Animals and Me 2
1. Meet the Animals
Before reading "Fik's in Trouble/ Fiks fl-Inkwiet" (Downloadable Materials) , show the children the animals in the story: mouse, butterfly, spider, lizard, and robin. Use the "Five Animals" video clips (Downloadable Material).
After each clip, ask the children to act like the animal, copying movements and sounds. Ask questions like:
“Can we run like a mouse?”, “How do we fly like a butterfly?” (Encourage them to explain their movements).
Ask:
“Is a [mouse/butterfly/etc.] like you?” and find similarities (e.g. we both eat, run, sleep, enjoy the sun).
2. Woodland Exploration
If possible, visit Buskett to explore nature. Look for webs, flowers, and maybe even spot a robin (especially October–March). Read the story in this real woodland setting.
If you can’t visit, create an indoor forest:
- Use a mat or sheet for the “forest floor”;
- Add plants (real or artificial);
- Hide printed animals for children to find;
- Play forest sounds for atmosphere.
3. Story Time
Read Fiks in Trouble with picture props. Print the "Story cards" from the Downloadable Materials, mount them on card, and use popsicle sticks. Show the correct character as they appear in the story. After reading, use the props to make a story map and practise retelling.
4. Act It Out
While reading, let children act like each character (e.g. flap arms for butterfly, crawl for mouse). Make up a movement for each one.
Follow the children’s ideas as they come up, always linking back to kindness and care for nature. Afterwards, create a forest scene together:
- Draw or make the animals;
- Create a forest frieze or decorate a cardboard box as a woodland;
- Use it to retell the story
5. Make a Class Forest (extra)
If you want, bring in 3–5 pot plants and arrange them like a forest, with the children’s help. Add the characters and let children retell or change the story. Guide them with questions, focusing on how we care for nature and the plants we’ve brought in.
Resources & Equipment Needed
- Cards;
- Kebab sticks (optional);
- Scissors;
- Art and craft supplies of their choice;
- Pot plants;
You can download these instructions in PDF by clicking here: Generate PDF
Downloadable Material
Five Animals: Spider
YouTube Video
Five Animals: Robin
YouTube Video
Five Animals: Mouse
YouTube Video
Five Animals: Lizard
YouTube Video
Five Animals: Butterfly
YouTube Video
Activity Sheet_Animal and me 2
PDF Document
Fik's in trouble (EN and ML)
PDF Document
Story cards
PDF Document
Make sure to take photos of:
1. Watching clips and imitating forest animals2. Actively listening to story and dramatizing it
Activity Photos for Inspiration
Learning Outcomes & Curriculum Integration
Subjects
- - Emergent curriculum
Learning Outcomes
Animals and Me 2 Learning Outcomes
1) Children who develop a strong sense of identity
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1. 1 Children who develop in a safe, secure environment which they can trust. |
1. I show comfort in the company of familiar peers and adults. |
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1.2 Children who develop a sense of independence and autonomy. |
1. I can complete a task independently |
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5. I explore opportunities to test my abilities e.g. caring for a pet/plant, catching a ball, drawing a picture. |
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8. I make good use of resources to complete given tasks. |
2) Children who have a positive self-image
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2.1 Children who believe in themselves fully aware of their potential and capabilities. |
1. I interpret my ideas creatively e.g. through art, music, movement, play |
3) Children are socially adept
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3.1 Children who are capable of establishing relationships with others. |
1. I actively interact with others in games and activities |
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3. I regulate my own behaviour to ensure cooperation and good communication. |
4) Children who are effective communicators
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4.1 Children who are capable of using different forms of media for communication. |
2. I listen attentively and respond appropriately in L1 an L2. |
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4. I show increasing knowledge and skill in using a range of media (e.g. pictures, printed material) to convey meaning. |
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7. can tell a story. |
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4.2 Children who interact and engage with varieties of text and printed material increasing their awareness of purposes/functions. |
2. I listen attentively to stories being read or narrated in L1 and L2 |
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3. I respond with relevant comments and questions related to a variety of text. |
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4. I retell stories or information from books through conversation, art work, creative movement, drama, emergent writing, etc. |
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7. I understand that pictures can tell a story. |
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15. I can make basic graphic representations to express my ideas for a particular purpose e.g. scribblings and drawings |
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4.3 Children who are familiar with symbols and patterns and their use. |
2. I recognise basic colours. |
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4. I can discriminate between different sounds in my environment. |
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4.4 Children who are aware of different language systems, notably L1 and L2 |
1. I can use L1 to achieve my communicative goals. |
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2. I recite a selection of songs, rhymes and stories in L1 and L2. |
5) Children who nurture positive attitudes towards learning and become engaged and confident learners
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5.1 Children who develop a range of cognitive skills to include labelling/identifying, recognition, sorting, hypothesising, predicting, comparing, sequencing and grouping. |
2. I can predict and think logically, make assumptions and hypothesize, ask questions and reply to open-ended questions. |
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5.2 Children who develop positive dispositions to include enthusiasm and motivation, curiosity, questioning, concentration, perseverance, imagination, ability to accept alternative suggestions/ criticism. |
1. I show a positive disposition towards learning, am curious and enthusiastic in my learning. |
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6. I can follow and extend my interest with enthusiasm and concentration. |
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5.3 Children who broaden knowledge and reinforce their understanding through availability of and access to various sources of information. |
2. I can make connections between the experiences and understandings to make sense of the world around me.
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6. I can express and communicate ideas, thoughts and feelings through the expressive arts (music, drama, movement and art and design). |
6) Children who develop appropriate physical skills
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6.1 Children who develop control and coordination of larger movements. |
4. I can move around with control and coordination. |
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6.2 Children who develop control and coordination of smaller movements. |
3. I can manipulate a pair of scissors to cut various materials |
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4. I have developed the use of a dominant hand. |
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5. I can hold a marking tool using the correct tripod grasp |
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7. I can make creative representations of experiences, stories and events |
Integration with Curriculum
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Activity |
Topic |
Proposed Time |
Resources |
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Animals and me 2 |
-Nature and Environment -Habitats -Seasons and weather ( how woodland changes in seasons) - Animals and Insects -Plants and trees -Friendship
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All year round
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