elementary care curriculum sample

August 7, 2012

Dear Educators,

The relationship between people and animals is an important and powerful one. By

teaching youth compassion and respect for animals, they will develop into adults who

are more compassionate and respectful toward humans and animals.

To accomplish this, Hawaiian Humane Society’s donors have funded the development

the CARE curriculum. CARE, or Compassion and Respect Education, is academically

valuable and matches well with HCPS III standards. Lessons encourage complex thinking

and offer extended learning opportunities.

All of the activities and lesson plans are presented in a way that supports a balance of

affective and cognitive learning. Every lesson provides strategies to accommodate a

variety of learning styles that encourage student participation and interaction. Activities

are designed to be enjoyable and motivational. Each lesson plan includes activities for

students to put compassion into action – opportunities to serve their school or

community.

CARE is offered free-of-charge to all Oahu educators. For more information, please call

me at 356-2206. On behalf of the people and animals we serve, thank you for taking this

first step to create a more humane society.

Sincerely,

Bonnie Osaki

Manager of Educational Outreach

Hawaiian Humane Society, Education Department 2700 Waialae Avenue, Honolulu, Hawaii 96826

Telephone: (808) 356-2206 • Fax: (808) 955-6034 [email protected] • www.hawaiianhumane.org

CARE Elementary Curriculum

003 CARE Table of Contents - Elementary.doc Page 1

Table of Contents

CARE Resource Manual for Secondary Students

I. Introduction to the Hawaiian Humane Society II. CARE Accountability and Student Recognition III. CARE Lesson plans for Secondary Students

a. Compassion/Kindness Unit • CARE 100 Perspectives on Compassion (Grades 2 – 6) • CARE 101 Taking action (Abuse Prevention, Grades 5 & 6) • CARE 102 To cut or not to cut (Rights and Research, Grades 5 & 6) • CARE 103 Many colors of change (Problem Solving and Advocacy, Grades 5 & 6)

b. Animal Care Unit

• CARE 200 How to care (Grades 2 – 6) • CARE 202 No animal left behind (Pet Emergencies, Grades 2 – 6) • CARE 203 Who will take care of me? (Classroom Pet: Debate, Grades 5 & 6)

c. Responsibility Unit

• CARE 300 Responsibility makes a difference (Grades 2 – 6) • CARE 301 True prices (Critical thinking, Grades 5 & 6) • CARE 302 Conscious choices (Decision making, Grades 5 & 6)

d. Service Learning Unit: Final accountability, service and recognition lesson

• CARE400: 3-2-1 Action (Grades 2 – 6)

IV. Appendix (Teaching Resources and Evaluation Master Documents)




006-00 CARE100 Teaching Guide - Elementary.doc

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CARE 100: “Perspectives on Kindness”

Character Traits Addressed. Compassion, Kindness, Empathy, Reverence Appropriate Grade Level. 2nd through 6th grade Objectives. Students will:

• Explore the difference between cruel and cool (compassionate) behavior • Develop a deeper level of compassion, reverence and reflect on how their behavior

can affect others and our environment. • Be empowered to make kinder choices towards humans, animals and that support

environment al sustainability of our Earth.

Relevant Subjects. Language Arts & Social Studies HCPS III Standards. Language Arts:

• Standard 1: Reading: CONVENTIONS AND SKILLS: Use knowledge of the conventions of language and texts to construct meaning for a range of literary and informational texts for a variety of purposes.

• Standard 2: Reading: READING COMPREHENSION: Use reading strategies to construct meaning from a variety of texts.

• Standard 3: Reading: LITERARY RESPONSE AND ANALYSIS: Respond to literary texts from a range of stances: personal, interpretive, critical.

• Standard 6: Oral Communication: CONVENTIONS AND SKILLS: Apply knowledge of verbal and nonverbal language to communicate effectively in various situations: interpersonal, group, and public: for a variety of purposes.

• Standard 7: Oral Communication: RHETORIC: Adapt messages appropriately to address audience, purpose, and situation.

Social Studies: • Standard 5: Political Science/Civics: PARTICIPATION AND CITIZENSHIP-

Understand roles, rights (personal, economic, political), and responsibilities of American citizens and exercise them in civic action.

General Learner Outcomes Addressed: • 1 – Self-Directed Learner • 2 – Community Contributor • 3 – Complex Thinker • 4 - Effective Communicator





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People

Cool Cruel

Time. ~45 minutes Materials.

• Access to writing materials (board and writing instrument, pencils) • CARE100 Handout: Cool or Cruel? This handout designed to complement discussion, expand

written expression and critical thinking, and stimulate immediate consideration of kind behavioral options. It can facilitate learning for younger children, but may not be appropriate for high school students.

• CARE Summary (Evaluation): This evaluation tool is used at the end of the lesson series to encourage clear decision making on more humane behaviors and transition learning to behavior changes and volunteer service.

Note: In this lesson the term “Cool” is used to describe compassionate behavior. You can exchange the word “Cool” for either the word compassionate, kind or another “benevolent” term if it helps the students better relate to the concept of kind action. Preparation.

• Copy of CARE 100 handouts • Three large tables written on paper or a white board like the

figure to the right for people, animals and the earth. Extended Learning Opportunities/Homework Options.

1. Young children: Complete one or more parts of the inside of the CARE100 Kindness booklet

2. Journal or write a few reflective paragraphs about: • A situation in which someone was either very kind or cruel to you. Explain how you felt (before,

during or after the situation), how you think they felt, if the action was humane or not. • Something you have reverence for; something that is really awesome or cool. Explain why? • Also see Appendix A-2 Blog ideas for older students.

3. Definitions: Have students look up any or all of the following terms used in the CARE curriculum: compassion, empathy, empowerment, forgiveness, humane, kindness, reverence, respect and/or sympathy. Additional words not used in CARE that are useful for more advanced students include altruism, philanthropy and benevolence, Students could also explain how these words are similar, different or what are antonyms for each word.

Optional CARE Curriculum Orientation (Ideally completed prior to this lesson). You may want to preface the start of the CARE curriculum by indicating:





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The CARE curriculum is a series of lessons designed to promote humane behavior, to help (you) students become the best humans you can be. Lessons are designed to inform and inspire, not to tell you what to believe or do. You (students) may disagree with some of the topics being discussed, but it is important for you to hear opposing views. Through sharing these ideas, you can learn about different viewpoints, and respectfully hear their beliefs. You may also want to share either or both of the student “surveys” (Appendix B-2 or B-3), and/or if you want students to be eligible to receive the “Certificate of Recognition” from the Hawaiian Humane Society. Lesson Plan 1. Attention Getter: “How are we supposed to treat” discussion (15-25 min.) In this introductory activity either a teacher or a teaching assistant plays the role of a character that doesn’t understand why humans treat each other the way they do, and asks the students to help her/him understand. The character has not been on earth for a long period of time, but has observed a few situations and has been hurt. She presents four basic scenarios that introduce many broad concepts of humane education, and allows multiple responses and even follow-up questions before going on to the next scenario. For younger children, acting like a wounded butterfly can be very useful, particularly if the class has recently studied butterflies. For older children the teacher can take on the character of a benevolent alien like Bumblebee Transformer (if you are unfamiliar with Bumblebee see reference information at the end of this lesson plan). Dressing in costume can make it more fun, but is not necessary, for the teacher can ask students to use their imaginations and pretend. Most importantly, the character is confused by what she has observed and asks student to help her in better understanding some of the complex situations in our world. The purpose of this activity is to stimulate open, honest participation and critical thinking about everyday issues. It should be fun and the instructor/actor should always model good behavior and expect polite behavior of students (and tell them kindly if behavior hurts someone’s feelings or is disrespectful). Scenario 1: Character has been wounded.

• Why are people trying to catch/hurt me? • Why do people tease me? It hurts my feelings?

Scenario 2: Character has observed a wounded cat.

• Why were some boys shooting a BB gun at a stray cat? Are all animals attacked? • Why were some cats living in homes, and others not living in homes, but in the wild? Who takes care of

these animals?

Scenario 3: Character has observed the Ala Wai (or other local contaminated water source). • Why is the Ala Wai water dirty but the nearby ocean water so beautiful? • Do people not care about the dirty water? Isn’t water important for your lives?





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Scenario 4: Character has observed four teen boys who were bullying a lady at bus stop, saying what seemed to be mean words and asking her for money, even though she appeared poor.

• How are we supposed to treat older people? • Why do people bully other people? Why did they hurt her (physically and verbally), don’t they care about

how she feel? Ask for a show of hands: Has anyone else seen other people being bullied… (Bullied others?) End this session by praising participation, and if you have not done so already, introducing the overall CARE program, purpose, homework, what you expect to do for the rest of they day, and if possible, other lessons you plan. You may also want to state that at the end of this lesson series students will be choosing ways to demonstrate how they can be kinder and more responsible to other people, to animals and/or to the environment. 2. Brain Storming: Cool or Cruel Behavior (15 minutes) For students who can write well and speak well in front of the class, this exercise works very well to have students work in three subgroups (people, animal, and earth) to write down 3-5 cool and cruel examples per topic, and then share it out loud with the entire group. For less experienced students, the entire exercise can be done as a facilitated large group discussion with the teacher recording. Please keep in mind that this is brainstorming and all legitimate ideas should be written down, that “spelling should not count,” and, that you want to be focused on behaviors or actions that demonstrate cool or cruel behavior. Writing down all ideas is not required, but will help younger students, in particular, to get involved and enjoy the process of learning. Introduce this next activity, “As the next step to getting more clarity on what is cool (defined as compassionate and kind) and what is cruel (hurtful) we are going to brainstorm actions that demonstrate cool or cruel behavior to 1) people, 2 animals and 3) our world. You should plan to spend no more than five minutes on each topic (people, animals and our world), or eight minutes in three concurrent working groups, with two minute sharing of three key behaviors of what’s cool and what’s cruel. If you are short on time, you can nominate a competent recorder and note taker for each group to expedite completion. The end product of this activity are three written lists of “Cool” and “Cruel” behaviors toward people, animals and the earth, that students can use, if needed, for their personal lists (in the CARE100 handout or notes) or to be referred to in future lessons. 3. Individual lists of cool and cruel behavior (5-10 minutes)

In the final minutes of class, students should be encouraged to: a. Record at least three cool and three cruel behaviors, toward animals, people and the earth in the CARE100

Kindness handout (or their notes for older children).





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b. Look on the inside of their CARE 100 handout and think about at least one kind behavior they can actually do within the next 24 hours to demonstrate humane behavior.

Ideally, students are held accountable for these activities by either showing the teacher their work, and/or by discussing their action(s) the next class day. 4. Extended Learning/Homework/Reflection (Optional) The instructor is encouraged to assign one more of the homework options (listed on page 2) to help build and solidify concepts in a way that reinforces appropriate academic skills and lesson concepts. Many children will enjoy doing the word search on the inside of the CARE 100 handout even if it is not required.





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Bumblebee Transformer

http://en.wikipedia.org/wiki/Bumblebee_(Transformers)

Transformers: Generation 1

Bumblebee (known as Bumble in Japan, Moscardo in Portugal, Űrdongó in Hungarian, Maggiolino in Italy) is the "little brother" of the heroic Autobot faction, constantly striving to prove himself in the eyes of the taller, stronger robots that he respects - especially his leader, Optimus Prime. So strong is this admiration toward others, he takes risks that put him in danger. Although a bit of a wise-cracker, he is a capable and reliable messenger and spy, his small size allowing him to go places that his larger commanders cannot. He is highly fuel efficient, has great visual acuity, is particularly adaptable to undersea environments and transforms into a Volkswagen Beetle. He was later reconstructed in a stronger, more mature form as Goldbug.

Bumblebee is the smallest of the first year Autobots, but his actual size varies greatly in the various media, ranging from the same size as other Autobot cars to barely taller than a human. His only official height was in an early issue of the Marvel comics where it is stated he is 15 feet tall.

Bumblebee's primary function in the original Transformers animated series and comics was to serve as the "young" character with whom the youthful viewing audience could identify, and he would befriend the Autobots' primary human ally - the young son of the Witwicky family (Buster in the Marvel comic - see issue #1 - and Spike in the cartoon) - to this end, a concept that persists into the 2007 live-action film.

Movie Plot • Bumblebee appears in the live-action Transformers movie in 2007, returning to his role as the friend of

the Autobots' human ally - in this case, Sam Witwicky. Sam possesses the glasses of his great-great-grandfather Captain Archibald Witwicky, a famous explorer. Unknown to Sam, the glasses are engraved with the coordinates showing the location of the life-giving AllSpark. Bumblebee is assigned to guard Sam from the Decepticons, and poses as a dilapidated 1976 Chevrolet Camaro as Sam and his father are buying a car for Sam.

• Bumblebee appears in the sequel film, Revenge of the Fallen.

Source: Picture taken from: http://www.2dayblog.com/images/2007/june/ultimate_bumblebee.jpg




005 CARE Evaluation Summary - Elementary.doc Page 1

CARE Accountability and Student Recognition

With effective implementation CARE naturally leads children to want to take humane

actions. However, without recognizing their actions or monitoring their progress, desire and

empowerment may extinguish. Accountability and recognition are keys to securing and

sustaining the incremental behavioral changes that build a more humane community over time.

Thus, we strongly encourage you to integrate individualized humane actions into every CARE

lessons from the start (CARE 100), to privately monitor student’s progress on their choices, and

to recognize all progress. CARE certificates of completion (Appendix B‐4) are designed to

acknowledge students who complete at least three CARE lessons and make at least one

behavioral change that helps to create a more humane community (Refer to CARE 300

Responsibility lesson). Certificate eligibility is flexible and can be negotiated with the HHS

Education Outreach Manager ([email protected]).

We encourage you to incorporate gathering impact data into your educational process as a

measure of your own accountability. Which data you collect is up to you. We offer various

options based on the age of your students, your time and interests. To the extent possible HHS

will analyze data, share your group’s results, and keep all school and individual names

anonymous. Accountability options include:

1. Please email your completed “Instructor’s CARE Summary” to

[email protected]. This master document(s) is used to report:

a. The number and age of students reached;

b. A summary of lesson materials used and number of lessons taught;

c. Feedback on lessons;

d. And request certificates of recognition.

Please allow 3 weeks to process the certificates once you have emailed your copy of the

Instructor’s CARE summary and student list to the education coordinator.

2. Student Compassion and Responsibility Education Summary (Appendix B-2)




005 CARE Evaluation Summary - Elementary.doc Page 2

This optional form is designed for students to individually complete and proudly summarize

what they have done. It can be used by an instructor as the basis for creating the list of students

who are eligible to receive certificates.

3. Student Compassion and Responsibility Education Survey: Goodness Scale

(Appendix B-3)

This simple one page, 15-item survey is designed for teachers who want to assess the

change in attitudes that are expected to occur because of the CARE program. It is designed to

be used both before the first lesson (i.e., like a pretest) and when students receive their

certificates (like a post-test), so that differences in changes in attitude can be measured. An

additional post-test measure, one month to one year after CARE implementation can also be

used. It is best utilized in addition to the Student Compassion Responsibility Education Survey

(Appendix B-2), rather than as a replacement. It is not designed to be used as a test of

knowledge gains and should not be graded, other than a pass for completion. It is a replicate of

the validated “”Commitment to Ethnical Goodness Scale: For Elementary and Secondary School

Students” (Narvaez D, Bock T, Vaydich J.L. Laboratory for Ethical Development and Education,

University of Notre Dame, 118 Haggar Hall, Notre Dame, IN 46556, 2008) and is used with

permission.


Telephone: (808) 356-2206 • Fax: (808) 955-6034 [email protected]

CARE Appendix B-1

Instructor’s CARE Summary

Teacher’s Name ______________________________________________ Grade(s) __________

School Name______________________________________Total Number of Students________

Our class has completed _______ (Number) CARE Lessons (Check those completed):

___ Compassion (CARE100) ___Animal Care (CARE200) ___Responsibility (CARE300)

___ Shelter Tour (CARE201) ___Others___________________________________________

Here’s a summary of type of humane actions taken because of the CARE lessons I would like ______ number of “Certificates of Recognition” prepared for the students whose

names are printed in the attached list. How would you like to receive the certificates? ____ Mail to:__________________________________________________________________ ____ In class presentation by a HHS humane educator: Date Preferred _________________ Time Preferred _______________ Please call 356-2206 or email [email protected] to confirm.

We do not need certificates but would like you to mail us bookmarks as reminders of our accomplishment and to encourage us to continue to build a humane community.

_______________________________________ ________ ____________________ Signature Date request sent _______________________________________________ ______________________ Email Best phone contact Comments.

Choices made Approx. % of Students

Mahalo!