GIANT PANDAS- SUGGESTED LEARNING ACTIVITIES

Giant Panda Quiz:At the start of this unit, use the quiz to stimulate inquiry questions and engage students in the broadsheet. Introduce simple analysis of the broadsheet by looking at the range of information it contains including maps, images, tables, articles and graphs.

What do you already know about Giant Pandas?1.The Giant Panda is a type of:

A. BearB. CatC. Monkey

2.Giant Panda fur is

A. All whiteB. Black & whiteC. Brown

3. What keeps Pandas warm?

A. Their furB. TreesC. Bamboo

4. Giant Pandas live:

A. in the bamboo forests only in ChinaB. In the mangrove rainforests of ChinaC. In the alpine meadows of several Asian countries

5. How long does a Giant Panda live ?

A. In the wild they can live to be 20 year oldB. in zoos they live a shorter time than in the wildC. In the wild they can live to be 35 years old

6. How many pandas are left in the wild?

A. approximately 15,000B. approximately 150,000C. approximately 1,500

7. What are the main threats to Giant Pandas?1

A. Hunting for their furB. DiseasesC. Loss of natural habitat

8. How often can Giant Pandas breed?

A. Every yearB. Every two yearsC. Every 5 years

9. How heavy is a Giant Panda?

A. approximately the weight of a sheepB. a bit heavier than a grown manC. as heavy as an elephant

10. In which country are you most likely to find a Panda in the wild?

A. IndiaB. IndonesiaC. China

CHECK YOUR ANSWERS:

1 2 3 4 5 6 7 8 9 10A B A A A C C B B C

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Numeracy:A range of data is included on the broadsheet and these numeracy activities are suggested as a starting point for further development of other numeracy activities associated with this theme. Teachers are encouraged to expand this range of activities appropriate to their students.

1. Use the data from Figure 14 on the broadsheet to construct the following graphs:A. The number of male and female giant Pandas in captivity.B. The range of ages of captive Giant Pandas (Hint: use year of birth

to calculate their age)C. The number of Pandas in captivity in different countries

Activities:1. What is the total number of Giant pandas in captivity (2011)?2. How many zoos have male and female pairs of Giant Pandas?

a) What advantages are there in having more than one giant panda in a zoo?

b) Why might it be more valuable to have female Giant Pandas in captivity?

3. Where is the oldest captive Giant Panda located?a) How old is this Giant Panda?b) Calculate the average age of Giant Pandas in captivity?

4. Use the information in Figure 6 to calculate: a) The maximum number of Giant Panda cubs it will be possible to breed

in captivity outside of China by 2022.b) In order to calculate the total number of captive Giant Pandas in 2022,

what other information would you need?Using Figure 14 : c) Work out which of the zoos has been most successful in breeding Giant

Pandas in captivity?5. On a map of the world, mark in the location of each zoo listed in

Figure 14 on the broadsheet.a) Name the continents where these Captive Giant Pandas are found.b) What percentage of captive giant pandas are found south of the

equator?c) Which continent has the most captive Giant Pandas?d) Use the scale of the world map to calculate how far the furthest away

zoo with Captive Giant pandas is from Beijing, China. How far away from Beijing is the closest Zoo with Giant Pandas?

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6. Use the graph in Figure 13 to:a) Construct a table that shows the total population of China in the

following years:2000200320062009

b) Suggest how the change in China’s total population may have influenced the number and distribution of Giant Pandas in the wild.

c) Estimate the total population of China in 2012. Check you estimate using one of the following website: www.prb.org/ or www.cia.gov

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Literacy:This unit provides students with the opportunity to develop and reinforce critical literacy as well as providing stimulus for practicing communication skills using a variety of genres.

Activities:Critical Reading:

1. Use Figures 9 & 11 to answer the following questions:a) How does the loan program raise awareness about Giant Pandas?b) For how long are Giant Pandas loaned to other countries?c) Suggest some reasons why this period of time may have been chosen.d) What conditions are placed on countries receiving a Giant Panda on

loan?e) Read Figure 11. Construct a flow diagram that shows how the Giant

Panda’s dependence on one food source has decreased its chances of survival.

f) Research where bamboo grows in other parts of the world apart from China. Present your findings using a labelled map. Is there any where else that could support a Giant Panda population?

g) Apart from food what other specific environmental needs does the Giant panda have?

Debate2. ‘The loan program and captive breeding will save the Giant

Panda’a) Compile a list of reasons why captive breeding and Giant Panda Loan

programs are helpful in improving giant panda numbers. Brainstorm a list of alternative ways to help Giant Pandas. Form two groups and present a debate.

b) Which group you think presented the strongest case? Why?Imagine you work for the WWF. Write a persuasive argument for one of these points of view.

Word Search3. Create a glossary of key words that relate to the Giant Panda.

Use this to construct a word search or a cross word. Rate yours as easy, medium or hard level of difficulty. Swap yours with a partner. Did you learn any new words?

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Spatial Literacy: Simple Geographical information system (GIS) activity. Go to this website:

http://www.worldwildlife.org/species/finder/giantpanda/maps.htmlThis is a simple GIS and allows users to “layer” different sets of data on a map to see if there is any association between the data and to examine change over time. For example: Does the original panda habitat extend further than that of today? Is there any relationship between roads and location of panda habitat? How does habitat isolation play a role ion panda population health?

see this short video for some clues -http://www.worldwildlife.org/species/finder/giantpanda/multimedia.html

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INQUIRY BASED LEARNING – Over to you!

Inquiry process Giant Pandas- ExampleObserving and Questioning Write down what you already know

about Giant Pandas Develop a question for investigation

that will allow you to collect your own data

Use the Panda broadsheet and a large sheet of paper to create a group brain storm about Giant Pandas

Example question( students devise their own question)What are the benefits of a Giant Panda captive breeding and loan program?

Planning, collecting and evaluating Create a step by step plan to

complete your inquiry Select appropriate methods of data

collection.

Create a timeline for the project Example method:

I. Devise a short questionnaire to collect opinions from members of the community. Ask questions about – visits to the zoo, value for money, attitudes towards conservation, knowledge about Giant Panda. Conduct a survey

II. Choose a zoo that has Giant pandas and find out how many people visit the zoo. Has this changed since Pandas arrived at that zoo?

III. Send an email, telephone or fax to the zoo you have chosen with 3 questions about the effect of the giant panda program at that zoo.

Processing, analysing, interpreting and concluding Convert your data into a useable

form Combine your data to draw

conclusions about your question.

For each question in your questionnaire, tally the responses , calculate the percentages of each response and then graph the results eg pie chart, column graph, pictograph

Graph the change in numbers for visitors to the zoo .

Identify the main points from the reply to your 3 questions.

Communicating Identify who might be interested in

your findings. Suggest at least one other group apart from students in your class.

Choose an appropriate method to communicate your findings

Conservation groups- create a power point of your findings to go with a talk

Make a poster to display the local shopping centre

Write an article for your school newsletter

Reflecting and responding Evaluate each step of your inquiry

process by looking at the things that worked and those that didn’t

Create a table of strengths and weaknesses of your Inquiry process. Swap with another person/group and ask them to add their feedback.

Creativity:7

Giant Panda DioramaObjective and Overview:Students will learn about the Giant Panda and its habitat by creating a diorama of this animal in its temperate forest home.

Teacher Background Information:Where do wild giant pandas live?Giant pandas live in deciduous and coniferous forests with bamboo, at elevations between 5,000 and 10,000 feet. In these rocky, hilly, and wooded habitats, they often scramble over rocks and fallen trees or down or across cliff faces. They also climb and rest in trees. Often cloudy and misty, these mountain forests receive a lot of rain and snow–up to 40 inches per year.

Materials: empty shoe box string child-safe wire or pipe cleaners glue/paste clear tape dried grass and leaves crayons diorama colour and cut page

Directions:1. Explain to students about Giant Pandas' temperate forest habitat,

which in some ways is very similar to the mountain forests of Tasmania. In others, such as the large bamboo stands, it is different. Talk about some of the different animal and plants that share giant panda habitat.

2. Explain to your students that they will be creating mini habitats for giant pandas and that they should try to make sure that there is plenty of cover and food for the pandas.

3. Take your children outside and give them some time to gather dried grass and dead leaves to embellish their panda dioramas.

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4. Back in the classroom, set your students up with all of their materials and explain the various things they can do to build their diorama:

Colour in the Diorama Colour and Cut Page and cut out the various components.

Bend pipe cleaners or wire to provide backing support for standing paper pieces once these pieces are placed in the diorama and taped together.

String can be strung from diorama ceiling (tied through a hole or taped) so that birds can hang and appear to be flying.

Leaves and grasses can be glued to the back and side walls of the diorama to give a woodsy feel, and to the floor as well, once other parts (cut-out animals, trees, bamboos) are installed.

5. After the students finish their dioramas, have all class members display these together on a common table or windowsills. Students can compare the different habitats created by their peers using basically the same materials.

http://nationalzoo.si.edu/Animals/GiantPandas/PandaEducation/CurriculumGuides/K-4/Kto4GiantPandaDioramaAct3.pdf

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1. FIELD WORK – at your local zoo/wildlife park

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2.STUDENT ACTION (Multiple Intelligences/community in action)

Make posters to inform people about issues facing Giant Pandas and other threatened species

Hold a fundraising event to support an organisation that helps threatened species

Volunteer at the zoo or a wildlife park Invite a guest speaker to talk to your class about their organization Write a letter to a newspaper, organisation or politician in support of

conservation of threatened species Design and make badges about a threatened species Write and perform a play or puppet show about threatened species Write a rap Make a story book for younger students based on a threatened

species. Make a short video or photo story set to music that publicises

conservation of species Add your own ideas.

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