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Animals and creatures that help us - Coggle Diagram

- - - - Learners research a job that involves animals (e.g., beekeepers, farmers, guide dog trainers) using books, pictures, or short videos. They find out what the person does, how the animal helps, and why the role is important, and then present their findings to the class (DBE, 2011: 58; Boynton, 2025).
  - - - The teacher reads a short true story or folktale about animals helping people (e.g., a dolphin rescuing someone). Learners discuss the story, draw their favourite part, and explain why the animal was a hero (DBE, 2011: 59; Nal’ibali, 2025).
- - - - Learners work in small groups to match picture cards of working animals (guide dog, police dog, donkey, horse) to job cards (guiding, sniffing, carrying, guarding). They then role-play short scenes showing how each animal helps people in their daily tasks (DBE, 2011: 57; Boynton, 2025).
  - - - Learners work in pairs to predict which animal produces different food and clothing items, such as milk, eggs, honey, and wool. They use real objects or pictures and then match each item to the correct animal (bee, chicken, cow, sheep), discussing their reasoning with a partner (DBE, 2011: 57; Play School Room, 2025).
- - - - The teacher prepares a large jar of cream, and small groups of learners take turns shaking it throughout the day. After each turn, learners observe and record changes in the cream. By the end of the day, the cream turns into butter. The class discusses how the cream changed into butter (DBE, 2011: 60; Agriseta, 2025).
  - - - Learners use recycled materials like string, cardboard, and fabric to design a simple harness for a toy dog or donkey to help with a "job" (e.g., pulling a small cart). They test and present their designs to the class (DBE, 2011: 60; Wildlife College, 2025).