Animals of East Africa with sources from the Winona County Historical Society

Unit Title: East Africa
Grade 4

1. Theme/Title: Animals of East Africa
Introduce a selection of East African animals, while primarily focusing on the impacts humans have on these animals and their habitats.

2. Materials/resources needed:
• Overhead projector
• Overhead marker(s)
• Overhead of East African animals
• Blank overhead transparency
• Group scenario handouts: 1 master copy and 2 handouts (Scenerio 1 for Group 1 and Scenerio 2 for Group 2)

3. Goals for today’s lesson:
4-8 V. GEOGRAPHY D. Interconnections The student will describe how humans influence the environment and in turn are influenced by it.

4-8 VII. GOVERNMENT AND CITIZENSHIP A. Civic Values, Skills, Rights and Responsibilities The student will understand the importance of participation in civic life and demonstrate effective civic skills

4. Objectives for today’s lesson:
Students will
• be introduced to various animals of East Africa
• discuss human impact on these animals and their habitats
• discuss impacts humans have on animals near their own homes (this lesson applies to Minnesota; however, discussion should be substituted for appropriate state)
• partake in teamwork
• execute decision making skills
http://www.nationalgeographic.com/xpeditions/lessons/14/g35/africapeople.html

5. Procedures:
Introductory experiences
• Ask students what animals they see around their homes, near school or at nearby parks (2 min.).
• Discuss the environment these animals live in. For example, squirrels, chipmunks and birds can be found in wooded areas. Deer and rabbits are often located near parks or other areas rich in vegetation. Raccoons and skunks can be found in various locations throughout Minnesota (4 min.). http://www.dnr.state.mn.us/animals/index.html
• On the overhead, form two columns. Label the first column, HARMFUL and the second column, HELPFUL (1 min.).
• In the first column, compile a list of what the students think humans do that hurts the environment these animals live in. Some responses may include littering, polluting, hurting or hunting the animals, and/or cutting down trees (3 min.).
• In the next column, list students’ suggestions of how people can help the animals and their habitats. Some responses may be to plant trees, recycle, discard trash in garbage cans, treating animals and their habitats with care, and/or volunteering to clean up a nearby park (3 min.).

Developmental experiences
• Display overhead of the selected animals of East Africa (see attached page). Before exposing each caption, allow students to guess the name of each animal (4 min.).
• Class discussion: “In what ways do you think humans have an effect on East African animals? Discussions may include both positive and negative effects such as hunting (primarily elephant, zebra, hippopotamus, antelope, leopards and other animals), tourism, pollution, predatory animals (leopards, hyenas, lions and wild dogs), expanding cities, etc. (4 min.). Note: It is important to consider both sides of hunting. According to an article found at the Winona Historical Society, hunting can correlate with the balance of nature. People hunt for various reasons including for food, trophies, scientific specimens, protection and/or sport.
• Divide class into two groups (1 min.).
• Class Council Activity: Assign each student the title of a particular member of a community. These members will represent two fictional communities located in the African savanna (12 min.).
• Give each group a scenario (located at end of lesson) (1 min.).
• Inform students to decide as a whole community (each group represents one community) whether their scenario should be abolished or retained. Explain the term abolish: to get rid of or stop. Explain the term retain: to keep (3 min.).

Culminating experiences
• Whole group discussion of thoughts and feelings about what the students felt was best for the ‘town’ and what would harm the ‘town’ (4 min.).
• Whole group discussion regarding the decision making process the students faced (3 min.).

6. Assessments used during lesson:
• Informally assess students on class participation and involvement with the lesson. Example: Did the student ask questions? Did the student offer suggestions or ideas supporting their stance on an issue? Did the student play an active role in the class council activity?

7. Resources:
Winona Historical Society

http://www.nationalgeographic.com/xpeditions/lessons/14/g35/africapeople.html

http://www.brooks-photo.com/East%20Africa/animals.htm

http://www.dnr.state.mn.us/animals/index.html

http://www.britannica.com/eb/article-9032357/elephant

http://www.blueplanetbiomes.org/savanna_animal_page.htm

http://www.ogiek.org/

Class packet: Dynamic Social Studies: The Subject You Will Teach p. 222