Marwell Wildlife Safety Statement

2. HEALTH AND SAFETY On our recreational visit to the Zoo, we explored the aspect of Health and Safety and realised its importance to any school trip. Our main findings were concerns in …. Please see the rationale for further information. • Marwell Wildlife Safety Statement Health and safety during your visit is our prime concern. Immediate Supervision (ie. Every child must be within sight of an adult leader at all times), is required for all children up to and including year 9. Hampshire Education Authority guidelines for offsite venues such as Marwell stipulate this and recommend a ratio of at least 1:6 adults for children under 5, 1:8 for under 8 years and 1:10 for 8-18 year olds with a minimum of 2 adults accompanying every primary aged party. Loco Parentis remains with the accompanying group leaders/ teachers throughout the visit. Marwell Wildlife take their safety policy very seriously. Below is their Health and Safety Statement, accessed from their website; www.marwell.org . Also accessed were their risk assessments on park and session safety.

3. JUSTIFICATION FOR CHOOSING THE ZOO • Educational and fun: Animals are a popular interest among children and therefore children are more engaged • Cross curricular links: A broad range of subjects can be looked at whilst at the trip. • Popularity: Marwell Zoo is becoming more established due to expanding to more exhibits opening in a short space of time.

4. DIET The Tiger Who came to Tea by Judith Kerr When the Lions Came to Tea by Merlin Jones BIG QUESTION: • If you are making lunch for an animal, what would yoNutrition • b.about the need for food for activity and growth, and about the importance of an adequate and varied diet for health u feed it and why?

5. Activity • An activity regarding diet could be used around the zoo. Prior to the visit the children would look at animals and the food chains and recognise herbivores, carnivores and omnivores. • Preparation for the activity would include a pre visit to the zoo and noting down particular animals diets. The children could then put the animals into groups of what they eat. • Once back in the classroom, the children can feed back to the rest of the class what they have found out and if they saw or found any thing different to what they originally thought. • Resources in the zoo include a food comparison chart to what the animals eat in the wild to what they eat in captivity. Children could discuss this. (internet pic) • Differentiation could be that the higher achieving children look at the consequence diet has on the animal. i.e The anteater’s movements compared to the leopards. Lower achieving children could have a refined search looking particularly at one time of diet. • The children could watch feedings at the zoo to give an experience and make the trip an enjoyable memory.

6. HABITAT Big Question: • Compare the habitats of different animals. • (Extra) Where do household pets come from? Activity at the zoo: • Children are separated into groups of 10 and explore the zoo. • They take pictures of the places in which the animals are kept, i.e. grassy land, water, etc. • Whilst some children are taking pictures, others note down key points about the animals. Equipment: • Tuff Cams – to take the pictures. 3 per group. • Clipboard – to make notes as they go along • 5. Adaptation • about the different plants and animals found in different habitats • how animals and plants in two different habitats are suited to their environment

7. BACK AT SCHOOL Better move on, frog! – Ron Maris. This book introduces habitats to children, and explains in a simple way that animals have a specific place to live; they cannot choose a place at their own will. • The children upload their pictures (ICT) and retrieve the notes they had made. • In groups of 2/3 the children are given an animal to focus on by the teacher – this prevents children choosing the same animal. • The children research (using books) into why the animal lives in its habitat and how they use their surroundings to live/eat/etc. • The children make a basic fact file (in the form of a poster) about the animal and its habitat, ready to present to the whole class.

8. LOOK AND PERFORMANCE • Book – Fantastic Mr Fox by Roald Dahl • This book helps stimulate visual imagery by its clever descriptions of the animals as characters. “It was the finest tail for miles around…I shall be tail-less for the rest of my life”. • The make-up and physical stature of an animal is designed so they can easily complete the everyday tasks in order to survive in their habitat. • Cheetah vs Bryan Habana Autumn 2007. Could you race a cheetah? • BIG QUESTION: What characteristics do animals have to help them perform at the best? • National Curriculum Life Processes 2e • that humans and some other animals have skeletons and muscles to support and protect their bodies and to help them to move

9. Do any animals remind you of a famous person?

10. Activity • Starter Activity – There is an outline of an animal and the children circle where the joints are on the body. Hybrid animals – does their look mean they cannot adapt and change? Liger and Horbra • Main Activity – To create an animal using junk (Design) or using the block programme (I.C.T). • Extension activity: Draw your own new animal and show how it moves

11. Hitting National Curriculum targets Key Stage 1 SC2 • Life processes • that animals, including humans, move, feed, grow, use their senses and reproduce • to relate life processes to animals and plants found in the local environment. 2.Humans and other animals b. that humans and other animals need food and water to stay alive • that taking exercise and eating the right types and amounts of food help humans to keep healthy KEY STAGE 2 Life processes 1. Pupils should be taught: • that the life processes common to humans and other animals include nutrition, movement, growth and reproduction • that the life processes common to plants include growth, nutrition and reproduction • to make links between life processes in familiar animals and plants and the environments in which they are found.

12. Specialist subjects - Drama • Drama activity – Charades of favourite animal. An example would be re-enacting an animal waking up and yawning or an elephant taking a shower or learning animal noises. The actors in the first Lion King the Musical studied animals in their own habitat in order to portray them successfully on stage.

13. Specialist Subjects – Religious Studies • Noah’s Ark – Read the story to the children and ask them to discuss why they think Noah took the animals on to the boat (because they can’t swim, live in water, etc) • (pic of Noah’s Ark)

14. Specialist Subjects - Art • Using the activity from ‘Look and Performance’ – an outline of an animal. Children could create an animal of their choice using mixed media on A1 paper for display in and around the school.

15. MARWELL'S WILD ART St Mary’s Primary School’s art project is held annually and is made by all children throughout the school. This year’s project is a collage using the art of sewing. Children can belong to the “Zoo Club” – Marwell Oryx Club, and have a meeting every month where they look at the issues of conservation and climate change.

17. PHOTOS - EDUCATIONAL VISIT AND MEMORIES

18. Thanks for watching