hab he lp pet responsibility

8/2/2019 Hab He Lp Pet Responsibility

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2009 American Humane Association

Grades: 6-9

Ages: 11-14 years

Time: These six lessons can be modifed to meet various time constraints.

Character Pillars:Responsibility

Fairness

Standards:

Standard Area Performance DescriptionEnglish/Language Arts Speaking, Listening, Viewing E3b

Mathematics Arithmetic and NumberConcepts

M1a, M1b, M1

Mathematics Function and Algebra Concepts M3b, M3d

Mathematics Statistics and Probability M4a, M4d

Mathematics Mathematical Skills and Tools M6a, M6b, M6, M6g, M6h,

Mathematics Mathematical Communication M7a, M7b

Mathematics Putting Mathematics to Work M8a

Science Scientifc Tools and Techniques S6d

Applied Learning Inormation Tools andTechniques

A3a, A3b

Rationale: Oten, the match between a pet and a amily is not successul i emotions are the primaryactor involved when choosing a pet. Consideration o the cost and time involved in owning a pet arusually overlooked during spontaneous pet adoptions or purchases, and in some cases, the pet endsup being given away, ignored or neglected. By learning to consider all actors and make appropriatedecisions, children can develop important skills that are vital to becoming responsible pet owners,both today and in the uture.

Pet Responsibility

Lesson Plan


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Pet Responsibility Lesson Plan

www.americanhumane.org

Behavioral Objectives:

Students will:

Develop an awareness o the responsibilities o pet ownership.

Learn how to choose the right pet or their liestyle.

Develop a cost sheet o expenses incurred or a pet initially, during a one-year period and ora pets estimated lietime.

Develop a bar graph o expenses incurred or a pet initially, during a one-year period and ora pets estimated lietime.

Develop a pie chart o the time they spend on dierent activities each day and estimate howmuch time is needed to care or a pet.

Utilize the inormation they gather and develop to determine their own readiness or petownership.

Become more aware o the character pillars o responsibility and airness as they relate topets.

Materials:Included worksheets: Worksheet 1a Pet Ownership Expenses; Worksheet 1b Bar Graph oExpenses; Worksheet 2a Pie Chart o Time; Worksheet 2b Commitment RequirementsChart; and Are You Set or a Pet?

Graph paper

Graphing computer sotware

Access to books, online resources and animal care proessionals

Procedure:

Set:

These lessons are intended to present and examine issues surrounding pet responsibility,such as planning, fnancial, time and emotional considerations.

Students will participate in a variety o activities that will help them make an inormeddecision about whether they are ready or a pet and what type o pet would be best or theirliestyle.


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Facilitate a discussion about considerations in caring or a pet.

Record responses on the board, which should include:

Food Training Time Treats

Supplies Exercise Space Health care

Love Identifcation Lie expectancy Landlord permission

Homeowners insurance State and town regulations

Some students may already have a pet, in which case these activities will help them becomeaware o their responsibilities.

Some students may not have pets or are considering getting a pet, in which case theseactivities will help them determine whether they are ready or the responsibility o a pet.

Ask students to think about what types o pets they may want.

Ask students to select the type o pet they would like to research or this lesson plan.

Cover all areas, including specifc examples o each area (such as supplies like litter boxes,leashes, etc.).

Lead the discussion into the consideration o the cost o caring or a pet and whetherstudents and their amilies are ready or pet ownership.

Considerations for the educator to discuss with students:

Ownership o domestic pets versus exotic pets versus wildlie

Adult pets versus young pets

State and town restrictions on various species

Pets living inside versus outside

Adoption versus purchasing a pet

Freshwater aquariums versus saltwater aquariums

What will students do i they move to a location where the pet is not allowed (college, newapartment, new town)?

1 Lesson 1: Discussion of Needs


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Students should complete Worksheet 1a Pet Ownership Expenses to calculate costsincurred by pet ownership.

Students should then use the inormation rom Worksheet 1a to complete Worksheet 1b BarGraph o Expenses and develop bar graphs o their own.

Give students several days to complete the worksheets, which will be the basis or discussionin the next lesson.

2 Lesson 2: Expense Calculations


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Facilitate a discussion about the expenses incurred by obtaining and owning a pet. Reer toWorksheets 1a and 1b as you consider the ollowing:

How much will it cost or initial supplies?

How much will it cost to have your pet or one year?

How much will it cost or the estimated lietime o the pet?

What were some o the expenses you had not considered beore?

Which expense or expenses were most unexpected to you?

Did you compare the cost and brand o supplies rom dierent sources?

Did you fnd a way to save money?

Was there a dierence in getting your pet rom a shelter, a pet store or a private owner? (Whatwas the initial cost? What did the pet come with?)

Did you discuss with your amily the expense o caring or a pet?

Who would be responsible or the cost?

I only the adults are determined to be responsible, is this air?

What could you do to help with the expenses?

3 Lesson 3: Expense Discussion


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Lesson 4 may be completed as a continuation o Lesson 3, or as a separate lesson.

Lead into a discussion about the time it takes to care or a pet.

Begin by saying that not only is cost a consideration or owning a pet, but the time it takes tocare or a pet is also very important to consider.

Have a discussion about what extracurricular activities the students do during the course o aday, week, etc.

How do they think this will impact having a pet to care or?

Consider what they do during dierent times o the year (i they go away or summers, i they

spend time at other homes, etc.).Ask students to record all activities they engage in and estimate how much time is spentdoing each activity to determine an average day in their lives. (This inormation will be usedin the next lesson.)

Distribute Worksheet 2a Pie Chart o Time and have students complete the calculations.

4 Lesson 4: Time Calculations


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Each student should have completed Worksheet 2a, as well as a pie chart.Facilitate a discussion o the ollowing:

What additional activities did you identiy that werent already listed on the worksheet?

How much time did you spend engaged in each activity?

What percentage o the day was that?

Review each area and have various students share their results.

What were some o the areas that surprised you?

What did you spend the most time doing each day?

What did you spend the least time doing each day?

Review our discussion about what a pet needs (ood, supplies, health care, training, exercise,love/care, etc.).

Do you think you would have enough time let to properly care or the pet you chose?

I not, what could you do to make time or a pet?

Many people ail to consider the total time involved in all the aspects o caring or a new pet. Forexample, some think about walking the dog, but orget about eeding it, training it, cleaning up aterit, etc.

The next exercise will help students identiy pets as high, medium or low maintenance inorder to truly evaluate the time pets require.

Distribute Worksheet 2b Commitment Requirements Chart.

Students can work individually or in teams to discuss, research and complete the worksheet.

5 Lesson 5: Time Discussion


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When considering how much ree time they have, students may decide a dierent type o pet wouldsuit their lives more realistically.

Have the students take the Are You Set or a Pet? test to become more aware o the areas thatshould be considered beore getting a pet.

Reerring to all fve worksheets, acilitate a discussion o the ollowing:

Are you fnancially ready to acquire and care or a pet?

Do you have enough time to care or a pet?

Could you choose another type o pet that you may have the time and resources to care or?

Have you considered that now may not be the right time or any type o pet? Would it bebetter to wait to get a pet?

I you took on a job to help with the cost o a pet, would you have time to care or the pet?

Have you considered who would care or your pet i you moved, went to college or got a ull-time job?

Lead a discussion into the possible ways amilies can compromise to aord and care or apet.

Conclusion:Distribute sel-evaluation orms (Student Sel-Evaluation) or each student to complete.

Conduct an evaluation o each student using the Evaluation orm.

6 Lesson 6: Pet Test


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Worksheet 1a: Pet Ownership ExpensesDetermine how much it costs to obtain and care or the pet o your choice. Be sure to calculatecosts initially, over one year and during the estimated liespan o the pet.

Suggested costs to consider:

Estimate the lie expectancy o the pet.

What sources are there or obtaining this pet, and at what cost?

How much does it cost to eed this pet?

Will this pet require special vitamins, treats or dietary supplements?

Consider the various supplies your pet will require. How much will they cost initially, andhow much will they cost to maintain?

Estimate how much health care will cost or this pet (spaying/neutering, vaccines, annualexaminations, etc.).

Consider the cost o any unexpected emergency care (injuries, illness, etc.).

Consider what you will do to care or your pet i your amily takes a vacation, and estimatehow much that will cost.

Does this pet require training? Will exercising this pet cost money?

Does this pet require registration, licensing or permits with the city or state?

Are there cheaper options or sources or any o these expenses?

PET EXPENSE CHART

Expense Initial Cost At One Year Est. Lifetime Cost


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Worksheet 1b: Bar Graph of ExpensesReerring to the expenses you noted on Worksheet 1a, organize the expenses into the ollowing1.categories:

Obtaining the Pet

Food/Treats

Supplies

Veterinary Expenses

Training/Exercise

Other (Boarding/pet sitting, licensing/registration, etc.)

2. Calculate a total cost or each o the above categories, or each o the three time periods (initial,one year and estimated lie expectancy o the pet).

3. Create three bar graphs, one or each o the three time periods, using graph paper or a computerprogram. Make each graph a dierent color. (Option: All three graphs can be combined into one;reer to sample graph below.)

Sample Graph

Initially

1 Year

Est. Lifetime


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Worksheet 2a: Pie Chart of Time1. Estimate how much time you spend, on an average day, engaged in the activities below. Record

in column 2 the hours spent (include any additional activities not listed).

Example: You spend 6 hours per day in school.

2. Calculate the percentage o the day that is spent engaged in each activity. Record in column 3.

Example: 6 hours divided by 24 hours in a day = 0.25 multiplied by 100% = 25%

3. Convert the percentages into the degrees o a circle and record in column 4.

Ex:0.25times360o = 90o

4. Plot the degrees into a pie chart using paper or a computer program. Ensure each section isclearly labeled and has a dierent color.

Activity Hours Spent %Degree Measureof a Circle

Ex: In School Ex: 6 Ex: 25% Ex: 90 o

In school

Ater-school activities

Doing homework

Hanging out withriends

Working at a job

Doing chores

Free time

Sleeping

Total 24 hrs 100% 360o

Sample Pie Chart


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Worksheet 2b: Commitment Requirements ChartWhen considering a new pet, the amount o ree time you have to care or the pet is a veryimportant actor. A discussion o how much time members o your household are also willing tocontribute to the pets care is a useul way to narrow down the choices. Be sure to reer to your piechart.

Identiy all the types o pet you would consider getting, making sure to consider a variety o species,individual breeds and ages. Record each pet in the chart below, and assign a level o maintenance(H = high, M = medium, L = low) to each category o care.

Energy

H Requires lots o exercise several times per day

M Requires some exercise every day

L Requires a little exercise a ew times a week or less

Sociability

H Requires requent interaction with amily throughout each day

M Requires regular interaction with amily every day

L Requires little interaction with amily

Cleaning up after the pet

H Requires cleaning several times per day

M Requires regular cleaning

L Requires little or inrequent cleaning

Pet Energy Sociability CleanupEx: puppy H H H

Ex: goldfsh L L L


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Are You Set for a Pet?

1. Have you thoroughly researched the type o pet you want?

Yes / No

2. Are you certain that everyone in your home is NOT allergic to this type o pet?

Yes / No

3. Have you reviewed the Pet Ownership Expenses Chart and Bar Graph o Expenses withyour amily?

Yes / No

4. Are you and your amily able to aord this pet?

Yes / No

5. Have you reviewed the Pie Chart o Time with your amily?

Yes / No6. Do you and your amily have enough time to care or this pet?

Yes / No

7. Have you reviewed the Commitment Requirements Chart with your amily?

Yes / No

8. Can your home/property accommodate this pet?

Yes / No

9. Do you have the landlords permission, or does your homeowners insurance allow you tohave this particular type o pet?

Yes / No

10. Is the pet you selected legal to have in your state or city?

Yes / No

I you answered YES to all or most o these questions, you may be ready or a pet.

Be sure to review your answers objectively, talk to your amily and make a realistic decision asto whether you are able to care or a pet at this time.

I you answered NO to most o the questions, you may want to consider the ollowing:

What can be changed so that you are ready or a pet?

Is there a dierent type o pet that might be more suitable or you?

Would it be best to not have a pet right now, and wait until you are ready?

Remember: Responsibility begins with making educated choices!


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Performance Checklist for Pet Responsibility Lesson

Evaluation

The ollowing is a checklist o requirements or the six-lesson unit.

Possible PointsPoints Achieved

1. Worksheet 1a expense list is completed withconsideration o multiple cost actors. 10 _____

2. The cost o items is realistic. 5 _____

3. Correct math calculations or initial,one-year and estimated lie-expectancy costs. 10 _____

4. Worksheet 1b calculations are completed and correct. 10 _____

5. Bar graphs are completed, neat and clear. 5 _____

6. Bar graphs are correctly plotted. 5 _____

7. Worksheet 2a activity list is completed and takes multipleactivities into consideration. 10 _____

8. Time estimates are realistic. 5 _____

9. Correct math calculations or percent and degreemeasures o circle. 10 _____

10. Pie chart is completed, neat and clear. 5 _____

11. Pie chart is correctly plotted. 10 _____

12. Worksheet 2b is completed with considerationo multiple types o pets. 10 _____

13. Are You Set or a Pet? test is completed. 5 _____

Total: 100 ____


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Performance Checklist for Pet Responsibility Lesson

Student Self-Evaluation

The ollowing is a checklist o requirements or the six-lesson unit.

Possible PointsPoints Achieved

1. Worksheet 1a expense list is completed withconsideration o multiple cost actors. 10 _____

2. The cost o items is realistic. 5 _____

3. Correct math calculations or initial,one-year and estimated lie-expectancy costs. 10 _____

4. Worksheet 1b calculations are completed and correct. 10 _____

5. Bar graphs are completed, neat and clear. 5 _____

6. Bar graphs are correctly plotted. 5 _____

7. Worksheet 2a activity list is completed and takes multipleactivities into consideration. 10 _____

8. Time estimates are realistic. 5 _____

9. Correct math calculations or percent and degreemeasures o circle. 10 _____

10. Pie chart is completed, neat and clear. 5 _____

11. Pie chart is correctly plotted. 10 _____

12. Worksheet 2b is completed with considerationo multiple types o pets. 10 _____

13. Are You Set or a Pet? test is completed. 5 _____

Total: 100 ____

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