Format
1. This program begins with a welcome activity to warm students up.
2. We introduce the students to the concept of wild animals vs. pets in the home.
3. We then talk about seeing pets in our neighborhoods and at friends houses and how we need to make sure to be safe even with domesticated animals
4. We tell the students about 3 permissions that they need to get before approaching a cat or dog
5. Next we discuss how we as humans express different feelings/emotions physically and so do animals
6. Using visuals, we teach the students how to "read" cats and dogs body language and if it is safe to approach the animals.
7. We play a game testing the students knowledge of what they learned.
8. We then make a cat/dog
Objectives
Teach Students how to approach animals in a safe manner by learning the appropriate permissions to ask and being able to recognize animals body language.
Standards Alignment
National Standards
VA:CR1.1.PKA
Engage in self-directed play with materials
VA:CR1.2.PKA
Engage in self directed, creative making.
VA:CR2.1.PKA
Use a variety of art making tools
VA:CR2.2.PKA
a. Share materials with others
VA:CR2.3.PKA
Create and tell about art that communicates a story about a familiar place or object.
VA:RE.7.2.PKA
Distinguish between images and real objects.
VA:CN10.1.PKA
e. Explore
VA:CR1.1.PKA
Engage in self-directed play with materials
VA:CR1.2.PKA
Engage in self directed, creative making.
VA:CR2.1.PKA
Use a variety of art making tools
VA:CR2.2.PKA
a. Share materials with others
VA:CR2.3.PKA
Create and tell about art that communicates a story about a familiar place or object.
VA:RE.7.2.PKA
Distinguish between images and real objects.
VA:CN10.1.PKA
e. Explore
K-LS1-1.
Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]
K-ESS3-1.
Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]
K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.
K-2-ETS1-2 Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.