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Unit Name: Animal Growth and Change

Lesson Number and Title: - Lesson #10 Animal and Human Relationship

Date: Specific date not required but must follow unit

Subject: Science

Grade: Grade 2

Time: One (50 minute) class

Parts of the Learning Cycle Involved: Engaging, Exploring, Explaining, Elaborating and Evaluating

Learning Objective and Lesson Purpose: Students will be concluding their animal growth and changes unit by learning about the different relationships that humans and animal can have while taking into consideration all previous knowledge learned throughout the unit.

About / In / For the environment:

Students will be learning about the environment because they will be reviewing knowledge learned throughout the unit to classify their animal. Students will be asked to bring a picture of a pet from home. If students have a family farm they could bring a picture of an animal from that farm as well. They will then be asked to describe the characteristics of their pet. Including the animal group it belongs to, its environment/habitat, and its life cycle.

Outcomes & Indicators:

AN2.3 Assess the interdependence of humans and animals in natural and constructed environments

f. Examine ways in which humans and animals interact with each other (e.g., pet, companionship, transportation guide dog, search and rescue, and providing food), including ways in which animals can cause harm to humans.

g. Discuss the care and handling of wild and domesticated animals (e.g., fish, dog, bird, horse, cow), including keeping animals as pets, housing animals in zoos and aquariums, and identifying careers related to animal care.

Content Background:

Background content is found on the following website:



The relationship we share with animals is unique and powerful. Even before the advent of animal domestication, a mutually beneficial and dynamic bond has existed between animals and humans. Few can argue that the human-animal bond has profoundly influenced human culture, physiology and emotion as well as the innate biology and behavior of animals.

What exactly is the human-animal bond? It is defined as a connection between people and animals, domestic and wild. Those that study the bond between animals and humans are anthrozoologists and through their studies they have come to the conclusion that our love of animals is intrinsically linked to who we are as humans.

Without animals, we would not have made the transition from hunter-gatherers to an agrarian society. Animals adorn the walls of the oldest cave paintings at El Castillo cave in Spain and the Chauvet caves in France as well as parade across the oldest hieroglyphic papyrus scrolls.

The early documentation of animals signifies their importance to universal human culture. Every known human culture has featured animals in art, religious ceremonies or folklore to suit pedagogical need. Using animals in religious ceremonies or folklore suggests the advent of a very important human aspect of human cognition- anthropomorphism. Attributing human characteristics and motives to animals (anything with a face), allowed our ancestors to engage in increasingly sophisticated social exchanges with each other and allowed us to anticipate and manipulate the activities of other species. This feature of human cognition allowed us to figure out where a prey species might be headed or how to capture an ox by feeding it tasty forage in the right place and time.

Human anthropomorphosis with animals has evolved beyond the initial phases of domestication during which our greatest need was a source of high quality food. In our modern era, dogs, cats and other animals have been elevated above the food chain to the role of companions. Many consider pets essential for emotional, psychological and physical well-being.

How humans respond to animals, either by petting them or watching them has been well documented. The first treatments derived from the human-animal bond began in the late 18th century in York, England. Mentally ill patients where prescribed animal care on a farm which was hypothesized to facilitate their rehabilitation. Other physicians followed suit utilizing riding horses to treat neurological disorders in effort to improve motor control and alleviate depression.

Investigations to characterize the impact of animals on human physiology at the University of Pennsylvania found that when a human, regardless of age or gender strokes a dog they have profound psychological changes that concertedly act to reduce stress such as a decrease in blood pressure, heart rate, respiratory rate and an increase in an overall feeling of well being. Some researchers suggest that animals create a sense of being needed for their human companions that carries significant meaning for the elderly.

Today, the human-animal bond is being prescribed for a range maladies ranging from anxiety to depression, anorexia and ADHD. The therapeutic benefits of animals is associated with the observation that if we see an animal in a peaceful or restful state we may take this as a signal that we are also in a peaceful or restful state. Animals are routinely taken to assisted living homes to uplift the elderly and promote physical activity. Service dogs for individuals with anxiety and depression are becoming more abundant. Children whom have a classroom pet or are allowed to bring their own pet in are reported to have increased motivation while doing classroom activities.

Our cognitive association with animals has profoundly shaped our modern lives. An estimated 47% of American households own animals and of these 70% sleep with their pets. As we become more cognate of the intimate bond we share with animals it has the potential to further impact our life and promote novel expression of emotion and cognition.



Humans have had an unavoidable link to animals in their environment. During human evolution we have in part transitioned from being prey to predators and then caretakers of other animals as our diet and lifestyles changed over time (e.g. nomadic to sedentary; O’Connor 1997 , Heffner 1999 ). However, human–animal relationships go beyond those of food: we are tightly connected to numerous animal species, from microbial organisms in our intestines that aid digestion, to rodents living uninvited in our homes ( Somerville 1999 ), to captive elephants that provide a work force. To help distinguish what type of relationships humans have with certain species, it is useful to determine the effects each interaction has on each participant (positive, negative, or neutral). Most animals living with humans in urban areas are commensal: they benefit from living in proximity to humans without overtly harming them. In some cases, these relationships are very old and their origins coincide with human sedentism ( O’Connor 1997 ). Indeed, the presence of rat ( Rattus spp.) and mouse ( Mus domesticus ) remains can be used as a proxy of human settlement at archeological sites ( Somerville 1999 ). These species were most likely attracted to the increase in foraging opportunities provided by human rubbish and warmth provided by human dwellings. The historical relationship of rats ( R. rattus and R. norvegicus ) and mice ( M. domesticus ) with humans is marked by changes in human behavior. There is archaeological evidence for increased efficiency of food storage devices that is attributed to preventing pilferage by rodents ( Somerville 1999 ). In addition, the negative effects (or at times negative perception) of rodents have led humans to tolerate the presence of rodent predators such as mustelids and felines ( Somerville 1999 ). Humans in urban areas often have negative perceptions of many other organisms sharing their environment (e.g. cockroaches, pigeons, raccoons, opossums, bats, dandelions and other weedy or poisonous plants). These organisms thrive on living in proximity with humans by foraging on human refuse or finding suitable habitat in gardens, housing, or attics. Urban pests have adapted to living with humans by adjusting their activity patterns (e.g. nocturnally) or habituating to humans. Sometimes, these organisms can have serious negative impacts on humans, such as the spread of rabies or other diseases, however in most instances they are simply nuisances. Some urban pests are non-native species as urban areas seem to select for or attract exotic, invasive species. Native species, which are adapted to local habitats, are often replaced by these invasive species that tend to be generalists capable of quickly adjusting to an urban lifestyle (e.g. Marzluff 2001 ). Transition from native to exotic communities of organisms can be attributed to structural changes in habitat, temperature changes (urban areas tend to be warmer than outside areas), and, for certain species, availability of human refuse (as mentioned above) for foraging. However, humans can also directly contribute to these species changes. For instance, vegetation in cities consists of more exotics than native species due to humans planting exotics and the increased dispersal of seeds by human foot and automobile traffic ( Sukopp 1973 ; Kowarik 1995 ; Brunzel et al . 2009 ). Humans also share positive interactions with other organisms, whereby both parties benefit from forming a mutualistic relationship. Perhaps the best-known historical mutualism is that of humans and dogs, the ‘domesticated’ relative of wild canids. The exact origins and history of this relationship is a bit contentious (see Schleidt & Shalter 2003 ), but today dogs provide benefits to humans as companions, guards, and workers (hunting partners, seeing-eye, sheep herders, drug and people finders). In turn, dogs benefit from humans because they are provided with food, shelter, protection, and from the species level, have increased their population sizes and spread throughout the world ( Heffner 1999 ). Although indirect, humans and urban animals share a positive interaction with trees and plants. Urban parks provide habitat and increase viability for many animal species while also providing a view of nature for humans which has positive health benefits.

Processes Developed:

Classifying – Students will be asked to classify their pet or animal they are given into the specific animal group it belongs to, along with which habitat/environment it lives in.

Recording – Students will be recording all the information on their pet or animal given. Information such as animal group, habitat, environment, and life cycle.

Adaptive Dimension:

Students are asked to bring a picture of their pet. If students do not have a pet or picture of their pet. I as the teacher will have extra pictures ready for students to use for the purpose of this assignment. If students do not have strong writing skills quite yet they can always visually create what is being asked of them. (The environment they live in, and the life cycle they go through)

Cross Curricular Competencies (CCC’s):

Developing Thinking (Related to CEL of Critical and Creative Thinking)

K-12 Goal: Think and learn critically

- Analyze and critique objects, events, experiences, ideas, theories, expressions, situations, and other phenomena

- Distinguish among facts, opinions, beliefs, and preferences

- Apply various criteria to assess ideas, evidence, arguments, motives, and actions

- Apply, evaluate, and respond to differing strategies for solving problems and making decisions

Developing Literacies (Related to CELs of Communication, Numeracy, Technological

Literacy, and Independent Learning)

K-12 Goal: Construct knowledge related to various literacies

- Acknowledge the importance of multiple literacies in everyday life

- Understand that literacies can involve words, images, numbers, sounds, movements, and other representations and that these can have different interpretations and meanings

- Examine the interrelationships between literacies and knowledge, culture, and values

- Evaluate the ideas and information found in a variety of sources (e.g., people, databases, natural and constructed environments)

- Access and use appropriate technologies to investigate ideas and deepen understanding in all areas of study

Interdisciplinary Connections:

Language Arts – Students will be using their writing skills to write down all the information on their pets and the characteristics of them.

Prerequisite Learnings:

Students will have to use the knowledge about animal life cycles, habitats, and life cycles from previous lessons throughout the unit to complete the task for today. Students will need to be able to describe their pet’s characteristics and must be able to write their thoughts down on paper.

Materials / Equipment / Safety:

Students must have a picture of their own pet or a picture provided by myself. They must also have access to glue so they can attach the picture to paper. Students must also have a writing utensil to complete the worksheet for this lesson.

Advanced Preparation:

Advanced preparation will require students to have pictures printed off of a family pet before today’s class. As a teacher having extra pictures printed off for the students who don’t have pets or don’t have access to a picture of their pet. Advanced preparation as a teacher will also require you to have pictures or displays from previous projects up to assist students with their lesson today. Having these displays will assist students in describing which animal group, life cycle, and habitat their pet belongs to. Having glue sticks, scissors, and pencils all ready for students before the lesson will also assist in the completion time.

Lesson Procedure

Engagement

To begin the lesson you could introduce the idea of what we will be doing for today’s lesson a couple days in advanced. Explaining to the students that we will need to get a picture of any family member’s pet to bring to class. Get the students excited for the lesson by doing this and explain that the lesson today will involve what we have been learning throughout the whole unit. Once the day has arrived, to begin the class you will hand out the picture that students have handed into you previous classes and begin to explain today’s lesson will be taking our family pets and describing which animal group they belong to, the type of life cycle they live, and the kind of habitat they live in.

Exploration/Explanation

As the lesson begins you could have an example of your on pet and explain to the students the steps they will do their worksheet in by working through your own. For example I would show them a picture of my rabbit. I would describe the animal group my rabbit belongs to, what its life cycle looks like roughly, and the habitat my rabbit lives in if he lived in the wild. I would explain why he/she fits under each category. After this example I would hand out the worksheet for students to work on. Assisting with students who may need help characterizing their pet. Helping explain to students why their animal of choice fits in each of these categories.

Elaboration

If there is time for another step, we as a class could share our picture with this class and explain all of the characteristics. Only ask the students who would like to do so. Or I the teacher could share the picture for the students and have a class discussion on why the pet has its characteristics.

Evaluation

Students will be evaluated throughout the lesson on how well they can work through the worksheet. Along with being able to verbally explain to another teacher or myself why the animal belongs to that animal group, what its life cycle looks like, and why does it live in the habitat/environment it does?

Extensions /Modifications:

If you feel you have a controlled classroom and you have enough supervisors and volunteers helping with the activity you could have a certain amount of students or even teachers or teacher’s aids bring a variety of pets to create a fun lesson and make it more engaging. This would have to be the second day of the lesson if you were to extend it on because if you were to try and have pets in the classroom AND complete the worksheet it would not be possible with all the excitement in the classroom.

Assessment:

Students will be assessed on their knowledge which will be on display on the worksheet. Students will be assessed on the correct animal groups, life cycles, and habitats for their pet and the ability to verbally explain why or even by writing it on their worksheet.

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