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This unit encourages environmental stewardship through responsible pet care. It is designed to help young children think about the contributions of pets and what they bring to the lives of humans. It addresses how to meet the basic needs of animals and encourages respect and kindness for all living things.
Through a variety of activities such as identifying different animals that make good pets, learning facts about these different animals and developing a plan to assist a local shelter, the students contribute as responsible citizens of the community.
This resource explicitly teaches t-chart strategies where the students place pet animals on one side and not pet animals on the other. They also are taught skills in graphing, creating Venn diagrams, listening and focusing on the task at hand.
The following tool will allow you to explore the relevant curriculum matches for this resource. To start, select a province listed below.
|Consideration of Alternative Perspectives||Good|
The unit of three lessons teaches children the importance of caring for pets, understanding their needs and becoming responsible citizens.
|Consideration of Alternative Perspectives: |
|Multiple Dimensions of Problems & Solutions||Good|
The unit provides opportunities for the children to learn about basic needs for their pets and themselves. They learn how to be responsible as good citizens towards the care of their pets and in comparing the needs of themselves and their pets they learn to become responsible for themselves and others. (social) Cleaning after their pets helps the environment and planning a campaign to donate to local animal shelters addresses the economic dimension of the issue.
|Multiple Dimensions of Problems & Solutions: |
Effectively addresses the environmental, economic and social dimensions of the issue(s) being explored.
Using movement, assessment, questioning and reflecting in the unit demonstrates a systems-thinking approach. The unit begins with brainstorming and discussion and moves towards hands-on classroom activities that culminate in organizing a campaign to help out an animal shelter.
|Respects Complexity: |
The complexity of the problems/issues being discussed is respected.
|Acting on Learning||Good|
Aiding the animal shelter and the mentoring by older students in planning, advertising and collecting donations (items which the younger students have chosen) provide authentic action experiences.
|Acting on Learning: |
Learning moves from understanding issues to working towards positive change — in personal lifestyle, in school, in the community, or for the planet
The discussion, reflection and mentoring activities by older students provide opportunities for the younger children to express their own beliefs/values.
|Values Education: |
Students are explicitly provided with opportunities to identify, clarify and express their own beliefs/values.
|Empathy & Respect for Humans||Poor/Not considered|
This is not addressed in this resource.
|Empathy & Respect for Humans: Empathy and respect are fostered for diverse groups of humans (including different genders, ethnic groups, sexual preferences, etc.).|
|Personal Affinity with Earth||Satisfactory|
The focus of this resource is to promote respect for other living things. Suggestions are made to visit a local animal shelter or to invite someone from the shelter to come to the class.
|Personal Affinity with Earth: |
Encourages a personal affinity with -the natural world.
The importance of caring for pets and understanding their needs as well as helping out an animal shelter is very relevant to the lives of the children in all communities.
|Locally-Focused Learning: |
Includes learning experiences that take advantage of issues/elements within the local community.
|Past, Present & Future||Good|
The resource focuses more on promoting a sense of the present, and a positive vision for the future. This is accomplished through learning about the importance of caring for pets and taking action to help out with a community animal shelter.
|Past, Present & Future: Promotes an understanding of the past, a sense of the present, and a positive vision for the future.|
The brainstorming, questioning and reflection activitites allow for more than one right answer.
Lessons are structured so that multiple/complex answers are possible; students are not steered toward one 'right' answer.
The resource incorporates activities from Language Arts, Mathematics, Science, Physical Education and Art.
|Integrated Learning: |
Learning brings together content and skills from more than one subject area
The variety of teaching strategies and integration of subjects into the unit allow for discovery learning events in all three lessons.
|Inquiry Learning: |
Learning is directed by questions, problems, or challenges that students work to address.
The structure of the lessons and the varied activity allows for differentiated instruction. Students have opportunities to learn at their own pace and instruction can be individualized for those with learning difficulties. The use of the dog puppet and 'yes and no' sticker sticks helps the children with focusing on their tasks.
|Differentiated Instruction: |
Activities address a range of student learning styles, abilities and readiness.
Either going to an animal shelter or having guest speakers come to the class enriches the unit and provides an authentic experience.
|Experiential Learning: |
Authentic learning experiences are provided
The students work in smaller groups during some of the lessons, however cooperative skills are not explicitly taught or practiced.
|Cooperative Learning: |
Group and cooperative learning strategies are a priority.
|Assessment & Evaluation||Good|
The unit includes a Pre/Post test with one of the lessons and provides opportunities for assessment through reflection, participation, observation and recording answers.
|Assessment & Evaluation: Tools are provided that help students and teachers to capture formative and summative information about students' learning and performance. These tools may include reflection questions, checklists, rubrics, etc.|
Students are encouraged to share what they have learned at home with their families. They share with each other and older students act as mentors.
|Peer Teaching: |
Provides opportunities for students to actively present their knowledge and skills to peers and/or act as teachers and mentors.
In the teacher resource there is information about animal shelters but specific case studies are not part of this resource.
|Case Studies: |
Relevant case studies are included. Case studies are thorough descriptions of real events from real situations that students use to explore concepts in an authentic context.
|Locus of Control||Good|
The concept of pet care is introduced to the students in a fairly structured manner but the students do make choices in the vocabulary and Venn diagram activities. The action component of the resource does facilitate delving deeper into the issue.
|Locus of Control: Meaningful opportunities are provided for students to choose elements of program content, the medium in which they wish to work, and/or to go deeper into a chosen issue.|