Animal Welfare Three Lesson Plan: 11th Grade Animal Science

Main Concept: Animal Welfare Main Question: What is animal welfare and what are the different schools of thought on this topic? This lesson sequence introduces students to a topic that can be fairly controversial and will most likely make them uncomfortable. These three lessons will begin a unit that covers many facets of animal welfare, animal use, differing philosophies, and legalities that cover animals, animal rights, and animal treatment. Many people dont believe in using animals for research although they have most likely benefited from research that has been performed on animals. My goal in this lesson is to increase students awareness when it comes to rights involving animals and for them to begin analyzing and developing their values while exposing them to others values that they may not agree with. The lesson will also provide them with some tactics to remain as respectful and open minded as possible while exploring opposing views. Through journaling students will be asked to do quite a bit of reflection on what occurs throughout class after they have had time to digest their initial feelings and responses. They will be introduced to several controversies and be asked to view each from multiple perspectives. Students will be asked to defend things they dont support in order to see why others may support it. By considering the reasoning behind opposing views, students will learn to be open minded in order to understand others actions and beliefs. Objectives for this unit: (*covered in this three lesson sequence) *Introduction to the concept of animal welfare Define animal welfare *Distinguish between animal rights and animal welfare *Explore the range of different philosophies in animal welfare Be able to understand the different levels of thought to do with animal welfare, the differences between levels, and what organizations are affiliated with each Increase student awareness of welfare issues involving animals Expose them to all sides of an issue, including views that oppose theirs *Students seek reasoning for opposing views Students will formulate their views and opinions on animal welfare

Many of the objectives listed are touched upon in the sequence but not attained. Also the objectives attained

Competencies/Standards to be addressed (Based off Common Core):

Journaling (Article Homework assignment, Animal Welfare Philosophies Homework and Anima Welfare Organization Homework):
CCSS.ELA-Literacy.RL.11-12.5 Analyze how an authors choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. CCSS.ELA-Literacy.RI.11-12.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. CCSS.ELA-Literacy.RI.11-12.5 Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. CCSS.ELA-Literacy.RI.11-12.6 Determine an authors point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text. CCSS.ELA-Literacy.RH.11-12.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary that makes clear the relationships among the key details and ideas. CCSS.ELA-Literacy.RH.11-12.6 Evaluate authors differing points of view on the same historical event or issue by assessing the authors claims, reasoning, and evidence. CCSS.ELA-Literacy.RST.11-12.2 Determine the central ideas or conclusions of a text; summarize complex concepts, processes, or information presented in a text by paraphrasing them in simpler but still accurate terms. CCSS.ELA-Literacy.WHST.11-12.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CCSS.ELA-Literacy.WHST.11-12.10 Write routinely over extended time frames (time for reflection and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Group Work Animal Rights vs. Animal Welfare CCSS.ELA-Literacy.W.11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

CCSS.ELA-Literacy.W.11-12.1a Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. CCSS.ELA-Literacy.W.11-12.1b Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases. CCSS.ELA-Literacy.RH.11-12.8 Evaluate an authors premises, claims, and evidence by corroborating or challenging them with other information. Multiple Assignments:

CCSS.ELA-Literacy.W.11-12.2 Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. CCSS.ELA-Literacy.W.11-12.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

All of the lessons will require a whiteboard that will be updated with the plan for the day and the plan for the week. It will highlight any upcoming assignments or tests, and remind students of any important dates.

Day 1: Welcome class, instruct students to take out pre-lesson vocab homework, and take attendance. (3 minutes) Check pre-lesson vocab (3 minutes) Pre-lesson Vocabulary:
Animal Rights Animal Welfare Humanize Unethical Utilitarianism Humane Exploit Right (ex basic rights) Liberate Animal abuse Active abuse Passive abuse

Go over plan for the day, and the week (5 minutes) Teacher visitor (surprise respect demo) Intro notes to welfare covering pre-lesson vocab Short video clip Questions/Comments Describe homework assignment Respect Demo: To outline the importance of respecting one anothers opinions and beliefs, the teacher will invite another teacher into the class to demonstrate. The two teachers will be talking casually about a mildly controversial subject (ex: a schools decision to provide a day off for Martin Luther King Day, but not for Columbus Day) and one will say (loudly)

Well thats just stupid! The other teacher will act surprised and upset, and respond Well I dont think so! This is actually something very important to me and my family! Who really cares?! Its just a day off either way, you should be happy you get any days off! The school cant just honor one persons history and not the other! Do you even know the history? How ignorant are you? At this point, the students attention and concern should be drawn to the loudly arguing teachers. Once I am sure the students have focused their attention to our conversation I will turn to them and ask them how they feel. I will also ask them how myself and the other teacher might be feeling. I will unveil that this was a task to demonstrate the importance of showing respect to one anothers opinions and beliefs as we delve into a potentially controversial lesson. I will also point out that the situation most likely created anxiety or hurt for all members involved- those arguing and those observing. Demonstrating that a lack of respect hurts everyone, not just the assumed victim. (9 minutes) Go over pre-lesson vocab and introduce topic (20) Short video clip on animal rights (3) Go over homework and pack up (6) HW: Students are to read a controversial article and journal their reflections. Students are asked to be critical of the pieces and determine if the author is biased one way or another or if they seem neutral. Highlight specific examples or wording that leads you to make the claim that they are biased or neutral. What claims is the author making, and why. Are you convinced by the author, how has he or she left you feeling about the subject. What is the authors claims, how are they supported? Options: Animal-Human Hybrid Sparks Controversy http://news.nationalgeographic.com/news/2005/01/0125_050125_chimeras.html Does Suspicions of Animal Abuse Warrant Violence Against Humans (look up one supporting article that provides an example of violence against an accused abuser - summarize this in your journal) http://www.akgmag.com/article/Does_Suspicions_of_Animal_Abuse_Warrant_Violence_Agains t_Humans_.htm Controversy of Animal Testing http://www.aboutanimaltesting.co.uk/controversy-of-animal-testing.html

Materials needed:

Smartboard to be used as a projection screen to cover pre-lesson vocabulary, introduce topic, and provide short youtube clip on animal welfare Sheet of paper resourcing the three article options for homework Several hard copies of the homework articles Also need teacher to lend ten minutes of their time for the skit on respecting others views

Day 2: Welcome, attendance, and plan for the day (5 minutes) Students discuss article in small groups (8 minutes (2-3 to group, 5 to discuss)) Discuss as class (5-8) How it pertains to what was learned yesterday Example of animal rightists or welfarist Do you agree or disagree? Refresh Rightist vs. Welfarist stance and have students reference examples

Group activity: Students are to pick a topic of interest to them that can be controversial (15-25)
Distinguish Animal Rights vs. Welfare * this is an objective Activity: Have students work in pairs or in threes and pick one issue: Owning pets Breeding Dog Racing Horseback riding Rodeos Circus Consuming meat Fur Zoo/aquarium etc. Students will work together and create posters that take a stance as an animal rights activist and an animal welfarists They will have notes that will support/describe their posters. This will give students experience looking at an issue from two different sides. They will see the benefits and downfalls of each issue, how they affect humans (economy, etc) and how it affects animals.

Day 2 HW: Finishing touches on posters

Materials needed: Posterboard Markers/crayons

Animal Rights vs. Animal Welfare Handout Personal smart phones, computers, literature, books for students to source for their posters Magazines for pictures on posters

Day 3: Welcome, attendance, plan for the day (5) Present Posters Students will then be asked to present their posters as a welfarists and then as a rightist. The class will challenge their stance, and the group members will do their best to defend it as a rightist or as a welfarist. This will require students to see all sides of the issue and whether or not they agree with this stance, they will be required to defend it. The teacher will act as a guide and referee for this debate to make sure the students on either side dont go too far. Recap on poster presentation experience: Hard to see another side of the issue? How students felt in this predicament? Tough moments? Do students better understand the difference between a rightest and a welfarist? Where do they think they fall? Willing to break the law, demonstrate the claims they make, or feel as though PETA takes it too far not allowing for pets etc.?

Further notes on welfare: students are provided a graphic organizer (15) Describe homework and pack up (4) HW: Journal: Pick one organization throughout any level of the spectrum and summarize their beliefs, where on the spectrum they are, any legal action that they have taken recently or action taken against

them, if they have been in the news recently, how effective you feel they are (with evidence to support) and any criticisms you have of the organization.

Name: _______________________ Animal Welfare Graphic Organizer Date: ______________ Level of Animal Charecteristics/Beliefs Welfare of Group Animal Liberation Organizations Associated Agree/Disagree? Notes

Animal Rights

Animal Concern

Animal Control

Animal Use

Animal Exploitation