jungle?

Phase A
During this learning activity, children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.1a Using gesture and body movement to communicate
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.6a Using language skills in play situations and a variety of developmentally-appropriate
contexts for example role-play, story telling, giving and receiving instructions
2.7a Using language to recall events
2.8a Using language in imaginary play situations
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.19a Exploring books and reading for pleasure
2.27a Following simple texts when being read to

19
 Animal Rescuers

COMMUNICATING THROUGH SHAPE AND MEASURES

2.53a Exploring size and shape through real-life and play contexts
2.55a Exploring size and shape in everyday objects in the environment
2.56a Describing objects according to size and shape
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.77a Exploring and creating 2D and 3D artwork
2.78a Exploring art in the environment
2.87a Exploring movement and dance through role-play and imagination

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1a Exploring the senses
3.4a Exploring how we move
ENQUIRING ABOUT THE WORLD
3.7a Asking questions, experimenting with ideas and finding out about the local
old new
environment

old new
3.11a Identifying patterns in the natural world
3.12a Exploring natural materials and objects
3.18a Representing the environment through model making, drawings and artwork

Explore: Phase A
Begin your session by sharing a picture book about rainforests with the children. Suggestions
might include:
The Rainforest Grew All Around, by Susan K. Mitchell, Arbordale Publishing, 2007
Jazzy in the Jungle, by Lucy Cousins, Walker Books, 2013
As you explore the illustrations with the children, discuss the environment of the jungle.
What colours can they see? Point out features such as leaves, trees and plants, and the size/
height of the trees. Compare and contrast with features in your local setting. Depending on

20
 Animal Rescuers

where you are located, there may be rainforests/jungle environments in the host country.
With support, encourage children to share any experiences or existing knowledge that they
might have.
The books will help to introduce children to some of the animals that make the jungle a
home. Explore their names and features, and encourage children to point them out on each
page. Are they flying, climbing, hiding, swimming, etc.?
Recap your Entry Point and the Animal Rescue role play. Explain that, because of their
excellent teamwork and caring skills, Animal Rescue is now sending the children around the
world. The first place they will be visiting is the jungle!
Ask the children what they might see, feel, hear and touch as they explore the jungle. Have
some sensory experiences to support the children’s responses, such as rainforest sound
effects/music, a sensory box filled with moss, leaves and/or twigs, photographs of rainforest
environments, and so on.
Can the children imagine moving through a jungle? What might it be like? You could model
actions for the children to follow – imagining stepping over roots, pushing past leaves,
ducking under branches, wading across rivers, and so on. You could also explain to the
children that the jungle is thick and lush with plant life because there can be a lot of rain.
Imagine taking shelter underneath branches, as you wait for the heavy rain to stop. Then,
imagine exploring again, but now the ground is muddy and wet. Take slow, heavy strides as
you try to pull your feet out of the sticky, squelchy mud!

Express: Phase A
Now that the children are expert jungle explorers, they can help you to make an exciting
jungle role-play corner. Start off the area by having green blankets to represent the ground.
You can then have green and blue card taped to your walls to create a land and sky backdrop:

21
 Animal Rescuers

Set up activity tables where children can help to create different additions for your role-play
corner, slowly building up your jungle with trees, plants, vines and other features. Have an
adult assist at each table, with photographs and illustrations of rainforests to refer to.
Activities might include some or all of the following:
■■Hanging vines – help the children to make paper chains using green card. These can then
be taped to the ceiling to hang down over your role-play area, or used to trail over your
trees and other features.
■■Big leaves, little leaves – add leaves and ferns to your backdrop by providing children
with different-sized leaf templates that they can paint, or colour using crayons. Children
could also study the size and shape of real leaves using a hand lens, and add some of
the features that they identify (such as the leaf veins) to their own versions. You could
also print with the real leaves to see what patterns and shapes they leave on the paper.
Confident children may want to use the templates to draw around and cut out their own
leaves to decorate. Tape or glue these to your wall display to make interesting patterns. You
could also roll green card into thin cylinders and attach leaves along the length to make
hanging branches.
■■Trailing roots – paint cardboard rolls in greens and browns. Once dry, tape the rolls
together to make a long winding root, which can then be trailed across the base of your
role-play area.
■■Jungle river – use a blue blanket or lengths of blue and white tissue paper to create a river
or pond area. Children can place beads, pebbles and rocks along the stream. Make little
islands out of cardboard that the children can decorate with textured paints and collage
materials.
You may also want to include some of the ideas suggested for Phase B.
While children work on building your jungle, have some rainforest sound effects in the
background to add to the jungle feel!
Depending on the time that you have available, you may want to extend your jungle building
activity over several sessions, allowing time for children to contribute further ideas as their
interest and learning develops.

22
 Animal Rescuers

Activity 1: What is a jungle?

Phase B
During this learning activity, children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.18b Offering support to others when able to
1.21b Giving praise and encouragement to others
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.18b Using illustrations to make predictions
2.23b Choosing and using books for a purpose
COMMUNICATING THROUGH WRITING
2.28b Distinguishing differences and giving meaning to different marks and symbols
2.29b Writing for a range of purposes and meaningful real-life and play contexts

23
 Animal Rescuers

COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY

2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1b Using the senses to make discoveries
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.15b Exploring significant features of the wider world including oceans, deserts,
old new mountains and forests
old new 3.18b Representing the environment through maps, plans, drawings, photographs and
old new
diagrams
3.19 Exploring wildlife habitats

Explore: Phase B
Invite children to choose a storybook about rainforests for you to share. Suggestions might
include:
The Rainforest Grew All Around, by Susan K. Mitchell, Arbordale Publishing, 2007
The Umbrella, by Jan Brett, Penguin, 2011
Over in the Jungle: A Rainforest Rhyme, by Marianne Berkes, Dawn Publications, 2007
As you explore the illustrations with the children, discuss the environment of the jungle.
What colours can they see? Point out features such as leaves, trees and plants, and the size/
height of the trees. Compare and contrast with features in your local setting. Depending on
where you are located, there may be rainforests/jungle environments in the host country.
With support, encourage children to share any experiences or existing knowledge that they
might have of jungles.
Afterwards, gather the children together and recap what they learned during the Entry Point.
Explain that, because of their excellent teamwork and caring skills, Animal Rescue is now
sending them around the world. The first place they will be visiting is the jungle!
Ask the children what they expect to see, hear, smell and touch as they explore the jungle.
As with Explore: Phase A, you might want to have some sensory experiences to support the
children’s responses, such as rainforest sound effects/music, a sensory box filled with moss,
leaves and/or twigs, photographs of rainforest environments, and so on.

24
 Animal Rescuers

old new

Use maps, globes and/or Google Earth (earth.google.com/) to locate the major areas of
rainforest. Begin by finding your host country and some of children’s home countries for
reference, and then locate some or all of the following:
■■Amazon River Basin (South America)
■■Congo River Basin (Western Africa)
■■Madagascar rainforest (Island of Madagascar)
■■Rainforests of South East Asia (Indonesia, Thailand, Malaysia and Cambodia)
The following link provides a map for reference:
Srl.caltech.edu/personnel/krubal/rainforest/Edit560s6/www/where.html
The California Institute of Technology website has a section on rainforests, featuring a
map and accompanying details on the world’s rainforests.
Place flags or small world trees on the different locations. Talk about these locations in
comparison to each other and also your host country. Explain that the jungle environments
appear on a similar line across our planet’s surface. This is where it is very hot. Where jungles
grow thickest, they become rainforests. Ask the children why these areas might have been
given this name. Explain that these areas experience very high amounts of rainfall, which is
why they are so lush and green! Look back at your images, exploring the different shapes and
features of the plants, vines and trees, and any other interesting features you can see, such as
winding roots, rocks, moss, waterfalls, lakes and streams.
Gather the children around a rucksack/backpack. Explain that it’s time to pack for your jungle
adventure, but what should we take? Have a variety of different clothes, some appropriate for
hot, sunny and wet weather (e.g. sunhats, t-shirts, shorts, sunglasses, anoraks, rain hats, etc.)
and some that are inappropriate (e.g. jumpers, winter coats, scarves, woolly hats, mittens etc.).
You may also want to include some ‘jungle equipment’, such as binoculars, magnifying lenses,
nets, insect repellent, and so on, to discuss and add interest to your sorting activity. Work
together to decide which clothes and items would be most appropriate for the jungle.
If you wish, children could bring in a backpack of their own, to use as their pretend travel bag.
They can then fill this with clothes and items that they think they might need on their travels.
Children could also be encouraged to make their own items over the course of this unit, such
as binoculars, sunglasses, maps, etc. to add to their bag. Alternatively, children could each be
provided with a canvas bag, which they can print their name on and then decorate with paw-
prints and other patterns. The bags/rucksacks can then be used by the children during role-
play activities.

25
 Animal Rescuers

Express: Phase B
Now that the children have packed for their trip, it’s time to build an exciting jungle role-play
area! In addition to the ideas in Express: Phase A, you might also want to include:
■■Plant weaving – attach a net to your back wall for the children to thread ribbon, rope,
string, wool, card and other appropriate materials through, to create long grass or plants.
■■Tree patterns – if appropriate, children could be shown how to make bark rubbings in
your outdoor setting by placing a sheet of paper against a tree, and then rubbing a wax
crayon or oil pastel over the paper. Encourage children to feel the bark and describe its
texture – rough, bumpy, hard, etc. Talk about the patterns and shapes that the children
can see in their rubbings. These could be cut into strips, and then assembled against your
backdrop to make your own tree trunks. Children could also paint their own trees. Show the
children how they can lie wool, string and/or ribbon onto their paper to make tree-like bark
patterns. Next, paint over these using the colours the children have chosen. As the paint
dries, peel off the wool/string/ribbon to leave white pattern prints behind. Again, these can
be used to assemble your own tree shapes on your backdrop.
■■Leaf rubbings – using a similar method to the bark rubbings, children can also record
the features and textures of leaves by putting a thin sheet of paper over a leaf and then
running a wax crayon or oil pastel over the leaf. These can then be cut out and assembled
to make your own plants or to decorate vines.
Depending on the time you have available, you may want to extend your jungle building
activity over several sessions, to allow children to have an opportunity to contribute
to different areas of the display. Encourage collaboration and teamwork, with children
supporting each other as they work together to build the different features of their area.
As an exciting addition to your area, you could also challenge children to make their own
den/hide – where they can observe the wildlife of the jungle safely. The size and shape
of your den will depend on the materials you have available. You might want to start
by simply pushing tables together to make a starting structure. Provide a selection of
materials in different colours (blankets, netting, cushions, etc.) for the children to choose
from for their den. Encourage them to think about how they can make their den blend in
with their surroundings. This offers a good opportunity to talk about camouflage. As well
as appropriately coloured blankets, children could also make extra vines, leaves and other
details to tape and/or drape over their den to help it blend in. Ensure that there is a look
out area, which children can use to observe the wildlife. You could also provide some role-
play equipment for children to use in their den, such as binoculars, clipboards and pencils,
information books about jungle animals, walkie-talkies, pots, plates and cutlery for making
imaginary food, and so on. Children could also practise their emergent writing to create signs,
animal and plant guides, ‘I-spy’ posters and so on. Encourage children to share their own
ideas and develop their role-play area as their learning develops.

26
 Animal Rescuers

Activity 2: Movers and shakers

Phase A
During this learning activity, children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.27a Learning independently, alongside and from others
1.16a Participating in group activities
1.24a Sharing experiences with others
1.26a The pleasure and delight of gaining new experiences

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.1a Using gesture and body movement to communicate
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.8a Using language in imaginary play situations
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.16a Exploring and observing the use of printed materials and resources

27
 Animal Rescuers

2.27a Following simple texts when being read to

COMMUNICATING THROUGH WRITING
2.28a Mark making using a range of materials
COMMUNICATING THROUGH NUMBER
2.36a Counting through play activities, action songs, rhymes and games
2.40a Exploring one-to-one correspondence
2.43a Counting groups of objects
2.48a Comparing groups of objects
COMMUNICATING THROUGH SHAPE AND MEASURES
2.53a Exploring size and shape through real-life and play contexts
2.56a Describing objects according to size and shape
2.57a Identifying similarities and differences between shapes
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.77a Exploring and creating 2D and 3D artwork
2.78a Exploring art in the environment
2.80a Freely experimenting with art materials and initiating own art adventures
2.87a Exploring movement and dance through role-play and imagination
2.88a Responding to a range of stimuli through movement and dance
2.89a Exploring movement and dance in the natural world

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1a Exploring the senses
3.2a Exploring body parts
ENQUIRING ABOUT THE WORLD
3.11a Identifying patterns in the natural world
3.16a Observing nature in the local environment
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

28
 Animal Rescuers

Explore: Phase A
Start your session by providing activities to enable children to explore footprints and mark
making. These might include:
■■Making tracks – provide paint for children to dip their feet into, and then make prints on
large sheets of paper. Encourage children to describe how the paint feels (cold, wet, slimy,
etc.). Explore different marks that can be made by stepping, jumping, sliding, wiggling,
and so on. Compare footprints with other children. Are they the same or different? Whose
footprint is biggest? You could also have a tray of damp sand for children to make
footprints in.
■■Out and about – if appropriate for your setting, children could explore the local
environment to look for animal/bird prints. With adult support, children could take
photographs of any evidence they have found to view back in your setting. Is it possible to
identify the animal from the prints they have left behind?
■■Jungle trails – provide an assortment of plastic jungle animals for children to dip into
paint, and then make trails with by ‘walking’ them across a sheet of paper. Use a different
colour for each animal. Explore the patterns that can be made. Compare the footprints that
the different animals make. Does the biggest animal make the biggest footprint? Do we
think any of the animals we have can make a bigger footprint? You could also provide trays
with different textures (soil, sand, salt, rice, etc.) for children to make tracks and patterns in,
using their animals.
■■Fun in the mud – encourage children to explore how it feels to walk through a muddy
swamp. Fill a tub or paddling pool with soil, and then add water to make a ‘muddy
swamp’. The children can then step in the mud and explore the footprints they can make.
Encourage them to describe the texture and feel of the mud. Can they squeeze it between
their toes? Can they make a trail of footprints? One child can follow another by trying to
step in each other’s prints.
Afterwards, gather the children in the hall or other large space. You might want to begin by
having the children imagine that they are exploring the jungle. Can they remember some of
the actions from the previous session? Guide the children as they step over logs and roots,
duck under branches, crawl under fallen trees, jump across stepping stones, and so on. Use
the opportunity to emphasise positional vocabulary, such as “on”, “over”, “under”, “across”, and so
on.
Afterwards, explain to the children that they have come to a very wet and muddy area of the
jungle – and look, there are some footprints!
Have some large sheets of brown sugar paper or card taped together (to represent a pool of
mud), with an assortment of jungle animal footprints printed across them. Black and white
examples of footprints can be found online, and used as reference for your own marks/
templates. Try and include some of the animals that feature in the storybook, The Animal
Boogie (see Express activity, below), such as an elephant, leopard, bear, bird and monkey.

29
 Animal Rescuers

You may want to have several different mud pools, with different footprints in each, for the
children to discover. Try and ensure that the footprints are sized accordingly, so that the
children will be able to compare them and discuss the type of animal that might have made
old the prints.
new

Allow enough time for the children to explore the different footprints. How many different
animals can they count? Which are the biggest footprints we can find? Which are the
smallest? How many are there of each? Have some picture cards of the different animals.
Work together to match the animals to their footprints.

Express: Phase A
Share the storybook, The Animal Boogie, by Debbie Harter, Barefoot Books, 2011. Some
versions of the book also come with an accompanying CD of music. In the story, we meet
some of the different animals that can be found in an Indian rainforest – and learn how they
move as they dance their way through the jungle.
You can listen to the story being read/sung here:
Youtube.com/watch?v=25_u1GzruQM
YouTube hosts this animated version of The Animal Boogie, with accompanying music.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Children will enjoy joining in with the repetition of the story, as well as discovering each of
the different animals along the way. Can they remember what footprints they made?
Repeat the story a second time, and encourage the children to join in with the actions
– shaking like the bear, flapping like the bird, leaping like a leopard, and so on. (For the
swinging monkey, you can imagine grabbing different branches, making similar movements
as if you were climbing a ladder). At the end of the story, everyone can join hands and sway
together to the final verse. Afterwards, invite children in turn to choose their favourite
animal and make the appropriate action. Can the other children guess what animal they are
pretending to be?

30
 Animal Rescuers

If you wish, you could end your session by providing art and craft materials for children to
make their own jungle picture, featuring their favourite animal. Have the storybook and
picture cards of jungle animals available for reference as the children work on their pictures.
These could then be displayed with the matching movement word next to each image.

Activity 2: Movers and shakers

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.16b Co-operating, taking turns and following the rules of group activities
1.17b Overcoming challenges with increasing independence
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.7b Using language to recall, retell and sequence events
2.10b Extending vocabulary, exploring language patterns and sounds, word meanings and
word groups
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.21b Exploring word groups and rhyming patterns
2.22b The structures of stories: characters, settings, events, beginning, middle, end
2.23b Choosing and using books for a purpose

31
 Animal Rescuers

2.27b Recognising and reading common words and familiar sentences

COMMUNICATING THROUGH WRITING
2.28b Distinguishing differences and giving meaning to different marks and symbols
2.29b Writing for a range of purposes and meaningful real-life and play contexts
2.31b Copying and experimenting with letter formation
2.33b Using phonic awareness to write words
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77b Designing and creating 2D and 3D artwork for a range of purposes
2.89b Creating movement and dance linked to the natural world

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.11b Classifying and comparing objects in the natural world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats

IEYC Learning Strand 4: Healthy Living and Physical Well-being

PHYSICAL WELL-BEING
4.10b Taking part in games and activities involving equipment
4.11b Exploring balance
4.12b Exploring team games and associated rules

Explore: Phase B
Set up an obstacle course for the children to explore, which will encourage different types of
movement (jumping, crawling, balancing, climbing, etc.). Children are going to imagine that
they are travelling through the jungle, looking for animals.

32
 Animal Rescuers

Describe the different parts of your course, matching them to a jungle theme. Depending on
the equipment you have available, these might include:
■■Stepping stones – use hoops for stepping stones, which children can jump between to
avoid the hungry crocodiles in the river!
■■Animal den – provide a crawl tunnel, draped with paper-chain vines for children to explore.
They’ll need to be quick in case the animal comes home.
■■Log walk – put balance beams together to make a zigzag bridge that the children will need
to balance along. They will need to be careful, as they won’t want to fall into the fast-
moving river.
■■Swamp – a ball pool can make an ideal swamp. Alternatively, if you have a collection of soft
bean bag seats, these can be piled together to make an interesting obstacle for children to
navigate.
■■Tangled jungle – you can also arrange tables and chairs in interesting ways, and drape with
blankets or netting, to provide maze-like crawl spaces for the children to explore. Always
ensure that the children are able to move safely through the area.
Organise your course in a circular arrangement, so that children can start in different areas
and move clockwise around the course. Play some jungle sounds or music as the children
navigate the ‘jungle’ and enjoy exploring different movements.
Once children are familiar with the course, explain that it is time to go searching for animals.
Explain that, because the ground is very wet and muddy, it might be possible to track the
animals from their footprints!
Put the children into small groups and provide each with a collection card, displaying four
footprints. Try and include some of the animals that feature in the storybook, The Animal
Boogie (see Express activity, below), such as an elephant, leopard, bear, bird and monkey.

Black and white examples of footprints can be found online, and used as reference for your
own marks/templates. As well as the collection cards, have four of each of the footprints
printed/photocopied onto separate sheets of paper or card. Place these randomly around your
course.
Children should navigate the obstacle course in their teams, looking for the four footprints
that match the ones on their collection card. If they find a matching footprint, they can pick it
up.

33
 Animal Rescuers

old Once teams have found all their footprints, they can move to join you. When all the footprints
new

have been found, display some picture cards of the animals and challenge children to match
the footprints to the animals.
Afterwards, ask the children if they would like to go exploring again – and this time, perhaps
they’ll get to see some of the animals they have been tracking…

Express: Phase B
As with Express: Phase A, share the storybook, The Animal Boogie, by Debbie Harter, Barefoot
Books, 2011. Some versions of the book also come with an accompanying CD of music. In the
story, we meet some of the different animals that can be found in an Indian rainforest – and
learn how they move as they dance their way through the jungle.
You can listen to the story being read/sung here:
Youtube.com/watch?v=25_u1GzruQM
YouTube hosts this animated version of The Animal Boogie, with accompanying music.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Children will enjoy joining in with the repetition of the story, as well as discovering each of
the different animals along the way.
Repeat the story a second time, and encourage the children to join with the actions – shaking
like the bear, flapping like the bird, leaping like a leopard, and so on. (For the swinging
monkey, you can imagine grabbing different branches, making similar movements as if you
were climbing a ladder). At the end of the story, everyone can join hands and sway together to
the final verse.
Afterwards, ask the children if they can remember the sequence of animals that appeared in
the story. Have picture cards of the animals that children can arrange to match the sequence
in the book. Play a fun action game, where a group of children are given some of the cards.
They then have to do the actions for each of their animals. Afterwards, the other children
must try and name all the animals in order. Have an adult assist each group with their
actions, until children have grown in confidence.
To end your session, children could make their own ‘Animal Boogie’ book – working
individually or in small groups. Provide a collection of information books, posters, storybooks
and other resources, for children to explore. Encourage children to use the resources to
choose their line-up of animals and draw each one on a separate sheet of paper or card. Once
complete, punch holes in the pages, and then use ribbon or string to bind them together into
a little book. Children can then use their books to sing or tell their own ‘Animal Boogie’ story,
deciding how each animal might move through the jungle. Confident children may like to
practise their emergent writing to describe the movements of their different animals, or an
adult could scribe the movement words on to their pages, to match each of their animals.

34
 Animal Rescuers

Activity 3: Animal dress-up

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.14a Following conversations and stories
COMMUNICATING THROUGH NUMBER
2.36a Counting through play activities, action songs, rhymes and games
2.40a Exploring one-to-one correspondence
2.41a Using mathematical language to describe groups containing more or less objects
2.43a Counting groups of objects
2.44a Separating a quantity of objects into groups with smaller number values
2.46a Creating groups of objects
2.48a Comparing groups of objects
COMMUNICATING THROUGH SHAPE AND MEASURES
2.61a Exploring length and height through play and practical activities
2.62a Using language associated with length and height

35
 Animal Rescuers

COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY

2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.77a Exploring and creating 2D and 3D artwork
2.78a Exploring art in the environment
2.79a Using illustrations to inspire drawings and artwork

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.11a Identifying patterns in the natural world
3.14a Exploring features of living and non-living things
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

Explore: Phase A
Set up some hands-on activities to further introduce children to different jungle animals.
These might include:
■■Hanging around – create a stand-up tree model with branches that you can hang plastic
monkeys from (plastic hanging monkeys are available from most toy stores and online
retailers – often sold as a ‘Barrel of Monkeys’). You could make a simple tree from
cardboard, and then make a slot in the base to create a tab to help it to stand up. Painted
lolly sticks can then be taped to the reverse for the branches of your tree:

36
 Animal Rescuers

old new

Allow time for the children to play with the monkeys and explore hanging them off the
branches of the tree. Have some images of jungle monkeys for the children to look at, such
as spider monkeys, howler monkeys and squirrel monkeys. Compare their features and
talk about how they are adapted for living in trees, by using their hands and tail to cling
to and swing from branches. Practise counting by placing monkeys on different branches.
How many monkeys are on this branch? Which branch has the most/fewest monkeys? Can
we put three monkeys on this branch? Also, reinforce height vocabulary by referring to the
highest and lowest branches.
■■Bridge over troubled waters – using your river area from the role-play corner or creating
a new one from art materials, have some plastic toy crocodiles for the children to explore.
Alternatively, you can make your own from card or junk materials, such as cardboard rolls,
egg boxes etc. The following video provides a basic example:
Youtube.com/watch?v=d7xKOvAGRR0
YouTube hosts this simple guide to cutting a crocodile shape out of green card.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

You could also have some images to refer to. Talk about their features, such as the long
mouth, big teeth and long tail. Count the crocodiles as you place them in the ‘water’. How
many crocodiles are in the river? Explain that the other jungle animals want to cross the
river, but they are frightened of being eaten by the hungry crocodiles. Perhaps it is time for
the animal rescuers to lend a helping hand. What could we do to help? Provide building
bricks and construction toys for children to build a bridge across the river, so that the other
animals can cross safely.
■■Lost my feathers – have some images of jungle birds for children to explore, such as
macaws, toucans and hornbills. Talk about their bright feathers and compare with birds
that the children may be familiar be in the host country and their home countries. Present
children with a large black-and-white outline picture of a bird. Provide pre-cut feather
shapes for the children to colour or, if appropriate, encourage children to cut around
feather templates to practise cutting skills. They can then glue the feathers onto the bird to
create their own multi-coloured jungle bird. Refer back to the images for inspiration.
■■Fruit pickers – look together at images of Indian elephants, native to the jungles of India.
Discuss their features, such as the large ears (which they use like a fan to cool themselves
down when it is hot), the trunk (to allow them to pick up food from the ground and trees
without needing to move their heads) and horns (for protection). Children can pretend
to use their own ‘trunk’ to pick fruit from the trees. Fold a square of grey card in two for
children to hold in their hand like a big set of tweezers, imagining that it is the end of their
trunk. Then place coloured pompoms on a cut-out of a tree. Children can hold their arm
to their nose – imagining it is a trunk – and then use their card tweezers to pick up the
pompoms and place in a tray or other container. You could count the ‘fruit’ as each one is
picked.

37
 Animal Rescuers

Afterwards, set up a simple sorting activity for the children to complete. Have some picture
cards of animals that the children will be familiar with from the above activities, and also
the storybook, The Animal Boogie. Have a sorting mat with a simple drawing or set of images
that will provide four areas for children to sort the cards into – land, water, trees and sky (see
example below).

Trees Sky

Land Water

old new

Explain to the children that the animals have got lost. Perhaps Animal Rescue could help
old
them find their way home. Look at each card in turn and ask the children to help you decide
new

where the animal would most be at home. If necessary, prompt them to think about the
features of the animal (such as a monkey’s hands and tail for climbing, the macaws wings and
feathers for flying, and so on). Work together to place the animals in their homes.

Express: Phase A
In this session, children will be making their own jungle animal masks. These can be created
by decorating paper plates, or you could download and print black-and-white templates for
the children to decorate. Some good examples can be found at:
Firstpalette.com/Craft_themes/Animals/animalmasks/animalmask.html
First Palette features downloadable templates for bear, tiger and monkey masks.
Twinkl.co.uk/resources/animals-role-play-masks/1
Twinkl has a varied selection of colour animal masks, which could be used as the starting
point for your own templates.
Allow time for children to decide what animal mask they would like to make. Provide images,
toys and other resources for inspiration. Talk about colours and patterns, such as the tiger’s
stripes, and any other important features that children might want to add to their mask, such
as big ears and a trunk for an elephant!
Provide assistance to help the children to decorate their masks. Have some pre-made
examples that the children can refer to. Once complete, an adult can cut out the eyeholes,
and then thread ribbon or string through pierced holes on either side of the mask, so that
they can be worn.
Children can then form their own animal parade to show off their masks – and then dance to
music to enjoy their own ‘animal boogie’!

38
 Animal Rescuers

Activity 3: Animal dress up

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.14b Developing a healthy mind-set towards competition
1.16b Co-operating, taking turns and following the rules of group activities

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH NUMBER
2.47b Separating objects into more than two groups and comparing group sizes
2.48b Exploring the total number of objects in groups by counting ‘how many altogether’
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

39
 Animal Rescuers

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.11b Classifying and comparing objects in the natural world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats

Explore: Phase B
Set up some hands-on activities to further introduce children to different jungle animals. As
well as those suggested for Explore: Phase A, you might also want to include:
■■Guess who? – introduce the following game during circle time or in small groups. Played
in pairs, each child has a matching set of picture cards, showing jungle animals that they
are already familiar with. The first child chooses one of their picture cards and keeps it
hidden from the other child. Their other cards are then put aside, face down. It is now the
challenge of the second child to ask a series of ‘yes or no’ questions, to work out which
card the first child has chosen. As they ask questions and receive answers, they can use
the images on their own cards to try and narrow down their choice. They only get three
old new
questions. If they guess the animal correctly, they score a point. If they haven’t guessed the
correct animal in that time, their opponent scores a point. The children then swap roles.
If necessary, have an adult model some questions. Encourage the children to focus on the
unique colours, patterns and features of the animals to help them to guess correctly.
old new

■■Matching pairs – place pairs of picture cards face down in a grid. Children can pick two
cards and turn them face up. If they match, they can remove them from the grid and keep
them. If they don’t match, the cards are turned over again. The game continues until the
old new
children have managed to match all the cards. Once children grow in confidence, increase
the size of the grid by adding more pairs of cards. Use the opportunity to talk about the
animals as they are uncovered, comparing and contrasting their features.
The following websites provide pictures that can be used for the two games:
Sparklebox.co.uk/previews/7701-7725/sb7722-jungle-animal-flash-cards.html#.
WEvKQ7KLSUk
Sparklebox features a basic collection of jungle animal flashcards.
Primarytreasurechest.com/topics/animals/jungle.html
Primary Treasure Chest has a selection of flashcards and posters, featuring illustrations of
jungle animals. (Note: this is a subscription website.)
Funtasticsimon.com/worksheets/jungle-animals-flashcards/
The Funtastic Simon website has a sheet of simple flashcards, ideal for the matching pairs
game.

40
 Animal Rescuers

Afterwards, set up a simple sorting activity for the children to complete. You will need a
sorting mat with a simple drawing or set of images that will provide four areas for children to
sort the cards into – land, water, trees and sky (see example below).

Trees Sky

Land Water

Alternatively, you could use labelled hoops. You will also need a selection of picture/photo
cards, featuring a selection of jungle animals. These could be the cards that you used for
the previous games – although you may wish to include some new animals to encourage
discussion.
Explain to the children that the animals have got lost. Perhaps the animal rescuers could
help the animals to find their way home. Look at each card in turn and ask the children to
help you decide where the animal would most be at home. If necessary, prompt them to think
about the features of the animal (such as a monkey’s hands and tail for climbing, the macaws
wings and feathers for flying, and so on). Work together to place the animals in their homes.
Children may decide that some animals could belong in more than one area, which opens
opportunity for further discussion of habitats. These animals could then be placed on the
border between areas to show that they belong in more than one.

Express: Phase B
Children will be making their own jungle animal costumes. As well as masks (see Express:
Phase A for suggestions and links to example templates), children can also add body tabards
and other accessories to their costume, allowing them to further explore features and
patterns of their chosen animal.
Ideas might include:
■■Body tabard – use a large sheet of card to hang down the child’s chest and legs, with
straps of ribbon or string that can be worn over the arms. Children can then decorate their
tabards, using images and illustrations for inspiration. For example, children may want to
paint the stripes of a tiger, the dotted pattern of a leopard or use painted cotton wool to
represent the fur of a monkey’s coat.

41
 Animal Rescuers

■■Wings and tails backpack – instead of using card for a body piece (see tabard above), you
could create a similar costume piece that children wear as a ‘back pack’, that could have
tails or wings attached to it. The wing and tail pieces can be made separately, then glued
or stapled to the backpack piece. If you are using staples, then always stick a length of tape
over the staple to ensure it doesn’t snag on clothing or skin. Making wings, by collaging art
feathers or painting feather-shaped templates, also provides opportunity to explore pattern
and symmetry.
■■Arm and leg bands – children can roll and tape cylinders of card to make arm and leg
bands, and then decorate these with the markings/colours of their animal. You could
also add paws/feet to the end of the arm and leg bands, allowing children to revisit the
footprints from the first activity to make the correct shapes.
As well as 2D masks (see Explore: Phase A), children could also explore using available junk
materials to make 3D masks, such as an elephant with a trailing trunk of cardboard rolls, or a
crocodile mask made from lengths of card.
Once the costumes are complete, children can then form their own animal parade to show off
their amazing costumes – and then dance to music to enjoy their own ‘animal boogie’!

Activity 4: The selfish crocodile

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.4a Developing positive friendships
1.6a Expressing personal choices
1.7a Making choices with others
1.8a Being considerate towards individuals
1.10a Exploring how actions can have positive and negative outcomes
1.11a Being empathic and sensitive towards others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.20a Recognising situations that impact on feelings and emotions
1.27a Learning independently, alongside and from others

42
 Animal Rescuers

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.19a Exploring books and reading for pleasure
2.27a Following simple texts when being read to
COMMUNICATING THROUGH NUMBER
2.36a Counting through play activities, action songs, rhymes and games
2.40a Exploring one-to-one correspondence
COMMUNICATING THROUGH SHAPE AND MEASURES
2.53a Exploring size and shape through real-life and play contexts
2.56a Describing objects according to size and shape
2.63a Exploring weight through play and practical activities
2.64a Using language associated with weight
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77a Exploring and creating 2D and 3D artwork
2.79a Using illustrations to inspire drawings and artwork

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.2a Exploring body parts
ENQUIRING ABOUT THE WORLD
3.14a Exploring features of living and non-living things
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest
3.22a How to take care of living things and the environment

43
 Animal Rescuers

IEYC Learning Strand 4: Healthy Living and Physical Well-being

old new HEALTH AND SELF-CARE
4.2a Looking after our bodies and teeth

Explore: Phase A
Prior to the session, place a collection of jungle animal toys on your carpet ready for the
children to discover (be sure not to include a crocodile!). The children may wonder why all
the animals are gathered together. Explain that they are all having a meeting. They are very
sad and don’t know what to do. Shall we find out what is making them sad? Perhaps Animal
Rescue can help!
Share the storybook, The Selfish Crocodile, by Faustin Charles, Bloomsbury Publishing, 1998.
You can listen to a reading of the story here:
Youtube.com/watch?v=pSKE5rokU_s
YouTube hosts this reading of the popular storybook, The Selfish Crocodile.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Begin by looking together at the cover of the book. Support the children in discussing
what they already know about crocodiles. What does the word “selfish” mean? It means, not
wanting to share something. Do the children have any ideas as to what it is that the crocodile
doesn’t want to share?
Read the story, stopping at the point when the crocodile is described as lying on his back in
the sun, picking his teeth with a big stick. Put the book aside, and ask the children what they
think of the selfish crocodile. Is it fair that he doesn’t want to share his river with the other
animals?
If you wish, you could reveal a toy crocodile or a puppet for the children to share their
thoughts with. What would they like to say to the crocodile? Do they think they can convince
him to let him share his river with the other animals?
Continue the story, to discover that the crocodile has a swollen jaw and is in pain. The
animals debate whether to help him or not. In the end, none of the animals go to help.
Ask the children if they think the animals should help the crocodile. You could support the
children’s questions and discussion by using the animal toys, and encouraging the children to
speak their thoughts to the animals.
Read the next part of the story, where a brave mouse scurries out along the crocodile’s
belly and into his mouth, full of very sharp teeth! The mouse removes a bad tooth from the
crocodile’s mouth, and explains that it was giving the crocodile toothache! As a result of the
mouse’s kind act, the two become friends – and the crocodile invites everyone to his river, as
he has learned that it belongs to everyone!

44
 Animal Rescuers

Afterwards, ask the children if they think the mouse was very brave to do what he did? What
has the crocodile learned by the end of the story about the way he was behaving? Support
the children in sharing their thoughts. Talk about what friends do for each other. They might
play together, share things, help one another, and so on. If you wish, you could pass your
crocodile toy around the circle so that children can give the crocodile a hug to show him how
important friendship is.

Express: Phase A
It’s time for Animal Rescue to get busy! Set up the following activities for children to explore:
■■River clean up – the other animals are pleased that they can play in the river, but they are
bit shocked at how dirty it is. The crocodile obviously didn’t look after it very well. Perhaps
we can help! Have tanks or trays of water with various materials/objects in, such as ribbon,
wool, glitter flakes, pebbles (large and small), sand, and so on. You could also add a film of
cooking oil and/or bubbles (made from whisking up baby shampoo). Provide a selection of
tools and containers, such as sieves, rakes, cups and nets, for the children to use to try to
clean up the water. The activity will provide plenty of opportunity to talk about heavy and
light objects (those that float and sink), the texture of different objects (soft, hard, etc.) and
their size. Explore which tools are best for removing each of the materials in the water.
■■Toothache – word has spread across the jungle about how the mouse helped the crocodile
with his bad tooth. Now there are more crocodiles that want some help. Perhaps the
animal rescuers can step in and help these poorly crocs. Create a crocodile mouth, either
using the lids from two boxes, or cutting out your own sections, and then folding to make
the two halves. Use a split pin to hinge the two halves so that they can be opened and
closed. (You may want to make the bottom section slightly higher, to make it easier for the
two to connect.)

Cut out a selection of teeth from white cardboard. The children can help with this if you wish.
Then draw a crack on some of the teeth. Inside the mouth, on both sides, stick a length of
Velcro, and then cut and attach Velcro to each of the teeth so that they can be held in place.
Children can then use tweezers to remove the bad teeth from the crocodile’s jaw. Encourage
imaginative play, by suggesting to the children that the crocodile is worried and nervous.
What might they say to sooth the crocodile? Count the bad teeth as they are removed.

45
 Animal Rescuers

■■Brush my teeth – ask the children if they can tell you what they use their teeth for. (Biting,
chewing, eating, etc.) Why do we need to brush our teeth? (To keep them clean.) When do
we brush our teeth? Explore the children’s responses, supporting as necessary.
Sing a fun song to teach children the movements associated with good dental care. Hold
a toothbrush in front of your mouth, then model the actions. Have the children follow your
actions, using their own toothbrushes if you wish:
Brush our teeth. Brush our teeth, (move your brush from side to side)
Brushing twice a day.
Round and round, and round we go, (make circular motions with your brush)
Brushing the right way.
Brush our teeth. Brush our teeth, (move your brush from side to side)
Brushing twice a day.
Up and down, and back we go, (move brush up and down; after ‘back we go’ open
mouth wide and pretend to do back teeth)
Brushing the right way. (move your brush from side to side)
You could also share the picture book, How to Brush Your Teeth with Snappy Crock, by Jane
Clark, Red Fox, 2015, which also features a crocodile character. Children can then practise
what they have learned by ‘brushing the teeth’ of your animal soft toys, to help them keep
their teeth clean and healthy.
If you wish, you could end your session by asking children to make a thank-you card,
imagining they are the crocodile thanking the mouse for helping with his bad tooth. Have the
picture book available for children to refer to the illustrations for inspiration.

Activity 4: The selfish crocodile

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.4b Developing the interpersonal skills needed to form positive relationships
1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.16b Co-operating, taking turns and following the rules of group activities
1.25b Sharing feelings with others

46
 Animal Rescuers

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.18b Using illustrations to make predictions
2.22b The structures of stories: characters, settings, events, beginning, middle, end
COMMUNICATING THROUGH WRITING
2.29b Writing for a range of purposes and meaningful real-life and play contexts
2.31b Copying and experimenting with letter formation
2.33b Using phonic awareness to write words
2.34b Writing and spelling some common words within simple sentences
COMMUNICATING THROUGH NUMBER
2.44b Exploring how totals remain the same when quantities of objects are separated
2.46b Estimating groups of objects and checking for accuracy
2.49b Exploring ‘one more’ and ‘one less’
2.50b Exploring early addition and subtraction through practical contexts
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests

47
 Animal Rescuers

3.19 Exploring wildlife habitats

3.20b Exploring the needs of wild-life, domestic animals, birds, sea-life, insects and other
life forms that are of interest

IEYC Learning Strand 4: Healthy Living and Physical Well-being

HEALTH AND SELF-CARE
old new 4.2b The effects of neglect on our bodies and teeth

Explore: Phase B
As with Explore: Phase A, place a collection of jungle animal toys on your carpet ready for
the children to discover when they enter the room (be sure not to include a crocodile!). The
children may wonder why all the animals are gathered together. Start by asking the children
if they can name all the animals, and share what they have learned about each one.
Explain that the animals are all having a meeting. They are very sad and don’t know what to
do. Shall we find out what is making them sad?
Share the storybook, The Selfish Crocodile, by Faustin Charles, Bloomsbury Publishing, 1998.
You can listen to a reading of the story here:
Youtube.com/watch?v=pSKE5rokU_s
YouTube hosts this reading of the popular storybook, The Selfish Crocodile.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Begin by looking together at the cover of the book. Support the children in discussing what
they already know about crocodiles. What does the word “selfish” mean? Explore the children’s
ideas. What is it that the crocodile might have, that he is not willing to share? Consider the
different opinions, and take a vote on which the children think is the most likely.
Read the story, stopping at the point when the crocodile is described as lying on his back in
the sun, picking his teeth with a big stick. Put the book aside, and ask the children what they
think of the selfish crocodile. Is it fair that he doesn’t want to share his river with the other
animals? Ask the children if they have ever had something that they didn’t want to share with
someone. Perhaps it was a new toy, a bag of sweets, or simply not wanting to help someone.
Is it okay not to share what we have?
If you wish, you could reveal a toy crocodile or a puppet for the children to share their
thoughts with. What would they like to say to the crocodile? Do they think they can convince
him to let him share his river with the other animals?

48
 Animal Rescuers

Continue the story, to discover that the crocodile has a swollen jaw and is in pain. The
animals debate whether to help him or not. In the end, none of the animals go to help. Ask
the children if they think the animals should have helped the crocodile. You could support the
children’s questions and discussion by using the animal toys, and encouraging the children to
speak their thoughts to the animals.
Read the next part of the story, where a brave mouse scurries out along the crocodile’s
belly and into his mouth, full of very sharp teeth! The mouse removes a bad tooth from the
crocodile’s mouth, and explains that it was giving the crocodile toothache! Some of the
children may have their own experiences of losing a tooth, or have an older brother or sister
who has experienced this. Encourage them to talk about what they already know about teeth.
Return to the story. As a result of the mouse’s kind act, the two become friends – and the
crocodile invites everyone to his river, as he has learned that it belongs to everyone!
Afterwards, ask the children if they think the mouse was very brave to do what he did? What
has the crocodile learned by the end of the story about the way he was behaving? Support
the children in sharing their thoughts. Talk about what friends can do for each other. They
might play together, share things, help and support each other, and so on. If you wish, you ask
each child in the circle to say one nice thing about another child in the circle. Then have a
group hug, to celebrate your circle of friendship.

Express: Phase B
It’s time for Animal Rescue to get busy! Set up activities for the children to explore, to
develop the themes of the book. As well as the ideas suggested for Express: Phase A (river
cleaning, the toothache game and tooth-brushing practice), you might also want to include:
■■Open wide – this game can be played in groups, with each player having their own ‘animal
mouth’. Using either small pompoms or marshmallows (in two different colours), children
place their ‘teeth’ onto the spaces on their mouth (see example image below). Each mouth
half should have four bad teeth, and the rest good teeth.

The children can decide who will have the first turn. Each player rolls a 1-3 dice. The result
is how many ‘bad teeth’ they can remove from the mouth using a pair of tweezers. They
then have to place the tooth in a jar or tray. If they drop a tooth, it should go back in the
mouth and their turn is over. If they remove the correct number of teeth, play passes to the
next player. The first player to remove all eight of their bad teeth is the winner.

49
 Animal Rescuers

■■River expansion – now that all the animals are allowed to play in the river, we need to help
make the river bigger so that everyone has space to play. Start by having two small river
pieces cut from blue card. Place these side by side to make your river. Explain that there is
enough space on each piece for one animal to play. Place one small world animal on each
piece. Then provide a further collection of animals. Explain that they all want to play too.
Challenge the children to add further pieces of river to expand it, so that each animal can
have its own piece of river.

Use this opportunity for counting, estimating and prediction. How many river pieces will
we need? How long do we think our river will become? How many animals are in the river
now? How many do we still need to make space for? You could also have fun by cutting
pieces for the river to change its shape, making a twisting, snaking river full of happy
animals!
If you wish, you could end your session by asking children to make an invitation for one of
the toy animals, inviting them to the crocodile’s nice clean river for a special party. This will
also give confident children opportunity to practise their emergent writing by scribing a
message and the name of the animal on the invitation. Children may also want to decorate
their invitations to suit their chosen animal (e.g. stripe patterns for a tiger, a long trunk for
the elephant, coloured feathers for the macaw/toucan, and so on.).

50
 Animal Rescuers

Learning Block 2: Explore and Express

The central learning focus for this Learning Block is:

On safari

Suggestions for this Learning Block’s continuous provision and play

experiences:
Create a savannah backdrop as the centre piece for your safari role-play area. You may want
to develop this along one wall of your setting, to create a wider space for activities.
Begin by fixing blue card to the walls for your sky, and then create a set of trees out of card
or collage materials. You might want to make a tree for each child in the class, and have them
stand against your backdrop so that you can mark their height. You can then create a tree to
match the child’s height, which they can help you to decorate.

Complete your backdrop display by taping a strip of yellow card across the bottom of the
display. Children can then help you to collage strips of wool, string, ribbon and card (in
yellows, oranges and browns) to create the high grass of the savannah plains.
Provide wheeled vehicles (such as jeeps and trucks), or model vehicles that the children have
made themselves, which they can guide along their savannah backdrop, imagining that they
are on safari.
You could also grow grass seeds in trays of soil and pebbles, which the children can help you
to water and look after. Grass seeds should germinate within a few days and begin to grow. In
this way, you can create your own grasslands tray, which children can play with using small
world toys.

51
 Animal Rescuers

The IEYC Personal Goals children will be helped to develop in this

Learning Block are:
■■Adaptability
■■Communication
■■Cooperation
■■Enquiry
■■Morality
■■Resilience
■■Respect
■■Thoughtfulness

The IEYC International Dimension children will experience in this

Learning Block is:
■■Learning and playing with others beyond their immediate friendship group
■■Applying the IEYC Personal Goals in various contexts

Suggestions for linking to Language and Mathematical development

to complement the setting’s policy for these areas:
After sharing the storybook, Handa’s Surprise, by Eileen Browne, Walker Books, 2006 (see
Activity 3), children could set up their own African market stall selling fruit. Children could
make their fruit out of playdough, modelling them on real-life examples, or you could provide
appropriate plastic/toy fruit for the children to use. Fruit can be sorted into baskets, labelled
and then sold to customers using play money. Role-play activities will provide opportunities
for language development, as children take on the roles of customers and sellers and put
new vocabulary into action. Encourage children to practise mark making and emergent
writing by creating labels and other visual resources for their stall.
Once your savannah backdrop is complete (see above), you could place picture cards of
savannah animals along the length of the display each day. Try to include at least one new
animal each day for the children to explore and discuss. Children can then guide their jeeps
and other vehicles along the display, naming the different animals as they pass them by.
Encourage children to talk about the sequence of the animals, using positional vocabulary
such as “first”, “then”, “next”, “last”, and so on. Turn the pictures around and challenge children
to remember the sequence of animals. Which animal was first, second, third, and so on.

52
 Animal Rescuers

Suggestions for linking physical development to complement the

setting’s policy for physical education:
Encourage children to imagine they are driving safari jeeps around the savannah. Each child
should stand inside a PE hoop and hold it around their waist/chest, imagining that it is the
body of their jeep. As they move about the space, they should try and avoid bumping into any
of the other jeeps. The activity will encourage safe movement and cooperation. You could
place some mats around the space to represent pools of water that the jeeps must avoid as
they drive around and explore the savannah.
Play a game of lions and zebras. One group of children are the lions and the rest of the
children are zebras. The lions are hunting the zebras. The goal for the lions is to ‘tag’ a zebra.
If a zebra is tagged, the child must freeze. They have been caught but they are not out of the
game.
To remove a caught zebra from the game, all the lions must touch the frozen child at the
same time. A child only remains frozen if there is a lion touching them. If for any reason there
are no lions touching them (e.g. the lion that caught them has gone to help the other lions),
they are free and can run around again.
The lions must collaborate and use teamwork to try to remove all the zebras, tagging them
and then all touching the tagged child at the same time. Children can swap roles afterwards,
with the lions becoming the zebras, and vice versa.

Reflective Practices
During IEYC Explore and Express activities, teachers should reflect on the following
questions:
■■Are all children learning – is there evidence that learning is taking place?
■■Are learning experiences developmentally-appropriate – do children need to revisit Phase A
learning activities or extend to Phase B learning activities?
■■Is the learning sufficiently engaging and challenging?
■■Is anything helping learning to become secure?
■■Is anything hindering learning to become secure?
■■What types of learning experiences will further support children’s progression?

53
 Animal Rescuers

Learning Block 2: Explore and Express

Activities

Activity 1: Sightseeing

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.24a Sharing experiences with others
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.6a Using language skills in play situations and a variety of developmentally-appropriate
contexts for example role-play, story-telling, giving and receiving instructions
2.7a Using language to recall events
2.8a Using language in imaginary play situations
2.9a Using word endings to describe more than one object; applying past, present and
future tenses
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories

54
 Animal Rescuers

COMMUNICATING THROUGH WRITING

2.29a Creating marks and symbols that have personal meaning in a range of play
situations
2.30a Developing and applying fine motor skill control within a range of relevant contexts
COMMUNICATING THROUGH SHAPE AND MEASURES
2.56a Describing objects according to size and shape
2.57a Identifying similarities and differences between shapes
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77a Exploring and creating 2D and 3D artwork

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.11a Identifying patterns in the natural world
3.14a Exploring features of living and non-living things
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

IEYC Learning Strand 4: Healthy Living and Physical Well-being

PHYSICAL WELL-BEING
4.10a Developing gross motor skills using a range of equipment
4.11a Developing confidence, control and coordination using small and large equipment

Explore: Phase A
Prior to the session, you will need to make a postcard from ‘Gerald the Giraffe’, who is
a character that the children will be meeting in Activity 4. On one side, you will need a
photograph of the African savannah, and on the reverse a simple message (see below) from
the mysterious Gerald. You will also need some images or toys of African grassland animals,
such as a giraffe, cheetah, ostrich, lion, rhinoceros, elephant, zebra, flamingo, hyena, water
buffalo and springbok.

55
 Animal Rescuers

Begin your session by revealing to the children that Animal Rescue has received a postcard!
Allow time for the children to pass the postcard around the circle to view the image. What
can they see in the image? (e.g. trees, grass, bushes, sun, etc.) Read out the message from
Gerald on the reverse, inviting Animal Rescue to Africa. For example:

Dear Animal Rescue,

I’ve heard all about you from my jungle friends. I would like to invite you all to Africa, to the
grasslands of the savannah. This is where I live – and I think I might need your help!
Hope to see you soon!
Gerald.

Who could Gerald possibly be? And what is this savannah that he mentioned? Look together
at some further images of the African grasslands, ideally enlarged on an interactive
whiteboard. Spend some time comparing these with the jungle environment that children are
already familiar with. What is the same/different? Explain that the savannah is a very big area
of grass, lakes and trees. Ask the children if they would like to accept Gerald’s offer, and go
exploring around the savannah of Africa?
Remind the children of how they explored the jungle – which was thick and dense with trees.
We had to step over roots, clamber over logs, push past branches and leaves – it was very
tough exploring the jungle! However, the savannah is much easier because people are able to
drive around the grasslands, usually in jeeps. Many people go on holiday to the savannah, and
they travel in jeeps to see all the different wildlife – this is known as going ‘on safari’! Now
the children will be going on their own safari adventure to see what animals they can find.
There are two different ways you could approach your safari:
■■Animal spotters – children can travel around a designated outdoor space (or hall area)
using available scooters, pedal cars, and other ride-on toys. Each child can be given a
spotter sheet to tick off animals as they find them. The animal images/toys can be taped or
positioned in different places around the space for the children to find.
■■All aboard – place chairs together to make your own imaginary jeep. Lead the children in
a guided role play, where they imagine travelling around the savannah. Choose one child
to be the driver, who could hold a paper plate for the wheel. The other children could be
given pretend cameras, binoculars, etc. to use as they explore. Don’t forget your sunhats
and sunglasses, as the sun is shining bright today – and it’s very warm! Start up the engine,
and then go exploring. Imagine bumping over hills and winding between the trees. Be on
the lookout for any animals. Ideally, have another adult operate an interactive whiteboard,
to display images of animals for the children to view. Bring your imaginary jeep to a halt,
so that children can observe the animal. You might want to whisper so that the animal isn’t
disturbed! Ask the children, what can we see? Encourage them to describe the animal’s
features. Do we know what animal it is? Start up the engine again, and then proceed with
the role play, visiting more animals along your way before driving home.

56
 Animal Rescuers

Afterwards, ask the children if they can remember the names of any of the animals they saw
on their safari adventure. If children completed the ‘animal spotters’ task, then use the tick
sheets as a prompt to explore the features and names of the animals. Were any of the animals
the same or similar to those that they saw in the jungle? (Such as the elephant.) Invite
children to draw or paint a picture of their favourite animal.

Express: Phase A
Children can create their own safari using small world vehicles and plastic animals. Provide
pairs or small groups with a tray, which they can fill with natural objects and materials – such
as soil, sand, pebbles, rocks, leaves, etc. – to create their own African savannah. If animal toys
are not available, children could model their own from playdough. These can then be placed
around their tray.
Once the animals are in place, the children can guide a toy vehicle around the tray, visiting
each of the animals in turn. Prompt them to imagine that they are giving a tour and telling
people about the different animals. Can they remember the name of each animal? How would
they describe the animal? Help support the children by suggesting vocabulary related to size,
colour, pattern and body parts (legs, wings, neck, horns, tail, etc.).
Take photographs of the children’s story trays to record their learning. If you wish, confident
children could go on to create a map of their safari adventure, by drawing a path for their
jeep and adding in the different animals along the way.

Activity 1: Sightseeing

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.17b Overcoming challenges with increasing independence
1.18b Offering support to others when able to
1.27b Being a member of a team and learning with others

57
 Animal Rescuers

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.2b Using the language(s) of instruction and/or other languages (if appropriate)
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH SHAPE AND MEASURES
2.57b Using positional language
COMMUNICATING THROUGH ICT AND COMPUTING
2.67b Operating and controlling toys, objects and devices that use switches, control
buttons, pulleys, levers, knobs and mechanisms to produce movement, sound, light and
actions
2.70b Giving instructions, programming and operating digital toys, devices and computers
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats

Explore: Phase B
Prior to the session, you will need to make a postcard from ‘Gerald the Giraffe’, who is
a character that the children will be meeting in Activity 4. On one side, you will need a
photograph of the African savannah, and on the reverse a simple message (see below) from

58
 Animal Rescuers

the mysterious Gerald. You will also need some images of African grassland animals, such as
a giraffe, cheetah, ostrich, lion, rhinoceros, elephant, zebra, flamingo, hyena, water buffalo and
springbok.
Begin your session by revealing to the children that Animal Rescue has received a postcard!
Allow time for the children to pass the postcard around the circle to view the image. What
can they see in the image? (e.g. trees, grass, bushes, sun, etc.) Read out the message from
Gerald on the reverse, inviting Animal Rescue to Africa. For example:

Dear Animal Rescue,

I’ve heard all about you from my jungle friends. I would like to invite you all to Africa, to the
grasslands of the savannah. This is where I live – and I think I might need your help!
Hope to see you soon!
old new
Gerald.

Who could Gerald possibly be? And what is this savannah that he mentioned? Look together
at some further images of the African grasslands, ideally enlarged on an interactive
whiteboard. Spend time comparing these with the jungle environment that children are
already familiar with. What is the same/different?
Explain that the savannah is in Africa, and it is a very big area of grass, lakes and trees. Use
maps and globes to locate Africa and then the areas of savannah (which cover most of the
central and lower-east areas of the country). The following link provides a useful map for
reference:
The-african-savanna.weebly.com/location--landmarks.html
The African savannah site provides a basic overview of the climate, animals and
landmarks of the savannah, including a simple map.
Ask the children if they would like to accept Gerald’s offer, and go exploring around the
savannah of Africa? How might we get there? Use your maps and/or globe to locate your host
country. Use string to link the two and explore how you might travel there, supporting the
children in considering different transport types, such as boat, plane, train, etc.
Once you have ‘arrived’ in the savannah, consider what transport you might use to go
exploring. Remind the children of how they explored the jungle – which was thick and dense
with trees. There was a lot of climbing, crawling, and balancing – it was very tough exploring
the jungle! However, the savannah is much easier because there are fewer trees. This means
that people are able to drive around the grasslands, usually in jeeps. Many people go on
holiday to the savannah, and they travel in jeeps to see all the different wildlife – this is
known as going ‘on safari’! Now the children will be going on their own safari adventure to
see what animals they can find.

59
 Animal Rescuers

Set up a savannah obstacle course for children to guide a programmable toy around (which
will represent their jeep), either in groups or as a whole class. Your course could be set out
on a green or yellow/brown blanket. Obstacles might include a pile of rocks, a pool of water
(tin foil, blue card or cloth are ideal for marking out an area of water), hills (place a couple of
books underneath the blanket), some fallen trees (driftwood, twigs or cardboard rolls), and so
on. Place your images of savannah animals around the area.
Children must then work as a team to drive their ‘jeep’ by giving it directions, to avoid the
obstacles and reach each of the animals. Children can then reveal the picture card – and
discuss what they can see in the image. Encourage children to describe the animal, focusing
on its features (colour, pattern, body parts etc.). Some of the animals may be already familiar
to the children, while others will be new. Continue your safari adventure to reveal and discuss
all of the cards.

Express: Phase B
Children can make and decorate their own jeeps, to use with small world figures and animals
to create their own safari stories.
Working individually or in pairs, provide children with junk materials to build their jeep. What
follows is one suggestion of how children might build their jeep.
Start with a box for the body of the jeep – a cereal box is ideal. Use another open box (with
one of the large sides cut away) for the upper part of the jeep. Alternatively, you could have a
pre-made template (see diagram below), which can be folded and taped together.

The jeep can then be decorated with paint, paper and/or other collage materials. Consider
decorating the jeep using animal colours and patterns that match one or more of the animals
that the children have explored, such as zebra stripes or cheetah spots.

60
 Animal Rescuers

Once the jeep is decorated, children can draw around a circular template, and then cut out
the circles to make wheels for their jeep. These can be glued onto the body of the jeep, or an
adult could pierce a hole and attach the wheels using split pins, so that the wheels can be
turned. Don’t forget to add a spare tyre to the back of the jeep, in case of emergencies!
Children can then place small world figures in the back of their jeep and take them on a
jungle safari, creating their own tour of the savannah grasslands. What exciting animals will
they see?

Activity 2: Spots and stripes

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.26a The pleasure and delight of gaining new experiences
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.1a Using gesture and body movement to communicate
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.12a Identifying and anticipating repetition in stories, poems, songs, rhymes and other
language activities
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time

61
 Animal Rescuers

COMMUNICATING THROUGH SHAPE AND MEASURES

2.61a Exploring length and height through play and practical activities
2.62a Using language associated with length and height
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.77a Exploring and creating 2D and 3D artwork
2.80a Freely experimenting with art materials and initiating own art adventures
2.87a Exploring movement and dance through role-play and imagination
2.89a Exploring movement and dance in the natural world

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.4a Exploring how we move
ENQUIRING ABOUT THE WORLD
3.11a Identifying patterns in the natural world
3.14a Exploring features of living and non-living things
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

IEYC Learning Strand 4: Healthy Living and Physical Well-being

PHYSICAL WELL-BEING
4.9a Exploring movement including walking, running, kicking, skipping, climbing, rolling,
crawling, hopping, jumping, sliding, throwing, catching and swimming if appropriate
4.13a Following instructions, copying and repeating actions

62
 Animal Rescuers

Explore: Phase A
Set up some hands-on activities to enable children to find out more about different savannah
animals. If you wish, these could be presented in the context of your Animal Rescue role play.
For example, the zebra has lost its stripes. The giraffe needs help to reach the juicy leaves on
the trees. How can we help?
Activities might include:
■■Zebra stripes – explore different ways of painting zebra stripes. You could fasten a line of
rubber bands around a print roll/rolling pin, dip in black paint and then roll across paper to
make stripes. Alternatively, children could cut strips of black card to arrange into their own
patterns, or paint the lines using brushes and/or fingers.
■■Cheetah spots – print using fingers and thumbs to make cheetah patterns on large sheets
of paper. You could also have outline drawings of cheetahs (a simple outline template
can be downloaded from Patternuniverse.com/download/cheetah-pattern/). Children can
then make spot prints to decorate each cheetah, which can then be used for counting and
comparison. Can we count how many spots are on this cheetah? Can we give his friend the
same number of spots?
■■Giraffe necks – use cardboard rolls for children to paint and decorate with giraffe patterns.
This can be achieved by painting the rolls in white paint, and then collaging shapes cut
from brown card to the necks. You could also make a head from a circle/oblong of card and
slot into one of the rolls.

Once the pieces are dry, children can use them for stacking games, building up the neck of
their giraffe to see how high they can make it.

63
 Animal Rescuers

■■Lion manes – provide children with paper plates for the head of their lion. They can then
paint or draw features onto their plate, and then glue different-coloured wool to the
outside of their plate to create a mane. Talk about the colours of lion manes (browns and
yellows), and encourage children to choose matching colours from the selection available.
The completed plates could be taped to lolly sticks to make simple puppets.
■■Ostrich feathers – have a simple outline shape of an ostrich drawn onto a large sheet of
paper. Invite children to add feathers to the ostrich by dipping their hands in black (or
white) paint and then making hand-prints to create a feathery effect. You can paint the
main body of the ostrich in black, adding white as you get closer to the end of the body.
With all the above activities, try and have photographs of the animals that the children can
refer to, such as flashcards or images in information books. Encourage them to look closely at
the details and features of each animal.

Express: Phase A
Gather the children in the hall, or another space where there is plenty of freedom to move
about safely. Explain to the children that they are going to act out some of the animals that
they have explored and discovered over the previous few sessions. With each animal, model
the actions for the children to follow as they move about the space.
Actions might include:
■■Zebra – gallop/skip
■■Lion – prowling (move slowly on all fours, pretending to creep through the grass)
■■Cheetah – running
■■Giraffe – stretching (stretch up arms, snapping fingers to make a giraffe’s mouth and
munching on leaves)
■■Elephant – stomp around with heavy strides
■■Ostrich – high stepping (raise knees as high as you can as you step around)
Once children have grown confident in the different actions and movements, play a listen and
respond game where you call out an animal and children perform the appropriate action.
End your session with a fun action song for the children to join in with. The following is an
adaptation of the ‘Let’s go on a safari’ song (Youtube.com/watch?v=teEfZN7iqQI):
Let’s go on a safari. (Everyone can sway from side to side)
Let’s go on a safari.
We’re going on a safari,
What will we see today? (Hold hands to eyes, pretending they are binoculars)

64
 Animal Rescuers

After singing the verse, choose a different animal each time. For example:
I can see a giraffe, (perform the action for the animal, moving and dancing around the
space)
She’s coming out to play.
I can see a giraffe,
Oh what a lovely day.
Then repeat the first verse, before choosing a new animal for the second verse. For example:
I can see a lion,
He’s coming out to play.
I can see a lion,
Oh what a lovely day.
Continue your song until you have visited and performed all of the different animals.

Activity 2: Spots and stripes

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.17b Overcoming challenges with increasing independence

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH NUMBER
2.41b Identifying ‘more than’ or ‘fewer than’ groups of objects
2.44b Exploring how totals remain the same when quantities of objects are separated

65
 Animal Rescuers

2.47b Separating objects into more than two groups and comparing group sizes
2.48b Exploring the total number of objects in groups by counting ‘how many altogether’
2.50b Exploring early addition and subtraction through practical contexts
2.51b Solving practical number problems involving halving, sharing and doubling
COMMUNICATING THROUGH SHAPE AND MEASURES
2.61b Comparing and ordering length and height
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74b Using the senses to categorise materials and textures
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1b Using the senses to make discoveries
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.19 Exploring wildlife habitats

old
Explore: Phase B
new

Set up some hands-on activities to enable children to find out more about different savannah
animals. If you wish, these could be presented in the context of your Animal Rescue role play.
For example, the zebra has lost its stripes. The giraffe needs help to reach the juicy leaves on
the trees. How can we help?
Activities might include:
■■Zebra stripes – as well as exploring different printing techniques (see Explore: Phase A),
children could also weave black wool through a template to add stripes to their zebra. The
following site has an extensive selection of different zebra templates to download, which
could be used as the starting point for your own:
Template.net/design-templates/animal-templates/zebra-shape-templates/
Template.Net provides free downloads of black-and-white templates for colouring and
printing.

66
 Animal Rescuers

Glue the image to stiff card, and then cut it out. Have an adult pierce two rows of holes
along the top and bottom of the template. Show children how they can thread wool
through the holes to make their stripe pattern:

Tape the wool at the back to secure it. Children can then use marker pens to add further
stripes to the legs and head.
■■Cheetah spots – have some outline drawings of cheetahs (a simple outline template
can be downloaded from Patternuniverse.com/download/cheetah-pattern/) and some
appropriately-sized round counters. Begin by asking children to give the cheetahs their
spots. Count the different number of spots on each cheetah. Challenge children to share
out the spots equally between all the cheetahs, so that each one has the same. Create your
own totals for each cheetah, and then ask children which cheetah has the most/least spots.
How many would we need to take away/add to make them equal?
■■Lion headdress – use two strips of card to create a headband, with the second strip sitting
across the top of the head.
Provide a range of collage materials for children to explore. Discuss their textures and
properties. Decide on those that would be best for making a soft, thick lion’s mane.
Children can then collage their chosen materials (such as wool, string, ribbon, etc.) to the
sides and top of their headdress to make the lion’s mane. Children can wear their finished
headdresses and pretend to be lions, prowling and roaring as they explore the savannah
plains.
■■Giraffe necks – use cardboard rolls for children to paint and decorate with giraffe patterns.
This can be achieved by painting the rolls in white paint, and then collaging shapes cut
from brown card to the necks. You could also make a head from a circle/oblong of card and
slot into one of the rolls.

67
 Animal Rescuers

Once the pieces are dry, children can use them for stacking games. Create some 2D trees at
different heights, drawn onto paper and then taped to a wall.

Encourage children to estimate how many rolls they will need for their giraffe to reach the
leaves. Children can then ‘build’ their giraffe to see if they were right. Continue to estimate,
and then build giraffes to reach the leaves on the other trees.

Express: Phase B
If possible, share the picture book, Flip Flap Safari, by Axel Scheffler, Nosy Crow, 2014. The
book has flaps that allow children to make all kinds of odd combinations of animals by
mixing and matching top and bottom halves.
Challenge children to create their own fun animal, which has the features of two or more
different safari animals. They can also invent their own name for their creation – perhaps a
zebodile or a crocolionphant!
Provide art and craft materials for children to draw, paint or collage their images. Some
children may wish to work with clay or playdough to sculpt their animal.
End your session by going on your own fun safari, to view and meet all the fun and inventive
animals that the children have created. Can they match the different body parts and features
to the animals they have learned about?

Activity 3: A fruity surprise!

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.14a Fair competition

68
 Animal Rescuers

1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.24a Sharing experiences with others
1.26a The pleasure and delight of gaining new experiences
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.1a Using gesture and body movement to communicate
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.6a Using language skills in play situations and a variety of developmentally-appropriate
contexts for example role-play, story-telling, giving and receiving instructions
2.7a Using language to recall events
2.8a Using language in imaginary play situations
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.19a Exploring books and reading for pleasure
2.27a Following simple texts when being read to
COMMUNICATING THROUGH NUMBER
2.36a Counting through play activities, action songs, rhymes and games
2.37a Selecting a given number of objects
2.40a Exploring one-to-one correspondence
2.43a Counting groups of objects
2.50a Exploring increasing and decreasing quantities through action songs, rhymes and
games

69
 Animal Rescuers

COMMUNICATING THROUGH SHAPE AND MEASURES

2.56a Describing objects according to size and shape
2.57a Identifying similarities and differences between shapes
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77a Exploring and creating 2D and 3D artwork
2.90a Exploring role-play involving costumes and props

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1a Exploring the senses
3.3a Exploring similarities and differences in people
3.6a Exploring houses and homes in the community
ENQUIRING ABOUT THE WORLD
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

IEYC Learning Strand 4: Healthy Living and Physical Well-being

HEALTH AND SELF CARE
4.4a Exploring food and drink, textures and tastes

Explore: Phase A
In this session, children will be exploring the popular children’s book, Handa’s Surprise, by Eileen
Browne, Walker Books, 2006. In the story, a young girl called Handa, who is from a tribe in South
West Africa, decides to carry seven delicious fruits to her friend, Akeyo, who is in a neighbouring
village. As Handa carries the fruit in her basket, a series of mischievous animals each steal one of
the fruit. However, there is a surprise ending for both Handa and her friend, Akeyo.
If possible, begin your session by assembling a basket of fruit, which includes the fruit that
appears in the story – bananas, guavas, oranges, mangos, pineapple, avocado and passion fruit.
Leave the basket on a table for the children to discover. Allow enough time for the children to
handle, explore and talk about the different fruits. As the children explore, prompt them to talk
about the size, shape, colours and textures of the fruit. Are there any that they know the names
of? Which fruit are they not familiar with?

70
 Animal Rescuers
old new

Have an adult cut one of each fruit to show the insides. Talk about different textures – for
example, fruit that has a hard and rough outside, but is soft on the inside. Again, explore colours
and compare with the outside and inside of the fruit. If you wish, you could have some small
pieces of each fruit for the children to taste. (Note: always check for any allergies beforehand.)
Ask the children who they think all this delicious fruit might belong to? Why might they have put
it all in a basket? Perhaps they want to take the fruit somewhere. Shall we find out?
Share the storybook, Handa’s Surprise. You can view an animated version here:
Youtube.com/watch?v=y1Vmf4Cwvls
YouTube hosts this animated version of the popular children’s storybook, Handa’s Surprise.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

As you progress through the story, you could have your basket in the middle of the circle, with
one of each fruit inside. Count how many fruits you have in your basket. Have a child remove the
appropriate fruit as each one is taken by one of the animals. Count how many are remaining each
time. Do they think poor Akeyo will be sad when Handa turns up with an empty basket? Continue
the story to reveal the surprise – thanks to a headstrong goat, Handa ends up with a basket full
of tangerines! If you wish, children could enjoy a piece of tangerine to celebrate the end of the
story – again, check for any allergies beforehand.
Ask the children if they can remember any of the animals that appeared in the story. Can they
name them? How many can they remember? Explain that the story takes place in Africa and that
many people live in the grasslands and savannahs of Africa. Look back at the images of Handa
and Akeyo, and their villages. Talk about their hair, clothing, and the buildings in their village –
making comparisons with the host country.
If you wish, you could retell the story a second time, with the children playing the parts of the
different animal characters. Explore movements for the different animals – some of which will
be familiar to the children from the previous activity. Invent movements for those that are new,
such as flapping arms for the parrot or leaping and jumping for the antelope. An adult or child
can play Handa, and pretend to set their basket down while they take a rest (so that children can
old
reach into it). Once the fruit has been taken, Handa can then pick up the basket and continue on
new

her way, unaware of the missing fruit!

Express: Phase A
Children could draw or paint their own basket of fruit, or use playdough to sculpt their own
fruit to place in a basket, for role play and retelling the story. Some children may wish to make a
picture of their favourite fruit, showing both the whole fruit and half of the fruit.
If you wish, you could create a simple counting board game for children to enjoy in pairs or small
groups with an adult. You will need to create a simple winding track for children to follow. Place
some animal pictures in some of the squares. These could be the same picture cards you used in
the first activity, or you could download and print animal images specific to the story:
Twinkl.co.uk/resources/handas-surprise-story-primary-teaching-resources-story
Twinkl provides story sequencing picture cards for the storybook, Handa’s Surprise.

71
 Animal Rescuers

Children will also need a small world figure to represent themselves on the board, a 1–3 dice,
and a small tray or plate with seven counters in it (to represent their fruit). The goal of the game
is to reach the end with the most fruit still in the basket!

Monkey Ostrich

Giraffe Elephant Zebra

Antelope Parrot

Players place their figure on the first square. They then take in turns to roll the dice and move
their figure the indicated number of spaces. If they end their turn on a space with an animal, they
must lose a counter (fruit) from their basket. If the space is empty, they are safe. Play then moves
to the next player. Continue until all players have reached the final square. Count the fruit (if
any!) remaining in the baskets to see who is the winner. As you play, encourage children to name
the animals that they see along the way, and support them in counting their fruit each time one
is taken away.

Activity 3: A fruity surprise!

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.2b Diversity in people and communities
1.4b Developing the interpersonal skills needed to form positive relationships
1.6b Expressing own views and ideas

72
 Animal Rescuers

1.7b The importance of the views and ideas of others

1.9b Reflecting on actions and consequences
1.10b Taking responsibility for personal actions
1.11b Being respectful towards others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.7b Using language to recall, retell and sequence events
2.8b Using language to describe roles, events and storyline in imaginary play situations
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.18b Using illustrations to make predictions
2.22b The structures of stories: characters, settings, events, beginning, middle, end
COMMUNICATING THROUGH NUMBER
2.44b Exploring how totals remain the same when quantities of objects are separated
2.48b Exploring the total number of objects in groups by counting ‘how many altogether’
2.49b Exploring ‘one more’ and ‘one less’
2.50b Exploring early addition and subtraction through practical contexts
COMMUNICATING THROUGH ICT AND COMPUTING
2.72b Using computers and other forms of ICT as tools to record, link and extend
experiences that happened away from the computer
2.73b Presenting ideas and information using technology
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77b Designing and creating 2D and 3D artwork for a range of purposes
2.90b Exploring characters, storylines and roles through drama activities involving
costume

73
 Animal Rescuers

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1b Using the senses to make discoveries
3.6b Exploring houses and homes in the wider world
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.11b Classifying and comparing objects in the natural world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats

IEYC Learning Strand 4: Healthy Living and Physical Well-being

HEALTH AND SELF CARE
4.4b Healthy eating, sleeping and

Explore: Phase B
In this session, children will be exploring the popular children’s book, Handa’s Surprise, by
Eileen Browne, Walker Books, 2006. In the story, a young girl called Handa, who is from a tribe
in South West Africa, decides to carry seven delicious fruits to her friend, Akeyo, who is in a
neighbouring village. As Handa carries the fruit in her basket, a series of mischievous animals
each steal one of the fruit. However, there is a surprise ending for both Handa and her friend,
Akeyo.
If possible, begin your session by assembling a basket of fruit, which includes the fruit that
appears in the story – bananas, guavas, oranges, mangos, pineapple, avocado and passion
fruit. Leave the basket on a table for the children to discover. Allow enough time for the
children to handle, explore and talk about the different fruits. As the children explore, prompt
them to talk about the size, shape, colours and textures of the fruit. Are there any that they
know the names of? Which fruit are they not familiar with?
Encourage children to predict what each fruit might look like inside. What colour will it be?
Do they think it will be soft or hard?
Have an adult cut one of each fruit to show the insides. Compare the outside and inside of
the fruit. If you wish, you could have some small pieces of each fruit for the children to taste.
(Note: always check for any allergies beforehand.) You may wish to link this to healthy eating
and how fruit contains lots of good things (vitamins and minerals) to give us energy and help
keep us fit and strong.

74
old new

Animal Rescuers

Ask the children who they think all this delicious fruit might belong to? Why might they have
put it all in a basket? Perhaps they want to take the fruit somewhere. Shall we find out?
Share the storybook, Handa’s Surprise. You can view an animated version here:
Youtube.com/watch?v=y1Vmf4Cwvls
YouTube hosts this animated version of the popular children’s storybook, Handa’s Surprise.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Before you begin, look together at the cover of the book. What do the children think the story
will be about? Who is Handa and what will be the surprise?
As you progress through the story, you could have your basket in the middle of the circle,
with one of each fruit inside. Count how many fruits you have in your basket. Have a child
remove the appropriate fruit as each one is taken by one of the animals. Count how many are
remaining each time. Do the children think it is fair that the animals are helping themselves
to the fruit? Explore the idea of taking something that doesn’t belong to you – or without
permission. Link to the IPC Personal Goals of Respect and Morality. Explore and reinforce
the rules you have in your own setting for negative behaviour and taking responsibility for
personal actions.
As the final fruit is taken (by the parrot), pause the story. Ask the children if they think Akeyo
will be sad when Handa turns up with an empty basket. Can they predict what might happen
next? What might Handa say to Akeyo when she discovers that her basket is empty? What
could the two children do about it? (Perhaps they could go looking for the animals to get
their fruit back or go and pick some new fruit together.)
Continue the story to reveal the surprise – thanks to a headstrong goat, Handa ends up with
a basket full of tangerines! If you wish, children could enjoy a piece of tangerine to celebrate
the end of the story – again, check for any allergies beforehand.
Ask the children if they can remember any of the animals that appeared in the story.
Challenge children to name the animals in the order that they appeared in the book. Check
children’s answers by revisiting the relevant sections of the book.
Explain that the story takes place in Africa, and that many people live in the grasslands
and savannah of Africa. Look back at the images of Handa and Akeyo, and their villages.
Encourage children to compare and contrast the characters and setting with their host and
home country. You could focus on hair, clothing, weather, buildings, landscape, and so on. Ask
the children if they think they would like to live in the savannah. Is there anything they think
would be fun/difficult about living in the savannah? Support children in exploring their ideas
and opinions.

Express: Phase B
Children can create their own retelling of the story – either as a series of photographs that
can be sequenced or by making their own zigzag book.

75
 Animal Rescuers

For the photographic version, children can be given time to make simple masks to represent
the animal characters that they want to feature in their story. These could be the same
animals as in Handa’s Surprise, or they could be different animals that the children are
old
familiar with.
new

Rehearse your story, with an adult or child taking on the role of Handa. You might want to
set your story around your local setting, to show some of the different locations that Handa
might pass on her journey. Consider imaginative ways that the animals could steal a fruit.
Perhaps the Handa character is passing beneath a set of stairs, and an animal is reaching
down between the stair posts, to grab a fruit. Or Handa could take a nap beneath a tree, and
leave her basket unattended. Explore the children’s ideas, supporting as necessary. Have an
adult and/or confident child take a photograph of each scene. These can then be loaded into
a computer. Show the children how the images can be accessed and viewed. Choose the best
to print out. Children can then enjoy sequencing the images and gluing to paper or card, to
make their own book to use for their own retelling of Handa’s Surprise.
Alternatively, show children how they can fold paper to make a zigzag book. The following
video provides a simple guide:
Youtube.com/watch?v=rxDrnYV22H4
YouTube hosts this step-by-step demonstration for making a zigzag book.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Children can draw an animal on each separate page of the book, using information books
and other resources for reference and ideas. They can then make a cut-out of Handa with her
basket, which can be taped to the book using a length of ribbon or wool. The character can
then be used to retell the story, with children moving the Handa puppet past all the different
animals they have created.

Activity 4: Giraffe can’t dance

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.4a Developing positive friendships
1.6a Expressing personal choices
1.7a Making choices with others
1.8a Being considerate towards individuals
1.10a Exploring how actions can have positive and negative outcomes

76
 Animal Rescuers

1.12a Being treated fairly

1.16a Participating in group activities
1.22a Recognising that gratification is not always instant
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.1a Using gesture and body movement to communicate
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.6a Using language skills in play situations and a variety of developmentally-appropriate
contexts for example role-play, story-telling, giving and receiving instructions
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.12a Identifying and anticipating repetition in stories, poems, songs, rhymes and other
language activities
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.19a Exploring books and reading for pleasure
2.27a Following simple texts when being read to
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.77a Exploring and creating 2D and 3D artwork
2.79a Using illustrations to inspire drawings and artwork
2.87a Exploring movement and dance through role-play and imagination
2.89a Exploring movement and dance in the natural world

77
 Animal Rescuers

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.4a Exploring how we move
ENQUIRING ABOUT THE WORLD
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

old
Explore: Phase A
new

If possible, have a soft toy or giraffe hand puppet to represent the character of Gerald from
the story, Giraffes Can’t Dance, by Giles Andreae, Orchard Books, 2014.
Begin the session by explaining that you have a very sad animal that has come to the Animal
Rescue centre. Perhaps the children can help to cheer him up. Reveal your giraffe character.
Ask the character his name – he can then whisper the answer in your ear. Explain that this is
Gerald, and he is a giraffe! Remind the children of the postcard they received inviting them to
travel to Africa. It was Gerald who sent the card.

Children may like to interact with Gerald and ask him questions. If one of the children asks
why he is feeling sad, you can share Gerald’s story with them by reading Giraffes Can’t Dance.
You can listen to the story being read here:
Youtube.com/watch?v=G745TRClOVo
YouTube hosts this reading of the award-winning children’s book, Giraffes Can’t Dance.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Stop the story when you reach the scene where Gerald is leaving the ‘Jungle Dance’ because
the other animals have made fun of him. No wonder Gerald is feeling so sad. Perhaps we can
cheer him up by teaching him to dance.
Share the following action song, for the children to join in with. Stand in a circle, and model
the actions for the children to follow:
Can you do a dance? (Point around the circle)
A cheetah can dance.
Running to the tune (running on the spot)
Under the moon!
Can you do a dance? (Point around the circle)
An elephant can dance.
Stomping to the tune, (Heavy steps from side to side)
Under the moon!

78
 Animal Rescuers

Can you do a dance? (Point around the circle)

An ostrich can dance.
Stepping to the tune (high steps, lifting knees high)
Under the moon!
Can you do a dance? (Point around the circle)
A hippo can dance.
Shaking to the tune (wiggle and shake from side to side)
Under the moon!
Can you do a dance? (Point around the circle)
A zebra can dance.
Gallop to the tune (gallop and turn on the spot)
Under the moon!
Can you do a dance? (Touch hands to chest)
Yes we can!
Dance to the tune (wiggle, shake and dance)
Under the moon! Hooray! (Clap and congratulate each other)
You might want to repeat the song, so that the children can become more confident in
predicting the repetition of the song and joining in with the actions. Afterwards, ask the
children if they think they’ve done enough to cheer up Gerald. If you wish, you could invite
children to give their own special message of encouragement and support to Gerald,
modelling some examples of your own. Stress the importance of not giving up, celebrating
being different, and demonstrating the IEYC Personal Goal of Resilience.
Explain to the children that they have done a very good job of helping Gerald. Now he is
going for a walk to think about everything he has learned. Share the ending of the story,
in which Gerald meets a cricket, who teaches him that anyone can dance. Gerald discovers
his own kind of music, which he can sway, swing and swish to! The other animals are so
impressed that they declare he is the best dancer of them all!
You could end your session by encouraging children to do their own fun giraffe dance,
shaking their arms and swaying from side to side. You might want to have some
accompanying music so that children can imagine that they are at the special Jungle Dance!
Applaud the children afterwards for being great dancers.

Express: Phase A
Children can make their own medal, card or gift to congratulate Gerald the Giraffe for being
the best dancer.
If children choose to make medals, you could have some circular or star-shaped card
templates for the children to decorate, using art and craft materials. Alternatively, you could
provide clay/playdough and some shape cutters for the children to explore. If you wish, you
could share some images of athletes wearing Olympic medals – or even watch a medal-
giving ceremony to give the children ideas. Children might want to show one of the animals

79
 Animal Rescuers

they have explored, showing them dancing on the medal, or they could explore different
patterns such as spots and stripes. You could even suggest shaping the medal to suit a giraffe
– perhaps by making it long and thin!
Thread ribbon through the finished medals for the children to wear or to give to your soft toy
Gerald as part of a special award ceremony!

Activity 4: Giraffes can’t dance

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.4b Developing the interpersonal skills needed to form positive relationships
1.6b Expressing own views and ideas
1.9b Reflecting on actions and consequences
1.10b Taking responsibility for personal actions
1.11b Being respectful towards others
1.17b Overcoming challenges with increasing independence
1.22b Recognising that the needs of others may be a priority
1.25b Sharing feelings with others
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.14b Joining in conversations and discussions

80
 Animal Rescuers

COMMUNICATING THROUGH ICT AND COMPUTING

2.72b Using computers and other forms of ICT as tools to record, link and extend
experiences that happened away from the computer
2.73b Presenting ideas and information using technology
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.87b Exploring sequenced movement through dance
2.89b Creating movement and dance linked to the natural world

IEYC Learning Strand 4: Healthy Living and Physical Well-being

PHYSICAL WELL-BEING
4.9b Exploring direction and movement in games and physical activities
4.13b Body and space awareness

old new

Explore: Phase B
As with Explore: Phase A, have a soft toy or giraffe hand puppet to represent the character of
Gerald from the story, Giraffes Can’t Dance, by Giles Andreae, Orchard Books, 2014.
Begin the session by explaining that you have a very sad animal that has come to the Animal
Rescue centre. Perhaps the children can help to cheer him up. Reveal your giraffe character.
Ask the character his name – he can then whisper the answer in your ear. Explain that this is
Gerald, and he is a giraffe! Children may remember the postcard they received inviting them
to travel to Africa. It was Gerald who sent the postcard.
Children may like to interact with Gerald and ask him questions. If one of the children asks
why he is feeling sad, you can share Gerald’s story with them by reading Giraffes Can’t Dance.
You can listen to the story being read here:
Youtube.com/watch?v=G745TRClOVo
YouTube hosts this reading of the award-winning children’s book, Giraffes Can’t Dance.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Stop the story when you reach the scene where Gerald is leaving the ‘Jungle Dance’ because
the other animals have made fun of him. Ask the children if they think it was right for the
other animals to make fun of Gerald. What could they have done differently? Explore the
children’s ideas.

81
 Animal Rescuers

Using your toy or hand puppet, invite children to talk to Gerald. What would they like to say to
Gerald? As the children share their ideas, support a discussion of the importance of not giving
up and not being afraid of being different, or of being unable to do something. Give some of
your own examples of when you have felt nervous about doing something, or you felt you
were an ‘odd one out’. Encourage children to share any of their own experiences of when they
felt they couldn’t do something. What was it that helped them to feel better? Explore the idea
of friendship and support, and also not giving up. Link your discussion to the IEYC Personal
Goals of Cooperation, Morality, Respect and Resilience.
Afterwards, explain that Gerald is still not sure he can dance. Perhaps the children can help
him further by showing him how.

Express: Phase B
Gather children in the hall or other area where children have space to move around. Begin by
exploring movements linked to some of the animals you have explored and the children are
familiar with. For example:
■■Zebra – gallop/skip
■■Lion – prowling (move slowly on all fours, pretending to creep through the grass)
■■Cheetah – running
■■Giraffe – stretching and swaying (stretch up arms above head)
■■Elephant – stomp around with heavy strides
■■Ostrich – high stepping (raise knees as high as you can as you step around)
■■Antelope/springbok – leaping and jumping
■■Crocodile – arms together, to make snapping jaws
■■Parrot – flapping arms
Once children have grown confident in the different actions and movements, play a listen-
and-respond game where you call out an animal and children perform the appropriate action.
In small adult-led groups, challenge children to develop their own dance by linking different
movements together. They could imagine they are making a dance or exercise video for
Gerald to watch, to help him to become a better dancer.
Allow enough time for the children to plan and rehearse their routine. They could perform
these to some lively background music. Encourage use of space and performing different
actions and movements to make it interesting. Invite children to respond to each group’s
dance by saying what they liked about it.
If you wish, an adult or confident child could video each dance for the children to watch back.

82
 Animal Rescuers

Afterwards, explain to the children that they have done a very good job of helping Gerald.
Now he is going away to think about everything that he has seen and learned. Share the
ending of the story, in which Gerald meets a cricket, who teaches him that anyone can dance.
Gerald discovers his own kind of music, which he can sway, swing, and swish to! The other
animals are so impressed that they declare he is the best dancer of them all!
End your session by asking the children what they think the message of the story is. How
might they demonstrate what they have learned in the future?

83
 Animal Rescuers

Learning Block 3: Explore and Express

The central learning focus for this Learning Block is:

old
Polar adventure
new

old new

old
Suggestions for this Learning Block’s continuous provision and play
new

old
experiences:
new

Create a ‘polar adventure’ role-play area, with white and blue blankets for the ice and water,
and small world polar animals. If available, stock the area with a selection of picture books
about polar animals, which children can use as a stimulus for acting-out and telling their own
adventures. Suggestions include:
In Arctic Waters, by Laura Crawford, Arbordale Publishing, 2013
That’s Not My Polar Bear, by Fiona Watt, Usborne Publishing, 2009
Arctic Animals (Who’s that?), by Tad Carpenter, Sterling Books, 2015
Penguins Can’t Fly, by Richard Byrne, Anderson Press, 2013
In Activity 1, children will have opportunity to build their own ‘igloo’ shelter – either a small
igloo for small world toys, or a larger one using boxes or plastic milk jugs. If making a larger
igloo, this can become the central feature of your role-play area, in which children can
imagine they are polar explorers. Blankets and cushions could be placed inside your igloo to
make a comfy area for reading and role play.

The IEYC Personal Goals children will be helped to develop in this

Learning Block are:
■■Communication
■■Cooperation
■■Enquiry
■■Resilience
■■Respect
■■Thoughtfulness

84
 Animal Rescuers

The IEYC International Dimension children will experience in this

Learning Block is:
■■Learning and playing with others beyond their immediate friendship group
■■Applying the IEYC Personal Goals in various contexts

Suggestions for linking to Language and Mathematical development

to complement the setting’s policy for these areas:
Explore shapes and measures by breaking up tiles of polystyrene into different-sized pieces
and place in a water tray. Encourage the children to explore the way that the polystyrene
old floats on the water, imagining that they are blocks of ice on the polar seas. You can then
new

introduce an assortment of plastic small world animals. Can the children place the animals
old new
safely on the ice without it tipping over? Explore what happens when animals are placed in
old the middle of the polystyrene and when they are placed on the edge. Does the size of the
new

polystyrene make a difference? Which piece can hold the most animals? Can we share out the
animals so that there are an equal number safely balanced on each tile? Encourage the use
of mathematical vocabulary linked to shape and measures.
Children can use the same tray for telling their own stories – perhaps sequencing and
retelling the story of Lars the baby polar bear who floats away from his father on a piece of
ice (see Activity 3), or creating a story of their own about animals stranded on the ice. Will
they need Animal Rescue to help them? Encourage the use of language linked to feelings,
and involve children in talking about their own experiences of being nervous and how they
overcame their fears.

Suggestions for linking physical development to complement the

setting’s policy for physical education:
Develop your snow/polar theme further by asking the children to imagine they are
snowflakes. Encourage them to dance and spin around the space, making use of space and
avoiding others. You could play some suitable mysterious and wintry music to accompany the
children’s movements, such as:
Swan Lake Waltz, by Tchaikovsky, Russia
Andantino, by Mozart, Austria
The Snowman Soundtrack, by Howard Blake, England
Children could also imagine that they are blocks of ice that are melting in the sun. Start
with arms stretched high or out to the sides, and then explore the ice melting by making
the body smaller and tighter, until children are curled up into small balls. You could make

85
 Animal Rescuers

this a collaborative exercise by having the children touching or holding hands at the start
to represent a sheet of ice. Then, as they begin to melt, they can break away – moving about
the space as they imagine floating on the water, and then getting smaller and smaller, until
everyone is curled up in an individual ball.

Reflective Practices
During IEYC Explore and Express activities, teachers should reflect on the following
questions:
■■Are all children learning – is there evidence that learning is taking place?
■■Are learning experiences developmentally-appropriate – do children need to revisit Phase
A learning activities or extend to Phase B learning activities?
■■Is the learning sufficiently engaging and challenging?
■■Is anything helping learning to become secure?
■■Is anything hindering learning to become secure?
■■What types of learning experiences will further support children’s progression?

86
 Animal Rescuers

Learning Block 3: Explore and Express

Activities

Activity 1: Polar explorers

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.24a Sharing experiences with others
1.26a The pleasure and delight of gaining new experiences
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.1a Using gesture and body movement to communicate
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.8a Using language in imaginary play situations
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.12a Identifying and anticipating repetition in stories, poems, songs, rhymes and other
language activities

87
 Animal Rescuers

2.13a Listening to others and joining in listening activities for developmentally-

appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.16a Exploring and observing the use of printed materials and resources
COMMUNICATING THROUGH SHAPE AND MEASURES
2.54a Exploring size and shape through construction materials, puzzles, modelling and
creative activities
2.55a Exploring size and shape in everyday objects in the environment
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.77a Exploring and creating 2D and 3D artwork
2.80a Freely experimenting with art materials and initiating own art adventures

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1a Exploring the senses
ENQUIRING ABOUT THE WORLD
3.7a Asking questions, experimenting with ideas and finding out about the local
environment
3.12a Exploring natural materials and objects
3.13a Exploring the weather and seasons
3.18a Representing the environment through model making, drawings and artwork

88
old new

Animal Rescuers

Explore: Phase A
Prior to the session, transform your setting into a ‘winter wonderland’. You could place white
tinsel over door frames, windows and display areas. Create hanging mobiles of paper snowflakes,
and tape individual snowflakes around the room. You could also frost up your windows using
paper shapes and toothpaste! The following video provides a visual demonstration:
Youtube.com/watch?v=GmesiZ40eow
YouTube hosts this simple visual guide showing you how to create frosty window patterns
using a stencil, a sponge and a tube of toothpaste!
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Create some snow in trays for the children to have fun handling and playing with. This can
be made by putting ice cubes into a blender (ensure the blender is able to blend ice), until
you are left with a crushed ice ‘snow’. Prepare this just before the session, storing in a fridge
beforehand if necessary.
You could also have large sheets of black paper or card, and a tray filled with snowflake
confetti, in different sizes and colours.
When the children arrive, allow enough time for the children to explore and discuss their
environment. Enjoy handling the snow and talking about how it feels (cold, soft, wet, etc.).
Encourage children to pick up handfuls of the confetti snowflakes and let them fall between
their fingers onto the paper. Then, invite them to move and arrange the snowflakes to
make their own pictures. If appropriate, ask children to talk about their own experiences of
snow and winter (depending on the location of your setting, some children may never have
experienced snow – and winter may not necessarily mean cold weather!).
Have some images of the Arctic and Antarctic arranged around your setting for children to
find and discuss. Encourage children to describe what they can see in the images. What do
they think it would be like to explore those places? What might they find? Can they think of
any animals that might like the cold weather and lots of snow?
Reveal a postcard, written to the children from someone called Lars (this is the polar bear character
they will be meeting in Activity 3). On the front of the postcard, have a photograph image of a
baby polar bear. Read out the message on the postcard, inviting the children to the North Pole:

Dear Animal Rescue,

I’ve heard so much about all the wonderful things Animal Rescue have been doing. I would like
to invite you to the North Pole where I live. I have lots of friends who could do with your help.
Look forward to seeing you soon.
Warm hugs
Lars
P.S Make sure you dress up warm. It’s cold here all year round!

89
 Animal Rescuers

Encourage the children to help you to pack for your expedition to the North Pole. Have some
examples of appropriate and inappropriate clothing for your trip. Depending on the location
and climate of your host country, discuss the types of clothing that children might wear when
it is very cold – such as gloves, scarves, coats, boots, etc. Explore your collection of clothing
and pick out the items that would be good for keeping everyone warm.
Afterwards, you could share the following action song (sung to the rhythm of ‘The Hokey
Cokey’). Stand in a circle, with adults modelling the actions:
We put our coats on tight (imagine tugging a coat over shoulders and chest)
Coats on tight
It’s very cold, it’s very cold (rub arms, imagining being cold)
We’re keeping warm and snug.
This is how we dress in this winter wonderland (turn around on the spot)
Come on and dance with us.
Oh, it’s chilly, chilly, chilly. (Hold hands and move into the centre of the circle, and then back
again)
Oh, it’s chilly, chilly, chilly.
Oh it’s chilly, chilly, chilly.
It’s cold outside but we’re okay!
(Continue, replacing the first verse with the following each time…)
We put our gloves on our hands (imagine pulling gloves onto hands)
gloves on our hands
It’s very cold, it’s very cold (rub arms, imagining being cold)
We’re keeping warm and snug.
We put our scarf ‘round our neck (imagine winding scarf around neck)
Scarf ‘round our neck.
It’s very cold, it’s very cold (rub arms, imagining being cold)
We’re keeping warm and snug.
We put our boots on our feet (imagine pulling boots onto feet)
Boots on our feet.
It’s very cold, it’s very cold (rub arms, imagining being cold)
We’re keeping warm and snug.

Express: Phase A
Imagine exploring your winter wonderland. It will get very cold at night. What type of
shelter could you build to keep everyone warm? What materials will be available to us? Look
together at some images of traditional Inuit igloos. Explain that there are people who live
in the very cold regions of the world. Many live in homes, just like our own – but a few, who
might go travelling and exploring in the cold, make shelters out of snow!

90
 Animal Rescuers

Challenge the children to build their own ‘igloo’ shelter for a small world person or animal.
These could be made from Styrofoam blocks/pieces, sugar cubes or egg boxes. Look at the
images of traditional igloos and discuss what features they have (an open doorway to get in
and out, a curved roof). They don’t have windows. Why might that be?
Provide support to help the children build their own winter shelters. Do they think that they
will keep everyone warm inside? You could explore some swatches of different materials to
decide which you could use for a snug warm blanket, to add to the inside of your shelter.
Children can use their mini igloo shelters as the starting point for telling stories and
exploring the polar theme. If you wish, you could build a larger igloo den for the children
to experience (see Express: Phase B), which could become a permanent feature of your polar
role-play area.

Activity 1: Polar explorers

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.17b Overcoming challenges with increasing independence
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.14b Joining in conversations and discussions

91
 Animal Rescuers

COMMUNICATING THROUGH READING

2.18b Using illustrations to make predictions
2.19b Exploring different forms of print and following the conventions of text
2.23b Choosing and using books for a purpose
2.24b Expressing preferences in a range of fiction and non-fiction
2.27b Recognising and reading common words and familiar sentences
COMMUNICATING THROUGH SHAPE AND MEASURES
2.54b Selecting sizes and shapes according to given criteria
2.62b Exploring how to measure length and height in practical contexts
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Communicating

ENQUIRING ABOUT PEOPLE
3.1b Using the senses to make discoveries
3.6b Exploring houses and homes in the wider world
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.13b Exploring the effects of weather and seasons
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats
3.20b Exploring the needs of wild-life, domestic animals, birds, sea-life, insects and other
life forms that are of interest

92
 Animal Rescuers

Explore: Phase B
As with Explore: Phase A, you may want to decorate your setting to transform it into a ‘winter
wonderland’, with frosted windows, white tinsel and snowflake mobiles. You could also
provide some hands-on experiences (crushed snow and confetti snowflakes) for children
to explore – as a stimulus for discussing cold weather and winter. (See Explore: Phase A for
further guidance.)
In addition to the above, have some fiction/non-fiction books and images of the Arctic and
Antarctic arranged around your setting for children to find, share and discuss. Encourage
children to describe what they can see in the images. What do they think it would be like to
explore those places? What might they find? Can they think of any animals that might like the
cold weather and lots of snow? Use the available books to explore some of the answers to
their questions.
Look together at an assortment of images of Arctic and Antarctic animals. These might
include: penguins, seals, walruses, orca whales, polar bears, Arctic hares, Arctic foxes, and so
on. Discuss the animals that the children are familiar with and can name. Explore those that
are less familiar. Focus on their features and what they might have in common – and what
makes them different.
Reveal a postcard, written to the children from someone called Lars (this is the polar bear
character they will be meeting in Activity 3). On the front of the postcard have a photograph
image of a baby polar bear. Read out the message on the postcard, inviting the children to the
North Pole:

Dear Animal Rescue,

I’ve heard so much about all the wonderful things Animal Rescue have been doing. I would like
to invite you to the North Pole where I live. I have lots of friends who could do with your help.
Look forward to seeing you soon.
Warm hugs
Lars
P.S Make sure you dress up warm. It’s cold here all year round!

Use maps and globes to locate the North Pole in relation to your host country. Encourage the
children to help you to pack for your expedition to the North Pole. Have some examples of
appropriate and inappropriate clothing for your trip. Depending on the location and climate
of your host country, discuss the types of clothing that children might wear when it is very
cold – such as gloves, scarves, coats, boots, etc. Explore your collection of clothing, and pick
out the items that would be best for keeping everyone warm. Discuss the materials (wool, fur,
etc.) and their properties (thick, waterproof, furry, soft, etc.).

93
 Animal Rescuers

Look back at your images of the different polar animals. How do we think these animals are
able to keep warm in their cold environment? They don’t have hats, scarves and coats like us!
Explore the children’s ideas.
Explain that some polar animals have a coat of fur to keep them warm, like polar bears
and Arctic foxes. Many also have a layer of fat called blubber. Blubber is a bit like a coat
underneath the skin, which helps to keep many polar animals, such as seals, walruses, polar
bears and penguins warm.
If you wish, you could conduct the following experiment so that children can experience the
wonders of blubber for themselves:
■■Fill a disposable plastic glove or large zip-lock bag with three or four heaped tablespoons
of lard/shortening (or you could use regular butter). Squash this around the glove, then let
a volunteer put their hand inside! They should then put their other hand into a glove or
bag without shortening.
■■Have two bowls of icy water. Let them put one hand into each bowl. The hand with the
layer of ‘blubber’ will stay warm, while the other hand probably won’t stay in the cold water
for very long! Explain that this is just like how blubber works – it provides a protective
fatty layer (imagine it as a very thick and sticky coat!) that helps to keep animals warm.
(Ensure children wash their hands thoroughly after the experiment.)

Express: Phase B
Imagine exploring your winter wonderland. It will get very cold at night. What type of
shelter could you build to keep everyone warm? What materials will be available to us? Look
together at some images of traditional Inuit igloos. Explain that there are people who live
in the very cold regions of the world. Many live in homes, just like our own – but a few, who
might go travelling and exploring in the cold, make shelters out of snow!
Work together to plan, design and build your own igloo. This could be made from cardboard
boxes, painted white to imagine that they are blocks of snow. Build up the walls. Encourage
children to help you to decide on the height for your shelter. How many bricks will be
needed? Use measuring tools (rulers, string, etc.) to measure and lay out your shelter.
Once the walls are built, make a ‘roof’ by taping large lengths of card together. Cover with a
white blanket to complete the effect.
As an alternative, it’s possible to make an effective-looking igloo by using plastic milk jugs/
cartons. At the beginning of the unit (or even earlier!), ask staff members and parents to help
contribute to your supply. The number of milk jugs you will need will vary depending on the
size you are aiming for, but even a small structure may need over a hundred, so you might
want to ask other classes in your setting to help!

94
 Animal Rescuers
old new

The following links will provide inspiration for your igloo shelter:
Youtube.com/watch?v=MdHBY2Axqdw
YouTube hosts this video showing how one class made a large igloo using over four
hundred plastic milk jugs!
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Littlegiraffes.com/teaching-ideas/818/how-to-make-a-milk-jug-igloo/
The Little Giraffes learning website has an article and photographs, sharing an igloo-
building project using milk jugs.
Instead of hot-gluing the bottles together, you could use double-sided sticky tape, which will
allow the children to get involved and help. Remember that the learning journey is more
important than the end result, so be sure to encourage children to see this challenge as a
chance to practise the IEYC Personal Goals of Thoughtfulness, Cooperation and Resilience.
Your completed igloo can remain a permanent fixture of your polar role-play area. Place
blankets and books inside to create a fun reading area, or provide small world explorers’
equipment (binoculars, compass, maps, camping equipment, etc.) so children can imagine
they are on their own polar expedition!

Activity 2: Rainbow bears

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions

95
 Animal Rescuers

2.5a Describing objects, people, places and events that are present and not present
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.14a Following conversations and stories
COMMUNICATING THROUGH NUMBER
2.44a Separating a quantity of objects into groups with smaller number values
COMMUNICATING THROUGH SHAPE AND MEASURES
2.54a Exploring size and shape through construction materials, puzzles, modelling and
creative activities
2.57a Identifying similarities and differences between shapes
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.77a Exploring and creating 2D and 3D artwork

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE

old new
3.1a Exploring the senses
ENQUIRING ABOUT THE WORLD
3.18a Representing the environment through model making, drawings and artwork
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

Explore: Phase A
Provide some outline templates of polar bears for children to decorate. The following site has
a useful example:
Makinglearningfun.com/themepages/PolarBearPatternOutline.html
Making Learning Fun has a simple outline template of a polar bear, which can be
downloaded and printed out.
Enlarge your template, and provide children with different materials to decorate their polar
bear. These might include: cotton wool balls, white pompoms, rice, snowy playdough (see
instructions below), white tissue paper, white paint, and so on.

96
 Animal Rescuers

To make the playdough add the following to your mixing bowl:

■■2 cups of flour
■■1 cup of salt
■■1 cup of warm water
■■2 tablespoons of vegetable oil
■■1 tablespoon of Cream of Tartar
■■Silver glitter and stars
Mix and knead it all together to make snowy playdough.
Have images of polar bears (and toy versions, if available) for the children to view and
explore. As the children decorate their polar bears, discuss why the bears might have white
fur. As well as having fur for warmth, encourage children to make the connection between
the white of the bear’s fur and the snowy environment where the bear lives. Talk about how
the polar bear’s fur helps it to avoid been seen – useful when you need to creep up on other
animals!
Cut out the completed polar bears, as these will be used again later in the Express session.
Now, it’s time for Animal Rescue to help some other bears. In small groups with an adult,
provide a selection of bears cut out from different coloured card and patterned fabric.
(You can use the same template as above.) Have matching squares of each colour/pattern
arranged and glued to a large sheet of paper.
Explain to the children that these bears have got lost, and need help finding their home.
Just like the polar bear, they like to blend in with their surroundings so that they aren’t seen.
Encourage the children to match the bears to each colour and pattern. Use the opportunity to
reinforce the names of colours, as well as describing shapes and patterns.

Express: Phase A
Congratulate the children on helping all the bears to find their homes – but there are still
some bears in need of a good home. Our polar bears!
The following activity provides an excellent opportunity for whole class collaboration.
Alternatively, children could work on it individually or in small groups, with adult assistance.
Explain that the polar bears need a home – and they like to live in the North Pole, where
there is lots of snow and ice. The North Pole is very similar to the home of the penguin we
met in the last activity.
Look together at some images of the Arctic. You may want an adult to sketch out a simple
outline image of a landscape, with mountains, ice and water. This could be created over a
series of sheets of paper, taped together to make a giant backdrop. If possible, avoid using
white paper, so that children can enjoy seeing their winter landscape come together.

97
 Animal Rescuers

Provide art and collage materials for the children to help you to decorate the backdrop. Once
complete and dry, the children’s polar bears can be glued or taped to the backdrop. You may
want to make your display interactive by using Velcro strips to attach the polar bears to the
backdrop. This will allow children to remove them for play and use for counting activities.
You could end your session with the following song. Children can join in by dancing with
their polar bears:
We’re all polar bears,
White, white, white.
We like to hide out of
Sight, sight, sight.
In the snow, no part of us shows
Where we are, no one knows.
We’re all polar bears,
White, white, white.
We like to hide out of
Sight, sight, sight.
We play in the snow all day long.
So, come along and sing our song!

Activity 2: Rainbow bears

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.8b Demonstrating consideration in group situations
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons

98
 Animal Rescuers

2.14b Joining in conversations and discussions

COMMUNICATING THROUGH READING
2.16b Exploring and observing the use of print, logos, labels and signs in the environment
2.20b Exploring how print conveys meaning and recognising letters and features of
familiar words
COMMUNICATING THROUGH WRITING
2.29b Writing for a range of purposes and meaningful real-life and play contexts
2.31b Copying and experimenting with letter formation
2.33b Using phonic awareness to write words
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1b Using the senses to make discoveries
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats
3.20b Exploring the needs of wild-life, domestic animals, birds, sea-life, insects and other
life forms that are of interest

99
old new

Animal Rescuers

Explore: Phase B
As with Explore: Phase A, provide some outline templates of polar bears for children to
decorate. The following site has a useful example:
Makinglearningfun.com/themepages/PolarBearPatternOutline.html
Making Learning Fun has a simple outline template of a polar bear, which can be
downloaded and printed out.
Enlarge your template, and provide children with different materials to decorate their polar
bear. These might include: cotton wool balls, white pompoms, rice, snowy playdough (see
Explore: Phase A for instructions), white tissue paper, white paint, and so on.
Have images of polar bears (and toy versions, if available) for the children to view and
explore. As the children decorate their polar bears, encourage them to discuss why the bears
might have white fur. Talk about how animals use camouflage for protection and also to hunt
other animals. Revisit some of the animals you have explored over the course of the unit, and
consider how their colours and markings might help them to blend in with their surroundings.
Now, it’s time for Animal Rescue to help a group of polar bears. Provide pairs of children with
a polar bear cut-out (using the previous template). Explain that their polar bear wants to
leave the North Pole and visit somewhere new, where they can make new friends. However,
the polar bear also wants to be camouflaged and blend in with his new surroundings. Having
white fur isn’t much use if there isn’t any snow!
Provide each group with a large printed image of one of the environments you have explored
(jungle or grasslands), or an image from your local area – such as your outdoor setting, park,
wood, etc.
Challenge the children to glue their polar bear onto their picture, and then use art materials
to give it camouflage, turning its white fur into colours that will help it blend in. Children will
need to explore the colours and patterns in their picture, and then try and copy these to help
disguise their bear.
Afterwards, children can share their pictures. Explore viewing the images from different
distances to see if the polar bears blend in with the image. Which polar bears are hardest to
spot? If appropriate, display the children’s pictures in an area of your setting where visitors
can view them. Encourage children to think of clues that will help visitors ‘spot the bears’.
Print out the clues around the display area, and involve children in challenging visitors to find
their bear.
End your session by sharing the storybook, Rainbow Bear, by Michael Morpurgo, Corgi
Children’s Books, 2000. In the story, a polar bear becomes bored with his all-white
environment and dreams of taking on all the colours of the rainbow. However, when his wish
is granted, he discovers that life isn’t quite so easy as it was before!

100
 Animal Rescuers

Express: Phase B
Work together on a collaborative display to create your own ‘rainbow polar bear’. Choose
different colours of paper or card and tape these together side-by-side to make a backdrop.
Next, glue a large white outline of a polar bear across the sheets of paper:

Children can then help you to decorate the bear using art and collage materials (including
tissue paper and fabric), to help it to blend in with each of its background colours – creating a
many-coloured rainbow bear!
The activity will encourage cooperation and teamwork – as well as colour-mixing skills, if
children are using paint to match some of the colours you have included. At the end of the
session, your rainbow bear can be proudly put up on display. Children could also practise
their emergent writing by adding labels to name the different colours. You might even want
to think up a special name for your polar bear, and use him/her as the stimulus for further
stories and adventures!

Activity 3: On thin ice!

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.24a Sharing experiences with others
1.26a The pleasure and delight of gaining new experiences
1.27a Learning independently, alongside and from others

101
 Animal Rescuers

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.8a Using language in imaginary play situations
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.19a Exploring books and reading for pleasure
2.27a Following simple texts when being read to
COMMUNICATING THROUGH SHAPE AND MEASURES
2.53a Exploring size and shape through real-life and play contexts
2.56a Describing objects according to size and shape
2.63a Exploring weight through play and practical activities
2.64a Using language associated with weight
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.76a Exploring how colour and texture can be changed
2.77a Exploring and creating 2D and 3D artwork
2.80a Freely experimenting with art materials and initiating own art adventures

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1a Exploring the senses
ENQUIRING ABOUT THE WORLD
3.8a Using materials to carry out simple investigations
3.9a Exploring solids and liquids
3.18a Representing the environment through model making, drawings and artwork
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

102
 Animal Rescuers

Explore: Phase A
Begin the session by setting up some hands-on experiences for children to explore the
properties of ice. These could include:
■■Ice cube painting – freeze some ice cubes prior to your session, adding a different-coloured
food dye to each cube. Children can explore touching and handling the ice cubes. Invite
them to paint using the ice cubes by encouraging them to move the cubes across a sheet
of paper. Mix the colours and explore different effects. Encourage children use fingers and
hands to smear the watery colours and make new patterns.
■■Free the animals – place some small world Arctic animals in a container of water and
freeze. You may want to fill up the container gradually, freezing each time so that you have
animals at different levels. Place the ice block in a tray for children to explore. (Ensure
that the ice is not straight out of the freezer and has had some time to thaw a little.) Then
provide children with some simple tools (e.g. toy shovels, spatulas, tongs, spoons, tweezers,
etc.) to explore breaking the ice to free the trapped animals.
■■Frozen ocean – make several different sized and shaped ‘ice cubes’ using different
containers – from regular ice trays to margarine tubs, yoghurt pots and ice cream cartons.
You could also use different coloured food dyes to make your ice cubes look extra special!
Place these in your water tray for children to explore. Have small world Arctic animals that
the children can play with. Place these on the ice, exploring how many can fit on each of
the different pieces. Can the ice support the weight of all of the toys? Can we make the ice
sink? Which is the biggest/smallest piece of ice?
With all the activities, provide adult assistance. Encourage children to carefully handle and
explore the ice. Ask them to describe how it feels when they touch it. (Cold, hard, slippery, wet,
etc.) Use talk with the children to elicit their learning. For example:
■■What do you think the ice is made of? Can we see through it?
■■Do we think we can change the ice? How might we do that?
■■How has the ice changed? How is it different?
■■How would we describe the ice now?
Use prompts as necessary to support children in finding out that ice is hard, floats on water
and is difficult to break. Some children may observe their ice melting (particularly if it is a
warm day). Explore what happens when warm water is added to the ice pieces. Children could
apply the water using cups, pipettes and squeeze bottles. Encourage children to share their
observations. (You could also add a little salt to the warm water to speed up the process.)
End your session by sharing the children’s storybook, The Little Polar Bear, by Hans de Beer,
North-South Books, 2011. In the story, Lars the baby polar bear goes hunting for the first time
with his father. However, Lars is so tired from his lessons that he falls asleep and doesn’t
realise that the ice has cracked and he is drifting away from his father. The ice continues to
melt as Lars travels south, where he finally ends up swimming to an island where some other
animals come to his aid.

103
 Animal Rescuers

You can listen to the story being read here:

Youtube.com/watch?v=BCacBNqQDLk
YouTube hosts this reading of the children’s storybook, The Little Polar Bear, by Hans de
Beer.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

As you share the story, discuss the North Pole where the polar bear lives – which is frozen
ice that floats on the sea. Ask children to tell you what they think will happen to the piece of
ice as it floats away into warmer waters. Help the children to link their earlier exploration of
ice to the events in the story. Encourage use of vocabulary, such as “floating”, “sinking”, “hard”,
“soft” and “melting”. When Lars arrives at the island, compare the features of the island to Lars
home. The island will remind the children of the jungle environment that they have already
explored in Learning Block 1.

Express: Phase A
Provide children with large sheets of blue paper to represent the sea. Using white paper
and scissors, encourage children to cut out their own ice shapes to place on their blue
background. Children can then place small world animals (such as polar bears, walruses, seals
etc.) on their ice pieces to tell their own stories. Encourage children to move the ice around
with their fingers, imagining it is floating and moving on the surface of the water. What
might happen if one of the animals floats away? What adventure might they have? Will the
other animals be able to rescue them – or will it be a mission for the Animal Rescue team?
Incorporate other toys into the play, such as small world figures and vehicles (helicopters,
boats, etc.) to extend and further stimulate the children’s story-telling.
You could end the session by having the children glue their ice pieces to the blue
background, and then draw their own Arctic animals onto the ice pieces to create a display
picture.

Activity 3: On thin ice!

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.26b The joy and satisfaction of experiencing and learning something new

104
 Animal Rescuers

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.7b Using language to recall, retell and sequence events
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1b Using the senses to make discoveries
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.8b Selecting materials to carry out simple investigations
3.9b Exploring how solids and liquids can change
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.18b Representing the environment through maps, plans, drawings, photographs and
diagrams
3.19 Exploring wildlife habitats

105
 Animal Rescuers

Explore: Phase B
Set up the same investigations and play experiences as Explore: Phase A, with a selection
of ice cubes/blocks in different sizes and shapes. As well as painting with ice cubes, and
observing the properties of ice in a water tray, children can use tools and other objects to
chip away at ice and free a selection of plastic Arctic animals (such as polar bears, walruses,
seals, orca whales, arctic foxes, etc.). As they are discovered, discuss the animals and their
features.
In addition to the above, children can create their own ice blocks. Provide cups, margarine
tubs or other small containers, and a selection of art materials (such as glitter, beads, sequins,
and so on). Children can sprinkle their chosen art materials into their container, and then
carefully add water and a small amount of food dye. Encourage the children to predict what
will happen when their container is placed in a freezer.
Freeze the containers. Once the water is frozen, children can turn out their ice cubes onto a
old
tray to observe, and discuss what has happened. You could also set up a simple experiment
new

to see if the ice will melt quicker in a bowl of warm water or a bowl of cold water. Confident
children could also be prompted to think about size. Will the small ice cube melt quicker
than the bigger one? Some children may even be able to consider what makes a fair test,
by placing similar sized cubes in different bowls of water or areas of the setting, and then
recording what happens.
End your session by sharing the children’s storybook, The Little Polar Bear, by Hans de Beer,
North-South Books, 2011. In the story, Lars the baby polar bear goes hunting for the first time
with his father. However, Lars is so tired from his lessons that he falls asleep and doesn’t
realise that the ice has cracked and he is drifting away from his father. The ice continues to
melt as Lars travels south, where he finally ends up swimming to an island where some other
animals come to his aid.
You can listen to the story being read here:
Youtube.com/watch?v=BCacBNqQDLk
YouTube hosts this reading of the children’s storybook, The Little Polar Bear, by Hans de
Beer.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

As you share the story, discuss the North Pole where the polar bear lives – which is frozen
ice that floats on the ocean. Look at maps and globes to locate the North Pole. Compare its
position with your host country.
As the story develops, ask children to tell you what they think will happen to the piece of
ice as it floats away into warmer waters. Help the children to link their earlier exploration of
ice to the events in the story. Encourage use of vocabulary, such as “floating”, “sinking”, “hard”,
“soft” and “melting”. When Lars arrives at the island, compare the features of the island to Lars’
home. The island will remind the children of the jungle environment that they have already
explored in Learning Block 1.

106
 Animal Rescuers

Express: Phase B
Children can create their own Arctic counting book or sequencing cards.
Provide each child with blue squares of card and sheets of white paper. Using pre-made
photocopies of a polar bear – or polar bear drawings created by the children and photocopied
– encourage the children to arrange and glue a group of their polar bears onto one of the
sheets of white paper, and then draw an ice shape around them.
Cut out the ice shape from the white paper and glue onto one of the blue cards. Next, place a
smaller number of polar bears onto another white sheet of paper, and then draw and cut out
a smaller ice shape. Subtract one polar bear each time, gluing the ice shapes to each card.

Continue to glue the ice shapes to the cards (or pages of the book), with the ice shapes
getting smaller and smaller until there is no ice (or polar bears) left!
The individual cards can then be hole-punched and bound with string to make a book, or left
as individual cards that the children can use to sequence – either based on the size of the ice
(e.g. smallest to biggest) or number of polar bears.
Children can also invent their own stories or songs to tell the story of their disappearing
polar bears. For example, (based on a variation of ‘Five Green and Speckled Frogs’):
Five white and hungry bears
Sat on the big white ice
Eating some most delicious fish
Yum, yum, yum.
The ice gave a big loud crack
One bear lost his snack
He jumped into the cold blue sea
Splish, splash, splosh!
Four white and hungry bears
Sat on the big white ice
Eating some most delicious fish
Yum, yum, yum.
(And so on)

107
 Animal Rescuers

Activity 4: Lost and found

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.4a Developing positive friendships
1.6a Expressing personal choices
1.7a Making choices with others
1.8a Being considerate towards individuals
1.11a Being empathic and sensitive towards others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.20a Recognising situations that impact on feelings and emotions
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.19a Exploring books and reading for pleasure
2.27a Following simple texts when being read to
COMMUNICATING THROUGH NUMBER
2.36a Counting through play activities, action songs, rhymes and games
2.40a Exploring one-to-one correspondence

108
 Animal Rescuers

old new

2.44a Separating a quantity of objects into groups with smaller number values
2.50a Exploring increasing and decreasing quantities through action songs, rhymes and
games
COMMUNICATING THROUGH SHAPE AND MEASURES
2.54a Exploring size and shape through construction materials, puzzles, modelling and
creative activities
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.77a Exploring and creating 2D and 3D artwork

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
old new
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

Explore: Phase A
Gather the children together on the carpet. Share the storybook, Lost and Found, by Oliver
Jeffers, Harper Collins Children’s Books, 2015. In the story, a young boy discovers a penguin on
his doorstep. The boy decides the penguin must be lost and tries to return him – but no one
has lost a penguin. So, the boy sets out in his rowing boat to take the penguin back to the
South Pole. However, when they get there, the boy discovers that what the penguin was really
looking for was a best friend.
You can listen to the story being read here:
Youtube.com/watch?v=xNgh3Q58QoI
YouTube hosts this reading of the award-winning children’s book, Lost and Found.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

There is also an animated DVD version of the story available, which runs for approximately
twenty minutes:
Lost and Found, Contender Entertainment Group, 2009.
After sharing the story, ask the children if they can remember where the Penguin’s home was.
(The South Pole.) Look back at the illustrations of the South Pole. What can the children see
at the South Pole? Do they think it would be very cold there? If so, why? Is it similar to where
the polar bears live?

109
 Animal Rescuers

If possible, have a soft toy penguin that the children can look at and handle. Have the
children ever seen a penguin before? Can they describe it to you? Explain that penguins are
similar to birds, but birds like to fly in the sky, whereas penguins can’t fly. They have flippers
instead of wings, so that they can swim in the water.
Remind the children that the penguin was looking for a friend. Pass the penguin around the
circle and invite children to say something nice to the penguin to make him feel welcome
and loved in your setting. End your session by encouraging children to talk about their own
best friend/s and what they like best about them. Should everybody have a best friend? If so,
why?

Express: Phase A
Children can make their own penguin character/s using one or more of the following
approaches:
■■Shape jigsaw – provide children with pre-cut shapes that can be arranged to create a
penguin character. Talk about the names of the different 2D shapes as you help children to
build their first penguin.

Then, encourage them to build it again, this time allowing the child to arrange the pieces
with less support. When children are happy with their penguins, the shapes can be glued to
paper and then cut out.
■■Printing – children can use 2D shape templates to make a print of a penguin. Have a
selection of paint colours for the children to choose from, and a completed penguin print
for children to refer to. As with the shape jigsaw, use this opportunity to talk about the
names of the different 2D shapes. Once the prints are dry, they can be cut out.
■■Cardboard roll penguin – children can create a 3D penguin model using a cardboard roll.
Provide paint to decorate the roll, painting the body black. Then, children can cut out and
paint their own shapes (or use pre-cut pieces) to glue to their model to represent flippers,
feet, beak, eyes, etc.
Children can then use their penguins to retell their own ‘Lost and Found’ story – perhaps
imagining that their penguins have arrived at Animal Rescue and need help finding a home.
Or perhaps they want to find a new friend instead!

110
 Animal Rescuers

If you wish, you could also sing the following counting song, using the children’s penguins to
represent those in the song:
There were five little penguins looking for a home,
Five little penguins looking for a home,
And if one little penguin
Should find a home they love,
There’ll be four little penguins looking for a home.

Activity 4: Lost and found

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.4b Developing the interpersonal skills needed to form positive relationships
1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.11b Being respectful towards others
1.16b Co-operating, taking turns and following the rules of group activities
1.18b Offering support to others when able to
1.21b Giving praise and encouragement to others
1.22b Recognising that the needs of others may be a priority
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities

111
 Animal Rescuers

2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH NUMBER
2.41b Identifying ‘more than’ or ‘fewer than’ groups of objects
2.44b Exploring how totals remain the same when quantities of objects are separated
2.48b Exploring the total number of objects in groups by counting ‘how many altogether’
2.50b Exploring early addition and subtraction through practical contexts
COMMUNICATING THROUGH SHAPE AND MEASURES
2.61b Comparing and ordering length and height
2.62b Exploring how to measure length and height in practical contexts
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats
3.20b Exploring the needs of wild-life, domestic animals, birds, sea-life, insects and other
life forms that are of interest

IEYC Learning Strand 4: Healthy Living and Physical Well-being

PHYSICAL WELL-BEING
4.10b Taking part in games and activities involving equipment
4.11b Exploring balance
4.12b Exploring team games and associated rules
4.13b Body and space awareness

112
 Animal Rescuers
old new

Explore: Phase B
Gather the children together on the carpet. Share the storybook, Lost and Found, by Oliver
Jeffers, Harper Collins Children’s Books, 2015. In the story, a young boy discovers a penguin
on his doorstep. The boy decides the penguin must be lost and tries to return him, but no one
has lost a penguin. So, the boy sets out in his rowing boat to take the penguin back to the
South Pole. However, when they get there, the boy discovers that what the penguin was really
looking for was a best friend.
You can listen to the story being read here:
Youtube.com/watch?v=xNgh3Q58QoI
YouTube hosts this reading of the award-winning children’s book, Lost and Found.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

There is also an animated DVD version of the story available, which runs for approximately
twenty minutes:
Lost and Found, Contender Entertainment Group, 2009.
As you explore the story, encourage children to predict what might happen next. Where do
they think the penguin has come from? How will the young boy get the penguin home? What
words would we use to describe the penguin’s home? Why do we think the penguin is still
feeling sad?
If possible, have a soft toy penguin that the children can look at and handle. Invite children
to share any existing knowledge of penguins. Explain that penguins are similar to birds, but
birds like to fly in the sky, whereas penguins can’t fly. They have flippers instead of wings, so
that they can swim in the water. Use maps and/or globes to locate your host country and the
two poles. Explain that the South Pole and the North Pole are the coldest areas of our planet,
and have snow and ice all year round. The North Pole is where the polar bears live, and the
South Pole is where the penguins live.
Remind the children that the penguin was looking for a friend. Ask the children to talk
about why they think friends are important. Should everyone have a friend? What types of
things can friends do for one another? What could we do if we see someone who is sad and
unhappy, like the penguin in the story?
Pass the penguin around the circle and invite children to say something nice to the penguin
to make him feel welcome and loved in your setting. End by having the penguin whisper in
your ear – he is so happy that he wants to invite Animal Rescue to the South Pole. Would we
like to go?
Then, set up the following hands-on activities for children to learn more about the life of
penguins.
For these activities, you will need some model penguins. These can be made by decorating
cardboard rolls (see Express: Phase A). These could be pre-made to save time, or children
could make and decorate their own.

113
 Animal Rescuers

■■Cuddle up! – penguins like to huddle together to keep warm when the weather is very
cold. Use your penguin models for some counting and grouping activities. For example –
how many penguins are there? Can we make two groups of cuddling penguins with the
same number in each? What if two penguins from this group wanted to join the other?
How many in each group now? Which is the biggest group? Continue by making different
numbers of groups. Children could also learn that penguins who are in the middle of a
group (and therefore the warmest!) often move to the edge of the circle after a while so
that others can move into the middle to get warmer! Can children rearrange their groups
so that the middle penguins are on the outside? Which are the warmest penguins now?
■■Belly flop – penguins enjoy sliding down the ice on their bellies! Set up a sloping length
of white cardboard for children to slide penguin models down. Explore different angles for
the slope to find the one that is best for allowing speed and movement.
You might want to make 2D penguin models for this activity. Cut the pictures out of card,
then glue to the back of a craft matchbox, to give the model weight.

Decide how a winner will be decided – perhaps the first across the finish line, or the
penguin that travels the furthest on his belly! You could even have some tin foil or blue
card to represent the ocean, and then challenge children to see if they can slide their
penguins into the water. Confident children could be shown how to measure and record the
distances the penguins have travelled.
■■Balancing act – some species of penguin, like the Emperor Penguin, keep their eggs warm
and away from the cold ice, by carrying them on their feet! Children can make small eggs
out of playdough or use mini egg chocolates, and then try to balance them on the card
feet of their penguin model. Can they guide their model around a simple obstacle course
without losing their egg?

114
old new

Animal Rescuers

old new

You may find the following video clips useful in supporting the activities:
Youtube.com/watch?v=8IWcbIieR2E
YouTube hosts this BBC video footage showing Emperor Penguins laying an egg and
keeping it warm.
Youtube.com/watch?v=6jTEmwd9H48
YouTube hosts this clip from the animated movie, Happy Feet, in which we see a father
penguin looking after an egg. At the end of the clip, the penguins huddle together to keep
warm.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Seaworld.org/animal-info/animal-infobooks/penguin/hatching-and-care-of-young/
SeaWorld has a useful video explaining how penguins take care of their young.

Express: Phase B
The children are going to become penguins to experience what life is like for a penguin in
the cold South Pole!
Gather the children in your hall or another space where there is plenty of space to move
around. Begin by asking the children to imagine they are penguins. Practise walking like a
penguin with feet angled out to the side. Move around the space, flapping arms to pretend
they are flippers.
When you call out ‘storm’, the children should all move in together to huddle like real
penguins would when it is very cold. Prompt children to change positions, so that the
penguins in the centre are moving to the outside to allow the other penguins into the middle.
Encourage safe movement, and remind children of the IEYC Personal Goals of Cooperation
and Thoughtfulness as they change positions and find spaces. Then, when you call ‘sunny
weather’, the children can break apart and move around the space again. Repeat the storm
and sunny weather commands, to encourage children to listen and respond to the signals.
Afterwards, it is time for the penguins to become parents! Provide each child with a large
(football-sized) sponge ball to represent their egg (or you could use similar-sized balls of
scrunched up paper). Begin by asking the children to balance the egg on their feet. Then,
practise moving around like a penguin while keeping control of the ball. Some children will
find this tricky, but they will have a lot of fun practising! You could also experiment with
different-sized balls to see which size the children are most confident with.
Put the children into teams of two (imagining they are penguin parents). Children can then
perform a short relay race, by moving their egg to their partner, carefully transferring it, and
then the second child moving it to a finish line. Can any of the teams complete the challenge
without losing control of their ball/egg?

115
 Animal Rescuers

Learning Block 4: Explore and Express

The central learning focus for this Learning Block is:

Desert journeys

Suggestions for this Learning Block’s continuous provision and play

experiences:
Create a desert backdrop for your role-play area. Begin by taping blue card to the wall for
your sky, and then adding sand dunes cut from yellow or brown card. Children can then help
you decorate the dunes by using textured paint (sand mixed with paint) or using sponges to
dab patterns on the dunes. Tape or staple yellow and/or brown scarves to the dunes to make
interesting shapes, and add further interest to the display. You may also want to add some
lift-up flaps that you can tape pictures of different animals under each day. Children will
enjoy discovering what animals are ‘hiding under the sand’, and can then, with adult help, use
information books and other resources to find out more about them.
In Activity 2, children will have opportunity to create their own Bedouin tent shelter, which
can be added to your role-play area and become a permanent feature. Books, small world
animals and other play equipment can be placed inside the shelter to enable children to
explore the theme further.

The IEYC Personal Goals children will be helped to develop in this

Learning Block are:
■■Adaptability
■■Communication
■■Cooperation
■■Enquiry
■■Resilience
■■Respect
■■Thoughtfulness

116
 Animal Rescuers

The IEYC International Dimension children will experience in this

Learning Block is:
■■The similarities and differences between children’s lives
■■Learning and playing with others beyond their immediate friendship group
■■Applying the IEYC Personal Goals in various contexts

Suggestions for linking to Language and Mathematical development

to complement the setting’s policy for these areas:
In preparation for Activity 4 and to develop the postcard theme, you could have a postcard
delivered to the children each day from a different place around the world (jungle, grasslands,
Arctic, etc.). Encourage children to explore the image/s on the postcard and describe the
animal and environment. Read the message to the children. This could be from a different
animal each day, perhaps providing a couple of facts about them and giving a more specific
location of where they are from (the Amazon jungle, the Congo, the Sahara Desert, etc.).
Provide assistance to help the children locate the places on a map or globe. Mark these
with a sticker or flag. Create an ongoing ‘world tour’, building up a collection of postcards
of different places and animals around the world. Provide a selection of pencils, pens and
paper in an area where children can explore their mark making and emergent writing by
writing their own replies to the postcards that they receive. Include picture dictionaries, word
and picture cards, tablets, computers, and other appropriate resources to support children’s
reading and writing skills.
Cut out a series of different coloured and/or patterned snakes of varied lengths. Children can
compare the sizes of the snakes, putting them into length order, starting from shortest to
longest. They can also be encouraged to describe the colour and patterns on the snakes. More
confident children can measure the snakes, using either non-standard or standard measures
depending on their stage of development, and record their measurements in a special ‘snake
journal’, imagining that they are listing their finds for the Animal Rescue centre.

Suggestions for linking physical development to complement the

setting’s policy for physical education:
Set up an obstacle course for children to explore in different ways. For example, crawling like
a lizard or desert insect, sliding on bellies like a snake, taking big long strides like a camel,
and so on.
Play a ‘snakes in the sand’ parachute game. Start with the children sitting down, with their
legs stretched out in front of them, underneath the parachute. Show the children how they
can make sand dunes by lifting and lowering their arms. Observe how the parachute moves

117
 Animal Rescuers

based on the children’s actions. Once the children are confident with their actions, an adult or
a confident child could go underneath the parachute, playing a mischievous snake. Have the
children try to keep the sand dunes moving while the snake gently tickles their toes.

Reflective Practices
During IEYC Explore and Express activities, teachers should reflect on the following
questions:
■■Are all children learning – is there evidence that learning is taking place?
■■Are learning experiences developmentally-appropriate – do children need to revisit Phase
A learning activities or extend to Phase B learning activities?
■■Is the learning sufficiently engaging and challenging?
■■Is anything helping learning to become secure?
■■Is anything hindering learning to become secure?
■■What types of learning experiences will further support children’s progression?

118
 Animal Rescuers

Learning Block 4: Explore and Express

Activities

Activity 1: Dune dancers

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.24a Sharing experiences with others
1.26a The pleasure and delight of gaining new experiences
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.1a Using gesture and body movement to communicate
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.8a Using language in imaginary play situations
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.12a Identifying and anticipating repetition in stories, poems, songs, rhymes and other
language activities

119
 Animal Rescuers

2.13a Listening to others and joining in listening activities for developmentally-

appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.16a Exploring and observing the use of printed materials and resources
COMMUNICATING THROUGH WRITING
2.28a Mark making using a range of materials
2.29a Creating marks and symbols that have personal meaning in a range of play
situations
2.30a Developing and applying fine motor skill control within a range of relevant contexts
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.76a Exploring how colour and texture can be changed
2.77a Exploring and creating 2D and 3D artwork
2.80a Freely experimenting with art materials and initiating own art adventures

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1a Exploring the senses
3.2a Exploring body parts
ENQUIRING ABOUT THE WORLD
3.12a Exploring natural materials and objects
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

IEYC Learning Strand 4: Healthy Living and Physical Well-being

HEALTH AND SELF CARE
4.5a Keeping safe from harm indoors and outdoors; including water safety, road safety,
sun and weather safety and using tools, toys and equipment appropriately

120
 Animal Rescuers

PHYSICAL WELL-BEING
4.12a Playing games and using equipment independently, in pairs and with groups

Explore: Phase A
Prior to the session, you will need to make a postcard from ‘Sammy’, who is a character
that the children will be meeting in Activity 4. On one side, you will need a photograph of
the Kalahari Desert, and on the reverse a simple message (see below) from the mysterious
Sammy. You will also need some images of deserts around the world, to accompany the
hands-on activities.
Begin your session by providing children with sand trays and some toy desert animals (e.g.
camel, snake, meerkat, armadillo, lizard, scorpion, etc.) to explore and talk about. Have an
adult provide support, who could show some images of deserts that can be viewed and
discussed.
Afterwards, reveal to the children that Animal Rescue has received another postcard! Allow
time for the children to pass the postcard around the circle to view the image. What can they
see in the image? (e.g. sand, trees, bushes, sun, mountains, etc.) Also, focus on the colours in
the image (reds, browns, yellows, etc.). Then, read out the message from Sunny on the inviting
Animal Rescue to the Kalahari Desert. For example:

Dear Animal Rescue,

I’ve heard all about you from my Uncle Bob. I would like to invite you all to the Kalahari
Desert in Africa. This is where I live – but I’m still not sure if it is the perfect home for me.
Perhaps you would like to visit. I could do with your help!
Hope to see you soon!
Love Sunny.
P.S Don’t forget your sun cream. It’s very hot here!

Who could Sunny possibly be? And what is this desert that he mentioned? In small groups,
look together at some further images of deserts. Spend time comparing these with the other
environments that children have already explored – as well as that of the host country.
Provide support to help the children discuss features that are the same/different.
Explain that deserts are very hot and dry environments, which get very little rain. Because of
this, there are not many animals and plants in a desert. Instead, deserts have a lot of sand.
Some children may have experience of desert environments (in the host or home country) or
may have visited a beach. Support children in sharing their experiences.

121
 Animal Rescuers

Set up some hands-on activities to explore sand and deserts further. These might include:
■■Sand play – children can explore the texture of dry and wet sand, sculpting and moulding
it with their hands. Challenge them to make simple structures with the sand, such as
a sand castle or a ‘sand person’. Explore mark making using different objects, such as
sculpting tools, ends of brushes, rakes, etc. Dig holes into the sand. How deep can they
make their hole? Provide plastic toys and shapes to press into the sand to make different
marks.
■■Sandy feet – invite children to take their shoes and socks off, and explore feeling sand
between their toes. Encourage them to scrunch their toes and describe what it feels like.
Perhaps add a small amount of water to the tray so that children can experience the
different texture of wet sand too.
■■Sand paint – mix sand with paint and invite children to create their own ‘desert’ pictures.
Provide a range of colours to choose from and support children in selecting the most
appropriate colours for their desert scene.
■■Rainbow sand – coloured sand can be bought from craft shops or educational suppliers,
or you can make your own by mixing powder paint or food dye with sand ahead of time.
Either have these in different shakers or containers, for children to shake onto paper and
arrange into pictures and patterns, or begin with the colours forming a colourful starting
rainbow, which the children can then mix up as they play.
■■Packing for the desert – have a selection of clothes and accessories suitable for a trip
to the desert (such as sunglasses, shorts, sunhats, t-shirts, sandals, sun cream, water
bottle, etc.) and some that would be unsuitable (waterproof coats, rain hats, wellingtons,
woolly hat, mittens, etc.). Work together to pack a rucksack ready for your trip. If you wish,
you could use this opportunity to discuss sun safety. Invite children to show you how
they would get a toy ready for a trip to the desert, by dressing them and providing sun
protection.
Support the activities by having images of desert environments available to refer to and talk
about. Encourage children to consider the types of animals that they might find in a desert.
Explore some of the animals that the children are already familiar with, and discuss whether
they would feel at home in the desert. What might they like/dislike about living in the desert?
Children could use small world animals in a sand tray to explore their ideas further.

Express: Phase A
Gather the children in the hall or another area where there is space to move around. Begin by
playing the ‘hot sand’ game.
Place some mats around the area to represent pools of cool water. The rest of the space is hot
desert sand.

122
 Animal Rescuers

Children can take their shoes and socks off to play this game. Begin by having everyone
standing on a mat. Imagine jumping, splashing and enjoying the cool water, as the weather
is very hot. Now, it’s time to move! Step off the mat onto the ‘sand’. The sand is very hot
because the sun has been shining on it all day. It’s so hot that we can only stand on it for a
short while. Model stepping on the spot quickly, imagining the sand is burning the bottom of
your feet. Move quickly about the space, never staying still for too long. Then, return to a mat
(water) to cool off. Continue the game by calling sand or water, and having the children either
splash around on a mat or step quickly around the space.
(Depending on the location of your setting and time of year, you could perform this activity
outside, using paddling pools or containers of water and sprinkling sand onto play mats or
grass areas.)
Afterwards, ask the children if they can remember some of the ways that we can stay safe in
the sun. Discuss the importance of drinking water, wearing sunglasses to protect our eyes,
and using sun lotion to protect our skin. Perform imaginary actions (see song below) to model
drinking water, rubbing lotion onto skin and putting sunglasses on.
Sing the following action song for children to join in with (sung to the rhythm of ‘Merrily We
Roll Along’):
We’re all walking in the sun (step on the spot)
In the sun, in the sun.
We’re all walking in the sun
Phew, it’s very hot! (Wipe hand across brow)
Take a drink to keep us cool (cup hand and move to mouth)
Keep us cool, keep us cool.
Take a drink to keep us cool,
Phew, it’s very hot! (Wipe hand across brow)
We’re all jumping in the sun (jump on the spot)
In the sun, in the sun.
We’re all jumping in the sun
Phew, it’s very hot! (Wipe hand across brow)
Wear our shades to look around (pretend to place sunglasses on face, and then turn head)
Look around, look around.
Wear our shades to look around,
Phew, it’s very hot! (Wipe hand across brow)
We’re all running in the sun (run on the spot)
In the sun, in the sun
We’re all running in the sun
Phew, it’s very hot! (Wipe hand across brow)
Rub the lotion here and there (pretend to rub sun lotion on body)
Here and there, here and there
Rub the lotion, here and there
Phew, it’s very hot! (Wipe hand across brow)

123
 Animal Rescuers

We’re all sleeping in the sun (tilt head and rest on hands)
In the sun, in the sun
We’re all sleeping in the sun
Phew, it’s very hot! (Wipe hand across brow)
The sun goes down and now it’s cold (hug body, pretending to shiver)
Now it’s cold, now it’s cold,
The sun goes down and now it’s cold,
Let’s hug to keep us warm! Hooray! (Everyone moves in together to share a gentle hug)

Activity 1: Dune dancers

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.8b Demonstrating consideration in group situations
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.18b Using illustrations to make predictions
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.76b Expressing ideas, moods and feelings through a wide range of art, construction and
model making activities

124
 Animal Rescuers

2.77b Designing and creating 2D and 3D artwork for a range of purposes

2.80b Freely experimenting with art and design and presenting ideas through artwork
2.86b Freely expressing ideas, moods and feelings through movement, dance and rhythm
2.89b Creating movement and dance linked to the natural world

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.1b Using the senses to make discoveries
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.13b Exploring the effects of weather and seasons
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.19 Exploring wildlife habitats

IEYC Learning Strand 4: Healthy Living and Physical Well-being

PHYSICAL WELL-BEING
4.9b Exploring direction and movement in games and physical activities
4.13b Body and space awareness

Explore: Phase B
As with Explore: Phase A, you will need to make a postcard from ‘Sammy’, who is a character
that the children will be meeting in Activity 4. On one side, you will need a photograph of
the Kalahari Desert, and on the reverse a simple message (see below) from the mysterious
Sammy. You will also need some images of deserts around the world, to accompany the
hands-on activities.
Begin your session by revealing to the children that Animal Rescue has received another
postcard! Allow time for the children to pass the postcard around the circle to view the
image. What can they see in the image? (e.g. sand, trees, bushes, sun, mountains, etc.) Also,
focus on the colours in the image (reds, browns, yellows, etc.). Then, read out the message
on the reverse – which will be from Sunny inviting Animal Rescue to the Kalahari Desert. For
example:

125
 Animal Rescuers

Dear Animal Rescue,

I’ve heard all about you from my Uncle Bob. I would like to invite you all to the Kalahari
Desert in Africa. This is where I live – but I’m still not sure if it is the perfect home for me.
Perhaps you would like to visit. I could do with your help!
Hope to see you soon!
Love Sunny.
P.S Don’t forget your sun cream. It’s very hot here!

Who could Sunny possibly be? And what is this desert that he mentioned? Look together at
some further images of deserts. Spend time comparing these with the other environments
that children have already explored – as well as that of the host country and children’s home
countries. Focus on colours, features and weather.
Explain that deserts are very hot environments, which get very little rain. Because water is
scarce, there are not many animals and plants in a desert. Instead, deserts have a lot of sand.
What would it be like to visit and explore a desert? What would be the challenges? Explore
the children’s ideas and existing knowledge.
Set up some hands-on activities to explore sand and deserts further. As well as those
suggested for Phase A, you might also want to include:
■■Sandstorm – talk about storms and any experience the children might have of storms in
the host country. Discuss what happens when there is a storm. What might we see and
hear? Explain that there can also be storms out in the desert. Look together at some
images of sandstorms. Talk about the big clouds of sand that are made by the wind.
Children can now create their very own sandstorm! Begin by taking a plastic jar or bottle.
Provide gold and silver glitter that children can add to their container. You may also want
to add some very small stones and pebbles. Then fill the container with water and ensure
the lid is securely fastened. Children can then shake their bottles and watch the sand and
stones dance and whirl, as if in a sandstorm.
■■Sandpaper pictures – place sandpaper underneath a sheet of paper, and then show children
how they can rub pastels or wax crayons across the paper to create a textured effect.
Explore creating desert pictures using the sandpaper rubbings to add texture.
■■Sand dunes – look together at different images of sand dunes. Discuss the shapes and
patterns that they create. Explain that dunes are created by the wind, which blows across
the desert and moves the sand. Explore trying to move sand in a tray by blowing on it
through straws. How difficult/easy is it to move? Use hands to sculpt dunes of different
sizes and shapes. You could also sprinkle coloured sand onto paper and use the straws to
blow the sand into interesting shapes and patterns.

126
 Animal Rescuers

old new

old
Support the activities by having images of desert environments available to refer to and talk
new

about. Encourage children to consider the types of animals that they might find in a desert.
old
Explore some of the animals that the children are already familiar with and discuss whether
new

they would feel at home in the desert. What might they like/dislike about living in the desert?
Children could use small world animals in a sand tray to explore their ideas further.

Explore: Phase B
Gather the children in the hall or another area that has plenty of space to move around.
old new
Depending on the location of your setting and the time of year, you might want to perform
old this activity outside.
new

Provide yellow, brown and/or orange blankets for the children to play with. Ask them
to imagine that their blankets are the sand of the desert. What interesting shapes and
environments can they make, by laying the blankets over junk materials, books, and/or
construction kits? Explore the sandy landscapes that can be created. Children could even
make their own shapes using their bodies, and then have another child gently cover them in
blankets. Take photographs of the desert landscapes that the children have created to create
a display.
Next, ask the children to each hold a blanket, scarf or ribbon (ideally keeping to desert
colours). Imagine that the wind is blowing and the sand is being lifted up into the air. You
may want to play some gentle music, such as:
Nocturnes, by Claude Debussy, France
Moonlight Sonata, by Ludwig Van Beethoven, Germany
Raindrops, Frédéric Chopin, Poland.
Encourage the children to move around the space, exploring the shapes that they can
create as they move. Perhaps children could move with a partner, matching their speed and
movement as they explore the shapes they can create together.
Change the music to a more fast-paced tempo, such as:
Ride of the Valkyries, by Richard Wagner, Germany
Flight of the Bumblebee, by Rimsky-Korsakov, Russia.
Ask the children to imagine that the wind is now blowing the sand into a storm. Again,
encourage the children to move to the music, making use of the space and moving safely
with an awareness of others.
Fade out the music, suggesting that the wind is getting weaker and weaker. Gradually,
encourage the children to slow their movements, trailing their blanket, scarf or ribbon closer
to the ground. Finally, they can curl up into balls, imagining that they are sand dunes once
again. Everyone can remain still and silent, holding their position.
Back in your setting, children can make their own dune sculptures out of air-drying clay.
These can then be painted with textured paint (mix in a small amount of sand into the paint)
to create exciting desert scenes.

127
 Animal Rescuers

Activity 2: Camel caravan

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.24a Sharing experiences with others
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.7a Using language to recall events
2.9a Using word endings to describe more than one object; applying past, present and
future tenses
2.11a Listening to familiar sounds and identifying them; joining in stories, poems, action
songs and rhymes
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.16a Exploring and observing the use of printed materials and resources
2.18a Using illustrations to tell stories
2.19a Exploring books and reading for pleasure

128
 Animal Rescuers

COMMUNICATING THROUGH WRITING

2.29a Creating marks and symbols that have personal meaning in a range of play
situations
2.30a Developing and applying fine motor skill control within a range of relevant contexts
2.34a Exploring writing and spelling through games, play, art and digital means
COMMUNICATING THROUGH NUMBER
2.36a Counting through play activities, action songs, rhymes and games
2.37a Selecting a given number of objects
2.40a Exploring one-to-one correspondence
2.50a Exploring increasing and decreasing quantities through action songs, rhymes and
games
COMMUNICATING THROUGH SHAPE AND MEASURES
2.63a Exploring weight through play and practical activities
2.64a Using language associated with weight
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.77a Exploring and creating 2D and 3D artwork

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.6a Exploring houses and homes in the community
ENQUIRING ABOUT THE WORLD
3.14a Exploring features of living and non-living things
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest
3.22a How to take care of living things and the environment

129
old new

Animal Rescuers
old new

Explore: Phase A
Begin your session by sharing photographs of the nomadic Bedouin people, focusing on their
tents and use of camels as transport. Some useful links include:
Architecturalguidance.blogspot.co.uk/2008/07/bedouin-tents.html
The Architectural Guidance blog site has a good image of a traditional Bedouin tent.
Jordanjubilee.com/meetfolk/eldeloua.htm
The Jordan Jubilee website has an article on Bedouin camel riding, with a gallery of
accompanying images.
Look together at the images, beginning with the tent. Talk about how there are people who
live and travel across the desert. They live in tents, which they build each night. Compare the
tents with the children’s homes that they live in. What is the same/different? Why do they
think a tent would be useful to have out in the desert?
old
Look at the image/s of Bedouin riding on camels. Have the children ever seen a camel
new

before? Camels live in the desert, and people use them to ride long distances or to carry lots
of belongings. Encourage children to explore the images. Talk about the clothing worn by the
Bedouin, such as the headscarves. Compare these with the sunhats that children might wear
when the weather is hot. Also, focus on the features of the camel. Can the children describe
what a camel looks like? Compare it with other similar animals that the children might be
familiar with, such as horses.
In small groups with an adult, help the children to create a desert shelter using blankets,
tables, bamboo poles, strips of fabric, clothes pegs, and so on. Refer back to your image/s
of Bedouin tents for inspiration. The following website also has some good suggestions for
building dens and shelters:
Earlyyears.co.uk/inspiration/outdoor-play-5-den-building-ideas/
The Consortium Early Years website provides five simple ideas for making outside shelters.
You may want to create your shelters in your outside setting, or build one that is focused
around your role-play area, so children can continue to use it for their own play. Once your
shelters are complete, you can gather inside to enjoy the following games, which will teach
children more about camels:
■■Feed the camel – look together at images of camels and discuss the big strong teeth that
they have. They need strong teeth to eat the tough, thorny
plants that grow in the desert. Do the children know of
any other animals that like to eat plants? Explore their
ideas, offering support as necessary. Explain that your
camel is hungry and needs feeding – but it’s important
he is fed the right foods or he might become ill. Have a
box, decorated to look like a camel. Cut a slot in the front
so that children can ‘post’ picture cards inside, imagining
they are feeding the camel.

130
 Animal Rescuers

Have a collection of picture cards that show a variety of desert plants from around the
world. These might include: cactus (in different varieties), tumbleweed, desert willow tree,
saguaro and desert sage. A Google Images search for ‘desert plants’ will bring up plenty of
examples. (Note: always check copyright before printing images.) Combine these with some
old
images of non-living things that children will be familiar with, such as a rock, umbrella,
new

rope, chair, pencil, book, scissors, knife, and so on. Look at each image in turn and discuss
whether the camel would like to eat it or not. Do we think it is a plant? When the children
have decided, they can post their picture card into the camel’s mouth. You might want to
accompany children’s correct answers with some ‘yum yum’ noises to communicate that
the camel is happy. Continue through your collection of images, choosing those that would
best suit your camel.
■■Alice has five humps – look at images of camels and focus on the hump on their back.
Explain that camels can go for a whole week without eating or drinking, because they are
able to store food in their hump. Can the children imagine not eating or drinking for a
week – how would they feel? Explain that you know a song about humps and you’re going
to teach it to the children. Share the well-known counting song, ‘Alice the Camel Has Five
Humps’. You can listen to a version of the song here:
Youtube.com/watch?v=GpoqrvTLc8M
YouTube hosts this version of the popular action song, ‘Alice the Camel Has Five Humps’.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

As you sing the song, count down the number of humps using your fingers. Model the
actions and encourage children to join in. You could also use an outline image of a camel,
and use counting cubes to represent the humps. Children can take one away each time.
■■What a load! – look at images of camels carrying belongings on their back. Explain that
people use camels to carry heavy loads across the desert. Have a basket that the children
can fill with lots of different objects that they want their camel to carry. Explore and
use the vocabulary of weight to discuss whether items are heavy or light, and whether
they think the camel will be able to carry the basket on their back. You can also help
the children to count the objects as they are added or removed from the basket. End the
activity with the following simple song, ideally sung while holding a toy camel that you
can rock from side to side.
I was walking through the desert
With a very heavy load.
A rocking and a shaking,
I was going very slow.
So when no one was looking
I leaned over to the side
Whoops!
Something fell out of my basket
To give me an easier ride.

131
 Animal Rescuers

Invite a child to name and remove an item from the basket. Then, repeat the two verses of
the song, until all the children are holding an item. Can they remember the order that the
items fell out of the camel’s basket?
You could also explore some of the activity suggestions for Phase B.

Express: Phase A
Children can make their own storybook about camels. Provide a large sheet of paper
(or multiple sheets tied or stapled together) for the book, and a collection of camel and
desert images for the children to cut out. These could be a mixture of clipart images and
photographs from the internet (copyright permitting).
Children can cut and glue pictures onto their paper to make their book. Talk with the children
as they explore the images, to find out what interests them and if they have any ideas about
what their story will be about. Perhaps it will be a story of a camel that is travelling through
the desert and is losing lots of objects from his basket (see the ‘What a load!’ activity). You
may want to source additional images to help children with their story.
Children could also attempt their own simple mark making or emergent writing on their
pages, to create imaginary text and labels. An adult could help with scribing a title for the
book – such as ‘My Camel Story’.
Encourage children to share their books and compare stories once they are complete.

Activity 2: Camel caravan

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.17b Overcoming challenges with increasing independence
1.23b Demonstrating independence and increasing confidence in new situations
1.27b Being a member of a team and learning with others

132
 Animal Rescuers

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.18b Using illustrations to make predictions
2.20b Exploring how print conveys meaning and recognising letters and features of
familiar words
2.27b Recognising and reading common words and familiar sentences
COMMUNICATING THROUGH WRITING
2.29b Writing for a range of purposes and meaningful real-life and play contexts
2.31b Copying and experimenting with letter formation
2.33b Using phonic awareness to write words
2.34b Writing and spelling some common words within simple sentences
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77b Designing and creating 2D and 3D artwork for a range of purposes
2.79b Using the styles of selected artists to inspire drawings and artwork

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.6b Exploring houses and homes in the wider world
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world

133
 Animal Rescuers

old new
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
old new
3.19 Exploring wildlife habitats
3.20b Exploring the needs of wild-life, domestic animals, birds, sea-life, insects and other
life forms that are of interest

Explore: Phase B
As with Explore: Phase A, begin your session by sharing photographs of the nomadic Bedouin
people, focusing on their tents and use of camels as transport. Some useful links include:
Architecturalguidance.blogspot.co.uk/2008/07/bedouin-tents.html
The Architectural Guidance blog site has a good image of a traditional Bedouin tent.
Jordanjubilee.com/meetfolk/eldeloua.htm
The Jordan Jubilee website has an article on Bedouin camel riding, with a gallery of
accompanying images.
Look together at the images, beginning with the tent. Talk about how there are people who
live and travel across the desert. They live in tents, which they build each night. Compare the
tents with the children’s homes that they live in. What is the same/different? Why do they
think a tent would be useful to have out in the desert?
Look at the image/s of Bedouin riding on camels. Have the children ever seen a camel
old
before? Camels live in the desert, and people use them to ride long distances or to carry lots
new

of belongings. Encourage children to explore the images. Talk about the clothing worn by the
Bedouin, such as the headscarves. Compare these with the sunhats that children might wear
when the weather is hot. Also, focus on the features of the camel. Can the children describe
what a camel looks like? Compare it with other similar animals that the children might be
familiar with, such as horses.
In small groups with an adult, challenge children to build their own desert shelter using
available resources. These might include: plastic sheets, blankets, cardboard, string, bamboo
poles, strips of fabric, clothes pegs, and so on. Refer back to your image/s of Bedouin tents
for inspiration. The following website also has some good suggestions for building dens and
shelters:
Earlyyears.co.uk/inspiration/outdoor-play-5-den-building-ideas/
The Consortium Early Years website provides five simple ideas for making outside
shelters.
You may want to create your shelters in your outside setting, or build one that is focused
around your role-play area, so children can continue to use it for their own play. Once your
shelters are complete, you can gather inside to enjoy the following games, which will teach
children more about camels:

134
 Animal Rescuers

■■Feed the camel – look together at images of camels and discuss the big strong teeth that
they have. They need strong teeth to eat the tough, thorny plants that grow in the desert.
Do the children know of any other animals that like to eat plants? Explore their ideas,
offering support as necessary. Explain that your camel is hungry and needs feeding – but
it’s important he is fed the right foods or he might become ill. Have a box, decorated to
look like a camel. Cut a slot in the front so that children can ‘post’ picture cards inside,
imagining they are feeding the camel (see Explore: Phase A). Have a collection of picture
cards that show a variety of desert plants from around the world. These might include:
cactus (in different varieties), tumbleweed, desert willow tree, saguaro and desert sage. A
Google Images search for ‘desert plants’ will bring up plenty of examples. (Note: always
check copyright before printing images.) Combine these with some images of food items
that would be unsuitable, such as chicken, hamburgers, spaghetti, chips/French fries,
sausages, soup and so on. It may be appropriate to label each picture and encourage
children to ‘read’ the words together by exploring initial letters and sounds. Look at each
image in turn and discuss whether the camel would like to eat it or not. When the children
have decided, they can post their picture card into the camel’s mouth. You might want to
accompany children’s correct answers with some ‘yum yum’ noises to communicate that
the camel is happy. Continue through your collection of images, choosing those that would
best suit your camel.
■■Load her up – look at images of camels carrying belongings on their back. Camels are
often called the ‘ships of the desert’. Why do the children think they were given this name?
Explain that people use camels to carry heavy loads across the desert. People can also ride
on a camel’s back, like a horse.
Provide children with margarine tubs or other suitable containers filled with beads,
marbles or other small objects. Challenge the children to make a camel model out of
playdough, clay or junk materials that will be able to balance and carry the load. Support
the children in discussing and drawing their ideas, and choosing the materials that they
would like to use. Build the models and explore ways of attaching the container to the
back of the camel, using glue, wool, string, sticky tack, and so on. Which camels are able to
successfully support the load without tipping over or collapsing? Remember, the learning
journey is more important than the end result, so be sure to encourage children to see
this challenge as a chance to rethink and adapt their ideas. Remind children of the IEYC
Personal Goals of Thoughtfulness, Cooperation and Resilience, and how they could be
applied to this challenge.
■■Flutter those lashes – look at some close-up images of
camel eyelashes (again, a Google Images search will provide
some excellent examples). Discuss why a camel that lives
in the desert might need long eyelashes. Explain that the
long eyelashes stop sand from getting in their eyes. Provide
children with a simple outline template of a camel’s head.

135
 Animal Rescuers

Children can draw an eye onto their camel and then use paint/crayons to colour it in.
Once the camel head is decorated, children can make long curly eyelashes for their camel.
Demonstrate how to cut long strips of thin card, then twist them around your finger to curl
them. Glue one end to the top of the camel’s eye. Continue until the camel has a proud set
of long eyelashes to show off!
Children could also use information books and other resources to find out more about camels
and how they are adapted to their desert environment. You could support this by giving
children specific questions to research. For example:
■■Why do camels have long legs?
■■Why do camels have wide feet?

Express: Phase B
Children can make their own information book about camels. Provide a sheet of paper for
the children to use for their book. Look back at examples of information books that the
children have explored and consider the features of an information book – such as pictures,
photographs, captions and facts.
Provide a collection of camel images for the children to choose from and cut out. These could
be a mixture of clipart images and photographs from the internet (copyright permitting). You
could also provide photographs taken during the activities in the Explore session. Encourage
children to select and arrange their images on the paper to create their book page. Remind
them to look back at the information books, and use their style and layout as inspiration for
their own work.
Confident children can also attempt some emergent writing by adding facts or labels to their
page, and giving it a title. An adult can assist as necessary with sounding out words, providing
card prompts, scribing letters to copy and so on.
End the session by challenging children to tell you four facts about camels that they have
learned. Encourage them to use their books to help with sharing facts by reading their words
and sentences.

136
 Animal Rescuers

Activity 3: Snakes in the sand

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.17a Seeking help and support appropriately
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.8a Using language in imaginary play situations
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.16a Exploring and observing the use of printed materials and resources
2.20a Exploring familiar environmental print
2.27a Following simple texts when being read to
COMMUNICATING THROUGH NUMBER
2.36a Counting through play activities, action songs, rhymes and games
2.40a Exploring one-to-one correspondence
2.43a Counting groups of objects

137
 Animal Rescuers

2.46a Creating groups of objects

2.48a Comparing groups of objects
COMMUNICATING THROUGH SHAPE AND MEASURES
2.56a Describing objects according to size and shape
2.61a Exploring length and height through play and practical activities
2.62a Using language associated with length and height
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.74a Using the senses to explore materials and textures
2.75a Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction
2.76a Exploring how colour and texture can be changed
2.77a Exploring and creating 2D and 3D artwork
2.80a Freely experimenting with art materials and initiating own art adventures

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.7a Asking questions, experimenting with ideas and finding out about the local
environment
3.11a Identifying patterns in the natural world
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest
3.22a How to take care of living things and the environment

IEYC Learning Strand 4: Healthy Living and Physical Well-being

HEALTH AND SELF CARE
4.5a Keeping safe from harm indoors and outdoors; including water safety, road safety,
sun and weather safety and using tools, toys and equipment appropriately
4.6a People who can help us when we are hurt or in danger
4.7a Signs, labels and notices that alert us to danger

138
 Animal Rescuers

Explore: Phase A
For this session, you will need a soft toy version of a meerkat (you could use a picture card if
one is not available). If you wish, you could place him somewhere in your Animal Rescue role-
play area for the children to discover.
Once the children have discovered the meerkat, invite them to bring him to the carpet. Begin
old
by encouraging the children to ask the character any questions they might have. An adult
new

could help model some examples, such as:

■■What is your name?
old
■■What type of animal are you?
new

■■Where do you live?

■■What do you like to do?
The toy can then whisper the answers in your ear, for you to then reveal to the children.
The following websites have information about meerkats, which may be helpful for your Q&A
session:
Kids.sandiegozoo.org/animals/mammals/meerkat
The San Diego Zoo website has an informative fact file on meerkats, with an
accompanying gallery of images.
Ducksters.com/animals/meerkat.php
Ducksters features a useful article on meerkats, presented in a question and answer
format.
Through your questioning, reveal to the children that this meerkat is called Sunny. This is
the character that sent the children the postcard (see Activity 1) inviting them to the desert.
Children may remember he was asking for help. Explain that Sunny is sad because his home
has lots of dangerous snakes – snakes that like nothing better than eating little meerkats.
Perhaps Animal Rescue can help.
Ask the children if they know what a snake looks like. Can they describe one or draw you a
picture. Explore their ideas. It may be possible to invite someone who has a snake as a pet –
or an organisation that performs school visits – to provide children with first-hand experience
of viewing a snake. Depending on the location of your setting, there may be dangerous
snakes in the local environment. This provides a good opportunity to discuss safety issues
and taking precautions. Reinforce your own safety policy, reminding children of what they
should do and who they should speak to if they encounter a snake. There may even be signs
in the local environment warning people about snakes, which could be viewed and discussed.
Afterwards, ask the children if they would like to help Sunny and his friends with their snake
problem.

139
 Animal Rescuers

Set up some simple hands-on activities for the children to explore. These might include:
■■Sleeping snakes – hide some plastic (or plasticine/clay) snakes in the sand tray. Encourage
children to carefully dig for the snakes. Count the snakes as they are removed from the
sand tray. Talk about how snakes often bury themselves in sand, to escape the heat of the
sun or to hide and jump out on prey.
■■Snake hunt – place picture cards of snakes around your outdoor setting for children to find
with an adult. (They can imagine that they are helping Sunny to spot all the dangerous
snakes in the area!). These might include: sidewinder, rattlesnake, coral snake, kingsnake,
black mamba, Egyptian cobra, spitting cobra, horned viper and puff adder. Collect up the
cards as they are discovered, and bring them back to your classroom. Look together at the
different snakes and compare their colours and patterns.
■■Snakes alive! – explore some images of snake tracks in sand (a Google Images search will
provide plenty of excellent examples). Using wool, string and/or snake toys, encourage
children to explore making their own marks in a tray of sand. If you wish, children could
also dip wool or string into paint and make their own snake paintings by dragging the
wool/string across the paper, and arranging into shapes. Encourage use of movement
vocabulary, such as “slithering”, “wriggling”, “snaking”, “winding”, “bending”, “turning”, and so
on.
■■Home for snake – children can make their own snakes by linking together a paper chain.
Look at some images of different desert snakes (see the Snake hunt activity for examples)
and discuss their colours. Encourage children to choose different coloured links for their
paper chain to copy some of the snake patterns. The activity presents a good opportunity
to talk about length (which is the longest/shortest snake?), counting (how many links does
this snake have?) and also pattern sequencing (how can we continue this pattern? What
colour goes next?). When the chains are complete, children can draw eyes on the ‘head’ of
their snake, and glue on a forked tongue cut from paper. Children can then imagine they
are looking after the snakes in their Animal Rescue centre. Make a home for the snakes
using boxes and different bedding materials. Will the home need a secure lid to stop the
snake escaping? How will the snake breathe when they are inside the box?
Confident children may also want to explore some of the Phase B activities.

Express: Phase A
Congratulate the children on helping Sunny with his snake problem. Now he knows where
all the snakes were hiding, and he is grateful that the Animal Rescue centre is looking after a
few of them too.
Celebrate by sharing a picture book about a snake. The book, Splendid Spotted Snake, by Betty
Schwartz, Workman Books, 2011, is ideal for this age range. In the book, readers follow a
winding snake that changes the colour of his spots as he grows. The snake itself is printed on
a yellow ribbon that wings itself through the book, ‘magically’ changing colour as the story
progresses.

140
 Animal Rescuers

Afterwards, children can make their own counting snakes. Provide a selection of snake
sections (see diagram below), which can be ovals or rectangles of card. Children can print
several dots on each of their sections, using fingers or other objects. Choose a different colour
for each section. Children can also decorate a headpiece for their snake.

When complete, have an adult pierce the end of each card, and then use a split pin to join
them together to make a winding snake. Children can then use their snakes for counting
practice or to retell their own story of the growing colour-changing snake.

Activity 3: Snakes in the sand

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.14b Developing a healthy mind-set towards competition
1.16b Co-operating, taking turns and following the rules of group activities
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons

141
 Animal Rescuers

2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.16b Exploring and observing the use of print, logos, labels and signs in the environment
COMMUNICATING THROUGH WRITING
2.28b Distinguishing differences and giving meaning to different marks and symbols
2.29b Writing for a range of purposes and meaningful real-life and play contexts
2.31b Copying and experimenting with letter formation
2.33b Using phonic awareness to write words
2.34b Writing and spelling some common words within simple sentences
COMMUNICATING THROUGH NUMBER
2.50b Exploring early addition and subtraction through practical contexts
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.75b Exploration of colour, texture, materials, textiles, space, line and shape involving
tools, manipulation, techniques and construction to create unplanned and planned effects
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.18b Representing the environment through maps, plans, drawings, photographs and
diagrams
3.19 Exploring wildlife habitats

142
 Animal Rescuers

IEYC Learning Strand 4: Healthy Living and Physical Well-being

HEALTH AND SELF CARE
4.5b Making safe choices and avoiding danger
4.6b How to seek help

Explore: Phase B
For this session, you will need a soft toy version of a meerkat (you could use a picture card if
one is not available). If you wish, you could place him somewhere in your Animal Rescue role-
play area for the children to discover.
Once the children have discovered the meerkat, invite them to bring him to the carpet. Begin
old
by encouraging the children to ask the character any questions they might have. If necessary,
new

an adult could help model some starting examples such as:

■■What is your name?
old
■■What type of animal are you?
new

■■Where do you live?

■■What do you like to do?
The toy can then whisper the answers in your ear, for you to then reveal to the children.
The following websites have information about meerkats, which may be helpful for your Q&A
session:
Kids.sandiegozoo.org/animals/mammals/meerkat
The San Diego Zoo website has an informative fact file on meerkats, with an
accompanying gallery of images.
Ducksters.com/animals/meerkat.php
Ducksters features a useful article on meerkats, presented in a question and answer
format.
You could also have some information books about meerkats available for children to
explore, to encourage further questioning.
The children’s interview will reveal that this meerkat is called Sunny. The children may
remember that it was Sunny who sent the children the postcard (see Activity 1) inviting them
to the desert. Ask the children if they remember anything else that they were told in the
postcard. (Sunny was asking for help.)
Explain that Sunny is sad because his home has lots of dangerous snakes – snakes that
nothing better than eating little meerkats. Perhaps Animal Rescue can help!

143
 Animal Rescuers

Invite children to share what they already know about snakes. It may be possible to invite
someone who has a snake as a pet – or an organisation that performs school visits – to
provide children with first-hand experience of viewing a snake. Depending on the location of
your setting, there may be dangerous snakes in the local environment. This provides a good
opportunity to discuss safety issues and taking precautions. Reinforce your own safety policy,
reminding children of what they should do and who they should speak to if they encounter a
snake. There may even be signs in the local environment warning people about snakes, which
could be viewed and discussed.
Ask the children if they would like to help Sunny and his friends with their snake problem.
As well as the activity ideas suggested for Explore: Phase A, you could also set up the
following:
■■Snakes ‘n’ camels – create a simple board game based on the popular game, Snakes ‘n’
Ladders. Begin by creating a grid of numbered squares – with a labelled start and finish
square. Then, using clipart images or photographs, add snakes and camels to some of the
squares, with lines showing how they will affect the player (either forcing them to move
down if they land on a snake, or allowing them to take a helpful short cut if they land on a
camel). You will also need a 1–3 or normal six-sided dice, and a counter for each player.

20 21 22 23

FINISH

19 18 17 16 15

10 11 12 13 14

9 8 7 6 5

1 2 3 4

START

Explain to the children that they are helping a meerkat to get safely home to their burrow
(the finish square). To reach their home, the meerkat will need to avoid the nasty snakes
along the way. However, there may be some friendly camels that can provide help by giving
the meerkat a lift on their back! Players take it in turns to roll the dice and move their
counter along the numbered track. If they land on a snake, they must move their counter

144
 Animal Rescuers

down the arrow to the square below. If they land on a camel, they can move their counter
up the arrow to the square above. If players end on an empty square, nothing happens.
Once a player has moved, the next player takes a turn. Children must roll the exact number
to place their counter on the finish square. If they roll too high, they must stay where they
are. Who will get their meerkat home first?
■■Snake spotting – provide some images of different desert snakes from around the world for
children to explore. These might include: sidewinder, rattlesnake, coral snake, kingsnake,
black mamba, Egyptian cobra, spitting cobra, horned viper and puff adder. Compare their
different colours and patterns. Children can cut out the images and glue to a large sheet of
paper to make their own poster or guidebook about snakes. Have matching images hidden
old new around your outdoor setting for children to find. (They can imagine that they are helping

Sunny to spot all the dangerous snakes in the area!) Children can tick off each snake on
their poster/field guide as they find them. Back in the classroom, children could draw a map
or picture to show Sunny all the places he should try and avoid!

Express: Phase B
Children can make their own winding, dancing snakes!
For this you will need a spiral snake template (see link below), scissors, wool or string, and art
and craft materials.
The following site has a useful spiral snake template to download and print:

old new
Firstpalette.com/tool_box/printables/spiralsnake.html
First Palette offers an online library of mask and shape templates, including this simple
spiral snake design.
Have images of desert snakes for the children to refer to when decorating their snake. Once
the snakes are complete, they can be cut out to make a spiral design. Have an adult punch
a hole in the head to thread a length of wool or string through, and then knot both ends.
Children can then hold one end of the string/wool and make their snakes ‘dance’ as they bob
up and down!
As an alternative to using a printed template, you could have children paint and decorate
paper plates, then cut their own spiralling snake design using scissors, as demonstrated in
the following article:
Dltk-kids.com/animals/mspiralsnake.htm
DLTK’s Crafts for Kids features a step-by-step guide to creating a spiral snake out of a
paper plate.
Once the snakes are complete, children can use them as puppets to tell their own stories.
Perhaps they will create a story to teach the snakes not to be so unfriendly to meerkats!
Children could also play at hiding their snakes in sand, and then pulling on the string/wool to
make them leap out of the sand!

145
 Animal Rescuers

If you wish, you could extend your session by inviting children to create their own ‘dangerous
snake’ warning poster, to help the meerkats. Children can choose one snake for their poster,
draw or paint it, and then use symbols, pictures or emergent writing to describe the snake
and/or make others aware that it is dangerous.

Activity 4: No place like home

Phase A
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6a Expressing personal choices
1.7a Making choices with others
1.11a Being empathic and sensitive towards others
1.15a Playing alone, alongside and with others in a wide range of contexts
1.16a Participating in group activities
1.27a Learning independently, alongside and from others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3a Expressing ideas and experiences through language
2.4a Asking questions
2.5a Describing objects, people, places and events that are present and not present
2.13a Listening to others and joining in listening activities for developmentally-
appropriate periods of time
2.14a Following conversations and stories
COMMUNICATING THROUGH READING
2.16a Exploring and observing the use of printed materials and resources
2.19a Exploring books and reading for pleasure
2.27a Following simple texts when being read to

146
 Animal Rescuers

COMMUNICATING THROUGH WRITING

2.29a Creating marks and symbols that have personal meaning in a range of play
situations
2.30a Developing and applying fine motor skill control within a range of relevant contexts
2.33a Using initial letters when attempting to write words
2.34a Exploring writing and spelling through games, play, art and digital means
COMMUNICATING THROUGH NUMBER
2.44a Separating a quantity of objects into groups with smaller number values
2.46a Creating groups of objects
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77a Exploring and creating 2D and 3D artwork

IEYC Learning Strand 3: Enquiring

old new ENQUIRING ABOUT PEOPLE
3.6a Exploring houses and homes in the community
ENQUIRING ABOUT THE WORLD
3.18a Representing the environment through model making, drawings and artwork
3.20a Exploring wildlife, domestic animals, birds, sea-life, insects and other life forms that
are of interest

Explore: Phase A
You could begin your session by singing along to the following song, while pointing to
features on a small world building or picture:
Youtube.com/watch?v=jUNTMKpoLAI
YouTube hosts this colourful animated song, which explores the features of a house.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Provide children with paper and art materials to draw a picture of their home. If you wish,
children could bring in a photograph of their own home to use as a reference – these could
also be displayed and talked about beforehand. As the children work on their pictures, use
the opportunity to discuss the features of a home (doors, windows, fences, gates, roof, etc.)
and what the children like the most about the home they live in. You could also share a
photograph of your own home for children to explore.

147
 Animal Rescuers

old new

Afterwards, talk about how we all live in homes, which we share with family and/or carers.
If you wish, you could encourage children to talk about who shares their home with them,
including any pets that they might have.
Reveal your meerkat soft toy. The children may remember Sunny from the previous session.
Explain that Sunny has a story that he wants to share with the children, which is all about his
own home in the desert.
Share the storybook, Meerkat Mail, by Emily Gravett, McMillian Children’s Books, 2006. In the
story, Sunny decides that he has had enough of his big family so decides to packs his bags and
find a new home. He visits various meerkats who live in different habitats, but Sunny doesn’t fit
in. At the end of the story, Sunny decides that being at home again is the perfect place to be.
You can listen to the story being read here:
Youtube.com/watch?v=DcwuTRQ16MU&t=157s
YouTube hosts this reading of the popular storybook, Meerkat Mail.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Children will enjoy looking at all the postcards that are placed inside the book, which Sunny
sends home to his family, telling them all about his adventures. Remind the children of the
postcard that Sunny sent them, inviting them to the desert.
After sharing the story, explain that Sunny likes his home in the desert now. It is the perfect
place for him to live. But there are some other animals that are looking for a home – and they
might need the help of Animal Rescue!

Express: Phase A
In small groups with an adult, provide children with a selection of jungle and polar animals
(either toys or picture cards) that the children are familiar with (you may also want to include
grassland/savannah animals for more confident children). Challenge the children to sort the
animals by placing them in their perfect home. Animals could be sorted onto enlarged images
of each environment or placed on trays/play mats that the children have created themselves
using art materials.
As children explore each animal, encourage them to name the animal and tell you anything
that they remember learning about it. Prompt them to think about where they might find that
animal, and then place the animal in its perfect home.
Afterwards, children can choose one of the animals and imagine that their animal is sending
a postcard to Animal Rescue, thanking them for finding a good home. On one side of the card,
children can draw a picture of their animal in their home. An adult can then write a simple
thank-you message on the reverse, or children could practise mark making and emergent
writing to make their own message. They could even simply draw a message – perhaps a
paw-print made by their animal, or a smiley face.
Postcards could then be displayed in your Animal Rescue role-play area – perhaps on a special
‘message board’ where children can view all the different animals that they have helped.

148
 Animal Rescuers

Activity 4: No place like home

Phase B
During this learning activity children will experience:

IEYC Learning Strand 1: Independence and Interdependence

1.6b Expressing own views and ideas
1.7b The importance of the views and ideas of others
1.27b Being a member of a team and learning with others

IEYC Learning Strand 2: Communicating

COMMUNICATING THROUGH SPEAKING AND LISTENING
2.3b Responding to the ideas and experiences of others through language
2.4b Asking increasingly complex questions, providing answers and explaining reasons
2.5b Using increasingly complex language to describe objects, people, places and events
that are present and not present
2.6b Exploring and increasing vocabulary through play and developmentally-appropriate
contexts, for example role-play, story-telling, giving and receiving instructions
2.7b Using language to recall, retell and sequence events
2.8b Using language to describe roles, events and storyline in imaginary play situations
2.11b Demonstrating listening skills, taking turns in conversations and joining in language
activities
2.13b Concentrating on what others are saying and responding at the appropriate time
2.14b Joining in conversations and discussions
COMMUNICATING THROUGH READING
2.18b Using illustrations to make predictions
2.19b Exploring different forms of print and following the conventions of text
2.27b Recognising and reading common words and familiar sentences
COMMUNICATING THROUGH WRITING
2.28b Distinguishing differences and giving meaning to different marks and symbols
2.29b Writing for a range of purposes and meaningful real-life and play contexts

149
 Animal Rescuers

2.31b Copying and experimenting with letter formation

2.32b Creating a sequenced account and reading it
2.33b Using phonic awareness to write words
2.34b Writing and spelling some common words within simple sentences
COMMUNICATING THROUGH ICT AND COMPUTING
2.67b Operating and controlling toys, objects and devices that use switches, control
buttons, pulleys, levers, knobs and mechanisms to produce movement, sound, light and
actions
2.71b How computers are used in the environment and the language associated with
operating them
2.72b Using computers and other forms of ICT as tools to record, link and extend
experiences that happened away from the computer
2.73b Presenting ideas and information using technology
COMMUNICATING THROUGH THE EXPRESSIVE ARTS AND CREATIVITY
2.77b Designing and creating 2D and 3D artwork for a range of purposes

IEYC Learning Strand 3: Enquiring

ENQUIRING ABOUT PEOPLE
3.6b Exploring houses and homes in the wider world
ENQUIRING ABOUT THE WORLD
3.7b Asking questions, experimenting with ideas and finding out about the wider world
3.15b Exploring significant features of the wider world including oceans, deserts,
mountains and forests
3.18b Representing the environment through maps, plans, drawings, photographs and
diagrams
3.19 Exploring wildlife habitats

Explore: Phase B
Ask the children in bring in a photograph of the front of their home (if families could supply
you with a digital image, you could display these enlarged on a whiteboard). If appropriate,
ask families if they can help their child to learn their address and the number of their home.
Begin your session by displaying and talking about the photographs. Compare and contrast
the different homes that the children live in, and discuss the features. Ask children to talk
about who lives with them in their home. What do they like most about their home? What is
their favourite room? Can they describe it? Explore the children’s responses.

150
 Animal Rescuers

If you have access to Google Earth (Earth.google.com), you could use the search function to
old
find the children’s homes and view them using the 3D Street View function. The bookmark
new

feature can also be used to add labels to your map, marking the location of all the children’s
homes. You can then discuss who lives the nearest/furthest away from the school.
Reveal your meerkat soft toy. The children may remember Sunny from the previous session.
Explain that Sunny has a story that he wants to share with the children, which is all about his
own home in the desert.
Share the storybook, Meerkat Mail, by Emily Gravett, McMillian Children’s Books, 2006. In the
story, Sunny decides that he has had enough of his big family so decides to packs his bags
and find a new home. He visits various meerkats who live in different habitats, but Sunny
doesn’t fit in. At the end of the story, Sunny decides that being at home again is the perfect
place to be.
You can listen to the story being read here:
Youtube.com/watch?v=DcwuTRQ16MU&t=157s
YouTube hosts this reading of the popular storybook, Meerkat Mail.
(To watch a YouTube video in restricted mode, scroll to the bottom of the page and click on the ‘restricted mode’ tab
which brings up the ‘restricted mode’ information. Under this section, select the ‘on’ option, then click ‘save’)

Children will enjoy looking at all the postcards that are placed inside the book, which Sunny
sends home to his family, telling them all about his adventures. Remind the children of the
postcard that Sunny sent them, inviting them to the desert. Discuss the format of postcards.
Why might people send postcards?
Explain that Sunny likes his home in the desert. It is the perfect place for him to live. But
there are some other animals that are looking for a home – and they might need the help of
Animal Rescue!
Provide children with a selection of jungle, polar, desert and grassland/savannah animals that
the children are familiar with. These could be toys or picture cards. Challenge the children
to sort the animals by placing them in their perfect home. Animals could be sorted onto
enlarged images of each environment or placed inside labelled hoops.
As children explore each animal, encourage them to name the animal and tell you anything
that they remember learning about the animal. Prompt them to think about where they might
find that animal, and then place the animal in its perfect home. Why might each animal prefer
that particular home instead of the others?

Express: Phase B
Explain to the children that Sunny has decided to come to stay with the children, to see if
their setting is better than his own home in the desert. Children will be creating their own
story about Sunny’s visit, using photographs to tell the story.

151
 Animal Rescuers

Begin by encouraging the children to think about all the locations (and activities) around
your setting that might interest Sunny. Children can then visit these locations and place the
meerkat toy in the setting. Children can then take a photograph of the meerkat in the chosen
location.
Afterwards, show the children how they load their pictures onto the computer, save them,
view them and print them out. Confident children could be shown how to use simple size and
cropping tools to change the appearance of their photograph.
When the photographs are printed out, children can glue these onto card to create a series
of ‘postcards’ showing Sunny’s visit. Children could then be shown how to make a simple
book, with a sleeve on each page for children to place each postcard in. This will provide
opportunity for children to think about the order of their postcards and the sequence of
Sunny’s journey around the setting.

Slot a postcard
in each sleeve

Glue a sleeve to
each page

Confident children can practise their emergent writing by adding messages to the reverse of
each postcard, imagining that Sunny is telling his family back home all about each location
and what he did.
End your session with Sunny thanking the children for his visit. He enjoyed it very much, but
now he is ready to go back home to his family in the desert. If you wish, you could extend this
activity by throwing a farewell party for Sunny, with games and refreshments.
Once the photographs are in order, children can glue these onto a large sheet of paper or
card. They might want to link the photographs with a wavy lane to show the path of their
story, from beginning to end, or they could create a story map, by positioning the photographs
to suggest their relationship/distance to each other.
Next, prompt the children to think about the characters that their gingerbread person will
meet at each location. These could be children, teachers, animals (such as cats, dogs, birds,
etc.), people who help us (police officers, doctors, etc.), and so on. Children can then draw
pictures of the characters to glue onto each photograph.
Children can then make a cut-out gingerbread character out of card, decorate it, and then
use it to retell their story by moving their gingerbread character from one scene to the next.
Encourage repetition of familiar dialogue and language from the traditional story.

152
 Animal Rescuers

Exit Point
Celebrate the children’s learning by taking parents and carers on a special ‘around the world’
trip, where the children will have chance to give a tour of the four environments that you
have explored – and share all the wonderful things that ‘Animal Rescue’ has achieved.
Children could make and decorate their own invitations to give to family members. These
could be made in the shape of a favourite animal or decorated to look like one or more of the
environments you have explored, such as the jungle or desert. More confident children can
practise their emergent writing by scribing a simple message inside. Additional information
can be provided by an adult via an accompanying letter.
Your display and the children’s work will already plenty of theme for your ‘around your world’
tour, but you may also want to set up special activity tables and areas, so that children have
further opportunity to share their learning and achievements.
These might include some of the following:

Jungle
■■set out trails of footprints for adults to follow, with the children acting as experts and
using their own spotter guides to identify the animals. Have a soft toy animal to match
each set of prints waiting at the end of the trail.
■■children can dress up in their animal costumes and perform their own ‘animal boogie’
show, demonstrating the movements and actions for the different animals.
■■in your hall or outdoor space, provide equipment that children and adults can use to
build a bridge over crocodile infested waters. This could be small scale equipment, such
as building bricks and construction toys, or larger equipment such as wooden planks (in
different sizes), milk crates, boxes, outdoor play equipment, and so on.
■■children can teach adults how to play the ‘toothache’ and/or the ‘open wide’ games, and
help the selfish crocodile to feel better.

Savannah
■■children can create their own ‘on safari’ tour, by positioning images or toys of savannah
animals around your indoor or outdoor space. Children can then act as tour guides,
leading the adults around the area to find and talk about the different animals that they
have learned about.
■■adults and children can play the giraffe stacking game, to see who can build the tallest
giraffe neck. You could even have a prize for the tallest giraffe neck that is built.
■■make fruit smoothies using some of the fruits from the storybook, Handa’s Surprise.
Encourage children to choose the fruit for the drinks, and then combine them in a blender.
■■share the dance videos that were made to help teach Gerald the Giraffe to dance. Perhaps
the children and adults can join in with the movements, to see who is the best dancer!

153
 Animal Rescuers

Polar
■■adults and children can work together to paint and/or collage different bears to match
their backgrounds and help them to blend in.
■■hold a penguin belly race to see whose penguin can travel the furthest!
■■challenge adults to take on the children at a penguin egg relay race, by balancing the
eggs (sponge balls) on their feet.

Desert
■■children can give a talk and demonstration on how to stay safe in the sun, using a soft
toy and play equipment/accessories.
■■teach adults how to the play ‘Snakes ‘n’ Camels’. Children can use the game as the
starting point for discussing what they have learned about meerkats.
■■hide snakes in the sand tray and challenge adults and children to find as many as they
can in a limited time.
Children could also be encouraged to talk about their Animal Rescue centre and all the
animals that they have helped.
Your setting could also provide some imaginary means of travelling between locations,
such as planes, hot air balloons, safari jeeps, boats, and so on. These could simply be chairs
positioned together, a large basket for the hot air balloon, or just small world toys that
the children can use to ‘tell the story’ of the journey. You could also provide rucksacks with
explorers’ play equipment, such as maps, binoculars, guidebooks, telescopes, compasses,
and so on. Children can then combine these with the vehicles and the activity areas to take
parents on an ‘around the world’ adventure.
Children and adults can then meet up for a picnic afterwards, perhaps in your hall or outdoor
area, and share their exciting adventures!
Be sure to congratulate the children afterwards on being excellent tour guides and animal
rescuers! Where will their adventures take them next?

154
 Animal Rescuers

Appendix 1

Home Letter: This draft letter should be adapted to fit the context of
the setting.
Dear ______________,
Our next International Early Years Curriculum (IEYC) unit of learning will be Animal Rescuers
through which children will be exploring the theme of ‘Wildlife and habitats around the world’.
Each Learning Block will provide new learning experiences.
In Learning Block 1, we’ll be:
■■Growing our own jungle
■■Following animal footprints
■■Making animal masks and costumes
■■Learning to share with a crocodile!
In Learning Block 2, we’ll be:
■■Going on a safari
■■Exploring animal patterns
■■Discovering some African fruit
■■Teaching a giraffe how to dance
In Learning Block 3, we’ll be:
■■Building an igloo
■■Finding out why polar bears are white
■■Helping animals stay afloat
■■Exploring friendship with the help of a penguin
In Learning Block 4, we’ll be:
■■Making patterns with sand
■■Looking after a camel
■■Making desert snakes
■■Helping animals to feel at home

155
 Animal Rescuers

Our learning will help us to develop the IEYC Personal Goals of:
■■Adaptability
■■Communication
■■Cooperation
■■Enquiry
■■Morality
■■Resilience
■■Respect
■■Thoughtfulness
Our learning will also help to develop the IEYC International Dimension as children will learn
about:
■■The similarities and differences between children’s lives
■■Learning and playing with others beyond their immediate friendship group
■■Applying the IEYC Personal Goals in various contexts
In an environment that enables them to:
■■Develop knowledge and an increasing understanding beyond that related to their own
nationality and identity
We would like to form a ‘learning-link’ partnership with you, in this way we can work together
to help your child learn in the best possible way.
Please help by capturing your child’s curiosity; this means keeping your child’s teacher
informed about what he/she is most interested in during this IEYC unit of learning and
finding out what he/she would like to learn more about. This helps us to plan relevant
learning experiences that will appeal to your child’s curiosity.
You can do this by (insert the way you would like the home to inform you - it may be by writing a
note in the child’s home communication book, or another means that your setting uses on a daily
or weekly basis).
We hope this IEYC unit of learning will help your child learn new knowledge, increase their
understanding and develop new skills that they can demonstrate to you.
We look forward to sharing what we have learned at the end of the IEYC unit of learning
when we hold our Exit Point. We will send details of when this will be in advance.
We look forward to forming a successful learning-link partnership with you so that we can
support your child’s learning together!
To find out more about the IEYC, please visit: www.greatlearning.com/ieyc

156
 Animal Rescuers

Appendix 2
The Learning Strands, Learning Outcomes, Personal Goals and
International Dimension Linked to the Activities in Animal Rescuers.
Note: A full description of the IEYC Learning Strands, Learning Outcomes, Personal Goals and
the International Dimension can be found in the document entitled ‘The IEYC Learning Strands
and Learning Outcomes’.

IEYC LEARNING STRAND 1: INDEPENDENCE AND LEARNING OUTCOMES: INDEPENDENCE

INTERDEPENDENCE AND INTERDEPENDENCE
PHASE A – learning PHASE B – learning By the end of the IEYC, children will have
experiences with the experiences providing more typically developed –
youngest children in mind. of a challenge.
Children will experience Children will experience
and learn about: and learn about:
1.4a Developing positive 1.2b Diversity in people and Knowledge and an increasing understanding of:
friendships communities
1. Themselves as a unique individual with a
1.6a Expressing personal 1.4b Developing the cultural heritage, positive qualities, abilities,
choices interpersonal skills needed to views, feelings and personal needs
form positive relationships
1.7a Making choices with 2. Similarities and differences between familiar
others 1.6b Expressing own views people and communities
and ideas
1.8a Being considerate Skills of being able to:
towards individuals 1.7b The importance of the
views and ideas of others 5. Convey ideas
1.10a Exploring how actions
can have positive and 1.8b Demonstrating 7. Form positive relationships and respond to
negative outcomes consideration in group own and others feelings
situations 9. Play, cooperate and collaborate with others in
1.11a Being empathic and
sensitive towards others 1.9b Reflecting on actions and a variety of situations
consequences 10. Approach routines and tasks with increasing
1.12a Being treated fairly
1.10b Taking responsibility for confidence and independence
1.14a Fair competition personal actions
1.15a Playing alone, 1.11b Being respectful
alongside and with others towards others
in a wide range of contexts
1.14b Developing a healthy
1.16a Participating in group mind-set towards competition
activities
1.16b Co-operating, taking
1.17a Seeking help and turns and following the rules
support appropriately of group activities
1.20a Recognising 1.17b Overcoming challenges
situations that impact on with increasing independence
feelings and emotions
1.18b Offering support to
1.22a Recognising that others when able to
gratification is not always
instant 1.21b Giving praise and
encouragement to others

157
 Animal Rescuers

1.24a Sharing experiences 1.22b Recognising that the

with others needs of others may be a
priority
1.26a The pleasure and
delight of gaining new 1.23b Demonstrating
experiences independence and increasing
confidence in new situations
1.27a Learning
independently, alongside 1.25b Sharing feelings with
and from others others
1.26b The joy and satisfaction
of experiencing and learning
something new
1.27b Being a member of a
team and learning with others

158
 Animal Rescuers

IEYC PERSONAL GOALS: LINKED TO INDEPENDENCE AND INTERDEPENDENCE

Children should have learning experiences that help To support development of the IEYC Personal Goals,
them develop the personal qualities of: children should be active learners in an environment
that enables them to:
ENQUIRY ■■ Be curious and ask questions
■■ Engage in new experiences
■■ Express new findings and make connections in
learning
■■ Develop personal interests through exploration
ADAPTIBILITY ■■ Explore new roles
■■ Explore different ideas
■■ Become increasingly at ease in a variety of situations
RESILIENCE ■■ Approach challenging tasks
■■ Persevere with tasks when success is not instant
MORALITY ■■ Demonstrate appropriate behaviours depending on
the context
■■ Identify when actions are right and wrong
■■ Reflect on choices
COMMUNICATION ■■ Express ideas using verbal and/or non-verbal means
■■ Use different forms of communication in a wide-
range of contexts
■■ Receive, interpret and respond to various forms of
verbal and non-verbal messages
THOUGHTFULNESS ■■ Reflect on own and others learning
■■ Overcome challenges by considering solutions
■■ Demonstrate kindness and consideration
■■ Consider personal strengths
■■ Consider areas for improvement
COOPERATION ■■ Learn and play considerately alongside and with
others
■■ Develop collaboration skills
■■ Become aware that there are different roles and
responsibilities in groups
■■ Take turns and share
RESPECT ■■ Demonstrate care and consideration for people,
living things and the environment
■■ Participate in activities which impact positively on
people, living things and the environment
■■ Consider the feelings and needs of others

THE IEYC INTERNATIONAL DIMENSION: LINKED TO INDEPENDENCE AND INTERDEPENDENCE

To support development of the IEYC International To support development of the IEYC International
Dimension, children will learn about: Dimension, children should be active learners in an
environment that enables them to:
Learning and playing with others beyond their Develop knowledge and an increasing understanding
immediate friendship group beyond that related to their own nationality and
identity
Applying the IEYC Personal Goals in various contexts
The characteristics of the kinds of children the school
is helping to develop and demonstrating them in
developmentally-appropriate ways

159
 Animal Rescuers

IEYC LEARNING STRAND 2: COMMUNICATING LEARNING OUTCOMES: COMMUNICATING

PHASE A – learning PHASE B – learning By the end of the IEYC, children will have
experiences with the experiences providing more typically developed –
youngest children in mind. of a challenge.
Children will experience Children will experience
and learn about: and learn about:
COMMUNICATING THROUGH COMMUNICATING THROUGH COMMUNICATING THROUGH SPEAKING AND
SPEAKING AND LISTENING SPEAKING AND LISTENING LISTENING
2.1a Using gesture and body 2.2b Using the language(s) Knowledge and an increasing understanding of:
movement to communicate of instruction and/or other
languages (if appropriate) 11. A mother tongue language, language of
2.3a Expressing ideas instruction and other languages if appropriate
and experiences through 2.3b Responding to the ideas
language and experiences of others 12. The roles and needs of listeners and
through language speakers
2.4a Asking questions
2.4b Asking increasingly Skills of being able to:
2.5a Describing objects, complex questions, providing
people, places and events 13. Express themselves in a variety of contexts
answers and explaining
that are present and not reasons 14. Use past, present and future tenses
present
2.5b Using increasingly 15. Recall and retell a sequences of events
2.6a Using language skills complex language to
in play situations and a describe objects, people, 16. Participate in discussions
variety of developmentally- places and events that are
appropriate contexts for 17. Follow and give simple instructions
present and not present consisting of two or more parts
example role-play, story-
telling, giving and receiving 2.6b Exploring and
instructions increasing vocabulary
through play and
2.7a Using language to developmentally-appropriate
recall events contexts, for example role-
2.8a Using language in play, story-telling, giving and
imaginary play situations receiving instructions

2.9a Using word endings 2.7b Using language to

to describe more than recall, retell and sequence
one object; applying past, events
present and future tenses 2.8b Using language to
2.11a Listening to familiar describe roles, events and
sounds and identifying storyline in imaginary play
them; joining in stories, situations
poems, action songs and 2.10b Extending vocabulary,
rhymes exploring language patterns
2.12a Identifying and and sounds, word meanings
anticipating repetition and word groups
in stories, poems, songs, 2.11b Demonstrating
rhymes and other language listening skills, taking turns
activities in conversations and joining
2.13a Listening to in language activities
others and joining in 2.13b Concentrating on
listening activities what others are saying
for developmentally- and responding at the
appropriate periods of time appropriate time

160
 Animal Rescuers

2.14a Following 2.14b Joining in

conversations and stories conversations and
discussions
COMMUNICATING THROUGH COMMUNICATING THROUGH COMMUNICATING THROUGH READING
READING READING
Knowledge and an increasing understanding of:
2.16a Exploring and 2.16b Exploring and
observing the use of printed observing the use of print, 18. How print conveys meaning
materials and resources logos, labels and signs in the 19. What has been read to them
environment
2.18a Using illustrations to 20. What they have read
tell stories 2.18b Using illustrations to
make predictions Skills of being able to:
2.19a Exploring books and
reading for pleasure 2.19b Exploring different 21. Use phonic awareness to decode simple
forms of print and following words
2.20a Exploring familiar the conventions of text
environmental print 22. Recognise and read some common words
2.20b Exploring how print and familiar sentences
2.27a Following simple conveys meaning and
texts when being read to recognising letters and
features of familiar words
2.21b Exploring word groups
and rhyming patterns
2.22b The structures of
stories: characters, settings,
events, beginning, middle,
end
2.23b Choosing and using
books for a purpose
2.24b Expressing
preferences in a range of
fiction and non-fiction
2.27b Recognising and
reading common words and
familiar sentences
COMMUNICATING THROUGH COMMUNICATING THROUGH COMMUNICATING THROUGH WRITING
WRITING WRITING
Knowledge and an increasing understanding of:
2.28a Mark making using a 2.28b Distinguishing
range of materials differences and giving 23. The link between letter sounds and written
meaning to different marks words
2.29a Creating marks and and symbols
symbols that have personal Skills of being able to:
meaning in a range of play 2.29b Writing for a range of 24. Apply phonic awareness in writing activities
situations purposes and meaningful
real-life and play contexts 25. Write and spell some common words and
2.30a Developing and simple sentences
applying fine motor skill 2.31b Copying and
control within a range of experimenting with letter
relevant contexts formation
2.33a Using initial letters 2.32b Creating a sequenced
when attempting to write account and reading it
words
2.33b Using phonic
2.34a Exploring writing and awareness to write words
spelling through games,
play, art and digital means 2.34b Writing and spelling
some common words within
simple sentences

161
 Animal Rescuers

COMMUNICATING THROUGH COMMUNICATING THROUGH COMMUNICATING THROUGH NUMBER

NUMBER NUMBER
Knowledge and an increasing understanding of:
2.35a Sorting and grouping 2.41b Identifying ‘more than’
objects or ‘fewer than’ groups of 26. How numbers represent quantities
objects 27. A range of mathematical language
2.36a Counting through
play activities, action songs, 2.44b Exploring how totals Skills of being able to:
rhymes and games remain the same when
quantities of objects are 28. Count beyond 10
2.37a Selecting a given separated
number of objects 29. Order numbers and identify which number
2.46b Estimating groups comes before and after; is one more or less than
2.40a Exploring one-to-one of objects and checking for a given number
correspondence accuracy
30. Add two single digit numbers together using
2.41a Using mathematical 2.47b Separating objects practical materials
language to describe groups into more than two groups
containing more or less and comparing group sizes 31. Subtract two single digit numbers using
objects practical materials
2.48b Exploring the total
2.43a Counting groups of number of objects in groups 32. Solve simple problems involving halving,
objects by counting ‘how many sharing and doubling

2.44a Separating a quantity altogether’

of objects into groups with 2.49b Exploring ‘one more’
smaller number values and ‘one less’
2.46a Creating groups of 2.50b Exploring early
objects addition and subtraction
2.48a Comparing groups of through practical contexts
objects 2.51b Solving practical
2.50a Exploring increasing number problems involving
and decreasing quantities halving, sharing and
through action songs, doubling
rhymes and games
COMMUNICATING THROUGH COMMUNICATING THROUGH COMMUNICATING THROUGH SHAPE AND
SHAPE AND MEASURES SHAPE AND MEASURES MEASURES
2.53a Exploring size and 2.54b Selecting sizes and Knowledge and an increasing understanding of:
shape through real-life and shapes according to given
play contexts criteria 33. The names of a range of shapes and
measures
2.54a Exploring size and 2.57b Using positional
shape through construction language Skills of being able to:
materials, puzzles, 34. Compare quantities and objects according to
modelling and creative 2.61b Comparing and
ordering length and height shape and measures
activities
2.62b Exploring how to 35. Solve simple mathematical problems
2.55a Exploring size and involving shape and measures
shape in everyday objects in measure length and height
the environment in practical contexts

2.56a Describing objects

according to size and shape
2.57a Identifying similarities
and differences between
shapes
2.61a Exploring length and
height through play and
practical activities

162
 Animal Rescuers

2.62a Using language

associated with length and
height
2.63a Exploring weight
through play and practical
activities
2.64a Using language
associated with weight

COMMUNICATING THROUGH COMMUNICATING THROUGH COMMUNICATING THROUGH ICT AND

ICT AND COMPUTING ICT AND COMPUTING COMPUTING
2.67b Operating and Knowledge and an increasing understanding of:
controlling toys, objects
and devices that use 37. The uses of computers and technology in
switches, control buttons, familiar contexts
pulleys, levers, knobs and Skills of being able to:
mechanisms to produce
movement, sound, light and 38. Operate a range of technology
actions
39. Use a range of technology to store and
2.70b Giving instructions, retrieve information
programming and operating
digital toys, devices and 40. Select and programme technology according
computers to the task and purpose

2.71b How computers are

used in the environment
and the language associated
with operating them
2.72b Using computers and
other forms of ICT as tools
to record, link and extend
experiences that happened
away from the computer
2.73b Presenting ideas
and information using
technology
COMMUNICATING THROUGH COMMUNICATING THROUGH COMMUNICATING THROUGH THE EXPRESSIVE
THE EXPRESSIVE ARTS AND THE EXPRESSIVE ARTS AND ARTS AND CREATIVITY
CREATIVITY CREATIVITY
Knowledge and an increasing understanding of:
2.74a Using the senses 2.74b Using the senses to
41. The uses of a range of art tools, materials
to explore materials and categorise materials and
and musical instruments
textures textures
42. A range of songs and music
2.75a Exploration of 2.75b Exploration of
colour, texture, materials, colour, texture, materials, Skills of being able to:
textiles, space, line and textiles, space, line and
shape involving tools, shape involving tools, 43. Experiment and express ideas using a range
manipulation, techniques manipulation, techniques of art tools, materials and musical instruments
and construction and construction to create
44. Represent ideas through music, movement,
unplanned and planned
2.76a Exploring how colour dance, role-play and drama
effects
and texture can be changed
2.76b Expressing ideas,
2.77a Exploring and creating moods and feelings
2D and 3D artwork through a wide range of
2.78a Exploring art in the art, construction and model
environment making activities

163
 Animal Rescuers

2.79a Using illustrations to 2.77b Designing and

inspire drawings and artwork creating 2D and 3D artwork
for a range of purposes
2.80a Freely experimenting
with art materials and 2.79b Using the styles of
initiating own art adventures selected artists to inspire
drawings and artwork
2.87a Exploring movement
and dance through role-play 2.80b Freely experimenting
and imagination with art and design and
presenting ideas through
2.88a Responding to a artwork
range of stimuli through
movement and dance 2.86b Freely expressing
ideas, moods and feelings
2.89a Exploring movement through movement, dance
and dance in the natural and rhythm
world
2.87b Exploring sequenced
2.90a Exploring role-play movement through dance
involving costumes and
props 2.89b Creating movement
and dance linked to the
natural world
2.90b Exploring characters,
storylines and roles through
drama activities involving
costume and props

164
 Animal Rescuers

IEYC LEARNING STRAND 3: ENQUIRING LEARNING OUTCOMES: ENQUIRING

PHASE A – learning PHASE B – learning By the end of the IEYC, children will have
experiences with the experiences providing more typically developed –
youngest children in mind. of a challenge.
Children will experience Children will experience
and learn about: and learn about:
ENQUIRING ABOUT PEOPLE ENQUIRING ABOUT PEOPLE Knowledge and an increasing understanding of:
3.1a Exploring the senses 3.1b Using the senses to 45. Similarities and differences in people, living
make discoveries things, the environment and materials
3.2a Exploring body parts
3.6b Exploring houses and 46. How things can change
3.4a Exploring how we homes in the wider world
move 47. Features in the environment
3.6a Exploring houses and Skills of being able to:
homes in the community
48. Investigate by:
ENQUIRING ABOUT THE ENQUIRING ABOUT THE
WORLD WORLD Posing questions

3.7a Asking questions, 3.7b Asking questions, Exploring ideas

experimenting with ideas experimenting with ideas Making observations
and finding out about the and finding out about the
local environment wider world Providing simple explanations

3.8a Using materials to carry 3.8b Selecting materials

out simple investigations to carry out simple
investigations
3.9a Exploring solids and
liquids 3.9b Exploring how solids
and liquids can change
3.11a Identifying patterns in
the natural world 3.11b Classifying and
comparing objects in the
3.12a Exploring natural natural world
materials and objects
3.13b Exploring the effects
3.13a Exploring the of weather and seasons
weather and seasons 3.14a
Exploring features of living 3.15b Exploring significant
and non-living things features of the wider world
including oceans, deserts,
3.16a Observing nature in mountains and forests
the local environment
3.18b Representing the
3.18a Representing the environment through maps,
environment through model plans, drawings, photographs
making, drawings and and diagrams
artwork
3.19 Exploring wildlife
3.20a Exploring wildlife, habitats
domestic animals, birds,
sea-life, insects and other 3.20b Exploring the needs of
life forms that are of wild-life, domestic animals,
interest birds, sea-life, insects and
other life forms that are of
3.22a How to take care interest
of living things and the
environment

165
 Animal Rescuers

IEYC LEARNING STRAND 4: HEALTHY LIVING AND LEARNING OUTCOMES: COMMUNICATING

PHYSICAL WELL-BEING
PHASE A – learning PHASE B – learning By the end of the IEYC, children will have
experiences with the experiences providing more typically developed –
youngest children in mind. of a challenge.

Children will experience Children will experience

and learn about: and learn about:

HEALTH AND SELF-CARE HEALTH AND SELF-CARE Knowledge and an increasing understanding of:

4.2a Looking after our 4.2b The effects of neglect 49. The importance of healthy eating and
bodies and teeth on our bodies and teeth physical activity

4.4a Exploring food and 4.4b Healthy eating, sleeping 50. How to stay safe and how to seek help
and choices
drink, textures and tastes
Skills of being able to:
4.5b Making safe choices
4.5a Keeping safe from and avoiding danger
harm indoors and outdoors; 52. Demonstrate control, coordination and
including water safety, 4.6b How to seek help increasing confidence in a range of physical
road safety, sun and activities
weather safety and using
tools, toys and equipment
appropriately
4.6a People who can help
us when we are hurt or in
danger
4.7a Signs, labels and
notices that alert us to
danger
PHYSICAL WELL-BEING PHYSICAL WELL-BEING
4.9a Exploring movement 4.9b Exploring direction and
including walking, running, movement in games and
kicking, skipping, climbing, physical activities
rolling, crawling, hopping, 4.10b Taking part in games
jumping, sliding, throwing, and activities involving
catching and swimming if equipment
appropriate
4.11b Exploring balance
4.10a Developing gross
4.12b Exploring team games
motor skills using a range
and associated rules
of equipment
4.13b Body and space
4.11a Developing awareness
confidence, control and
coordination using small
and large equipment
4.12a Playing games
and using equipment
independently, in pairs and
with groups
4.13a Following
instructions, copying and
repeating actions

166
 Animal Rescuers

Appendix 3

Example of an ‘IEYC Learning Journey’

This example can be easily adapted for your setting; it provides a starting point to capture
each child’s unique Learning Journey. The template is a simple way of recording what children
have learned about through the IEYC and child-initiated learning. Learning Journeys are an
effective way to inform planning and next steps in learning.
■■Teachers, children and families should contribute to an evidence base that demonstrates
children’s knowledge, skills and increasing understanding to support the Learning Journey.
■■The evidence base may include photographs, samples of learning, anecdotal records and
observations.
■■The evidence base is a way of gathering an insight into what children know, understand
and can do.
■■An evidence based Learning Journey can be used to track progress over time and is a
reliable assessment tool – building a picture of children’s learning and development over
time.
■■This example can be replicated for all four Learning Strands, and used for recording and
tracking what has been covered throughout the unit, linking to next steps for learning and
development.

167
 Animal Rescuers

Child’s Details:

IEYC Unit Title:

Implementation Date:

IEYC LEARNING STRAND 1: INDEPENDENCE AND INTERDEPENDENCE

IEYC Learning Child-initiated Working towards Reflections and

Experiences IEYC Learning IEYC Learning Evaluations
Experiences Outcomes
Phase A Phase B Links with Links with
Learning Learning Phase A Phase B
Experiences Experiences Learning Learning
(e.g. 1.6a) (e.g. 1.6b) Experiences Experiences

Next steps in learning and development:

168
 INTERNATIONAL EARLY YEARS CURRICULUM

27-28 Clements Lane London EC4N 7AE

+44 020 7531 9696
[email protected]
greatlearning.com/ieyc
TheInternationalEarlyYearsCurriculum
The_IEYC

From Fieldwork Education, a part of the Nord Anglia Education family

©WCL Group Limited. All rights reserved.