Caring for Animals

Overview

This 30-minute science session is designed for preschool students in New Zealand to learn about the basic needs of animals, focusing specifically on sheep. The lesson is aligned closely with the New Zealand Curriculum and the early childhood curriculum Te Whāriki, ensuring age-appropriate learning, language support, and an engaging, interactive approach.

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Learning Objectives (WALT)

We Are Learning To:

• Understand the basic needs of animals, especially sheep (food, water, shelter, and care)
• Recognise how to care for sheep and why these needs are important
• Express ideas using simple sentences and drawings

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Curriculum Links

New Zealand Curriculum - Science (Years 0-1)

• Understanding about living things: Recognises that animals have basic needs that must be met to survive and grow.
• Nature of Science: Observing, describing, and communicating features of familiar living things.
• Key Competencies:
  • Thinking — making sense of experiences and ideas about animals
  • Using language, symbols, and texts — sharing observations and understanding through talk and pictorial representation
  • Relating to others — working cooperatively and respecting ideas

Te Whāriki (Early Childhood Curriculum)

• Exploration (Mana Aotūroa): Children learn through active exploration of their environment.
• Communication (Mana Reo): Developing communication skills including vocabulary about living things.
• Contribution (Mana Tangata): Encouraging children to contribute ideas and care for others.

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Success Criteria

Students will be able to:

• Name at least two basic needs of sheep (e.g., food and water)
• Show understanding of why sheep need shelter and care
• Participate actively in group activities and express ideas in drawings or simple sentences

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Learning Activities (30 minutes total)

Time	Activity Description	Teacher Role	Student Engagement	Resources Needed
5 min	Introduction: Meet the Sheep

• Show a large picture or puppet of a sheep
• Ask “What do you think sheep need to live?”
  | Facilitate discussion, ask guiding questions, introduce key vocabulary (food, water, shelter) | Listen, share ideas, look closely at the sheep picture | Sheep pictures/puppet, vocabulary cards | | 10 min | Story and Drawing:
• Read a short simple story about a sheep’s day (feeding, drinking, resting in shelter)
• Children draw or colour parts of the sheep’s needs (food bowl, water trough, shelter) | Model drawing, help students label drawings with words or letters (dyslexia-friendly materials: picture supports and clear fonts) | Story engagement, drawing, sharing ideas | Storybook on sheep, crayons, paper, example labels | | 10 min | Role Play: Caring for Sheep
• Set up a ‘Sheep Care’ corner with props (toy sheep, pretend food/water, small shelter)
• Children take turns to ‘feed’, ‘give water’, or ‘build shelter’ for the sheep | Guide role play, encourage relationships and turn-taking, scaffold language for children with learning needs | Interactive play, practising vocabulary | Toy sheep, pretend food & water containers, cardboard shelter | | 5 min | Reflection and Sharing
• Sit in a circle to share one thing they learned about sheep and their needs
• Celebrate all efforts and provide positive feedback | Support sentence structure with sentence stems (e.g., “Sheep need…”), encourage all to participate | Sharing verbally or with gestures | Reflection prompts, sentence stems printed clearly |

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Differentiation Strategies

• For learners with additional needs: Use visual supports and hands-on materials to reinforce concepts, provide extra one-on-one support during drawing and role play. Keep language simple and scaffold sentences.
• For English language learners (ELLs): Use key vocabulary cards with pictures; model language and encourage repetition.
• Dyslexia-friendly reading: Use dyslexia-friendly fonts, clear spacing, and picture-supported story texts. Provide oral storytelling for those who benefit.

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Extension Activities (for advanced learners)

• Create a simple “Sheep Care Book” by drawing and writing about each basic need.
• Observe real or virtual sheep (videos/photos) and note their behaviours linked to their needs.
• Introduce the concept of comparing sheep to other animals’ needs.

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Assessment for Learning

• Observe students during discussions and role play for correct use of vocabulary and understanding of sheep needs.
• Review drawings for recognition of basic needs (food, water, shelter).
• Use feedback circle at the end: note ability to express at least one basic need in their own words.

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Key Vocabulary

• Sheep
• Food
• Water
• Shelter
• Care

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Teacher Notes

• Ensure cultural inclusiveness by acknowledging local perspectives (e.g., Māori views on animals and stewardship if appropriate).
• Use positive reinforcement and nurturing encouragement to foster curiosity and confidence.
• Incorporate te reo Māori vocabulary where possible, such as "hipi" for sheep and “wai” for water.

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This lesson plan builds on the foundational science learning expected in the New Zealand Curriculum for very young learners, integrating literacy and key competencies through engaging and developmentally appropriate activities focused on sheep and their needs.

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References:
Aligned with the New Zealand Curriculum Science learning area (Years 0-1) and key early childhood strands from Te Whāriki. Teaching and learning strategies reflect current curriculum guidance for explicit teaching, positive student relationships, and scaffolded learning for diverse learners .