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Animals in the Wild - Porcupine

Module by: Siyavula Uploaders. E-mail the author

ENGLISH HOME LANGUAGE

Animals in the wild

EDUCATOR SECTION

Memorandum

To the educator:

Using progress reports and profiles of the learners in Grade 1, the Grade 2 educator can assess the ability of each learner in the class.

The Grade 2 educator also needs to know which work has been covered in Grade 1 so that she can revise, consolidate and re-teach where necessary, before proceeding to the Grade 2 phonics, writing, reading etc. Make sure the learners understand the written instructions on each page. The learners furthermore need to know where and when to go for help when doing written work e.g. finding out how to spell a word etc.

The slower learners need continual support whereas the fast learners can be given additional work based on the activities for further stimulation.

TIME SCHEDULE FOR THE MODULES 1 – 7

All learners should complete all seven modules during the year. Allow them to progress at their own speed covering ± one and a half modules per term.

Learners learn about adaptation of animals in the wild. They discuss their differences and similarities e.g. eating habits, camouflage, and environments.

The advantages and disadvantages of animals in Zoo’s are discussed.

  • Phonics: st, ee, oo
  • Writing: Cc, Gg, Oo, Qq

integration of themes

a healthy environment

Discuss keeping nature reserves and Zoo’s clean. Become sensitive to animals’ needs when discussing food cycles and the animals’ environment. How does this affect humans?

The following story has a conservation theme about finding wild animals. Reinforce the fact that animals belong in their own environment. Discuss this issue with the class so that they have some ideas and opinions of their own when it comes to the true and false questions at the end of the story.

There are a number of words that can be broken into syllables, for example por-cu-pine, in-jec-tion. Teach the children this strategy for long words. Check for other sight words which may be difficult – strength, explore, rustle, etc.

Explain Dad’s joke about the porcupine being a prickly problem. Ask if they know any other jokes like this.

Table 1
LO 2.2  

LEANER SECTION

Content

  • Read the following story and discuss together with your teacher.

The porcupine

Tracy and Steven lived on a farm. They liked to explore the wild parts of the farm where there were no crops. Steven liked to pretend that he was a hunter. Tracy had to carry his guns.

Figure 1
Figure 1 (graphics1.png)

One day they went along a new path. Steven was looking for wild flowers for school. Tracy wanted to help. Suddenly they heard a rustle in the bushes. Tracy was scared. Maybe it was a snake! They stopped and stood dead still. Then, just in front of them, a porcupine walked slowly across their path.

Figure 2
Figure 2 (graphics2.png)

It was strange. He didn't run away. He just walked slowly into the path and very slowly lay down.

"I think he is hurt!" said Steven. "Quick, Tracy. Let's run and get Dad."

"Well, this is a prickly problem!" said Dad.

"This is no time for jokes, Dad," said Tracy. "I think he's badly hurt. We must take him to the vet."

"That will be difficult. He is very hard to carry. I'll ask Uncle Richard to come and look at him."

Uncle Richard lived on the next farm. He looked after birds that were hurt, or tortoises that were run over. Once he had even looked after a leopard until it was better! The children knew that he would be able to help the porcupine. Dad went to call him and the children tried to give the poor animal some water.

Figure 3
Figure 3 (graphics3.png)

Uncle Richard came as soon as he could. He had brought his special bag.

"I can’t see too well with all those prickly spines. I’m going to make him sleep and then we'll take him to my place," he said.

Uncle Richard gave the porcupine an injection. Together he and Dad lifted him into his truck and Uncle Richard took him back to his farm.

Figure 4
Figure 4 (graphics4.png)

Tracy and Steven could hardly sleep. They were so worried about the porcupine. In the morning Tracy phoned Uncle Richard.

"Your porcupine is a girl," he said. "She's much better. Someone had shot her with a pellet gun. There was a big sore around the pellet. I took it out. She'll soon be better. You can come and help feed her if you like."

Tracy and Steven helped Uncle Richard with the porcupine. They listened carefully and did as they were told. They did not touch her too much, or make loud noises near her. They only gave her the food that Uncle Richard gave them.

"I thought porcupines ate slugs," said Steven

"She's very weak," said Uncle Richard. "I want to build up her strength first. By then she will be ready to find her own food. She mustn't get too fond of any snacks that she won't find in the wild. If that happens she may go to houses looking for more. The people in the houses won't like a porcupine coming into their kitchens and she might get shot again."

Figure 5
Figure 5 (graphics5.png)

After a week, the porcupine was ready to go back into the wild. Steven and Tracy watched her go up the path where they had found her.

"She's almost running," said Steven.

"I'm glad she's better, "said Tracy

Table 2
LO 2.5   LO 3.3.1   LO 3.3.2   LO 3.3.3  
  • Put these sentences into the correct order:

1. Steven went to fetch his father.

..........................................................................................................................................

..........................................................................................................................................

2. The porcupine lay down in the path in front of them.

..........................................................................................................................................

..........................................................................................................................................

3. Steven and Tracy watched the porcupine go back into the wild.

..........................................................................................................................................

..........................................................................................................................................

4. When Tracy phoned Uncle Richard, he said the porcupine was nearly better.

..........................................................................................................................................

..........................................................................................................................................

5. Dad called Uncle Richard to help the porcupine.

..........................................................................................................................................

..........................................................................................................................................

Table 3
LO 2.4.6   LO 5.2.1  

What do you think?

  • Your answers may be different to your friends’. Say why you think the sentences are true or false.

True or false

6. Porcupines love human food.

..........................................................................................................................................

..........................................................................................................................................

7. We should leave our picnic food for wild animals to eat.

..........................................................................................................................................

..........................................................................................................................................

8. It is good to bring wild animals into our homes and look after them.

..........................................................................................................................................

..........................................................................................................................................

9. Animals can easily look after themselves when you put them back in the wild.

..........................................................................................................................................

..........................................................................................................................................

Table 4
LO 2.4.7   LO 4.4.1   LO 5.2.1  

How can we look after wild animals that have been hurt?

Pretend that you are looking after a young bird that has fallen out of its nest. Leave instructions for your mom to look after it while you are at school.

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

..........................................................................................................................................

Table 5
LO 4.5.1   LO 4.5.2   LO 5.2.1  

Assessment

Learning Outcome 2:SPEAKING: The learner is able to communicate confidently and effectively in spoken language in a wide range of situations.

Assessment Standard 2.4: We know this when the learner contributes to class and group discussions:

2.4.6 asks questions for clarity and information;

2.4.7 answers questions and gives reasons for answers;

Learning Outcome 3:READING AND VIEWING: The learner is able to read and view for information and enjoyment and respond critically to the aesthetic, cultural and emotional values in texts.

Assessment Standard 3.3: We know this when the learner recognises and makes meaning of letters and words in longer texts:

3.3.1 reads with increasing speed and fluency;

3.3.2 reads aloud and uses correct pronunciation and appropriate stress;

3.3.3 uses phonic and other word recognition and comprehension skills such as phonics, context clues, and making predictions in order to make sense of text;

Learning Outcome 4:WRITING: The learner is able to write different kinds of factual and imaginative texts for a wide range of purposes.

Assessment Standard 4.4: We know this when the learner ‘publishes’ (makes public) own writing:

4.4.1 shares work with others by reading it aloud and/or displaying it in the classroom;

4.1.2 shares ideas with classmates and teacher;

Assessment Standard 4.5: We know this when the learner builds vocabulary and starts to spell words so that they can be read and understood by others:

4.5.1 experiments with words drawn from own language experiences;

4.5.2 spells common words correctly;

Learning Outcome 5:THINKING AND REASONING: The learner is able to use language to think and reason, and access, process and use information for learning.

Assessment Standard 5.2: We know this when the learner uses language to think and reason:

5.2.1 understands and uses language for logic and reasoning, such as cause and effect.

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