Division 2: Grade 4 to Grade 6
Below are discussion questions and activities to build responsibility in students towards animals, people, and the environment. Both the discussion questions and activities are part of the ‘Your Actions Matter’ character education theme for the 2016-2017 school year! To see other character building themes, click here!
Discussion Questions:
- What does it mean to be responsible? What are some examples?
- What does ‘your actions matter’ mean? Can you give an example.
- What aspects of the poster show that the dog is being cared for responsibly?
- What other things must a responsible dog/pet owner do?
- You often hear ‘A pet is a big responsibility.’ Why do people say that? Do you agree?
- What are some responsibilities that you have?
- What are the rewards for being a responsible person? Are there any consequences for being irresponsible?
- How can being responsible benefit you school? Your home? Your community?
Activities:
1. A Day in the Life of a Pet
Have students create ‘A Day in the Life’ of a pet. Students can show or describe a typical day of a pet, either in the perspective of the pet or the pet caretaker. Have students address all of the pet’s physical and mental needs. This can be done through photographs, drawings, story, video, etc.
2. Responsible Citizens
Being responsible is a key component of being a contributing member of a community and contributes to healthy relationships between members of the community. No matter the age, everyone has responsibilities that help their community—including students! As a class, brainstorm what they can do to be a responsible citizen (both in the classroom and in the community) that positively impacts animals, people, and the environment. Write the ideas on the board. Then have students reflect on one responsibility and how it makes a difference. Encourage students to share with a partner.
3. It’s Raining Cats and Cats
Part of being a responsible pet owner is having your pet spayed or neutered to reduce unwanted litters. Read aloud It’s Raining Cats and Cats by Jeanne Prevost. Alternatively, you could listen to the read aloud video ‘Story Time: It’s Raining Cats & Cats’ (6:57).
Post Reading Discussion Questions
- What operation did Molly have?
- Why is it important to spay and neuter your cat?
- Is it important to spay and neuter all types of pets? Explain.
- Whose responsibility is it to ensure pets are spayed and neutered? It is the owner’s responsibility!
Divide the class into pairs or small groups to design a poster that encourages people to consider having their pets spayed or neutered. Have students use facts and information they learned from the book, class discussion, and additional research to support their message. Ask students to include techniques such as repetition, humour, alliteration, or onomatopoeia to emphasize their message. Have the posters in the classroom and/or around the school!
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 development of writing processes and expression support effective communication?
- Learning Outcome: Students construct and organize text to share perspectives and develop creative expression.
- Skills and Procedures: Create written texts for a variety of audiences and purposes.
- Learning Outcome: Students construct and organize text to share perspectives and develop creative expression.
- Guiding Question: How can development of writing processes and expression support effective communication?
Science
- General Learner Expectations: Students will:
- 4-4 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:
- a sense of responsibility for actions taken
- respect for living things and commitment for their care
ELAL
- Organizing Idea: 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 does proficient writing enhance communication skills?
- Learning Outcome: Students enhance the accuracy and artistry of expression through creative and critical thinking processes.
- Skills and Procedures: Create written texts for a variety of audiences and purposes.
- Learning Outcome: Students enhance the accuracy and artistry of expression through creative and critical thinking processes.
- Guiding Question: How does proficient writing enhance communication skills?
Science
- General Learner Expectations: Students will:
- 5-4 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:
- a sense of responsibility for actions taken
- respect for living things and commitment for their careil
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 is precise writing influenced by ongoing craft and process development?
- Learning Outcome: Students create texts that reflect personal voice and style through creative and critical thinking processes.
- Skills and Procedures: Create written texts for a variety of audiences and purposes.
- Learning Outcome: Students create texts that reflect personal voice and style through creative and critical thinking processes.
- Guiding Question: How is precise writing influenced by ongoing craft and process development?
Science
- General Learner Expectations: Students will:
- 6-4 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:
- a sense of responsibility for actions taken
- respect for living things and commitment for their care
- 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
- Specific Learner Expectations: Students will:
- 5. Describe the relationships of these animals to other living and nonliving things in their habitat, and to people.
- Identify ways in which animals are considered helpful or harmful to the environment.
- General Learner Expectations: Students will:
