Keep Wild Animals Wild: Wonderfully Wild!
Keep Wild Animals Wild: Wonderfully Wild!
Animal Action Education
U.S. Standards Correlation Ages 5–7 Lesson 1
2
3
4
5
6
7
8
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.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.
1
✓ ✓
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4
• CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
5
6
7
✓
8
✓
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.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
✓
✓ ✓
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.
✓
✓ ✓ ✓
Language Vocabulary Acquisition and Use • CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning 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 domainspecific 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.
✓ ✓ ✓ ✓ ✓
✓
2
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4 5
6
7
8
Social Studies Culture Students will understand: (Knowledge) • How cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living. • How peoples from different cultures develop different values and ways of interpreting experience.
✓ ✓
✓
✓ ✓
✓
Individual Development and Identity Students will understand: (Knowledge) • Individual choices are influenced by personal and social factors.
Science, Technology, and Society Students will be able to: (Processes) • Use diverse types of media technology to research and share information.
✓ ✓
✓ ✓ ✓
Civic Ideals and Practices Students will understand: (Knowledge) • The importance of gathering information as the basis for informed civic action. Students will be able to: (Processes) • Evaluate positions about an issue based on the evidence and arguments provided, and describe the pros, cons, and consequences of holding a specific position.
3
✓ ✓ ✓
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
Next Generation Science Practices K/1-LS1: From Molecules to Organisms: Structures and Processes • K-LS1-1: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
✓
✓
• K-LS1-1: Scientists look for patterns and order when making observations about the world. • 1-LS1-2: Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
✓ ✓
✓ ✓
K-ESS3: Earth and Human Activity • K-ESS3-2: Ask questions based on observations to find more information about the designed world.
✓ ✓
✓
• K-ESS3-2: Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. • K-ESS3-3: Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.
✓ ✓ ✓
Disciplinary Core Ideas K/1-LS1: From Molecules to Organisms: Structures and Processes • K-LS1-1 (LS1.C): All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
✓ ✓
• 1-LS1-1 (LS1.A): All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
✓ ✓
✓
✓
• 1-LS1-1 (LS1.D): Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
✓ ✓
✓
✓
• K-ESS3-1 (ESS3.A): Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
✓ ✓
✓
✓
• K-ESS3-3 (ESS3.C): Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
✓ ✓ ✓
✓
K-ESS3: Earth and Human Activity
4
✓ ✓
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
Crosscutting Concepts K-LS1: From Molecules to Organisms: Structures and Processes • K-LS1-1: Patterns in the natural and human designed world can be observed and used as evidence.
✓
✓
K-ESS3: Earth and Human Activity • K-ESS3-2/3: Events have causes that generate observable patterns.
✓ ✓
1-ESS1: Earth’s Place in the Universe • 1-ESS1-1: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
5
✓
✓
8
Keep Wild Animals Wild: Wonderfully Wild! Correlation to IFAW Expected Student Learning Outcomes 1
2
Lesson 3 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).
✓ ✓
✓
✓
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).
✓
✓ ✓ ✓ ✓
• C3.3: 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).
✓
✓ ✓
✓ ✓
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).
✓ ✓ ✓ ✓
✓ ✓
6
Keep Wild Animals Wild: Wonderfully Wild! Correlation to IFAW Expected Student Learning Outcomes (continued)
1
2
Lesson 3 4 5 6
7
8
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). • A3.2: Willing to show tolerance for 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).
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
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.
7
✓
✓ ✓
Animal Action Education
U.S. Standards Correlation Ages 5–7 Lesson 1
2
3
4
5
6
7
8
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.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.
1
✓ ✓
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4
• CCRA.W.3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.
5
6
7
✓
8
✓
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.8: Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
✓
✓ ✓
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.
✓
✓ ✓ ✓
Language Vocabulary Acquisition and Use • CCRA.L.4: Determine or clarify the meaning of unknown and multiple-meaning 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 domainspecific 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.
✓ ✓ ✓ ✓ ✓
✓
2
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4 5
6
7
8
Social Studies Culture Students will understand: (Knowledge) • How cultural beliefs, behaviors, and values allow human groups to solve the problems of daily living. • How peoples from different cultures develop different values and ways of interpreting experience.
✓ ✓
✓
✓ ✓
✓
Individual Development and Identity Students will understand: (Knowledge) • Individual choices are influenced by personal and social factors.
Science, Technology, and Society Students will be able to: (Processes) • Use diverse types of media technology to research and share information.
✓ ✓
✓ ✓ ✓
Civic Ideals and Practices Students will understand: (Knowledge) • The importance of gathering information as the basis for informed civic action. Students will be able to: (Processes) • Evaluate positions about an issue based on the evidence and arguments provided, and describe the pros, cons, and consequences of holding a specific position.
3
✓ ✓ ✓
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
8
Next Generation Science Practices K/1-LS1: From Molecules to Organisms: Structures and Processes • K-LS1-1: Use observations (firsthand or from media) to describe patterns in the natural world in order to answer scientific questions.
✓
✓
• K-LS1-1: Scientists look for patterns and order when making observations about the world. • 1-LS1-2: Read grade-appropriate texts and use media to obtain scientific information to determine patterns in the natural world.
✓ ✓
✓ ✓
K-ESS3: Earth and Human Activity • K-ESS3-2: Ask questions based on observations to find more information about the designed world.
✓ ✓
✓
• K-ESS3-2: Read grade-appropriate texts and/or use media to obtain scientific information to describe patterns in the natural world. • K-ESS3-3: Communicate solutions with others in oral and/or written forms using models and/or drawings that provide detail about scientific ideas.
✓ ✓ ✓
Disciplinary Core Ideas K/1-LS1: From Molecules to Organisms: Structures and Processes • K-LS1-1 (LS1.C): All animals need food in order to live and grow. They obtain their food from plants or from other animals. Plants need water and light to live and grow.
✓ ✓
• 1-LS1-1 (LS1.A): All organisms have external parts. Different animals use their body parts in different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and take in food, water, and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them survive and grow.
✓ ✓
✓
✓
• 1-LS1-1 (LS1.D): Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs.
✓ ✓
✓
✓
• K-ESS3-1 (ESS3.A): Living things need water, air, and resources from the land, and they live in places that have the things they need. Humans use natural resources for everything they do.
✓ ✓
✓
✓
• K-ESS3-3 (ESS3.C): Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.
✓ ✓ ✓
✓
K-ESS3: Earth and Human Activity
4
✓ ✓
Keep Wild Animals Wild: Wonderfully Wild! U.S. Standards Correlation (continued)
Lesson 1
2
3
4
5
6
7
Crosscutting Concepts K-LS1: From Molecules to Organisms: Structures and Processes • K-LS1-1: Patterns in the natural and human designed world can be observed and used as evidence.
✓
✓
K-ESS3: Earth and Human Activity • K-ESS3-2/3: Events have causes that generate observable patterns.
✓ ✓
1-ESS1: Earth’s Place in the Universe • 1-ESS1-1: Patterns in the natural world can be observed, used to describe phenomena, and used as evidence.
5
✓
✓
8
Keep Wild Animals Wild: Wonderfully Wild! Correlation to IFAW Expected Student Learning Outcomes 1
2
Lesson 3 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).
✓ ✓
✓
✓
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).
✓
✓ ✓ ✓ ✓
• C3.3: 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).
✓
✓ ✓
✓ ✓
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).
✓ ✓ ✓ ✓
✓ ✓
6
Keep Wild Animals Wild: Wonderfully Wild! Correlation to IFAW Expected Student Learning Outcomes (continued)
1
2
Lesson 3 4 5 6
7
8
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). • A3.2: Willing to show tolerance for 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).
✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓ ✓
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.
7
✓
✓ ✓
