Amazing world of animals

by Carol Read

Introduction and project map

Yo u n g L e a r n e r s

How to
classify
animals
(Lesson 1)
Endangered Animal
animals habitats
(Lesson 6) (Lesson 2)
Amazing
world of
animals
Animal life Animal
cycles camouflage
(Lesson 5) (Lesson 3)
Food and
food chains
(Lesson 4)

Introduction
The project extends over a minimum of six lessons and leads to a final outcome of children creating a group
e-zine (or magazine) with the title ‘Amazing world of animals’. In each lesson, children find out about different
aspects of the animal world and produce a piece of work which results from their learning to include in their
e-zine (or magazine).
At the start of the project, it is suggested that you divide the class into ‘project groups’ of e.g. 3-6 children
(depending on the size of the class) to work on their e-zine (or magazine). The project groups work together when
it comes to choosing, preparing, selecting and writing material for their e-zines (or magazines) but they do not
necessarily need to work together at other times during lessons.
There are a number of possibilities as to how go about creating the e-zines (or magazines) and it’s best to
choose what is most feasible, convenient and motivating for the children in your context. Children can create
the content for their e-zines on computers using Word or PowerPoint, for example, and the internet as a source
of information and visuals. Alternatively, children can write and draw pictures and these can be scanned into
computers in order to create an e-zine, or they can produce a paper magazine. If you like, instead of an e-zine or
magazine, children can also create a class blog or a website with the material they create and build up during
the project.
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ONESTOPCLIL / Young Learners / Amazing world of animals / Introduction and project map
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© Macmillan Publishers Ltd 2010

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This page has been downloaded from www.onestopenglish.com

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 Amazing world of animals
by Carol Read

Introduction and project map

Yo u n g L e a r n e r s

Project map
Lesson Children will Main outcome Cognitive skills Main language Main
learn to: vocabulary
• recognize the Children write predicting, We’ve put ... in one/ vertebrates,
1 How to classify animals

difference between descriptions of classifying, the other group invertebrates,

vertebrates and animal groups Are they ...? Yes, backbone,
reasoning,
invertebrates they are. / No, they mammals, reptiles,
applying amphibians,
• classify animals aren’t.
knowledge, birds, fish, insects,
into groups: Do they ...? Yes,
mammals, reptiles, identifying and arachnids,
they do. / No, they
amphibians, sorting, molluscs, names
don’t.
birds, fish, insects, justifying of animals, parts
Why ...? of the body, fur,
arachnids,
molluscs The ... is a ... shell, scales, eggs,
because ... lungs, gills, warm-
• identify and
They live / lay eggs blooded, cold-
describe key
/ have got ... blooded, water,
features of animals
land
in each group
• recognize that Children create an predicting, How is a /are ... deserts, rainforests,
2 Animal habitats

animals live in animal adaptation matching, adapted? grasslands, the

different habitats quiz Why do ...? To ... Arctic, hot, cold,
comparing,
• identify and wet, water, rainy
reasoning, I think ... It’s /
describe key season, cool,
They’re ... / It’s /
features of animal deciding, temperature, ice,
They’ve got ... /
habitats (deserts, justifying permafrost, dry,
are ... / ... live in ... /
rainforests, parts of the body,
... need ...
grasslands, the names of animals,
Arctic) fat, prey, predator,
enemy, tunnel,
• understand ways
energy, sand,
in which animals
storm, attack, hide,
are adapted to live
mud, nuts, seeds
in their habitat
• recognize the role Children make predicting, What’s the name of camouflage,
3 Animal camouflage

of camouflage in and complete an observing, ...? It’s called ... environment,

animal adaptation origami book of How does it work? colour, pattern,
reasoning,
and survival animal camouflage / How are ... shape, design,
deducing, mimicry, pattern,
• identify different camouflaged?
types of animal comparing, texture, stripe,
The ... is
camouflage contrasting spot, patch, light,
camouflaged by ...
shadow, attack,
• observe and What animals use hunt, hide, protect,
describe how ...? imitate, predator,
animals are
It’s / They’re .../ It’s prey, harmless,
camouflaged
/ They’ve got ... / dangerous,
... looks like ... / poisonous, shape,
the same as ... / It names of animals,
uses ... names of habitats,
colours, parts of
body
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ONESTOPCLIL / Young Learners / Amazing world of animals / Introduction and project map
OM OW P
FR E D CO
N TO

© Macmillan Publishers Ltd 2010

HO
B

This page has been downloaded from www.onestopenglish.com

•P
CA
 Amazing world of animals
by
by Carol
Carol Read
Read

Introduction and project map

Yo u n g L e a r n e r s

Project map
Lesson Children will Main outcome Cognitive skills Main language Main
learn to: vocabulary
• recognize the Children create a predicting, ... is/are eaten by carnivore,
4 Food and food chains

difference between food chain comparing, ... (or ...eats ...) / omnivore,
carnivores, Which animal ...? herbivore, plant,
classifying,
omnivores and What’s a ...? It’s seed, berry, fruit,
herbivores sequencing, leaves, vegetables,
a ...
• understand the reasoning, meat, fish, primary,
concept of a food deciding secondary,
chain tertiary, consumer,
producer, predator,
• identify and
food chain, names
sequence animals
of animals, names
and plants in food
of habitats, water,
chains
sunlight, energy
• recognize that all Children create predicting, What happens first, young, adult, life
5 Animal life cycles

animals have life the life cycle of comparing, next ...? cycle, simple,
cycles an animal of their It becomes ... / metamorphosis,
sequencing,
• understand choice changes into ... / stage, egg,
identifying, hatch, born,
similarities and First, next, after
differences in matching, that, then, finally ... alive, frogspawn,
animal life cycles reasoning larva, pupa,
chrysalis, gills,
• identify and
lungs, tadpole,
describe the life
frog, butterfly, tail,
cycles of two
shrink, skin, twig,
animals
jelly, female, big,
little, tiny, leaf,
water
• recognize that Children write a predicting, Why is / are ... endangered,
6 Endangered animals

some animals report about an matching, endangered? extinct, loss of

are in danger of endangered animal It’s / They’re habitat, hunting,
reasoning,
extinction endangered poaching, pollution,
researching, because ... disease, global
• identify reasons
why some animals deciding, It lives in ... / It lives warming, life span,
are endangered comparing for ... years / It eats diet, behaviour,
... / It weighs ... adaptation,
• understand how
kilos. / It’s ... metres species, protect,
people can help to
long. / It’s / They’ve names of habitats,
protect endangered
got ... parts of the body,
animals
names of animals
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ONESTOPCLIL / Young Learners / Amazing world of animals / Introduction and project map
OM OW P
FR E D CO
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© Macmillan Publishers Ltd 2010

CA OT
H

This page has been downloaded from www.onestopenglish.com

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