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"Paying" the Animals

Lesson 3:

From Unit Working Animals

Lesson

Handouts

Academic Standards

Philanthropy Framework

3rd-5th Grade

Subjects:

Language Arts, Library / Technology, Philanthropy and Social Studies

Key Words/Concepts click to view

ELA:	Personal Response; Writing Process
PHIL:	4 genOn; Animal Welfare; Environmental Stewardship; Reflection; Respect; Service Project
SOC:	Civic Responsibility/Virtue; Common Good

TEACHERS: After teaching this lesson, please complete a short evaluation.

Purpose:

The learners will consider “payments” due to working and animal companions. Students will learn that all animals require humane treatment. They will determine their responsibility is to assist and support animal welfare. They will develop and implement a service project to support animal welfare, and will reflect on the impact of their project by creating a class book to share with others.

Duration:

Two 45 minute class periods

Objectives:

The learner will:

determine how working animals are “paid.”
realize everyone’s civic responsibility for animal welfare
plan and implement a service project to support animal welfare.
create a class book to share with others their knowledge and experience with working animals and the concept of animal welfare.

Service Experience:

Although this lesson contains a service project example, decisions about service plans and implementation should be made by students, as age appropriate.

The learners will select a working animal group or animal welfare organization to assist and support through planning and implementing a service project.

Materials:

paper, art supplies, book binding materials or computers and software for book creation

Instructional Procedure(s):

Anticipatory Set:
Ask the class: What would our world be like without animals? Are there other animals besides the working animals already discussed that help humans survive and thrive? Prompt student thinking by giving examples as needed: (Bees pollinate fruits and vegetables for us to eat, Bats eat the insects that destroy crops to feed cattle or humans.) Help learners conclude that working and companion animals makes everyone’s life better – they enhance the common good.

Remind students that most adult humans get “paid” for the jobs they do. Ask: How are working or companion animals “paid” for their work? Lead a discussion to the idea that “pay” for an animal is to be provided with the daily needs of food, water and shelter, and to be treated humanely – with care and respect as living beings.
Ask the students to discuss whose responsibility it is to be sure animals are “paid” by having their needs met and by being treated with care and respect. Lead students to the understanding that it is everyone’s civic responsibility to care for and respect animals.
Challenge the students to brainstorm ways they might be able to “pay,” in a small way, animals for their assistance and companionship to humans.
Using the knowledge they gained during the research and presentations, and conversations with their peers and families, ask the learners to discuss and come to consensus about a working animal group or an animal organization they would like to support or assist, and how they might go about doing that. The teacher may suggest that the class organize and carry out a collection drive or fundraising project (request donations, hold a Penny Drive, earn money through providing a service like a car wash, hold a used toy or book sale, etc.). Proceeds could be donated to an animal welfare organization like their local animal shelter, the American Society for the Prevention of Cruelty to Animal (ASPCA), Delta Society, Eye Dog Foundation, Therapy Animals, etc. Planning and implementation of what to do, and the recipient organization, should be made, as much as possible, by the students.

Day Two - Reflection and Demonstration After the Service Project:

Create a class book about the service project they planned and implemented for animals. Ask each student to draw one picture and write a paragraph about what they did, the animals that were assisted, the impact of the service on themselves and/or the impact on the animals they endeavored to assist. After the individual pages are complete, have the student determine the order of pages that best makes sense and bind the pages into a book. Read the book aloud to the class and allow time for verbal reflection.
Share the book with other classes/students by having members of the class read it to classes of younger students on the playground or in the lunch room. The book can be donated to the school library or a veterinarian's office for others to read.

Assessment:

Assessment will be based on depth of understanding and participation exhibited during class discussion, decision-making, planning, and implementation of the service project, as well as individual contribution to the class book.