Activity 01
Mapping Activity: Kenyan Parks Map
Pupils draw a large outline map of Kenya on sugar paper. They label national parks like Masai Mara and add drawings or stickers of animals with facts about habitats. Pairs share maps with the class, explaining one animal's needs.
What is a national park and what kinds of animals live there?
Facilitation TipDuring the mapping activity, provide pre-cut park outlines and animal stickers so pupils can physically place animals in their correct locations on a large Kenyan map.
What to look forProvide students with a picture of a Kenyan animal. Ask them to write: 1. The animal's name. 2. One reason it is important to protect this animal. 3. One place in Kenya where it lives.
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Activity 02
Role-Play: Conservation Debate
Divide the class into rangers, tourists, farmers, and poachers. Each group prepares arguments for or against a park development. Groups present in a class debate, voting on the best solution.
Why do you think it is important to protect animals in national parks?
Facilitation TipFor the conservation debate, give pupils role cards with simple talking points to support shy speakers and keep the discussion focused on facts like habitat loss or tourism benefits.
What to look forShow images of different environments (e.g., savannah, forest, coast, city). Ask students to sort them into two groups: 'Habitats for Kenyan Wildlife' and 'Not Habitats for Kenyan Wildlife', explaining their choices for at least two images.
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Activity 03
Craft Station: Animal Habitats
Provide boxes, clay, and animal figures. Small groups build savannah or river habitats, labelling features like grasslands and acacia trees. Pupils present their models, discussing conservation needs.
Why do people travel from around the world to visit Kenya's national parks?
Facilitation TipAt the craft station, display examples of animal homes made from natural materials so pupils have clear visual references for creating accurate habitats.
What to look forPose the question: 'Imagine you are a visitor to a Kenyan national park. What are two things you could do to help protect the animals and their homes?' Facilitate a brief class discussion, noting student ideas on the board.
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Activity 04
Sorting Game: Animal Adaptations
Print cards with Kenyan animals and features like long necks or stripes. Pupils sort into habitat groups, then match adaptations to survival needs. Discuss as whole class.
What is a national park and what kinds of animals live there?
Facilitation TipIn the sorting game, use real animal photos and feature cards (e.g., “long neck,” “big ears”) to help pupils notice and discuss physical adaptations.
What to look forProvide students with a picture of a Kenyan animal. Ask them to write: 1. The animal's name. 2. One reason it is important to protect this animal. 3. One place in Kenya where it lives.
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Generate Complete Lesson→A few notes on teaching this unit
Teachers approach this topic by blending storytelling with hands-on enquiry. Use short, vivid videos or photographs to spark interest, then move quickly to activities that require movement, talk, and creation. Avoid long explanations—let the materials and peer interaction drive understanding. Research shows that young learners grasp global concepts best when they connect them to their own experiences and emotions, so link Kenya’s savannahs to local parks or woodlands whenever possible.
By the end of these activities, pupils will confidently identify key Kenyan animals and their habitats, explain why conservation matters, and demonstrate understanding through discussion, creation, and mapping. Their work will show curiosity about global environments and a growing respect for wildlife protection.
Watch Out for These Misconceptions
During the role-play conservation debate, watch for pupils who repeat the idea that all Kenyan animals are dangerous and attack humans.
Use the role cards to guide pupils toward safer, accurate behaviours like ‘Zebras graze quietly near waterholes’ or ‘Elephants keep to their family groups,’ and have them cite these during the debate.
During the mapping activity, watch for pupils who assume national parks are small, fenced areas like zoos.
Have pupils compare park sizes to familiar UK regions (e.g., ‘Tsavo is bigger than Wales’) and mark open borders on their maps to show free-roaming animals.
During the conservation debate, watch for pupils who claim animal populations are safe because they have many babies.
Prompt pupils to use evidence from short videos or images to discuss threats like habitat loss or poaching, and guide them to propose real solutions in the debate.
Methods used in this brief