Partnered with the Chester Zoo, Big Life is back with a new series on conservation action throughout the Amboseli ecosystem.  Come learn about the region's wildlife and resources, how climate change is affecting local communities and why the region needs your help.

Climate change

Climate action

Biodiversity

Life on land

 Natural Resources

 Threatened Species

  Climate Change

Sustainable consumption production

Responsible consumption and production

education

Quality education

 Planning Conservation Action

Match animals with their food, homes, body parts, etc. (e.g., horse eats grass, bird lives in next, elephant has trunk, etc.)

FL.K-2.5.K-2.4

Observe what the group is doing and add something to the play (e.g., “I could be the elephant. You don't have one in your zoo.”).

SDEV.PK.C.1.e

Talk with children about their animal-inspired movements (e.g., How does a monkey move? How does an elephant move? How does an eagle move? How do humans move differently?).

AAAA.PK.D.c.3.a

Identify nationalist movements and attempts by colonial countries to achieve independence after World War II [e.g., how African and Asian countries (e.g., India under Mohandas Gandhi and Kenya under Jomo Kenyatta) achieved independence from European colonial rule; independence struggles of colonized regions of the world (e.g., India, Pakistan, and Indonesia); the fight against apartheid in South Africa and revolution from white minority government].

SOC.8.16.8.93

Define the term ethnocentrism and give examples of how this attitude affected the relationships between the English settlers and the Kikuyu in Kenya and the British immigrants and the aborigines of Australia.

SOC.7.7.3.13

Students will examine the regional causes of post-World War II independence movements by: Analyzing how Mohandas Gandhi in India, Ho Chi Minh in Vietnam, Jomo Kenyatta in Kenya, Kwame Nkrumah in Ghana, and Ahmed been Bella in Algeria achieved colonial independence

SOC.9-12.3.4.2.a

With prompting and support, represent or act out concepts learned from hearing an informational text read aloud (e.g., make a skyscraper out of blocks after listening to a book about cities or, following a read-aloud on animals, show how an elephant’s gait differs from a bunny’s hop).

ELA.RI.PK.3

SOC.PK.RI.3

jump in a series of “baby”, “giant”, “elephant” steps or frog hops; pretend to be various jumping creatures (rabbit, kangaroo, frog, grasshopper); jump to music or the beat of a tambourine; jump along footprints cut out of contact paper.

HE.PK.PD.2.3

act out various objects, animals, or characters in various conditions (e.g., moving like a snake, spider, turtle, cat, elephant, frog, dinosaur, a bowl of jello; a very cold person; a leaf in the wind; a washing machine, an egg beater, a magical elf).

AR.PK.MD.6.2

Explain how African and Asian countries achieved independence from European colonial rule, e.g., India under Gandhi and Kenya under Kenyatta, and how they have fared under self-rule.

SOC.9-12.12.2.10.14

Point out and celebrate similarities and differences between children and families.

SOC.PK.4.0.6

African independence movements and Pan Africanism Changing political boundaries in Africa (Nigeria, Ghana, and Kenya)

SOC.9-12.7.E.3.a

Students will explore at least two of these three African independence movements: Ghana, Algeria, Kenya.

SOC.10.7b.1

Students will investigate the extent to which urbanization and industrialization have modified the roles of social institutions such as family, religion, education, and government by examining one case study in each of these regions: Africa (e.g., Zimbabwe, Kenya, Nigeria, Sierra Leone), Latin America (e.g., Brazil, Argentina, Chile, Mexico), and Asia (e.g., China, India, Indonesia, South Korea).

SOC.10.8a.1

Research laws and polices that address the sustainable use of natural resources (e.g., solid and liquid waste management, industry, agriculture and enterprise).

ECL.10.4.5.10.A.a

SOC.9-12.WG.4.H 1.c.5

Upset of environmental balance, caused by the introduction of nonnative plants and animals

SOC.9-12.WG.4.K 3.c

Factors affecting environment and society Rapid population growth

SOC.9-12.WHII.14b.2.b

SOC.9-12.WHII.14b.3.b

Environmental challenges Global climate change

SOC.9-12.WHII.14b.3.c

explain various patriotic symbols, including Uncle Sam; national celebrations such as Labor Day; and political symbols such as the donkey and elephant;

SOC.5.16.A

investigate how organisms and populations in an ecosystem depend on and may compete for biotic factors such as food and abiotic factors such as quantity of light, water, range of temperatures, or soil composition;

SCI.8.4.8.11.A

explore how short- and long-term environmental changes affect organisms and traits in subsequent populations; and

SCI.8.4.8.11.B

describe how biodiversity contributes to the sustainability of an ecosystem; and

SCI.8.4.7.10.B

identify some changes in genetic traits that have occurred over several generations through natural selection and selective breeding such as the Galapagos Medium Ground Finch (Geospiza fortis) or domestic animals and hybrid plants.

SCI.8.4.7.11.C

describe impacts of travel and tourism on the cultural sustainability of indigenous communities (e.g., Haida in the Queen Charlotte Islands, Maya in southern Mexico, Maoris in New Zealand, Masai in Kenya)

C3.2 Stewardship and the Sustainability of Societies

follow established safety procedures for using tools and materials (e.g., use hand drills correctly when making holes in wood)

Grade 5 Developing Investigation and
Communication Skills 2.1

use scientific inquiry/research skills (see page 15) to investigate issues related to energy and resource conservation (e.g., interview an Aboriginal person about his or her traditional teachings on conservation)

Grade 5 Developing Investigation and
Communication Skills 2.2

use technological problem-solving skills (see page 16) to design, build, and test a device that transforms one form of energy into another (e.g., create a child’s toy that uses the electrical energy from a battery or solar cell to move across the floor [kinetic energy] and make a noise [sound energy]), and examine ways in which energy is being “lost” in the device

Grade 5 Developing Investigation and
Communication Skills 2.3

use appropriate science and technology vocabulary, including energy, heat, light, sound, electrical, mechanical, and chemical, in oral and written communication

Grade 5 Developing Investigation and
Communication Skills 2.4

use a variety of forms (e.g., oral, written, graphic, multimedia) to communicate with different audiences and for a variety of purposes (e.g., in a small group, discuss ways in which technological innovations increase and/or decrease our ability to conserve energy)