Awareness raising
Endangered species
Create a collection of images of endangered animals
from Australia and Indonesia by searching on the internet (eg Google
Image search) or photocopying from books. Include a wide range of
endangered species. Either make sets of animal cards for groups of up to
4 students to work with or do this introductory task as a whole group,
with volunteers coming up to sort the pictures.
Ask students to suggest some different ways that these
animals could be sorted into groups. For example, on the basis of
colour, skin covering, number of legs, type of animals (mammal, bird,
reptile). As students suggest something, provide the Indonesian eg Apa
warnanya? (What colour?) Apa jenisnya? (What type?) Berapa kakinya? (How
many legs?) Burung atau bukan burung? (Birds or not birds?). Discuss
language used in questioning and compare with English. Explain when to
use 'bukan' (as a negative for nouns) and 'tidak' (as a negative for
adjectives, adverbs and verbs). Compare this with English, where we have
a single word for 'not'.
Tell students that these animals are all found in
Indonesia or Australia and ask students to sort them into those
appropriate groups. Briefly compare and discuss.
Ask students if they know what 'endangered species'
means, and ask them to identify which of these animals might be
endangered. Compare their ideas and then explain that all these
animals are endangered!
Students in grade 5 to 8 are likely to have been
introduced to the topic of endangered species at some stage. Explain to
students that they are going to use a learning object to explore the
issues around an endangered species in Indonesia, but that first you
want to find out how much they already know about endangered species in
general.
Have
students work in small groups to work in English to mind map or concept
map what they know about endangered species. For explanation of mind
mapping and concept mapping see
www.ltag.education.tas.gov.au/glossary.htm
Use a
jigsaw technique to share the ideas in students' maps. Discuss briefly, asking questions such as:
What is endangerment?
Why
does this occur?
Where is it happening?
Why
should we care?
Collate
students' ideas, but don't correct or add to them at this stage.
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