Animal Behaviours Care

Overview

Students will learn how to observe, describe, and record normal animal behaviours linked to feeding and sleep/wake cycles. They will apply this knowledge to five animal groups: small/companion animals, reptiles, birds, invertebrates, and large/livestock animals, identifying whether behaviours fit diurnal, nocturnal, or crepuscular patterns.

Learning intentions

• Students will describe normal feeding behaviours in different animal groups.
• Students will describe sleep/wake cycle patterns for diurnal, nocturnal, and crepuscular animals.
• Students will compare how behaviour can vary by species and environment.
• Students will practise safe, ethical observation and recording of animal behaviour.
• Students will explain why accurate behaviour records matter for animal care decisions.

Success criteria

• I can name at least two normal feeding behaviours for each selected animal group.
• I can match examples of sleep/wake behaviour to diurnal, nocturnal, or crepuscular patterns.
• I can record observations clearly (what I saw, when, and any relevant notes).
• I can compare two animals and state how their behaviours are similar and different.

Curriculum links

• Animals, including humans (Year 1 programme of study): identify, name, and describe and compare the structure of common animals (used here to support animal identification before behaviour recording).
• Animals, including humans: use the local environment to explore and answer questions about animals in their habitat (observation-based learning approach).
• Animals, including humans: use observations to compare and group animals using senses (applied here through careful behavioural observation and grouping).
• Animals, including humans: take care of animals and return them safely after study (embedded through ethical handling and observation routines).

Lesson structure (60 minutes)

1. 0–5 min · Welcome and hook. Teacher shows three short scenario cards (e.g., “wakes and feeds early”, “active at night”, “most active around dawn/dusk”) and asks students to predict which animals might fit each. Students write a quick hypothesis for each card in their journal.

2. 5–15 min · Direct teach: normal behaviour basics. Teacher introduces: what “normal behaviour” means, why feeding routines and sleep/wake cycles are good indicators, and the terms diurnal, nocturnal, crepuscular with simple examples across animal groups. Students complete a one-page quick table: behaviour type → likely time of day → example animal group.

3. 15–25 min · Animal group carousel (behaviour sorting). Teacher sets up five stations: small/companion animals, reptiles, birds, invertebrates, large/livestock animals with printed “behaviour clue” cards (feeding signs and activity timing). Students rotate in pairs, sorting clues into three bins for activity timing (diurnal/nocturnal/crepuscular) and listing two likely feeding behaviours per station.

4. 25–40 min · Behaviour observation and recording practice. Teacher models a behaviour log using one example video/photo set: include time, behaviour observed (feeding/sleep/rest/active), brief description, and a “normal vs not-normal” note. Students then complete two observation logs from provided clips or images: one for a diurnal pattern and one for a nocturnal/crepuscular pattern.

5. 40–52 min · Compare and explain (pair talk to whole class). Teacher prompts comparison questions: “How did feeding behaviour support your choice of animal timing?” “What evidence suggested sleep/rest?” Students discuss in pairs, then share one comparison sentence starter: “I noticed… which suggests… because…”

6. 52–60 min · Exit ticket and wrap. Teacher gives an exit ticket with four short questions: match three activity patterns to one animal group each, and one question asking why accurate records help animal care. Students complete independently and submit.

Resources

• Printed scenario cards for diurnal, nocturnal, crepuscular
• Five station clue-card sets for each animal group
• Behaviour log templates (observation grid with time, behaviour, description, normal/not-normal)
• Short video clips and/or still-image sets (no live animals required)
• Student journals or notebooks
• Coloured bins or paper labels for sorting
• Timer and seating plan for rotations
• Teacher checklist for observation quality

Assessment

• Formative checks during carousel sorting: teacher listens for correct justification (“because it suggests feeding/rest at…”).
• Formative assessment of behaviour logs: clarity, specific description, and correct linking to activity timing.
• Exit ticket: accuracy in matching diurnal/nocturnal/crepuscular patterns and reasoning about why records matter.

Differentiation

• Support: sentence starters for logs (“At : I saw…”, “This is likely __ because…”), plus a word bank (feed, rest, active, awake, nocturnal, diurnal, crepuscular).
• Support for SEN/EAL: provide a partially completed template with one section already filled; allow diagram-based answers (time-of-day icons).
• Extension: students choose one animal group and write a short “care implication” paragraph explaining what staff should do if behaviour changes from normal.
• Behaviour management: clear roles in pair work (reader, recorder, reporter) and timed rotations with visible instructions.