Lesson 3: Environment
This lesson will explore how the environmental needs of animals are met. Watch the ‘Five Needs of Animals – Environment’ (4:52) video. There are two video options for this lesson: Interactive or Normal. The interactive version has questions built into the video that students answer as they watch. You can watch as a class and answer together, or have students watch the video on their own/in small groups and answer the questions individually. The normal version is just the video and has no questions.
Post-Video Discussion Questions
- Where is a comfortable place for you to sit down or rest? Couch, chair, bed, on grass, pillows, etc.
- How would you feel if your classroom had no desks and you needed to sit on the hard floor or stand for the entire day? By the end of the end of the day or week you might feel stiff, sore, and uncomfortable, and it might be difficult to learn!
- Do you have an animal or know someone who does? Where does the animal prefer to rest? Do you notice a difference in resting places between species? Why do you think this is? Cats love resting in places high up, like the top of a cat tree, so they can be hidden and see their environment below them. This helps them feel both comfortable and safe. Dogs might prefer to lay on a dog bed (or sometimes the floor because it’s cool).
- What kinds of places or environments do you feel safe in? Answers might include at home, familiar places like school, with friends and family, etc.
- What are situations when you feel fear? Answers might include places that are unknown, seeing someone upset, seeing people/animals that seem mad/scary, etc.
- What can you do when you feel fear? Know that feeling fear is normal and even adults have fears! Talk to a family member or friend and discuss coping strategies like taking deep breaths or hugging a stuffy. Sometimes learning more about what you fear can also help make it less scary.
- What situations do you know of that cause pets or farm animals to feel fear? Different species of animals have different fears, especially if they are typically prey animals like rabbits. Some answers could include thunder and other loud noises, strangers, shadows, other animals, new environments or people, etc.
- How does fear impact you physically? Faster heartbeat, sweating, stomach ache, nausea, etc. Do you think the same could be true for animals? Explain.
- How can we provide animals with a stress free environment? You need to find out what your animal is afraid of. Different species have different fears, so it is important to know what you should and shouldn’t introduce into your animal’s environment. Always be kind, gentle, and allow animals to get used to you, other people, and environments. Also allowing animals a choice (to interact or not) helps them feel secure.
Post-Video Activities
1. Overcoming Fear
Fear is an emotion that everyone experiences for different reasons. Fear is good when it helps to keep us safe, but sometimes we fear things that won’t cause us harm. Showing perseverance in these situations and developing strategies to cope when we are afraid can help us feel less anxiety and stress. In small groups, have students discuss different strategies, both short and long term, for managing fears and showing perseverance. Then have students discuss how they can be supportive to people that have fears. Then, individually, have students write a journal entry on a strategy they could use to help manage a specific fear and one way they can support others who have fears.
2. Buy This!
Figurative language can help create mood and mental images. Have students create an ad to sell a bed or bedding for an animal of their choice (ex. a dog bed, straw bedding for cows, etc.). Have students use figurative language techniques such as alliteration, onomatopoeia, simile, hyperbole, metaphor, personification, and synecdoche, to make short ads to entice people to buy their product.
Curriculum Connections
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
Language Arts
2.2 Respond to Texts
Appreciate the artistry of texts
- explain how onomatopoeia and alliterations are used to create mental images
Health and Life Skills
UNDERSTANDING AND EXPRESSING FEELINGS
- Students will:
- R-4.2 identify and use short-term strategies for managing feelings
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 care
Language Arts
2.2 Respond to Texts
Appreciate the artistry of texts
- explain how simile and hyperbole are used to create mood and mental images
- alter sentences and word choices to enhance meaning and to create mood and special effects
Health and Life Skills
PERSONAL HEALTH
- Students will:
- R-5.2 identify and use long-term strategies for managing feelings
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
Language Arts
2.2 Respond to Texts
Appreciate the artistry of texts
- explain how metaphor, personification and synecdoche are used to create mood and mental images
- experiment with sentence patterns, imagery and exaggeration to create mood and mental images
Health and Life Skills
UNDERSTANDING AND EXPRESSING FEELINGS
- Students will:
- R-6.2 establish personal guidelines for expressing feelings
