Division 1: Kindergarten - Grade 3
Below are discussion questions and activities to spark curiosity in and foster compassion for animals, people, and the environment. Both the discussion questions and activities are part of the ‘Stay Curious’ character education theme for the 2019-2020 school year! To see other character building themes, click here!
Discussion Questions:
- What does it mean to be curious?
- Why is it important to ask questions?
- What are different ways we can find answers to our questions?
- Look at the poster, do you think the bird looks to be curious? Why or why not?
- Can you tell how an animal is feeling by just looking at them? What are some examples?
- Do you think all animals are curious? If so, how can you tell?
- Do you think being curious and learning about others and nature helps you to be kinder? Why or why not?
- What animals are you most curious about? Why?
Activities:
1. Stay Curious
Ask students: What animal are you most curious about? Why? Where does this animal live? (house, farm, wild) Have students create a list of five things they know about the animal (this could be completed as a class or in small groups). Next, ask students what else they want to
know about the animal. Using this template, have students create a poster that includes a picture and question about that animal. Display the posters in your classroom!
2. Needs of Animals
As a class compile a list of everything required to care for a pet budgie (see solutions). Next, ask students to choose an animal they are interested in, and individually or in pairs, make a list (or draw) everything needed to care for that animal. Have students compare their list to the list made for the budgie. Have students present to the class one similarity and one difference. For a short video on meeting the needs of dogs watch “Life with Louis” (1:30).
3. Observing Animals
We use observation to learn more about animals and the natural word. As a class, watch the PBS video “Leave it to Beavers” (2:32).
- Post Video Discussion Questions
- What are some visible characteristics of the beaver?
- How do some of the traits help the beaver survive?
- What was the beaver doing? Why?
- How does the beaver use the habitat to meet their basic needs?
- What is the beaver’s relationship with other living and nonliving things? Is this helpful or harmful to the environment?
Have students observe an animals (insects, local wildlife, or pets), and have them complete the Observing Animals activity sheet. Encourage students to share any questions they have about their observation.
ADVISE STUDENTS: While observing wildlife, it is critical to not disturb the animal. Remind students to be respectful by giving the animal space, being quiet and observing from a distance. Never touch or feed wildlife as this can result in injury to the animal and person.
Curriculum Connections
ELAL
- Organizing Idea: Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft.
- Guiding Question: How can messages be recorded?
- Learning Outcome: Children experiment with written expression of ideas and information.
- Skills and Procedures:
- Gather factual information from a variety of people, places, or things.
- Share factual information.
- Skills and Procedures:
- Learning Outcome: Children experiment with written expression of ideas and information.
- Guiding Question: How can messages be recorded?
Science
- General Learner Expectations: The child explores familiar places and things in the environment and community.
- Specific Learner Expectations: The child:
- recognizes familiar animals and their characteristics and surroundings; e.g., farm and zoo
- Specific Learner Expectations: The child:
ELAL
- Organizing Idea: Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft.
- Guiding Question: How can writing be used to communicate meaning?
- Learning Outcome: Students create messages through the application of writing processes.
- Skills and Procedures: Record factual information in various ways.
- Learning Outcome: Students create messages through the application of writing processes.
- Guiding Question: How can writing be used to communicate meaning?
Science
General Learner Expectation
Students will
1-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways
Specific Learner Expectations
Students will show growth in acquiring and applying the following traits:
- Curiosity
- Respect for living things and environments, and commitment for their care
General Learner Expectations
Students will
1-11 Describe some common living things, and identify needs of those living things
Specific Learner Expectations
Students will:
- Observe, describe and compare living things.
- Classify some common local plants and animals into groups on the basis of visible characteristcs: e.g., adaptations for survival, such as claws, beaks, prickles
- Identify the requirements of animals to maintain life: ie., air, food, water, shelter, space; and recognize that we must provide these for animals in our care.
- Give examples of ways in which animals depend on plants and ways in which plants depend on animals; e.g., particular plants may serve as a source of food and shelter, animals may help spread pollen and seeds.
ELAL
- Organizing Idea: Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft.
- Guiding Question: How can writing processes and techniques improve expression?
- Learning Outcome: Students create and enhance ideas and information by applying a variety of writing processes.
- Skills and Procedures: Record factual information through messages that include images, words, and sentences.
- Learning Outcome: Students create and enhance ideas and information by applying a variety of writing processes.
- Guiding Question: How can writing processes and techniques improve expression?
Science
- General Learner Expectation: Students will
- 1-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways
- Specific Learner Expectations
- Students will show growth in acquiring and applying the following traits:
- Curiosity
- Respect for living things and environments, and commitment for their care
- Students will show growth in acquiring and applying the following traits:
- Topic E: Small Crawling and Flying Animals
- General Learner Expectations: Students will
- 2-10 Describe the general structure and life habits of small crawling and flying animals; e.g., insects, spiders, worms, slugs; and apply this knowledge to interpret local species that have been observed.
- Specific Learner Expectations: Students will:
- 6. Identify and give examples of ways that small animals avoid predators, including camouflage, taking cover in burrows, use of keen sense of flight.
- 6. Describe conditions for care of a small animal, and demonstrate responsible care in maintaining the animal for a few days or weeks.
- General Learner Expectations: Students will
ELAL
- Organizing Idea: Writing: Ideas and information can be articulated accurately and imaginatively through the use of writing processes and an understanding of the author’s craft.
- Guiding Question: How can writing craft combined with skills and processes contribute to written expression?
- Learning Outcome: Students investigate writing and research processes that support informed written expression.
- Skills and Procedures: Organize, categorize, or sequence information using a variety of methods or tools.
- Learning Outcome: Students investigate writing and research processes that support informed written expression.
- Guiding Question: How can writing craft combined with skills and processes contribute to written expression?
Science
- General Learner Expectation: Students will:
- 3-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways
- Specific Learner Expectations: Students will show growth in acquiring and applying the following traits:
- 3-4 Demonstrate positive attitudes for the study of science and for the application of science in responsible ways
- Curiosity
- Respect for living things and environments, and commitment for their care
- General Learner Expectations: Students will:
- 3-10 Describe the appearances and life cycles of some common animals, and identify their adaptations to different environments.
- 3-11 Identify requirements for animal care.
- Specific Learner Expectations: Students will:
- Classify a variety of animals, based on observable characterists; e.g., limbs, teeth, body covering, overall shape, backbone.
- Demonstrate awareness that animals require different habitats in order to meet their basic needs of food, water, shelter, and space.
- Specific Learner Expectations: Students will:
