Keep Wild Animals Wild: Think Twice Before You Buy
Keep Wild Animals Wild: Think Twice Before You Buy
Animal Action Education
U.S. Standards Correlation Ages 8–10 Lesson 1
2
3
4
5
6
7
8
9
English Language Arts Reading Key Ideas and Details • CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
✓ ✓ ✓ ✓ ✓ ✓ ✓
• CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
✓ ✓ ✓ ✓ ✓ ✓ ✓
• CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Craft and Structure • CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
✓ ✓
✓ ✓ ✓
• CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
✓
✓ ✓ ✓
• CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
✓ ✓
✓ ✓
Integration of Knowledge and Ideas • CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
✓ ✓
• CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
✓ ✓ ✓
✓ ✓
Writing Text Types and Purposes • CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
1
✓ ✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
• CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
4
5
6
7
✓
• CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
8
9
✓ ✓
✓
Production and Distribution of Writing • CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
✓
✓
• CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
✓ ✓
Research to Build and Present Knowledge • CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
✓
✓ ✓
• CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
✓ ✓ ✓ ✓
Speaking and Listening Comprehension and Collaboration • CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Presentation of Knowledge and Ideas • CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. • CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
2
✓ ✓
✓
✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
9
Language Knowledge of Language • CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
✓
✓ ✓
Vocabulary Acquisition and Use • CCRA.L.4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
3
✓
✓ ✓
✓ ✓ ✓
✓ ✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
9
Social Studies Culture Students will understand: (Knowledge) • How peoples from different cultures develop different values and ways of interpreting experience.
✓ ✓ ✓
✓ ✓ ✓
✓ ✓
✓ ✓ ✓
✓
✓ ✓ ✓
Individual Development and Identity Students will understand: (Knowledge) Early Grades • Individual choices are influenced by personal and social factors. Students will understand: (Knowledge) Middle Grades • That perceptions are interpretations of information about individuals and events, and can be influenced by bias and stereotypes.
Science, Technology, and Society Students will be able to: (Processes) • Use diverse types of media technology to research and share information. Students will be able to: (Processes) Early Grades • Identify the points of view expressed in information sources regarding science and technology. Students will be able to: (Processes) Middle Grades • Use diverse types of media technology to read, write, create, and review a variety of messages.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Civic Ideals and Practices Students will understand: (Knowledge) Early Grades • The importance of gathering information as the basis for informed civic action.
✓ ✓ ✓
Students will understand: (Knowledge) Middle Grades • The importance of becoming informed in order to make positive civic contributions.
✓ ✓ ✓
Students will be able to: (Processes) Early Grades • Evaluate positions about an issue based on the evidence and arguments provided, and describe the pros, cons, and consequences of holding a specific position.
✓ ✓
Students will be able to: (Processes) Middle Grades • Participate in the process of persuading, compromising, debating, and negotiating in the resolution of conflicts and differences.
4
✓ ✓ ✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
9
Next Generation Science Science and Engineering Practices 3-LS2: Ecosystems: Interactions, Energy, and Dynamics
✓ ✓ ✓
• 3-LS2-1: Construct an argument with evidence, data, and/or a model.
4-ESS2: Earth’s Systems • 4-ESS2-2: Analyze and interpret data to make sense of phenomena using logical reasoning.
✓
✓
✓
5-ESS3: Earth and Human Activity • 5-ESS3-1: Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
✓ ✓ ✓
Disciplinary Core Ideas 3-LS2: Ecosystems: Interactions, Energy, and Dynamics • 3-LS2-1 (LS2.D): Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
✓
3-LS4: Biological Evolution: Unity and Diversity • 3-LS4-4 (LS2.C): When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.
✓
✓
4-ESS2: Earth’s Systems • 4-ESS2-1 (ESS2.E): Living things affect the physical characteristics of their regions.
✓
5-LS2: Ecosystems: Interactions, Energy, and Dynamics • 5-LS2-1 (LS2.A): The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
5
✓
✓
✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
5-ESS3: Earth and Human Activity • 5-ESS3-1 (ESS3.C): Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
✓ ✓
✓
Crosscutting Concepts 3-LS2: Ecosystems: Interactions, Energy, and Dynamics • 3-LS2-1: Cause and effect relationships are routinely identified and used to explain change.
✓
✓ ✓ ✓
✓
✓ ✓ ✓
4-ESS2: Earth’s Systems • 4-ESS2-1: Cause and effect relationships are routinely identified, tested, and used to explain change.
6
9
Keep Wild Animals Wild: Think Twice Before You Buy Correlation to IFAW Expected Student Learning Outcomes
1
2
3
Lesson 4 5 6
7
8
IFAW Expected Student Learning Outcomes Cognitive Outcomes C1. Understands key characteristics of the target animal(s) • C1.1: Identifies distinguishing physical traits (physiology and anatomy) of the target animal(s).
✓
• C1.2: Describes adaptive functions served by the distinguishing physical traits of target animal(s).
✓
• C1.3: Identifies distinguishing behaviors of the target animal(s).
✓
• C1.4: Describes adaptive functions served by the distinguishing behaviors of target animal(s).
✓ ✓
• C1.5: Identifies misinformation about target animal(s).
C2. Understands key animal welfare and ecological concepts that are relevant to the target animal(s) • C2.1: Defines essential vocabulary related to the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓ ✓
• C2.2: Lists the conditions that the individual target animal(s) or their populations need to survive.
✓ ✓
✓
✓
✓
• C2.3: Describes the physical, social, and behavioral requirements necessary for the target animal(s) to thrive. • C2.4: Analyzes the interdependence of the target animal(s), other animals including humans, and the environment, including communities and society.
✓ ✓
✓
C3. Understands human behaviors that impact the target animal(s) both positively and negatively • C3.1: Distinguishes between harmful and helpful human behaviors toward the target animal(s).
✓
• C3.2: Interprets information, critiques claims, and evaluates evidence about animal welfare and conservation issues related to the target animal(s) based on specific criteria.
✓
✓
• C3.3: Explains underlying causes of human behaviors that affect the target animal(s).
✓
✓ ✓ ✓
• C3.4: Understands multiple perspectives on animal welfare and conservation issues related to the target animal(s).
7
✓ ✓ ✓ ✓ ✓
✓ ✓ ✓
9
Keep Wild Animals Wild: Think Twice Before You Buy Correlation to IFAW Expected Student Learning Outcomes (continued)
1
2
3
Lesson 4 5 6
7
8
9
Affective Outcomes A1. Reduces negative perceptions of the target animal(s) • A1.1: Expresses less negative, neutral, or positive perceptions of the target animal(s) verbally or through artistic expression, language, expressive thought, etc.
✓
• A1.2: Chooses to engage with, rather than avoid, information about the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓
A2. Builds curiosity about the target animal(s) • A2.1: Asks questions about the target animal(s). • A2.2: Participates in discussion around target animal(s). • A2.3: Seeks out independently further information on target animal(s). • A2.4: Shares information with others about target animal(s). • A2.6: Demonstrates that they are positively inspired by target animal(s) and the environment through artistic expression, language, expressive thought, etc.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓
✓
✓ ✓ ✓
A3. Demonstrates the willingness to treat the target animal(s) with respect • A3.1: Expresses willingness not to degrade, hurt, harm, or scare the target animal(s).
✓ ✓ ✓ ✓ ✓
• A3.3: Expresses appreciation for the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• A3.4: Willing to consider the natural behaviors and needs of the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• A3.2: Willing to show tolerance for the target animal(s).
A4. Expresses empathy and compassion for the target animal(s) • A4.1: Indicates awareness of the “feelings” of target animal(s). • A4.2: Identifies with the “feelings” of target animal(s). • A4.3: Conveys a desire to help relieve the suffering of animal(s).
✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
* * * * *
A5. Demonstrates the willingness to take responsibility for the welfare and conservation of animals • A5.1: Willing to undertake behaviors that contribute to protecting individual animals and populations.
* * * * * * * *
• A5.2: Willing to inform others about how to be personally responsible for minimizing the harm they cause to individual animals and populations.
✓ ✓
✓ ✓
• A5.3: Willing to influence others to be personally responsible for minimizing the harm they cause to individual animals and populations.
✓ ✓
✓ ✓
* Outcome is supported by instruction, but is not a direct part of instruction.
8
Animal Action Education
U.S. Standards Correlation Ages 8–10 Lesson 1
2
3
4
5
6
7
8
9
English Language Arts Reading Key Ideas and Details • CCRA.R.1: Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
✓ ✓ ✓ ✓ ✓ ✓ ✓
• CCRA.R.2: Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
✓ ✓ ✓ ✓ ✓ ✓ ✓
• CCRA.R.3: Analyze how and why individuals, events, or ideas develop and interact over the course of a text.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Craft and Structure • CCRA.R.4: Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
✓ ✓
✓ ✓ ✓
• CCRA.R.5: Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.
✓
✓ ✓ ✓
• CCRA.R.6: Assess how point of view or purpose shapes the content and style of a text.
✓ ✓
✓ ✓
Integration of Knowledge and Ideas • CCRA.R.7: Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
✓ ✓
• CCRA.R.8: Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. • CCRA.R.9: Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
✓ ✓ ✓
✓ ✓
Writing Text Types and Purposes • CCRA.W.1: Write arguments to support claims in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence.
1
✓ ✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
• CCRA.W.2: Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.
4
5
6
7
✓
• CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
8
9
✓ ✓
✓
Production and Distribution of Writing • CCRA.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
✓
✓
• CCRA.W.6: Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.
✓ ✓
Research to Build and Present Knowledge • CCRA.W.7: Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
✓
✓ ✓
• CCRA.W.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
✓ ✓ ✓ ✓
Speaking and Listening Comprehension and Collaboration • CCRA.SL.1: Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively. • CCRA.SL.2: Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Presentation of Knowledge and Ideas • CCRA.SL.4: Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• CCRA.SL.5: Make strategic use of digital media and visual displays of data to express information and enhance understanding of presentations. • CCRA.SL.6: Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate.
2
✓ ✓
✓
✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
9
Language Knowledge of Language • CCRA.L.3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
✓
✓ ✓
Vocabulary Acquisition and Use • CCRA.L.4: Determine or clarify the meaning of unknown and multiplemeaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate. • CCRA.L.6: Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.
3
✓
✓ ✓
✓ ✓ ✓
✓ ✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
9
Social Studies Culture Students will understand: (Knowledge) • How peoples from different cultures develop different values and ways of interpreting experience.
✓ ✓ ✓
✓ ✓ ✓
✓ ✓
✓ ✓ ✓
✓
✓ ✓ ✓
Individual Development and Identity Students will understand: (Knowledge) Early Grades • Individual choices are influenced by personal and social factors. Students will understand: (Knowledge) Middle Grades • That perceptions are interpretations of information about individuals and events, and can be influenced by bias and stereotypes.
Science, Technology, and Society Students will be able to: (Processes) • Use diverse types of media technology to research and share information. Students will be able to: (Processes) Early Grades • Identify the points of view expressed in information sources regarding science and technology. Students will be able to: (Processes) Middle Grades • Use diverse types of media technology to read, write, create, and review a variety of messages.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
Civic Ideals and Practices Students will understand: (Knowledge) Early Grades • The importance of gathering information as the basis for informed civic action.
✓ ✓ ✓
Students will understand: (Knowledge) Middle Grades • The importance of becoming informed in order to make positive civic contributions.
✓ ✓ ✓
Students will be able to: (Processes) Early Grades • Evaluate positions about an issue based on the evidence and arguments provided, and describe the pros, cons, and consequences of holding a specific position.
✓ ✓
Students will be able to: (Processes) Middle Grades • Participate in the process of persuading, compromising, debating, and negotiating in the resolution of conflicts and differences.
4
✓ ✓ ✓ ✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
9
Next Generation Science Science and Engineering Practices 3-LS2: Ecosystems: Interactions, Energy, and Dynamics
✓ ✓ ✓
• 3-LS2-1: Construct an argument with evidence, data, and/or a model.
4-ESS2: Earth’s Systems • 4-ESS2-2: Analyze and interpret data to make sense of phenomena using logical reasoning.
✓
✓
✓
5-ESS3: Earth and Human Activity • 5-ESS3-1: Obtain and combine information from books and/or other reliable media to explain phenomena or solutions to a design problem.
✓ ✓ ✓
Disciplinary Core Ideas 3-LS2: Ecosystems: Interactions, Energy, and Dynamics • 3-LS2-1 (LS2.D): Being part of a group helps animals obtain food, defend themselves, and cope with changes. Groups may serve different functions and vary dramatically in size.
✓
3-LS4: Biological Evolution: Unity and Diversity • 3-LS4-4 (LS2.C): When the environment changes in ways that affect a place’s physical characteristics, temperature, or availability of resources, some organisms survive and reproduce, others move to new locations, yet others move into the transformed environment, and some die.
✓
✓
4-ESS2: Earth’s Systems • 4-ESS2-1 (ESS2.E): Living things affect the physical characteristics of their regions.
✓
5-LS2: Ecosystems: Interactions, Energy, and Dynamics • 5-LS2-1 (LS2.A): The food of almost any kind of animal can be traced back to plants. Organisms are related in food webs in which some animals eat plants for food and other animals eat the animals that eat plants. Some organisms, such as fungi and bacteria, break down dead organisms (both plants or plants parts and animals) and therefore operate as “decomposers.” Decomposition eventually restores (recycles) some materials back to the soil. Organisms can survive only in environments in which their particular needs are met. A healthy ecosystem is one in which multiple species of different types are each able to meet their needs in a relatively stable web of life. Newly introduced species can damage the balance of an ecosystem.
5
✓
✓
✓
Keep Wild Animals Wild: Think Twice Before You Buy U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
5-ESS3: Earth and Human Activity • 5-ESS3-1 (ESS3.C): Human activities in agriculture, industry, and everyday life have had major effects on the land, vegetation, streams, ocean, air, and even outer space. But individuals and communities are doing things to help protect Earth’s resources and environments.
✓ ✓
✓
Crosscutting Concepts 3-LS2: Ecosystems: Interactions, Energy, and Dynamics • 3-LS2-1: Cause and effect relationships are routinely identified and used to explain change.
✓
✓ ✓ ✓
✓
✓ ✓ ✓
4-ESS2: Earth’s Systems • 4-ESS2-1: Cause and effect relationships are routinely identified, tested, and used to explain change.
6
9
Keep Wild Animals Wild: Think Twice Before You Buy Correlation to IFAW Expected Student Learning Outcomes
1
2
3
Lesson 4 5 6
7
8
IFAW Expected Student Learning Outcomes Cognitive Outcomes C1. Understands key characteristics of the target animal(s) • C1.1: Identifies distinguishing physical traits (physiology and anatomy) of the target animal(s).
✓
• C1.2: Describes adaptive functions served by the distinguishing physical traits of target animal(s).
✓
• C1.3: Identifies distinguishing behaviors of the target animal(s).
✓
• C1.4: Describes adaptive functions served by the distinguishing behaviors of target animal(s).
✓ ✓
• C1.5: Identifies misinformation about target animal(s).
C2. Understands key animal welfare and ecological concepts that are relevant to the target animal(s) • C2.1: Defines essential vocabulary related to the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓ ✓
• C2.2: Lists the conditions that the individual target animal(s) or their populations need to survive.
✓ ✓
✓
✓
✓
• C2.3: Describes the physical, social, and behavioral requirements necessary for the target animal(s) to thrive. • C2.4: Analyzes the interdependence of the target animal(s), other animals including humans, and the environment, including communities and society.
✓ ✓
✓
C3. Understands human behaviors that impact the target animal(s) both positively and negatively • C3.1: Distinguishes between harmful and helpful human behaviors toward the target animal(s).
✓
• C3.2: Interprets information, critiques claims, and evaluates evidence about animal welfare and conservation issues related to the target animal(s) based on specific criteria.
✓
✓
• C3.3: Explains underlying causes of human behaviors that affect the target animal(s).
✓
✓ ✓ ✓
• C3.4: Understands multiple perspectives on animal welfare and conservation issues related to the target animal(s).
7
✓ ✓ ✓ ✓ ✓
✓ ✓ ✓
9
Keep Wild Animals Wild: Think Twice Before You Buy Correlation to IFAW Expected Student Learning Outcomes (continued)
1
2
3
Lesson 4 5 6
7
8
9
Affective Outcomes A1. Reduces negative perceptions of the target animal(s) • A1.1: Expresses less negative, neutral, or positive perceptions of the target animal(s) verbally or through artistic expression, language, expressive thought, etc.
✓
• A1.2: Chooses to engage with, rather than avoid, information about the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓
A2. Builds curiosity about the target animal(s) • A2.1: Asks questions about the target animal(s). • A2.2: Participates in discussion around target animal(s). • A2.3: Seeks out independently further information on target animal(s). • A2.4: Shares information with others about target animal(s). • A2.6: Demonstrates that they are positively inspired by target animal(s) and the environment through artistic expression, language, expressive thought, etc.
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓ ✓ ✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
✓
✓
✓ ✓ ✓
A3. Demonstrates the willingness to treat the target animal(s) with respect • A3.1: Expresses willingness not to degrade, hurt, harm, or scare the target animal(s).
✓ ✓ ✓ ✓ ✓
• A3.3: Expresses appreciation for the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• A3.4: Willing to consider the natural behaviors and needs of the target animal(s).
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
• A3.2: Willing to show tolerance for the target animal(s).
A4. Expresses empathy and compassion for the target animal(s) • A4.1: Indicates awareness of the “feelings” of target animal(s). • A4.2: Identifies with the “feelings” of target animal(s). • A4.3: Conveys a desire to help relieve the suffering of animal(s).
✓ ✓
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
* * * * *
A5. Demonstrates the willingness to take responsibility for the welfare and conservation of animals • A5.1: Willing to undertake behaviors that contribute to protecting individual animals and populations.
* * * * * * * *
• A5.2: Willing to inform others about how to be personally responsible for minimizing the harm they cause to individual animals and populations.
✓ ✓
✓ ✓
• A5.3: Willing to influence others to be personally responsible for minimizing the harm they cause to individual animals and populations.
✓ ✓
✓ ✓
* Outcome is supported by instruction, but is not a direct part of instruction.
8
