Grade 7+
Below are discussion questions and activities to highlight the importance of being active and how activity makes us – and our pets – feel! Both the discussion questions and activities are part of the ‘Active Together’ character education theme for the 2023-2024 school year! To see other character building themes, click here!
Discussion Questions:
- What does being active mean? Moving our bodies and engaging our minds
- What are some ways you are active (Think of both physical activities where you move your body, and activities that use your mind)? Exercise, running, skating, walking, dancing, reading a book, doing a puzzle, learning a new skill, etc.
- Why is it important to be physically active (moving our bodies)? Why is it important to be mentally active (using our minds)?
- How does being active make you feel?
- What do you think the term “active together” means? What do you notice about the picture in the poster?
- What are some ways that you can help your pet stay physically active? What are some ways that you can help your pet’s mind stay active?
- Why is it important that you make sure your pet stays physically active? Why is it important to make sure your pet has things to do?
- How do you think pets feel when they are active?
Activities:
1. Normal Behaviours
We have normal behaviours that we carry out that keep us active! It’s important that we have the time and space to be active as it’s important for our well-being. Ask students:
- What are some normal behaviours/activities of people your age? (Think of activities where you move your body, and activities that engage your mind).
- How does doing these behaviours/activities make you feel?
- How do you think you might feel if you couldn’t do any of these behaviours?
Animals also need to carry out behaviours/activities to help them to feel good. Many of these behaviours are instinctual – which means they don’t need to be taught by their parents, they are born wanting to express them. Ensuring animals have opportunities to express their normal behaviour is an important part of meeting an animal’s needs. Ask students:
- What are some natural behaviours of pets that you know? (Think of behaviours where they move their bodies and activities that engage their minds)
- How are your natural behaviours similar to or different from an animal’s natural behaviours?
- Enrichment is anything that helps animals express their natural behaviour (such as toys, games, and other animals to socialize with). What are some examples of enrichment that help kids your age express their natural behaviours? Friends: Hanging out with friends, Book: for reading, Bike: for riding, Games: for playing, etc.
- Why is it important for you to express your natural behaviours? It helps you feel good, burns off energy, relieves boredom, helps you relax, help you to feel happy, allows you to be you!, etc.
- Why is it important for animals to be able to express their natural behaviours? Just like people, animals need the opportunity to express their natural behaviour to feel positive emotions such as contentment, enjoyment, etc. Animals that do not have an opportunity to express their natural behaviour might experience negative emotions such as boredom, anxiety, depression and frustration.
Share with students the Colorado State University article, Exercise, good for you and your pet! Have students read the article and then in small groups discuss the following questions:
- Why is physical activity good for your health? It can positively impact your mood, increases your muscle strength and flexibility, lowers your risk of cardiovascular disease, delays or prevents chronic illnesses, helps you sleep faster and more soundly, boosts your energy level, etc.
- How does the article suggest participating in physical activity with your pet? Go for a walk, run, or hike, hiking backpacks for small pets, playing fetch, incorporating them into your workout routine
- What are some examples of how you can stay active with your pet? How can your pet help you stay healthy?
- According to the article, why do pets need exercise? Are there other reasons that you can think of? How much exercise should different pets be getting? What else do you think should be considered when it comes to exercise for pets? Age, breed, health status, etc.
- Are there any other reasons that people and their pets should stay active that the article didn’t mention?
2. Active Community
Communities play an important role in helping their citizens be active. Bike paths, green space and recreation centres are all examples of the different ways people can stay active in their community. In small groups, have students discuss and record their answers to the following questions:
- Where in your community can people be active? Recreation centres, swimming pools, skating rinks, skate parks, trails, bike paths, dog parks, etc.
- Where in your community can people take their pets to be active? Off leash dog parks, trails, dog daycare, etc.
- Does your community have these amenities? Are they close to where you live?
- Do you think there is enough resources/areas in the community to help people stay active?
- How could your community improve helping people stay active? Are the areas easily accessible? Is there a variety of options? Are they available throughout the year?
- Who is responsible ensuring we have spaces to be active in our community?
Once groups have finished answering the questions bring the discussion back to the whole class and have each group share their answers. Have students record any ideas from other groups they did not think of.
Individually or in pairs, have students create a slideshow, brochure or poster that highlights locations in the community where people can be active! Ensure students include reasons why people should visit each location! Encourage students to indicate if any of the areas are pet friendly, and if so, what rules should be followed.
Alternative: If students believe there is an amenity that their community is missing, or there is an amenity that could be improved, to help people be active, have them write a letter advocating for it. Have students research the impact (positive and negative) it could have on the community to provide a balanced approach.
Curriculum Connections
Grade 7
SKILLS AND PROCESSES
- RESEARCH FOR DELIBERATIVE INQUIRY: Students will:
- 7.S.7 apply the research process:
- develop a position that is supported by information gathered through research
- draw conclusion based upon research and evidence
- 7.S.7 apply the research process:
- COMMUNICATION: Students will:
- 7.S.8 demonstrate skills of oral, written and visual literacy:
- communicate information in a clear, persuasive and engaging manner through written and oral means
- 7.S.8 demonstrate skills of oral, written and visual literacy:
Grade 8
SKILLS AND PROCESSES
- RESEARCH FOR DELIBERATIVE INQUIRY: Students will:
- 8.S.7 apply the research process:
- integrate and synthesize concepts to provide an informed point of view on a research question or an issue
- develop a position that is supported by information gathered through research
- draw conclusions based upon research and evidence
- 8.S.7 apply the research process:
- COMMUNICATION: Students will:
- 8.S.8 demonstrate skills of oral, written and visual literacy:
- communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
- 8.S.8 demonstrate skills of oral, written and visual literacy:
Grade 9
SKILLS AND PROCESSES
- RESEARCH FOR DELIBERATIVE INQUIRY: Students will:
- 9.S.7 apply the research process:
- integrate and synthesize concepts to provide an informed point of view on a research question or an issue
- develop a position that is supported by information gathered through research
- draw conclusions based upon research and evidence
- 9.S.7 apply the research process:
- COMMUNICATION: Students will:
- 9.S.8 demonstrate skills of oral, written and visual literacy:
- communicate in a persuasive and engaging manner through speeches, multimedia presentations and written and oral reports, taking particular audiences and purposes into consideration
- 9.S.8 demonstrate skills of oral, written and visual literacy:
Grade 7
1.2 Clarify and Extend
- Combine ideas
- use talk, writing and representing to examine, clarify and assess understanding of ideas, information and experiences
2.2 Respond to Texts
- Construct meaning from texts
- develop, clarify and defend own interpretation, based on evidence form the text with support from own experiences
3.2 Select and Process
- Use a variety of sources
- obtain information from a variety of sources, such as adults, peers, advertisements, magazines, lyrics, formal interviews, almanacs, broadcasts and videos, to explore research questions
- Access information
- distinguish between fact and opinion, and follow the development of argument and opinion
3.4 Share and Review
- Share ideas and information
- communicate ideas and information in a variety of oral, print and other media texts, such as reports, autobiographies, brochures and video presentations
- use appropriate visual, print and/or other media effectively to inform and engage the audience
Grade 8
1.2 Clarify and Extend
- Combine ideas
- exchange ideas and opinions to clarify understanding and to broaden personal perspectives
3.2 Select and Process
- Use a variety of sources
- obtain information from a variety of sources, such as artifacts, debates, forums, biographies, autobiographies, surveys, documentaries, films, CDROMs, charts and tables, when conducting research
3.4 Share and Review
- Share ideas and information
- communicate ideas and information in a variety of oral, print and other media texts, such as interviews, minilessons and documentaries
- integrate appropriate visual, print and/or other media to inform and engage the audience
Grade 9
3.2 Select and Process
- Use a variety of sources
- obtain information reflecting multiple perspectives from a variety of sources, such as
expository essays, graphs, diagrams, online catalogues, periodical indices, film libraries, electronic databases and the Internet, when conducting research
- obtain information reflecting multiple perspectives from a variety of sources, such as
3.4 Share and Review
- Share ideas and information
- communicate ideas and information in a variety of oral, print and other media texts, such as media scripts, multimedia presentations, panel discussions and articles
- integrate appropriate visual, print and/or other media to reinforce overall impression or point of view and engage the audience
