Tammy Chapa & Cindy McPhaill
Picking out a new pet can be very confusing. There are so many types of pets. Dogs, birds, fish, cats, and snakes are just a few of the options. However, there is more to choosing a pet than selecting a type. It is important to consider three things before making your choice: care, safety, and cost. If you think about this information before going to the pet store then you’ll be better able to make the best choice for both you and your family.
You will make a poster and share with the class the information you learn during your research. You will specifically discuss care, safety, and cost as it relates to the pet you choose.
1. Ask yourself, “What kind of pet do you think you would like to own?"
2. Cut out pictures of these animals and bring them back to class.
3. Share your pictures with the class; consider your options and what might suit your family.
4. Research using www.avma.org/care4pets or www.google.com.
5. Continue to research your choices using books in the classroom, outside information, or make a trip to your local pet store.
6. Write down all of your ideas and information in your learning log (remember to be thinking about care, safety, and cost).
7. Make a final selection based on the information you have found during your research.
8. Share and orally present a final poster with the class, which shows a picture of the pet you have chosen, and written information about the care, safety, and cost of this pet.
Kids corner worksheets http://www.avma.org/careforanimals/kidscorner/default.asp
http://www.avma.org/careforanimals/kidscorner/wrksht2.asp
http://www.avma.org/careforanimals/kidscorner/wrksht5.asp
A selection of classroom books (see example)
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For Every Dog an Angel by Christine Davis |
Pictures
CAT DOGS BIRDS
Students will be evaluated primarily during the oral presentation. The teacher will also take anecdotal records to record student participation during in class computer research. The teacher will also teach writing mini-lessons, which will address specific writing skills needed for the project. Therefore, the teacher will consider the skills learned using the final poster as a guide. The following rubric will depict the specific criteria for the presentation
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CATEGORY
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4
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3
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2
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1
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Enthusiasm
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Facial expressions and body language generate a strong interest and
enthusiasm about the topic in others.
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Facial expressions and body language sometimes generate a strong interest
and enthusiasm about the topic in others.
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Facial expressions and body language are used to try to generate
enthusiasm, but seem somewhat faked.
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Very little use of facial expressions or body language. Did not generate
much interest in topic being presented.
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Uses Complete Sentences
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Always (99-100% of time) speaks in complete sentences.
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Mostly (80-98%) speaks in complete sentences.
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Sometimes (70-80%) speaks in complete sentences.
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Rarely speaks in complete sentences.
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Content
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Shows a full understanding of the topic.
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Shows a good understanding of the topic.
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Shows a good understanding of parts of the topic.
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Does not seem to understand the topic very well.
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Props
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Student uses several props (could include costume) that show considerable
work/creativity and which make the presentation better.
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Student uses 1 prop that shows considerable work/creativity and which make
the presentation better.
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Student uses 1 prop which makes the presentation better.
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The student uses no props OR the props chosen detract from the
presentation.
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Listens to Other Presentations
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Listens intently. Does not make distracting noises or movements.
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Listens intently but has one distracting noise or movement.
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Sometimes does not appear to be listening but is not distracting.
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Sometimes does not appear to be listening and has distracting noises or
movements.
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Now that you can tell your friends and family all about how to pick a pet the smart way! Researching new ideas using the computer can be lots of fun. Remember to think and check out your ideas before you make a decision. It is so important to make all of your decisions the smart way.