89113 Pets - Blake Education

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IU9 ■ Pets Lower Primary

Blake’s Topic Bank

Pets by Kara Louise Munn

Each integrated unit contains: ■

6 pages of teaching notes in an integrated teaching sequence ■ 10 practical blackline masters ■ National Profile outcomes ■ A useful resource list For all your teaching needs visit www.blake.com.au

Pets by Kara Louise Munn

LOWER PRIMARY Learning Area Focus Studies of Society and Environment Topic Pets are part of many students’ lives. Pets, both at home and in the classroom, can help students learn the meaning of loyalty, responsibility, commitment and friendship. This unit provides students with an understanding of the time, expense and patience that is involved in owning a pet. It stresses that those students who are wellprepared and willing to provide ongoing care can find owning a pet a rewarding and healthy experience. Providing students with the opportunity to keep a class pet will help all students, with or without pets at home, to feel included in the activities.

National Profile Outcomes

Resources

Students will: ■ English 2.8b With teacher guidance, select reading material and gather and sort information on the topic of pets. ■ English 2.9 Write brief factual texts which include some related ideas. ■ Mathematics 2.10 Generate patterns and follow rules based on simple repetition and movement of things. ■ Mathematics 2.24 Contribute questions in group activities and realise that some questions can be answered by collecting and analysing data. ■ Mathematics 2.27 Describe, orally and in writing, what own and classmates’ data show. ■ Science 2.7 Describe the relationship that is possible between people and their pets. ■ Science 2.9 Compare and contrast similarities and differences between animals that people keep as pets. ■ SOSE 2.9 Describe the roles and responsibilities involved when caring for a pet. ■ SOSE 2.16 Select, compare and categorise relevant information. ■ Arts 2.2, 2.7, 2.12, 2.17, 2.22 Make choices about arts elements and organise them in expressive ways. ■ Health and PE 2.8 Select and implement strategies for including certain foods in the diet of pets. ■ Health and PE 2.9 Identify the dimensions of health and appreciate the importance of achieving a balance among them.

Picture books Pamela Allen, Black Dog, Viking. Pamela Allen, My Cat Maisie, Viking. Christine Anello, The Farmyard Cat, Scholastic. Lynley Dodd, Hairy Maclary, Keystone. Kim Lewis, Emma’s Lamb, Walker. Jenny Wagner, John Brown, Rose and the Midnight Cat, Viking Kestrel. Gene Zion, Harry the Dirty Dog, Bodley Head.

Factual books Mark Evans, How to Look after your Kitten, Angus & Robertson. Tina Hearne, Care for your Goldfish, Collins. Tina Hearne, Pets, Kingfisher. Diane Snowball, Care for your Pet, Snowball Educational and Peguero. Claire Watts, Pets: A First Look at Animals, Two-Can. Jane Yorke, Eyeopeners: Pets, series, RD Press.

Contacts RSPCA in your capital city.

© Blake Education – Pets Integrated Unit 1

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Pets Teaching Notes

Classroom pet shop Turn your home corner into a pet shop for the duration of this unit. Provide stuffed toys, tins wrapped with pet food labels, boxes and a variety of other toys. Allow students to play in the shop in their free time.

Pondering pets Write the heading ‘Pets’ on chart paper. Discuss with students what they know about pets. Encourage students to contribute to the conversation and record their responses on chart paper. You might like to categorise the responses under certain headings.

Cats in flats

Have students write about a pet they currently have, one that they used to have or one that they would like to have. Encourage students to talk about these pets in small group discussions.

Have students think about the pets that were listed in the opening activity. Encourage them to consider whether a pet can live in any type of home. In small groups, encourage students to talk about reasons why certain pets are unsuited to some homes. Make sure students realise that there is nothing wrong with admitting that their home is unsuitable for certain pets but that it is, instead, a responsible approach to pet care. Provide each student with a copy of BLM 1 and ask them to complete it.

A to Z of possible pets

Pets at home

Ask students to write the alphabet down one side of a piece of paper. Have them think of a pet that starts with each of the letters in the alphabet. After a short while, invite students to work in pairs or small groups to continue their list. Finally, bring the whole class together and compile the results. Write the letters from A to Z in large letters on cardboard. Let each student label and illustrate one of the pets. Display your A to Z of pets in the classroom.

Ask students to draw the pets they have at home. If students don’t have a pet ask them to write ‘I have no pets’. Bring students together. Place hoops on the floor, with each hoop representing a type of pet. Ask those students who have a pet dog to place their picture in a hoop. Put all of the cat pictures in another hoop. Place the ‘I have no pets’ in another hoop. Continue until all students have put their picture in a hoop. Encourage students to use the results to make comparisons.

Big ‘A’ for Adam ant

■ How many students don’t have pets?

■ What types of pets are there? ■ How do you look after pets? ■ Why do people have pets? ■ Who can help us to care for our pets?

■ How many different types of pets do students have?

Place students into small groups, or in pairs, and encourage them to invent a name for each of the pets on the A to Z list. Remind students that the first letter of a name is always a capital letter. The first letter of the pet must be the first letter of its name, for example, Adam the ant, Boris the budgie, Claudia the cat. This activity can be extended to include a descriptive word as well, for example Adam the active ant, Boris the beautiful budgie, Claudia the creative cat.

■ Which pet is the most popular in our class? ■ Why might this pet be the most popular? ■ What unusual pets do students in our class have?

© Blake Education – Pets Integrated Unit 2

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Have students revisit the information that was generated from the previous activity.

Paper pets Have students use blocks to make a twodimensional picture of a pet. When students are happy with the shape, help them to copy the outlines of the blocks onto graph paper. Students can then cut out the shape and paste it onto cardboard. This means that on one side students will have a blank shape and on the other side they will have the outlines of the individual blocks. Students can swap shapes and see if they can completely cover a friend’s shape with blocks. Remind students that there may be more than one solution.

■ Does the area in which we live influence the types of pets that we keep? ■ Might the results be different if we lived in a different area? (e.g. a farming community as opposed to city living.) Provide students with graph paper and help them to construct a bar graph to show which pets are represented in their class. Along the horizontal axis students will need to write or draw each pet that is represented in the class. On the vertical axis students should write the numbers 1 to 30. For each pet, students should colour in the appropriate number of boxes to indicate the number of students who have that particular pet.

Wet pet Ask students to think of as many words as they can that rhyme with pet. Record these on chart paper. Now divide the class into three groups. Have one group write down all the words that they can think of that rhyme with cat, another group write down words that rhyme with dog and the third group write words that rhyme with fish. Display these words in the classroom. Give each student a copy of BLM 2, a counter and a die. Explain that this game that can be played in pairs. One student rolls the die and moves their counter that many spaces. They will land on a word ending, either ish, og, et, or at. The student must then make a word by adding one letter (or two letters depending on how advanced students are) to the beginning of the given letters. Each letter can only be used once. After it has been used, both students must cross it off their pages. Students continue taking turns rolling the dice and making words. If a student is unable to make a word they must go back five spaces. The winner is the first person to get to the vet.

Pets at school It might be an appropriate time to purchase a class pet. Fish are easy to look after and hardy enough to withstand most classroom situations. However, there are other pets, such as hermit crabs, that you could consider for your classroom. Before you purchase a class pet, it is important that students realise that its care will be a joint responsibility as well as an ongoing one. Include students in the set-up of its home and in the compilation of rules and reminders. If you have students who do not have their own pets at home, you could send your pet on ‘home visits’ at weekends and during holidays. Let students suggest names for the pet. Conduct a class vote to determine which name wins.

Guess who? Prepare some headbands for students. A thin strip of card and hairpins would suffice. On each headband, write the name of one of the pets from the A to Z in an earlier lesson. Students must not know the pet that is written on their headband. To discover the identity of the pet, students must ask questions of their peers that require a yes or no answer, such as the ones listed below. ■ Could my pet live in a small unit? ■ Does my pet eat dog food? ■ Does my pet say ‘cheep cheep’? ■ Would my pet live in a sty? ■ Does my pet have four legs? ■ Can I take my pet for walks?

© Blake Education – Pets Integrated Unit 3

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Needs

Encourage students to design and make an appropriate shelter for the mouse. Provide students with boxes and a mixture of craft materials. Display the shelters around the room

Using chart paper, brainstorm with students a list of their own needs. Talk about the difference between needing something and wanting something. The list should include shelter, love, clothes, food and water. Provide students with art paper and have them draw their pet, or a pet they would like to have, in the centre of the page. Now ask students to draw lines radiating out from the pet. At the end of each line they need to write one of the needs of the pet. Discuss with students how some pets have many needs, for example a horse, while other pets like fish require very little. Help students complete BLM 3.

Give students BLM 5 and explain that they need to continue the pattern to see if the animal reaches its shelter.

What’s for dinner? Providing a balanced diet and fresh water is just as important when dealing with animals as it is with humans. Ask those students who have a pet dog to bring in some tins of dog food and invite students to study the labels. Have students write a recipe for a healthy meal for a dog. (You might need to model a procedure on the board before students try to write their own.) When students have written their recipe, have them design a label and a container for the dog food. Encourage students to stick their label on an empty tin, or other type of container, and attach a note to it saying why it would be good for a dog to eat. When completed, display the dog food around the room and allow students to discuss them.

Jobs to do Students should now be aware that pets have needs. Give each student a copy of BLM 4. In the first section, have students make a list of what they must do for their pet on a daily basis. In the second section, have students list what needs to be done weekly. The third section outlines what needs to be done monthly and the last section is for the things that need to be done annually (or each year). Encourage students to think about vaccinating, worming, training and nail clipping.

Visiting vets

All pets need shelter of some kind. Talk about the names of some pet shelters, for example, hutch, coop, kennel, cage, sty, bowl. Ask students to imagine that a pet mouse has been given to the class and that it needs some sort of shelter. Brainstorm the considerations that need to be taken into account. These might include:

Ask students if they know what the word ‘vet’ is short for. Invite the local vet to speak with students about pet care in general and, in particular, the types and amounts of food that should be fed to different pets. Have students make a list of questions before the guest arrives. Allocate each question to a specific student to ensure that all the questions are asked. While the vet is present, ask students to complete BLM 6.

■ the size of the shelter

Holidays

■ making the shelter secure so the mouse can’t escape

With students, brainstorm what happens to pets when the owners go on holidays. Ask students to pretend that their family is going on a holiday and a friend has offered to look after their pets for them. Have each student write a letter to the friend, explaining what they will be required to do. Make sure that the letter outlines what food and water will be needed, bedding and shelter requirements, exercise and play routines and general love and attention. Have students exchange letters. Discuss whether the instructions are specific and able to be easily and clearly understood.

Shelter

■ access to food and water ■ how to keep the shelter clean ■ providing room for exercise ■ safety aspects, e.g. removing sharp edges ■ need for shade from the sun and protection from the wind and rain.

© Blake Education – Pets Integrated Unit 4

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Fact sheet

Going dotty

Using BLM 7, have students complete a fact sheet for their pets. Students without pets can use as an example the class pet or a friend’s pet. Explain that it is important to have details of your pet on hand in case it is lost or if it sick and needs veterinary care.

Have students count by twos. Practise starting at one: 1 3 5 7 . . . and at zero: 0 2 4 6 8 . . . . Students can then complete BLM 9.

Why do people have pets? Brainstorm reasons why people keep pets, for example pets can be company for elderly or lonely people; they can be instrumental in the recovery of patients with mental disorders; pets can help children to learn responsibility and they can bring a great deal of fun and happiness to a family.

Writing together Explain that as a class you will be jointly constructing an information report on a chosen animal. Use large sheets of chart paper. Choose a pet and guide students through the steps of writing a report. (You could base it on the headings used in BLM 8. Students can use this as a model when they write their own report in the next activity.)

Ask students, either individually or in pairs, to write a short introduction to a new book simply called ‘Pets: why we have them’. The introduction does not need to be lengthy but it should state why pets are important to different people. When completed, have students read their introductions to class members.

. . . and on their own The following day, ask students to choose one pet to study and to write a report about it. Provide students with a range of factual books from the library (see Resources). Encourage students to read and view the illustrations of the pet they have chosen to focus on. Provide students with BLM 8 and allow them ample time to write their report.

Pet poems Model writing acrostic poems with students. Write the letters of the word ‘pets’ down the side of the paper. Each line should begin with the letter shown.

P repared to be a friend E veryday, no matter what T otal dedication S upport and friendship

Animal antics To help students to recognise and to use positional language, play a variation of ‘Pin the Tail on the Donkey’. Have students paint a large animal onto chart paper. Invite students to choose which element of the animal will be missing, for example it could be a cat with a missing tail, a rabbit with missing whiskers or a horse with four missing hooves. One student is then blindfolded and required to attach the missing part. Choose another student to give instructions to the blindfolded student. Remind students that they will need to give clear instructions, for example:

or a more simple version could include only one word per line:

P uppies E arthworms T urtles S nakes Students can use the word ‘pets’ or they could choose to use a specific type of pet type, for example ‘rabbit’.

■ move a little bit to the left ■ move down ■ move about five centimetres to the right ■ move up and then across. Students can take it in turns to have a go. This activity is just as valuable for the listeners as for the participants.

© Blake Education – Pets Integrated Unit 5

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Pet eggs! Be prepared for a bit of a mess with this activity. Have each student bring one hard-boiled egg. The aim of the exercise is for the student to look after the egg for a whole week. The student must take the egg everywhere they go during school hours. Students need to make a secure ‘travel’ nest for the egg and they need to ensure that the egg gets lots of fresh air. Encourage students to treat this as a learning experience and not to get too upset if their egg meets an untimely (or eggly!) end. Discuss with students how difficult it is to provide care and attention 100 per cent of the time.

Pet portrait Allow each student the opportunity to sketch their pet. Unless the student is using the class pet as their model, this will need to be done at home. Have a painting day when each student paints a picture of their pet using the sketch to help them. They can make fancy frames for the paintings by covering cardboard with foil and etching patterns in it. Hang each of the paintings in a specially allocated position so that students’ pets can be admired for some time.

Perfect pets To finish off this unit, discuss with students the advantages and the disadvantages of owning a pet. Write the answers on chart paper and display it. Ask students if the advantages outweigh the disadvantages. Count the students who want to own a pet and include this on the chart paper. You might want to break this down further by asking students if they could have any pet they liked (as long as they looked after it) what they would choose. Have students complete BLM 10.

© Blake Education – Pets Integrated Unit 6

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BLM1

Name: ................................................................................................................Date: ............................................................

Find a home Draw a picture of the pet that could live in these places. Explain why you think this sort of pet would be happy here. A small flat without a garden

On a farm

A house with a big garden

At my home

My home would suit a .......................................................................................................................................................... because ................................................................................................................................................................................................................. ...................................................................................................................................................................................................................................................... © Blake Education – Pets Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 2

Name: ................................................................................................................Date: ............................................................

Get the pet to the vet

abcdefghijklmnopqrstuvwxyz © Blake Education – Pets Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 3

Name: ................................................................................................................Date: ............................................................

Needs of pets .......................................

.......................................

washing

vaccinations

love

exercise

water

food

brushing

Animal

shelter

Add another pet to this table, and tick the needs of each pet. Do these pets need anything else?

dog

cat

fish

horse

mouse

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BLM 4

Name: ................................................................................................................Date: ............................................................

Things I should do for my pet Daily

Weekly

Monthly

Each year

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BLM 5

Name: ................................................................................................................Date: ............................................................

Pattern paths Help the pets reach their homes by continuing the pattern to the end of the grid.

dog

kennel

cat

basket

budgie

cage

fish

bowl

Start your own pattern and see if a friend can copy it.

horse

stable

rabbit

hutch

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BLM 6

Name: ................................................................................................................Date: ............................................................

Dinner time Choose three more animals and fill in the table. type of food

container used

amount

how often

dog

cat

fish

bird

......................................

......................................

......................................

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BLM 7

Name: ................................................................................................................Date: ............................................................

My pet

Type of pet ........................................................................................................................................................................................................ Name of pet.................................................................................................................................................................................................. Date of birth.................................................................................................................................................................................................... Present weight........................................................................................................................................................................................... Vet’s name ........................................................................................................................................................................................................ Vet’s telephone number................................................................................................................................................... Owner’s name.......................................................................................................................................................................................... Owner’s telephone number .................................................................................................................................... © Blake Education – Pets Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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BLM 8

Name: ................................................................................................................Date: ............................................................

Pet report General statement.......................................................................................................... .........................................................................................................................................................................................

.........................................................................................................................................................................................

Description........................................................................................................................................... .........................................................................................................................................................................................

.........................................................................................................................................................................................

Food and water ..................................................................................................................... .........................................................................................................................................................................................

.........................................................................................................................................................................................

Shelter ............................................................................................................................................................. .........................................................................................................................................................................................

.........................................................................................................................................................................................

General care................................................................................................................................. .........................................................................................................................................................................................

.........................................................................................................................................................................................

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BLM 9

Name: ................................................................................................................Date: ............................................................

Counting a creature Join the dots and colour in the picture

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BLM 10

Name: ................................................................................................................Date: ............................................................

Find the words f

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Find these words and colour them in: mouse, house, dog, fog, budgerigar, canary, rabbit, cow, pet, vet, met, bet, get, let, set, fish, dish, pig, big, dig, horse, sat, cat, mat © Blake Education – Pets Integrated Unit This page may be reproduced by the original purchaser for non-commercial classroom use.

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