Learners will create and implement a plan to supply a shelter with some needed items and to share with their peers about animal welfare and animal shelters.

Anticipatory Set:
Tell the learners that you are going to read a book to them that has an important message.  The pictures, which may make the book seem like it is for younger children, add to the message.  Ask the students to think about how a message can be enhanced through the artwork as you read the book.  Tell them they might be able to use this understanding if they choose to create books that convey a message about animal welfare/shelters as a service option in later lessons.
Read Buddy Unchained.  Discuss the book including information and ideas generated during Lesson One about animal welfare and animal shelters. Discuss how the pictures emphasize the message.  Ask the learners to share any conversations and reactions from family members generated by the Letter to Families taken home after Lesson One.

• List the following words on the board: philanthropy, common good, volunteer.  Access the learners’ prior knowledge of these terms.
  
   
• Define philanthropy as: the giving of time, talent or treasure for the sake of another or for the common good.
  
  
• Define common good as: individuals having the commitment and motivation to work to promote the welfare of the community (even if they must give up  their own time or money) for the greater benefit of all.
  
  
• Define volunteer as: someone who does helpful work without receiving pay for it.
  
  
• Drawing on information learned in Lesson One, ask learners to review the services that animal shelters provide to the community. Ask: “Why and how do you think animals end up in shelters? What do you think would happen in a community if there weren’t places like animal shelters?” (accept any reasonable responses).
  
   
• Tell the learners that because shelters provide services that benefit animals and also the community, they are to be acting for the common good.
  
   
• Ask: “Do any of you know someone who works for an animal shelter?” Tell the learners that often people volunteer to help at shelters. They do many jobs like walking the animals, feeding, bathing and cleaning the animal’s living area. Sometimes people volunteer to donate items to a shelter that they need.
  
   
• Ask the learners to brainstorm what they can volunteer to do that would further animal welfare and help animal shelters.  Remind them that in Lesson Two they learned that there are costs involved in doing this action for the common good.
  
   
• Suggest that the class might help in two ways: by donating needed items to a shelter and by educating others about the need for animal welfare and the work of shelters.
  
   
• Define the term donate as: to give or present something to someone or an organization that is in need.
  
  
• Ask the learners how they think they might be able to help a local shelter with needed items.  Ask them to brainstorm a list of supplies that might be needed by shelters. They can draw on what they saw and heard during the reading of Buddy Unchained, on the research they did about local animal shelters in Lesson One, and on the costs associated with caring for animals from Lesson Two.  Remind the learners that they should base their decision of what items to donate on a real need of their local shelter. Inform them of the need to consult the organization’s wish list so they will collect items the organization will use.
  
   
• Using a class meeting format, guide the learners in a discussion to plan what they will collect, from whom they will collect the items, the collection process, the length of time for the collection, where the items will be stored during the collection and how and to whom the items will be delivered.
  
   
• Arrange the learners into groups. Give each group a container and a piece of poster board.  Tell them that they are going to decorate each container as well as make a poster that will be displayed in the school/community to advertise asking for items that will be donated to a local animal shelter. (See Attachment One: Rubric for Evaluating Posters.)
  
   
• Allow the time necessary for the containers and posters to be decorated.
  Remind them to include the date the drive will end on the poster.
  
   
• Place the containers and posters around the community/school according to the student created service plan.

Interactive Parent / Student Homework:
Ask the learners to share the results of the collection activity with their family.