It’s important for learners of all ages to understand that animals are living, feeling beings. This lesson encourages children to think about animals and animal welfare particularly as it applies to pets. It will help them understand that animals need and want many of the basic things that humans need and want, and how humans can help provide those things for their pets.

The learner will:

• actively listen and identify types animal that make good pets.
• create a classroom graph of pets.
• Identify some facts about different pets found in the book .
• identify animals that are and are not usually pets.
• discuss the attributes of pets.

 

Day One:
Anticipatory Set:
Tell the learners that they are going to play a game that is similar to the game “Simon Says” but it is called “The Puppy Says”.  Ask the learners to line up around the edges of the room. Tell them that they should listen carefully to the directions that the puppy will give them and they should do what the puppy says.

Ready? The puppy says, “If you like animals, walk to the center of the room”.
The puppy says, “Go back to your original space.” 
The puppy says, “If you have a pet at home, walk to the center of the room.”
The puppy says, “Go back to your original space.”
The puppy says, "If you would like to have a pet someday, walk to the center of the room.”
The puppy says, “Go back to your original space.”
The puppy says, “If you help take care of a pet, walk to the center of the room.”
The puppy says, “Go back to your original space.”
Continue this game as long as the learners are actively engaged. Once the game is finished ask the learners to take a seat and get ready to listen to a very special story.

• Read the book, Oh, the Pets You Can Get!: All About Our Animal Friends  by Tish Rabe.
  
   
• Read the book through once and allow the learners to enjoy the listening experience.
  
   
• Read the book a second time and ask the learners to listen for specific things. (If it is appropriate for the grade level the list may be posted in advance for them to see as the book is being read.)
  
   
• Ask the learner the following questions. As they respond, make a list on the board or paper using both words and pictures.

What animals were mentioned in this book? (birds, cats, kittens, bunnies, dogs, gerbils, hamsters, guinea pigs.)

What did the dogs need in the book? (exercise, something to eat, clean water, a friend, cozy bed, leashes for walks, tag with their name and address where they live, a trip to the vet.)

Why do Guinea Pigs need a ramp in their cage? (exercise)

What are some things that every pet needs? (clean water, shelter, food)

Where do pet birds sleep? (in a cage)

What did you learn about pets?

• Ask the learners to choose a picture/sticker of a pet mentioned in the book that represents a pet that they have or an animal that they would like to have as a pet. Have them place it on a graph.
  
   
• Discuss the graph prompting the learners with questions such as these:
  Which animal do most of us have as pets? 
  Which animal do the least of us have?
  Continue asking appropriate questions about the graph.
   

Day Two:

• Spend a few minutes reviewing the learning from Day One.
   
• On a display board create a T-chart. Label one side “Pet Animals” and the other side “Not Pet Animals.” Read the labels to the learners and tell them that they will be helping you categorize some animal pictures according to whether or not the animal is usually considered a pet or not. Randomly hold up each picture and ask the students to name the animal. Then ask a volunteer to place the animal picture in the correct location depending on if it is or is not usually considered a pet.   Ask the class to contribute ideas about attributes of each animal that would make each of the animals a possible pet or not a pet.
   
• Explain the homework assignment:  Ask the learners to share with their families what they have learned about pets during these lessons. With the help of family members, ask the learner to list what pets need and how the family members may help in taking care of a pet.
   
• For younger students the teacher may want to create a letter to Families explaining the Pet Care unit and the homework.
  
   

Interactive Parent / Student Homework:
Ask the learners to share with their families what they have learned about pets during this lesson. If there is a pet at home ask the learners, with the help of family members to list what their pet(s) needs and how the family members help take care of a pet.

• Rabe, Tish. Oh, the Pets You Can Get!: All About Our Animal Friends.  1998. Random House. New York .ISBN: 0-375-82278-X

For additional related topics and materials see: 
ASPCA® Web site Home page
http://www.aspca.org/site/PageServer?
pagename=homepage 
Learning to Give Home Page:
www.learningtogive.org