Teaching Strategies, Tactics, and Methods

What are Historical Sources?

Historical sources are the main way that we can interact with and understand more about past events. Learning from history is essential, as it helps us know how we got here. We can explore events that shaped our society and even discover what society was like back then through the personal accounts of the people who lived through it.

What are the three types of sources?

  • Primary Sources
  • Secondary Sources
  • Tertiary Sources

What is a primary source?

A primary source provides original information on an event, topic, or era from that period in time. Crucially, the data has to be first-hand. That means it was produced by someone who experienced that event, topic, or era.

Primary sources can take many shapes. They don’t just have to be interviews or diaries, although these may be more likely to survive than other forms. They could have been created in memoirs or oral histories during or after the event.

For non-historical topics, primary sources might include data and surveys – the raw figures you must interpret yourself to make any sense of.

What is a secondary source?

A secondary source is a second-hand account of history. Usually, these look at and interpret primary sources, using these to build up a clearer picture of what happened.

They don’t need to have been created at the time; they could have been produced centuries or millennia later! Think of textbooks and school essays that use quotations from other places.

Some secondary sources can be used as historical sources. There’s a difference between a textbook written in the 1800s versus one written in the present day, so you could use them to demonstrate how opinions or understanding of a topic have changed over time.

What is a tertiary source?

A tertiary source is one that neither provides original information nor interprets it. Instead, tertiary sources tend to collect or summarise other sources, guiding people toward this information. For example, some dictionaries and encyclopedias can be tertiary, along with textbooks, fact books, and handbooks.

In many cases, tertiary sources aren’t considered good sources for writing essays or reports. However, they’re still vital for our research and shouldn’t be ignored!

Why is it essential to know about historical sources?

Historical sources give us an in-depth understanding of things that have happened in the past from the point of view of the people who lived through them. They’re usually but not always primary sources.

Even something as simple as a shopping list from 100 years ago can help us understand how the people who came before us lived. What did they buy? How much money would this have cost? What did they earn? How many people did they have to feed in their family? It might be possible to answer some of these questions through something that simple, so it’s a good demonstration of the power of a historical source!

10 Examples of Historical Sources

  • Letters
  • Diaries
  • Newspaper reports
  • Original photographs
  • Recordings or transcripts of speeches
  • Plays
  • Paintings
  • Oral histories
  • Artifacts and relics
  • Archaeological sites

50 Simple Classroom Party Food Ideas

  1. Puff Pastry Snails

Puff pastry snails rolled up with ingredients including tomato sauce, cheese, ham, and vegetables are a popular addition to any party buffet.

  1. Cheesy Moons and Planets

Use puff pastry to make these space-themed cheesy moons and planets. Experiment with different shapes to compliment any party theme!

  1. Spring Rolls

Why not use these crispy spring roll recipe cards to make a treat wrapped in filo pastry? Get children to test their taste buds by adding dips such as peanut, sesame, or sweet chili sauce.

  1. Bruschetta

This Italian classic is a quick and easy snack to prepare for the classroom. Top your bruschetta with tomatoes, or try other toppings like smashed avocado.

  1. Pizza Faces

Pizza faces are a fun addition to any classroom buffet. Encourage the kids to put their chef hats on and get creative. Smiley faces, animal faces, monster faces, the choices are endless!

  1. Pitta Bread Pizzas

Tuck into a tasty pitta bread version for an easy alternative to making pizzas from scratch. Pitta bread pizzas are quick to make. Get stuck right in with choosing your favorite toppings.

  1. Puff Pastry Tart

Whether you make small tarts or a giant one cut into slices, this party-food treat will quickly disappear on any buffet table. Choose traditional pizza toppings or try pesto and vegetables instead.

  1. Mini Quiches

Mini quiches are the perfect size for small fingers. Use ready-roll pastry and cutters to make your bases, or opt for a crustless recipe. When preparing quiches for the oven, use muffin trays to get the right size and shape.

  1. Star Snacks

Minimal effort is needed to turn a simple snack into a novelty party treat. These star snacks are a fun twist on classic cheese and crackers.

  1. Cheese and Vegetable Muffins

If you enjoy baking cakes, why not try this tasty alternative? These muffins are loaded with nutritious vegetables and can be served in decorative cupcake cases.

  1. Ham and Cheese Scones

these scones are a great way to tempt any fussy eaters in your class. Instead of ham, try ingredients such as spinach, peas, or butternut squash.

  1. Themed Sandwiches

No classroom party buffet is complete without sandwiches. For a special occasion, why not cut your sandwiches into unique shapes? You could try spooky sandwiches for Halloween, Christmas festive trees, or Easter bunnies.

  1. Sandwich Kebabs

Why not make sandwich kebabs for a different way of serving up sandwiches? These sandwich rockets can be made using lots of different fillings.

  1. Sandwich Snake

A snake sandwich is a brilliant centerpiece to have on a buffet table. All you need are plenty of round sandwiches assembled in a snake-like shape. If this doesn’t persuade children to tuck into their sandwiches, then I don’ know what will…

  1. Piggies in Houses

Use this warm piggy-in-a-house recipe to include hot food at your classroom party. This snack is best described as pigs in blankets wrapped in a roll.

  1. Smiley Sliders

For a cute alternative to a hamburger, add vegetable eyes to the top of the bun. Imagine the middle of the bun as a mouth, and remember to add a cheese-shaped tongue.

  1. Toast Bites

It is a jazzed-up version of cheese on toast. It’s great if you have access to a grill at school. Toast one side of the bread and spread tomato puree on the other side. Add vegetables and sprinkle with cheese. Then, put it under the grill and cook for a few minutes until the cheese is bubbly and golden. Cut them up into mini bitesize snacks and share them with your class.

  1. Cornflake Chicken Dippers

Cornflake chicken dippers are a great twist on traditional chicken bites. You could try mozzarella or cauliflower dipper for vegetarians.

  1. Rice Cake Animals

Spread rice cakes with cream cheese and use toppings such as cheddar, tomatoes, and cucumber to make creative animal faces. They’re simple and great fun to make.

  1. Octopus Treasure Veggie Platter

It is a great way to sneak in one of their five daily. This veggie platter recipe is perfect for an under-water party theme.

  1. Vegetable Kebabs

Use the vegetable kebabs recipe from our healthy eating pack for a nutritious party food snack. Choose different colored vegetables on each skewer to make them look extra appealing.

  1. Vegetable Train

It is the show-stopper you’ve been waiting for. Hollow out peppers to create carriages for your train. Then, use cocktail sticks to secure cucumber wheels. Remember to load each carriage with a healthy snack!

  1. Radish Chips

A few nibbles on the buffet are essential. Radish chips are simple to make and a great vegetarian snack. Why not try baking other vegetables, such as sweet potatoes or carrots?

  1. Breadsticks

Homemade or bought breadsticks are a great choice to serve kids at any party. They’re great for dipping!

  1. Savoury Popcorn

Buy popcorn seasoning (maybe cheese or chili and lime flavor) and sprinkle on plain popcorn to create a tempting treat.

  1. Nachos with Five Bean Salsa

This five-bean salsa is the perfect no-bake treat. Serve alongside a bowl of plain nachos.

  1. Hummus Dip

This hummus dip is a quick and easy recipe if you have a blender. Enjoy with extras such as vegetable crudites or slices of pitta bread.

  1. Homemade Guacamole

Only basic kitchen equipment is needed to make homemade guacamole. This delicious Mexican dip is perfect for pupils who love the taste of avocado.

  1. Chicken Fajita

It is a fun snack to dish up at any classroom party. You can enjoy them hot or cold and get kids to fill them with salsa, guacamole, or sour cream.

  1. Tortilla Pinwheel Lollipops

Spread a tortilla with your favorite wrap fillings, such as cream cheese or ham. Roll the tortilla and cut it into pinwheel shapes. Finally, skewer each pinwheel with a lollipop stick. It’s a savory and healthier twist on a traditional lollipop.

  1. Rainbow Fruit Kebabs

These rainbow fruit kebabs will brighten up any buffet. Use different fruit to match each rainbow color: strawberries, oranges, pineapple, grapes, and blueberries are great. Arrange your kebabs in a rainbow formation for a big visual impact.

  1. Fruit Hedgehog

Children love to see a cute fruit hedgehog on the buffet table. Wrap half a cabbage in tin foil and use cocktail sticks to skewer fruit all over its body. Cubes of cheese are also great to include, accompanied by fruits such as pineapple or grapes.

  1. Fruit Platter and Dips

Sometimes, small changes can make a big impact. Serve a selection of fruit pieces on a platter with dips such as chocolate, peanut butter, yogurt, and cream cheese.

  1. Banana Pops

These are similar to fruit kebabs but dipped in yummy chocolate and sprinkled with nuts. If your children enjoy these banana pops, why not experiment with other toppings, like marshmallows and sprinkles?

  1. Chocolate Dipped Fruit Cones

It is just like an ice cream; only the cone is filled with fruit. Use chocolate-dipped waffle cones and coat them in sprinkles for that added touch.

  1. Mini Jelly Pots

Use this jelly recipe and divide the mixture into mini pots before setting it in the fridge. It is another great snack idea that even younger children can help to make before the party starts. Why not mix up pieces of fruit into your jelly mixture?

  1. Fruit Pizzas

Ever tried to make a sweet pizza? Savory pizza is always a popular meal-time choice, so fruit pizzas are a guaranteed hit! Use the sweet dough to make the bases and top with icing and decorative fruit.

  1. Chocolate and Banana Puff Pastry Pinwheels

This tasty party food snack will fly off the table! Spread a sheet of puff pastry with chocolate spread and top with mashed banana. Roll up, cut into slices and bake in the oven until the pastry is golden brown.

  1. Sweet Breadsticks

Another quick yet yummy snack. Dip plain breadsticks into melted chocolate and cover with sprinkles. This edible sparklers recipe is perfect for a bonfire night party theme, but sweet breadsticks can also be a great addition to your buffet all year round!

  1. Fruit Muffins

Fruit muffins are deliciously moist and burst with flavor. Try ingredients such as banana and sultana or blueberry and cinnamon.

  1. Sweet Toast Bites

Ready in minutes? It is a quick snack that pupils will love. Toast fruity bread before adding chocolate spread and topping with fresh fruit. Cut into small squares and serve While warm.

  1. Fairy Bread

Fairy bread is a snack that’s popular with children in Australia. It’s buttered bread cut into fancy shapes and covered in sprinkles.

  1. Krispy Buns

No-bake recipes for cakes like these crispy buns are ideal when pupils want to bake yummy treats for their class party. This recipe is useful if you have no access to an oven. Use toppings like mini eggs at Easter time to fit in with your party theme.

  1. Jam Tarts

Lots of skills are involved in making jam tarts. It’s great to increase kids’ confidence in the kitchen as they practice mixing, rolling, shaping, cutting, measuring, timing, and more.

  1. Cupcakes

How can you have a party buffet without cupcakes? Cakes can be themed to fit any occasion, which means they’re great to use all year round.

  1. Balloon Cake Pops

This balloon cake pops recipe is a fun way to serve the cake. Children love to make cake pops, and they can be made using pre-bought sponges if they need to save time. Coat the pops with melted chocolate or colored icing, and even add a few sprinkles.

  1. Themed Biscuits

Biscuits can be shaped into anything you want – no matter the time of year. Just remember to buy cookie cutters before you begin.

  1. Coconut Barfi

During the festival of Diwali, coconut barfi is a delicious treat enjoyed by many. This snack is also perfect for any classroom buffet: it’s simple to make, colorful, and can be created without lots of equipment. No heat is required. All you need to do is mix up all the ingredients, spoon it into a baking tray and leave it to set in the fridge. Add dried fruit for extra flavor.

  1. Sweet Popcorn

Buy ready-made popcorn or freshly prepare some in the classroom. Children love watching kernels pop in a popcorn machine! Mix the popcorn with sweet ingredients such as sugar and raised or dried banana chips.

  1. Cinnamon Apple Chips

Cinnamon Apple Chips are a sweet alternative to savory crisps. Experiment by baking alternative fruits such as pears, apples, and berries. You can also add these chips to popcorn for a fruity twist!

What is The Three Billy Goats Gruff Story?

Three Billy Goats Gruff is a Norwegian fairytale collected by Peter Christen Asbjørnsen and Jørgen Moe and first published between 1941 and 1844. It involves three male goats who need to outwit a greedy troll to get over the bridge that leads to their feeding ground. The first English translation appeared in 1859, and the story remains popular today.

What is a billy goat?

A billy goat is a male goat.

The Three Billy Goats Gruff

Once upon a time, three Billy Goats Gruff lived in a valley in the hills. One day, they spotted a grass field on the other side of the valley. The grass looked so sweet and green that they decided to make their way toward it.

The three Billy Goats had to cross a river to reach the field. Unfortunately, there was only one bridge across the river; underneath it lived a terrible, grumpy troll. The troll never let anyone cross the bridge, gobbling them up before they reached the other side.

So the goats came up with a plan. First, the smallest Billy Goat began to walk, and his hooves went ‘trip-trap’ as he crossed the bridge.

Suddenly, a voice erupted from under the bridge. “Who goes trip-trap over my bridge?” growled the troll.

“It’s only me, little Billy Goat Gruff,” responded the smallest goat.

“Then I’m coming to eat you up!” roared the troll.

“Please don’t eat me; I’m much too little,” said the smallest Billy Goat Gruff. “My brother is coming after me. He is much bigger and will make for a better feast.”

“Hmm,” grunted the troll. “Then I will wait for him.”

Next up was the medium-sized Billy Goat Gruff. ‘Trip-trap, trip-trap,’ went his hooves as he walked across the bridge. It awakened the troll.

“Who goes trip-trap over my bridge?” growled the troll from under the bridge. “It’s only me, medium-sized Billy Goat Gruff,” said the goat.

“Then I’m coming to eat you up!” roared the troll.

“Please don’t eat me; I’m much too little,” said the medium-sized Billy Goat Gruff. “My brother is coming after me, and he is bigger than I am.”

The thought of an even larger feast excited the troll. “Then I will wait for him,” he replied.

Finally, it was the turn of the biggest Billy Goat Gruff. ‘Trip-trap, trip-trap,’ went his hooves as he crossed the bridge.

“Who goes trip-trap over my bridge?” growled the troll from under the bridge. “It is I, big Billy Goat Gruff,” said the goat.

“Then I’m coming to eat you up!” roared the troll.

“Oh no, you won’t!” The biggest goat shouted, lowering his horns as he charged at the troll.

Smack! The Billy Goat butted the troll and sent him over the edge of the bridge. The troll fell into the stream and was carried away by the current, making the bridge safe to cross for all creatures.

The three Billy Goats Gruff went over to graze at the rich fields and lived happily ever after.

Facts about the Three Billy Goats Gruff story:

  • While several versions of the story remain true to the original, where a family of goats crosses over a bridge, one at a time, each goat is accosted by the mean troll or ogre who lives under the bridge. The first two goats persuade the troll to wait for the next bigger member of the goat family until, finally, the biggest billy goat pushes the troll into the water. After that, the goat family can eat th
  • There are different endings to the story. In some versions, the biggest billy goat kills or injures the troll rather than just pushing him off the bridge and into the water.
  • Female goats are called does or nannies, males are called bucks or billies, and baby goats are called kids.
  • Most breeds of goat, both male, and female, grow horns.
  • Both male and female goats can grow beards under their chins.
  • Trolls often appear in traditional tales. They’re mythical creatures that often appear in Scandinavian and Norse mythology.
  • Trolls are often depicted as human-like creatures with unpleasant characteristics. •
  • It’s common for trolls to live under bridges, in caves, on mountains, or isolated islands.

What is the meaning of Three Billy Goats Gruff?

One moral to take from the story is not to be greedy. The troll passes on two opportunities to eat because of his greed, and he’s ultimately punished when the biggest goat overpowers him.

More stories like Three Billy Goats Gruff:

  • The Princess and the Pea
  • Goldilocks and the Three Bears
  • Rumpelstiltskin
  • Little Red Riding Hood
  • The Ugly Duckling
  • Hansel and Gretel

What is Bingo?

Bingo is a simple but enjoyable game played with cards, counters, and prompts. It works as a whole class activity, with each individual using their card. It’s a popular game among teachers and can be used as a revision activity or for fun.

The game is played by players listening to prompts given by a teacher (or caller) and covering squares on their bingo cards with counters when they match the prompt. When players have a row covered in counters, they call out ‘BINGO’ to win the game.

How to play Bingo

Bingo is easy to set up and play with children of all ages. Here is a step-by-step breakdown of how to play classic bingo. For this example, we’ll look at using numbers, though

  1. Print out a set of bingo cards. If you like, you can also laminate them to use again and again for future games. There should be enough so every student can have a different bingo card, with varying numbers in their squares (though the same number can be used on a few other cards).
  2. Equip every student with a bingo card and enough counters to cover up all their numbers. If you don’t have counters, you can use torn-up pieces of paper, or students can even cross out their answers with a pencil.
  3. Call out a prompt. It could be a sum adding up to a number or simply a number. For example, if the answer you wanted to call is 16, you could call out ’16’ or ’14 + 2′.
  4. After calling the prompt, give the students time to cover up the correct square with a counter (usually about 10 seconds). Then repeat this process.
  5. If a student has a row of numbers covered up, they yell BINGO to claim their win. Depending on the format of your card, this could be horizontal, vertical, diagonal, or all of the above.
  6. If a student calls out BINGO, but it turns out to be a false alarm, the game continues until someone gets a real BINGO. However, the student with the false alarm cannot call out BINGO again during that round.

Using Bingo as a Learning Activity

In the above breakdown of ‘how to play Bingo, ‘ we use the classic bingo example involving cards with numbers. However, this is only one of many ways you can play bingo. The cards and prompts can be easily adapted to transform your bingo game into a learning activity for any topic you can think of.

Here are some suggestions for variations for teaching different topics. Hopefully, they’ll inspire you to get creative with your bingo cards.

  • Sight Words. Fill the bingo cards with pictures that match a list of sight words, then call out the sight words as prompts.
  • Telling Time. Fill the bingo cards with pictures of analog clocks displaying different times. Then, call out the time and challenge the children to cover up the clocks that match.
  • Call out definitions of words and challenge children to cover up the matching vocabulary words on their cards.
  • Write words from a language your class is learning on the cards, then call out the words in the language they’re comfortable in. Students have to cover up the correct translation of each word.
  • Socialising Bingo. Great for breaking the ice at the beginning of the year. Students are given a bingo card with questions and need to walk around the classroom and talk to each other to find the answers. The questions will ask them to find different classmates who fit certain criteria. Then, whoever fills out their card first can yell BINGO.

What is the Relationship Between Addition and Subtraction?

Addition and subtraction are the inverse operations of each other. But this means that they are the opposite. You can undo an addition through subtraction, and you can undo a subtraction through addition.

It is the basis of their relationship, but there’s more to it than that. Let’s start with a refresher on what they are, then look at how addition and subtraction are related and some teaching resources for this topic.

What is addition?

The addition is one of the four Maths operations. It’s where you put numbers or amounts together to find the total they make. For example, an addition sum might be written out like 2 + 5 = 7, or with words, such as two plus five equals seven.

Sometimes, addition forms part of other calculations. For example, if we’re dealing with big numbers, we might need to split the problem and add each part together to get the final answer.

Counting up is the earliest form of addition; if we count forwards from zero to 20, we will keep adding one each time. We add these numbers at every step when we count up in twos, fives, and tens. It may feel more like following a pattern than doing mini-addition sums, but it’s both!

What is subtraction?

Subtraction is also one of the four operations in Maths. This time, instead of bringing things together, we remove some. How many would be left if you had five beads and someone took two of them away? Three, and that’s a subtraction. It would be written mathematically like this, 5 – 2 = 3.

The order in which the numbers appear is essential for subtraction. The number before the minus sign is the amount you start with; in this case, it would be five. The number after the minus sign is the amount you’re taking away, which is two in this example. If we swap them around, we’d have to take five away from two: 2 – 5 = -3. This answer is now different, and we’ve ventured into negative numbers. Always pay attention to the order in subtraction to ensure you’re doing the right calculation and looking for the correct answer.

Counting down is the earliest form of subtraction. When counting down in ones, we take one away every time.

How are addition and subtraction related?

You might feel how addition and subtraction are related just from their definitions. For example, the addition symbol tells us to bring more, whereas the subtraction symbol tells us to do the opposite and take some away.

It’s best to relate this to real objects instead of abstract numbers. Find seven of something, like beads, sweets, socks, or apples. Put five on the table, then add two. There will be seven. You must subtract two to get back down to five apples. You’ll have three on the table if you take away a further two. To get back up to five, add two. We can do the exact opposite to undo the action every time we add or subtract. This visual and tactile activity is a great way for children to explore how addition and subtraction are related, and it’s why many choose to use an abacus for addition and subtraction.

Through this experimentation, we’ve found that there’s not only a strong relationship between addition and subtraction themselves but also between specific problems. So, for example, we know that 5 + 2 = 7 and that 7 – 2 = 5. These are facts, and we can group them into fact families.

What are fact families?

They are groups of short equations that use the same three numbers. So they’ll always be true, which is why they’re facts we can rely on for future calculations.

So what are the fact families we’ve looked at so far? We’ve found a fact family for five, two, and seven. Here are the four facts we can make with them:

  • 5 + 2 = 7
  • 2 + 5 = 7 (order isn’t a problem for addition, so we can swap the first two numbers without affecting the answer)
  • 7 – 2 = 5
  • 7 – 5 = 2

Can you notice how there are pairs of opposites? Swapping the first number and the answer in each addition makes a correct subtraction and vice versa. You can see this even more clearer in a table. So, let’s look at the fact family for the numbers two, three, and five, which we also experimented with.

Addition Facts

Subtraction Facts

3 + 2 = 5

5 – 2 = 3

2 + 3 = 5

5 – 3 = 2

They are mirror images of each other with the symbols changed; this is an example of the beautiful patterns we find occurring naturally in Maths.

Knowing how this works, can you write the fact family for four, six, and ten?

Here it is for you to check your answers:

Addition Facts

Subtraction Facts

4 + 6 = 10

10 – 6 = 4

6 + 4 = 10

10 – 4 = 6

How do we use fact families?

As well as showing pretty patterns, fact families are useful for math calculations. For example, suppose children are comfortable with how addition and subtraction are related and how sets of three numbers are related by addition and subtraction. In that case, they can complete problems much more quickly. They can recognize which numbers go together without counting out the sum, and subtraction feels much less scary when we understand it as the reverse of addition.

Opposites of the same methods

In Maths, we use lots of different strategies for completing operations. But, because of how addition and subtraction are related, we can easily use some of the same methods. But we have to do the opposite.

The jump strategy, also known as counting on, is a great way to learn how to do simple addition and subtraction. On a number line, you start at the first number in your calculation, then jump the right amount of spaces for the second number. The place where you land is the answer.

Let’s say that, once again, we’re looking at 5 + 2. Begin at five, then take two jumps to the right, going up the number line. One jump takes you to six, and two jumps take you to seven.

For subtraction, we do the opposite. So, for 7 – 2, start at seven and take two jumps to the left, going down the number line. One jump takes you to six, and two jumps back to five. With bigger numbers and more confidence, children can also make larger jumps of ten at a time. You can easily find your answer if you know which way to go for the operation you’re doing, and you jump the right amount of space.

However, this method would take far too long when the numbers get much bigger. A more advanced strategy that we use for both addition and subtraction is the column method.

It is where you line up your numbers based on their place value and complete smaller addition or subtraction problems for each column. Because these operations are so similar, this layout works for them both. Remember which calculation you are doing; don’t add some columns and subtract others.

How are addition and subtraction related to multiplication and division?

Multiplication and division are the other pair of opposite Maths operations. Early on, children will look at these about addition and subtraction. They’ll be taught to see multiplication as repeated addition and division as repeated subtraction.

Here are some simple examples. The multiplication 3 × 4 can also be seen as four lots of three being added together from zero:

  1. 0 + 3 = 3
  2. 3 + 3 = 6
  3. 6 + 3 = 9
  4. 9 + 3 = 12

We can also lay it out as 3 + 3 + 3 + 3 = 12. Let’s take another example, 6 × 5 is just a way of saying we add six together five times: 6 + 6 + 6 + 6 + 6 = 30.

In division, we take away a number; however, often, we need to get down to zero. We don’t know how many it will take, so that’s the answer we’re looking for. If we want to do 12 ÷ 3, we keep taking away three:

  1. 12 – 3 = 9
  2. 9 – 3 = 6
  3. 6 – 3 = 3
  4. 3 – 3 = 0

We took three away from 12 four times, so we know that 12 ÷ 3 = 4. It is the opposite of what we did above. The inverse relationship between addition and subtraction means we use a different one depending on whether it’s multiplication or division. Still, in both cases, we repeat our calculation, keep track of how many times we do so and use this process to find our answer.

What is Multisensory Learning?

Multisensory learning encourages learners to use more than one of their senses when taking in new information. This learning style promotes activities that appeal to our visual, auditory, kinaesthetic, and tactile senses. It might also include gustatory, olfactory, proprioceptiveorvestibular senses.

Multisensory learning is a particularly popular teaching method for children with learning differences, such as Dyslexia or ADHD, or those with learning disabilities. It’s also a great way to ensure that your teaching is inclusive, as it provides a variety of ways for children to access learning and does not rely on just reading, writing, and listening alone. Let’s take a look at the different types of sensory learning that we can try to involve in our teaching:

  • Auditory – learning through sounds, hearing, and listening.
  • Visual – learning through seeing and watching.
  • Tactile – learning through using our sense of touch.
  • Kinaesthetic – learning through body movement or physical activity (this uses the proprioceptive and vestibular senses).
  • Gustatory and Olfactory – learning through taste and smell.

So, multisensory learning would include at least two sensory learning styles, but it could consist of more!

How Exactly Does Multisensory Learning Work?

Multisensory learning engages different parts of a learner’s brain; this gives children more than one way to make connections, learn new concepts and retain information. For example, in an activity incorporating visual, tactile, and auditory learning, children can form a relationship between the appearance, feeling, and sound of that activity, which will help them remember vital information from that task.

Often, teaching involves a lot of activities where we ask children to read and listen to teach them new information; this can make it difficult for children to sustain their attention on these tasks and can be difficult to access for children who have learning difficulties or an SpLD. Of course, incorporating all of the senses into every lesson won’t always be possible. But, when you can, incorporating multisensory learning into your planning will make your teaching more engaging and inclusive.

What are the Benefits of Multisensory Learning?

The main benefit of multisensory learning is that it helps children to retain more information. The vital to effective multisensory teaching is incorporating a range of sensory experiences when planning a lesson to ensure that each child is engaged and able to access the learning in a way that suits them.

It’s essential to appeal to your student’s learning styles by focusing on their preferred sensory learning styles first and foremost and involving other sensory elements where necessary.

By involving their senses in activities, not only will learning become more fun and engaging, but it will also make it more effective! Sensory stimulation has been shown to improve mental cognition and memory retention, so multisensory learning is a great teaching method to take advantage of.

Who does Multisensory Learning benefit?

Multisensory learning is undoubtedly a great method to teach all children due to its proven ability to help improve memory retention. However, as we mentioned earlier, this technique is particularly effective when teaching children with SEND.

However, it’s essential to remember that learning difficulties and learning differences such as Autism and ADHD can often be undiagnosed until adulthood. So, incorporating multisensory learning into the teaching of all students ensures that children with undetected SEN will still experience this helpful, engaging, and fun teaching method.

For example, for learners who struggle to retain information with auditory processing, simply listening to a teacher explain concepts will not be the best way to help them keep that information. Instead, incorporating other senses like sight and touch will effectively support these particular needs.

It all comes back to the fact that all children are different. So, unfortunately, the same teaching method will not be the best for everyone.

Using multisensory learning techniques and activities is one vital way to differentiate teaching to provide our pupils with multiple ways to learn. This differentiation is essential for giving everyone equal opportunities for meeting and exceeding expectations, regardless of their preferred learning method.

Can multisensory learning be used in all subjects?

The short answer is yes! Multisensory learning can be adapted and used to support students learning in any subject or topic area from the early years of secondary school and higher education. And in some subjects, multisensory learning is part of the traditional learning process.

For example, in science lessons, children can complete practical experiments and write down the results; this is a perfect example of a multisensory learning experience as learners are hands-on with equipment and then use visual and tactile senses to record the results of their experiment.

Multisensory learning has also become one of the go-to methods for teaching young learners the alphabet. Combining visual, auditory, and kinaesthetic teaching methods is an increasingly common tactic when introducing kids to letters and what each sounds like. Instead of separating these into individual concepts, research has shown that a multisensory approach helps children form associations between letters, words, and sounds faster.

What is an Introductory Clause?

Introductory Clause Definition

An introductory clause is a subordinate clause that typically comes at the beginning of a sentence. It provides background information and ‘introduces’ the sentence’s main clause.

How do you write an introductory clause?

Like all other clauses, an introductory clause should include a subject and a verb. (If it doesn’t have both of these, it’s an introductory phrase).

Introductory clauses start with adverbs such as after, although, as, because, if, since, while, though, until, and when. These are also called subordinating conjunctions.

As a general rule, introductory clauses tend to set the scene and tell us something that happened just before or during the events of the main clause. They should be related, at least in some way, to the main clause in the sentence.

An introductory clause should also be followed by a comma, separating it from the main clause.

Here’s a break-down of an introductory clause in a sentence:

  • Even though it was raining heavily, she still had to walk to school.

The introductory clause is ‘Even though it was raining heavily’ (using the adverb ‘even though’), and the main clause is ‘she still had to walk to school.’ A comma separates the two clauses after the introductory clause.

As you can see, the introductory clause gives the reader some background information about the main clause. First, it explains why she ‘still’ had to walk to school.

It’s also worth noting that you can use introductory clauses at the end of a sentence. While they’re known for ‘introducing’ information, they can add the same information at the end of the sentence and retain the same meaning.

  • She still had to walk to school even though it was raining heavily.

When used at the end of the sentence, the clauses don’t need to be separated by a comma.

Choosing where to place the introductory clause often depends on where you want the emphasis in the sentence to be.

Introductory Clause Examples

  • Although the walk was long and hard, the view was worth it.
  • Once she finished her homework, she was ready to play some games.
  • While the weather was sunny, there was still a cold wind.
  • Because there was still time left, they headed to the beach.
  • Until a better option came along, this would have to do.

Using an introductory clause with dates

We often use introductory clauses when writing dates and times. For example:

  • On Wednesday, I’m going to the dentist.
  • In July, we’re going on a summer holiday.
  • In 1564, Shakespeare was born.
  • In the 18th century, novels first became popular.
  • At 1 o’clock, I’m going to the new café for lunch.

Like any other introductory clause, they must be followed with a comma. The clauses can also be swapped and used at the end of the sentence (remember to drop the comma!):

  • I’m going to the dentist on Wednesday.
  • We’re going on a summer holiday in July.
  • Shakespeare was born in 1564.
  • Novels first became popular in the 18th century.
  • I’m going to the new café for lunch at 1 o’clock.

What’s the difference between an introductory clause and an introductory phrase?

An introductory phrase has the same function as a preceding clause but doesn’t include a subject AND a verb. Instead, it contains one or the other.

It relies on the subject or verb in the main clause, but it still provides extra information and helps to set the scene.

There are several types of introductory phrases, such as:

Introductory infinitive phrase

  • To be healthy, you should eat a balanced diet and exercise regularly.

Introductory participial phrase

  • Feeling tired, he collapsed into bed.

Introductory appositive phrase

  • Fun and friendly, Buddy was the perfect dog.

Introductory absolute phrase

  • The fog starting to thicken, she took out her torch.

Introductory prepositional phrase

  • After qualifying for the competition, he has been practicing every day.

Introductory Words

Certain words, called introductory words, help to connect one sentence to the next. They function in a similar way to introductory clauses and phrases.

There is a wide range of introductory words that you can use to transition between sentences in your writing. Here are some examples:

Introductory words to show contrast

  • However
  • Although
  • Conversely
  • In contrast
  • Instead
  • In comparison
  • Comparatively
  • Yet
  • On the other hand
  • On the contrary
  • Rather
  • Even though
  • Nevertheless

Introductory words to add an idea

  • Additionally
  • Furthermore
  • Moreover
  • Also
  • Another reason
  • As well as
  • Likewise
  • Similarly
  • In fact

Introductory words to show the cause

  • Accordingly
  • Consequently
  • As a result
  • Because of this
  • For this reason
  • Hence
  • Due to
  • Since
  • Subsequently
  • For this purpose
  • Wherefore
  • Thus
  • For all of these reasons
  • This is why

Introductory words to show emphasis

  • Admittedly
  • As a rule
  • Assuredly
  • Chiefly
  • Particularly
  • Especially
  • For the most part
  • In this case
  • Generally speaking
  • Obviously
  • Singularly
  • Undoubtedly
  • Unquestionably
  • Of course
  • Certainly
  • Above all

Some of the introductory words you are likely to encounter all the time are: meanwhile, however, still, therefore, furthermore, plus, and moreover. Here are some examples of these super common introductory words in sentences:

  • I’m working on my science project. Meanwhile, my sister is at her part-time job.
  • It’s raining heavily outside. However, he still had to walk to school.
  • It had been a catastrophe. Still, at least she had learned something.
  • They had lots of things to do today. Therefore, they wrote a to-do list.
  • Many otters have a favorite rock. Furthermore, they use the stone to crack open mollusks and clams.
  • She is going swimming today. Plus, she has a piano lesson tomorrow.
  • Introductory words are great for expanding your vocabulary. Moreover, they link your sentences together nicely.

How to Use The Different Types of Introductory Phrases

Five main types of phrases fall under the umbrella of the introductory clause definition. Each of these essential phrases serves its purpose within a sentence:

Introductory Prepositional Phrases

The purpose of an introductory prepositional phrase is to add information to the main clause, often concerning location or timing. An introductory prepositional phrase consists of a preposition with a few words following it. Moreover, if the introductory prepositional phrase is longer than four words, it is always directly followed by a comma to set it apart from the rest of the sentence.

Examples of Introductory Prepositional Phrases:

After the scorching hot summer, the grass had all dried up.

  • At the beginning of the school year, all students wore brand-new uniforms.
  • During the long car journey, the young girl slept most of the way.
  • Glancing frantically at my watch, I realized that I was late.

Different rules apply when an introductory prepositional phrase comprises less than five words and does not require a pause. In this case, the comma is optional.

For example:

On the whole, all of the students were very well-behaved.

On the whole, all of the students were very well-behaved.

Both of these examples are correct, as the comma is optional.

Introductory Infinitive Phrase

An introductory infinitive phrase functions as a way to provide information to the reader, often concerning something that is happening. Introductory infinitive phrases can also provide information about the location and other useful information.

Introductory infinitive phrases are easy to spot, as they always begin with the word ‘to.’ They might also include a direct object of the verb.

Examples of Introductory Infinitive Phrases:

  • To get the best result, Annie studied every single night.
  • To get to the cinema, turn right and the traffic lights and keep going down that road.
  • To make the perfect pizza, you must let the dough rise overnight.
  • You have to pay attention to get the most out of the film.

Introductory Participial Phrase

A participial phrase is another form of a verb phrase. The function of a participial phrase is to lay the foundations for the main clause, providing the reader with the context they need to understand what is happening fully.

Furthermore, the construction of an introductory participial phrase is similar to that of an introductory infinitive phrase in a few ways. For instance, it may include a direct object and is always directly followed by a comma.

Examples of Introductory Participial Phrases:

  • Having completed her homework, Emma sat down to watch her favorite TV show.
  • Sprinting at full speed, the boy was the first to cross the finish line.
  • Stretching their arms wide, the friends greeted one another with a hug.
  • Closing the door gently, the boy sneaked upstairs.

Introductory Absolute Phrase

The purpose of an absolute introductory phrase is to provide additional information to the main clause. But, more than this, an absolute introductory phrase provides context that will inform the reader’s interpretation of the rest of the sentence. To do this, absolute introductory phrases tend to explain how something is done or the reason behind it.

An essential rule about absolute introductory phrases is that they are always directly followed by a comma.

Examples of Introductory Absolute Phrases:

  • Despite the sweltering hot sun, the children continued to play on the beach.
  • Fighting back the tears, the girl ran out of the classroom.
  • With a flicker of envy in her eyes, the girl congratulated her friend on her achievement.
  • Even though he did not have much money, the man always dressed well.

Introductory Appositive Phrase

The function of an introductory appositive phrase is to provide an alternative description of a noun in the sentence. Introductory appositive phrases give the reader more information about the sentence’s subject or another noun.

Often, when using an introductory appositive phrase, a comma is required. However, it is not always a necessity. If the introductory appositive phrase is not necessary for the clarity of the sentence, a comma should always be used directly after it.

Examples of Introductory Appositive Phrases:

  • A stunning piece of artwork, Megan’s painting was a beauty to behold.
  • A keen studier, Robert spent up to 3 hours every night doing homework.
  • A drastic change from her old style, the woman dressed very differently than she used to.
  • A very talented sprinter, the girl won almost every running race she entered.

Alternatively, if the introductory appositive phrase is necessary to the sentence, a comma is not required after it. However, deciding whether to use a comma after an appositive phrase is essential to determine whether the phrase adds clarifying information about the subject. These clarifying introductory appositive phrases often start with ‘them’ instead of ‘a’ or ‘an’.

Examples of Introductory Appositive Phrases:

  • The British band Coldplay was the opening act at the festival.
  • The English teacher Mrs. Jackson supervised the playground at lunchtime.
  • The youngest student in the class Jenny Baker was late for school.
  • The critically acclaimed painting by Renoir was displayed at the gallery.

When to Use a Comma After Introductory Clauses

The dilemma of when to use a comma after an introductory clause is something that confuses a lot of people. So, to make things crystal clear, let’s dive deeper into when it is necessary to use a comma after an introductory clause and when it is not.

Generally speaking, most introductory clauses are followed by a comma because they are dependent clauses, meaning they cannot stand alone as full sentences. The comma’s function directly after the introductory phrase is to separate the dependent clause from the independent one.

Examples of Introductory Clauses With a Comma:

  • As the woman turned the corner, she bumped into her childhood friend.
  • Due to the horrendous weather, all sporting events were canceled.
  • In keeping with the school’s moral values, the students were very kind to one another.
  • Despite the long journey, the family arrived excited and ready for the day.

There are, however, some instances where a comma is not required directly after an introductory clause. For instance, when the introductory clause is short, the comma is optional and can either be included or omitted.

Examples of Introductory Clauses With and Without a Comma:

  • Clutching her vitals, the girl ran out of the house.
  • Clutching her vitals, the girl ran out of the house.

Both of these examples are correct. Here are some more:

Holding her toothbrush, the boy went upstairs to get ready for bed.

Holding her toothbrush, the boy went upstairs to get ready for bed.

Humming to herself, the student bounced down the stairs.

Humming to herself, the student bounced down the stairs.

Introductory Clauses with Dates

While it is not considered a rule that all introductory clauses containing a date must be followed directly by a comma, it is good practice. It includes all essential clauses concerning dates, whether they have the century, year, month, or day.

Examples of Introductory Clauses with Dates:

On the 12th of March 1967, the popular band, The Velvet Underground released their first album.

Next Thursday, I am going to have my very first driving lesson.

  • In 1016, King Cnut was crowned king of England.
  • In the 18th century, the population of Ireland increased drastically from less than 2 million to nearly 5 million.

If you switch these sentences around so that the date does not appear as the introductory clause, commas are unnecessary. For example:

  • The popular band Velvet Underground released their first album on the 12th of March 1967.
  • I am going to have my very first driving lesson next Thursday.
  • King Cnut was crowned king of England in 1016.
  • The population of Ireland increased drastically from less than 2 million to nearly 5 million throughout the 18th century.

What is a Coordinate Clause?

A coordinate clause is made when you connect two independent clauses of equal importance. These clauses are joined by coordinating conjunctions. The following are all coordinating conjunctions:

  • for;
  • and;
  • nor;
  • but;
  • or;
  • yet;

We can remember them with the helpful mnemonic, FANBOYS.

Coordinate Clause Examples

To fully understand how a coordinate clause works, it’s best to look at some examples. Here are some sentences that all include a coordinate clause:

She was going to the store for she had run out of bread.

I’m going to the park and I’m going to the cinema later.

I don’t like carrots nor do I like cauliflower.

He wanted to go to the beach but it started raining.

You can feed the dog or you can wash the dishes.

They have homework to do yet they keep putting it off.

I’m feeling sick today so I’m going to see the doctor.

The most common coordinating conjunctions we use in everyday language are ‘and,’ ‘but,’ and ‘so.

Disconnected Coordinate Clauses

You might notice that some people begin their sentences with a coordinating conjunction. But is that grammatically correct? Again, it depends on who you ask.

In spoken English, it’s common for someone to begin a sentence with a coordinating conjunction. So, for example, they might say something like this:

I love going to the beach. And I love swimming in the sea too.

When we’re speaking, we might have another thought that connects to the one we’ve just spoken – but we’ve already finished saying the first sentence. So, we connect them by coordinating conjunction at the beginning of the next sentence. There’s no way to go back and alter the first sentence since it’s spoken, which is why we end up with independent coordinate clauses like these when we say.

Disconnected coordinate clauses are considered informal, so they’re not used in formal texts. Instead, they’re used in informal writing or dialogue.

What is the difference between a coordinate and a subordinate clause?

Coordinate and subordinate clauses are both ways of combining sentences, so it cannot be easy to get the difference between them right.

A good way to remember the difference between the two is to first think of the meaning of ‘coordinate.’ To coordinate means to work together on equal standing. A coordinate clause contains two sentences with equal importance. So, remember that in a coordinate clause, the two sentences work together as a team to make one coordinate clause. Even without the coordinating conjunction, both sentences would make sense individually.

On the other hand, ‘subordinate’ means someone or something is under someone else’s authority. Unlike ‘coordinate,’ they’re not on equal standing. So, in a subordinate clause, one clause is more essential than the other. One clause depends on the other to make sense and doesn’t make sense on its own. For the subordinating clause to make sense, you must connect it to the first clause using a subordinating conjunction.

Subordinate clauses also have a different set of conjunctions altogether from coordinate clauses. Instead of FANBOYS, it’s I SAW A WABUB, which stands for:

  • if;
  • since;
  • as;
  • when;
  • although;
  • while;
  • after;
  • before;
  • until;

To help illustrate the difference even further, here is a coordinate clause and a subordinate clause compared:

Coordinate Clause

Subordinate Clause

I’ll finish my homework, and I’ll go to the park.

I’ll go to the park after I finish my homework.

In the coordinate clause, both actions happen at some time in the future, but it’s not specified in which order they’ll happen. ‘I’ll finish my homework’ and ‘I’ll go to the park’ also make complete grammatical sense independently.

In the subordinate clause, the subordinating conjunction ‘after’ tells us the order that the actions will happen. The speaker will finish their homework first and go to the park second. Plus, only the clause, ‘I’ll go to the park,’ is an independent clause that makes sense. After I finish my homework, the clause depends on the main clause to make sense and has to be connected.

As you can see, the two clauses are similar, but they have distinct differences!

What are the Types of Informal Assessment?

Assessments are essential whether you’re a parent teaching from home or a teacher with a full class. But, unfortunately, when we hear the word assessment, it’s usually followed by a stark image of rows of chairs in a deadly silent school hall and some very nervous students. However, that image goes under the category of a formal assessment.

So, what’s the difference between a formal and informal assessment?

Formal is set under conditions, they’re structured, and the data from it will be collected. Coursework, exams, and class tests are all examples of formal assessments that everyone will experience throughout their school life.

Informal assessments can be integrated into any normal day-to-day activity. As a result, they will usually be fun and relaxed, and students won’t necessarily consider them scary tests. But, most of the time, students won’t be forewarned that they’re happening.

Although the data from an informal assessment won’t be recorded for official use, they are wonderfully handy for giving a clear idea of the class skill level or highlighting individual students who might need more help than others.

Because they can be so personally useful to parents and teachers and are a lot of fun for students, we’ve put together a list of types of informal assessments below, with loads of great links to Twinkl resources that might help.

Observation

Simply observing your class or home student is the easiest type of informal assessment. You can do this by yourself or invite other teachers and educational practitioners to observe. Observation is one of the best types of informal assessment because it allows students to act completely naturally. They don’t know they’re being watched, so they aren’t trying to impress or improve. Instead, you get an unfiltered look at the areas where your student/s are succeeding or needing help. Observation also includes looking over old pieces of classwork. It is natural for teachers; to keep track of classwork, and improvements are an expected part of being a teacher and a type of informal assessment. You’re taking in the information from work and judging how best to teach based on that information.

Presentations

Presentations can come in a variety of forms, but most will be a type of informal assessment. Sometimes just inviting a student for a chat, where they explain their work to you, is a presentation – and will give masses of essential insight into your understanding. Presentations also include PowerPoints and hand-outs. You’ll benefit from seeing language skills if you encourage students to make these themselves. For topics like foreign languages, presentations are a crucial way to promote speaking, reading, and writing skills.

A huge aspect of presentations in class engagement. If you’re a teacher with a group of students, asking one to present and inviting questions from the others will show how well learners engage with new topics, where their thought process leads to, and the quick thinking skills of the presenter as they choose the right answer.

Journaling

At the end of each day or week, it could be a great idea to get students to complete a short journal about how they feel they have done it. At first glance, this doesn’t seem like an informal assessment but a fun activity. However, a feedback journal is a wonderful insight into student life. Setting out the journal system with set questions to answer, for instance, “three things I’ve learned” or “what I didn’t understand very well,” you can get direct notes from students about where to spend time with them.

Journals provide feedback and are a great resource for tracking students handwriting, spelling, and grammar. You don’t have to mark or correct them (in fact, it’s better if you don’t), but you can take the information you learn back to your classes and help students without them even realizing they’ve asked for it.

It’s also a great tool for parents and guardians. When it comes to giving caretakers feedback about how their child is developing in education, they will be thrilled to hear it in their child’s own words. In addition, it will open a good dialogue between the child, carer, and teacher – who all have open lines of communication thanks to the journal.

Four Corners

Four Corners is a fantastic assessment that gets students up and moving. Again this is perfect for at home or in class and asks students to move to a corner of the room that corresponds to the answer to the question. The game can start easy enough for younger learners where you can split your learning space down the middle, with one side representing true and the other false. Then ask simple questions about a topic, and students will need to stand on the side of the room they believe has the correct answer. As students get older and topics become more complex, you can use all four corners of your learning space or even more areas, and give more answer options.

This type of informal assessment shows how quickly students can retain and recall information but adds the benefit of seeing how they interact as a group. For example, who’s confident in their answer? Who is just following the crowd? Best of all, which area of a topic are most people still unsure about?

Self Evaluation

It could be the essential type of informal assessment. A student’s ability to self-reflect and conclude about their learning is a vital life skill. As much as the purpose of schooling is to educate young people with facts and figures, it should also impart skills they can use throughout life – a self-evaluation is one of these skills.

What are Endangered Rainforest Animals?

What does it mean to be endangered?

There’s lots of life on our planet, from fungi to flowers, ferns to frogs and falcons. There’s you and me; there are big blue whales and tiny tardigrades. Each different kind of living being is called a species. So scientists will conduct lots of research about a species to understand how many there are – their population size – and what things might threaten their survival.

The survival of Earth’s species is vital for many reasons. A healthy, diverse Earth full of many species helps keep everything alive and flourishing for generations to come – even the waters and soil! Other species, such as animals, enrich our lives with wonder and joy. So there’s more than the human way to experience being on the planet.

What does it mean to be endangered?

If an animal is endangered, they are at risk of becoming extinct. Extinction means there are no individuals of that species alive in the wild. Dinosaurs and Dodos are extinct animals we’re familiar with, but examples of some recently extinct animals include Northern White Rhinoceros and West African Black Rhinoceros, Spix Macaw, and Thylacines.

Three levels of endangerment are measured by increasing the risk of extinction.

  • vulnerable,
  • endangered
  • , critically endangered

Understanding what rainforests are – and why they are threatened – will help you understand why rainforest animals are endangered.

What is a rainforest?

  • Rainforests are a type of habitat. A habitat is a name we give to the environment in which a living thing lives.
  • They are found on every continent on Earth apart from the cold desert of the south – Antarctica. High amounts of rainfall and dense evergreen tree cover characterize rainforests.
  • There are different types of rainforests: warm, wet tropical rainforests found close to the equator, like the Amazon, and cooler, temperate rainforests found farther north.
  • Rainforests are sometimes known as the ‘lungs of the planet’ – they draw in carbon dioxide and release oxygen that other animals – including humans – need to breathe.

They only cover around 6% of the surface of our blue planet, yet they support a huge amount of life on Earth. For example, over half of the world’s known plants and animals live on trees.

5 Endangered Rainforest Animals

This list comprises awesome rainforest animals you may not have heard of, and those most urgently need our care and compassion. If you enjoy reading about rainforest animals, you’ll love Rainforest Calling – a digital eBook for children accompanied by ready-to-use lesson packs and resources!

  1. Giant Pandas live in the temperate forests of China. These black and white tree-climbing bears are a national treasure in China. They have been the face of the World Wildlife Fund since the charity was founded in 1961. Yet, despite our love for the Giant Panda, they are vulnerable to extinction because their mountain forests are under threat.
  2. Golden Lion Tamarins are small monvitals between 15cm and 25cm tall! Their home is a small patch of rainforest on the coast of Brazil: over 90% of their original habitat has been destroyed. They are named after their bright gold mane and shining fur. They live in family groups of up to 8 individuals.
  3. Toucans are a big family of over 40 different species. They mostly live in lowland tropical rainforests, from Southern Mexico through Central America to Argentina. Some love the mountains and live in temperate forests in the huge Andes mountain range! These iconic, brightly colored birds are decreasing in number because they live in holes in large, old trees – and lots of ancient forests are diminishing.
  4. Little is known about how many Sumatran tigers live in the natural forests remaining in Sumatra, Indonesia: guesses stand at around 500 individuals. They are shy, tend to avoid people, and are the smallest tigers and the tigers with the biggest manes.
  5. Orang-Utans are large great apes like us. They live in rainforests on the islands of Sumatra and Borneo, like the Sumatran tiger. They are very intelligent. They eat fruit like lychees, mangos, and figs from high up in their nests in the canopy. Unfortunately, orangutans are poached or caught for the illegal pet trade, and their homes are at risk due to deforestation.

How can we help Endangered Rainforest Animals?

Sadly, rainforests are being destroyed by humans at a rapid rate. Deforestation is taking place – the destruction of the forest, usually by fire or logging.

They are destroyed so that land can be used to farm animals or grow feed for farmed animals. Trees are chopped down to make timber and to make way for urban buildings and roads.

This kind of use and destruction isnot sustainable – this means they can’t be done repeatedly.

Climate change caused by humans is also leading to rainforest animals becoming endangered. It is due to an increasing number of extreme weather events and pollution.

Learning, raising awareness, and collective activism can help us create a better, more sustainable future.

  1. We can learn about rainforests and rainforest animals. We can share appreciation and information with others
  2. We can choose to use a reusable water bottle and avoid single-use plastics
  3. We can ask people in power to make more sustainable choices on our behalf
  4. We can shop second-hand and reuse and recycle as much as we can
  5. We can make choices about the food we eat so that fewer rainforests are destroyed for our meals