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Animals and creatures that help us. - Coggle Diagram
Animals and creatures that help us.
Social Science
Sup Topic 2:Working Animals in Communities
Key Concept: Guide dogs assist people with disabilities, promoting inclusivity and community support (Du Plessis, 2020).
Inquiry-Based Activity: Role-play scenarios where learners simulate guiding a "blindfolded" peer with a toy dog, discuss "How do these animals change people's lives?" and interview a guest (e.g., a therapy animal handler) to investigate societal impacts (Krajcik & Blumenfeld, 2006).
Sup Topic 1: Domesticated Animals and Farming
Key Concept: Cows provide dairy and labor in farming communities, contributing to food security and traditions (Du Plessis, 2020).
Inquiry-Based Activity: Learners map a farm layout on paper, research local farming practices via stories or images, pose questions like "Who works with these animals in our community?" and debate ethical care to foster values of responsibility (Krajcik & Blumenfeld, 2006).
Technology
Sub-topic 1: Tools for Animal Care
Key Concept: Simple technologies like beehives or collars enhance animal roles and human benefits (Llewellyn, 2013).
Inquiry-Based Activity: Using the design process (investigate, design, make, evaluate), learners build a model beehive from recyclables, test it with toy bees, and reflect on "How can we improve this to help bees more?" (Krajcik & Blumenfeld, 2006
Sub-topic 2: Inventions Inspired by Animals
Key Concept: Technologies like velcro (inspired by burrs on animals) or guide dog harnesses solve human problems through observation of nature (Llewellyn, 2013).
Inquiry-Based Activity: Learners observe animal features (e.g., ant tunnels via images), design a simple tool (e.g., a soil aerator inspired by earthworms), prototype with craft materials, and evaluate "Does this invention help the environment like the animal does?" (Krajcik & Blumenfeld, 2006).
Natural Science
SubTopic 2: Soil Health and Decomposition
Inquiry-Based Activity: In groups, learners create a mini-compost bin with soil and worms (or safe alternatives), observe decomposition, ask "How does this help plants grow?" and measure soil changes to draw conclusions (Bell et al., 2009).
Key Concept: Earthworms aerate soil and break down organic matter, improving nutrient cycles for plant growth (Llewellyn, 2013).
Sub Topic1: Pollination and Food Production
Inquiry-Based Activity: Learners plant seeds in pots, observe bee models or videos, predict pollination outcomes, and record changes over a week to investigate "What happens if pollination stops?" (Bell et al., 2009
Key Concept: Bees pollinate plants, enabling fruit and vegetable growth essential for human food chains (Llewellyn, 2013).