Protection of Animal Welfare_Educational_Material

Poland, Greece, Spain, Lithuania, North Macedonia

Greece 2023

Educational Material for Primary School Ages 6 to 12

Project Nr: 2021-2-PL01-KA220-SCH-000049117

Publishers:

-Panhellenic Animal Welfare and Environmental Federation (Π.Φ.Π.Ο- P.A.W.E.N.F.) (www.pfpo.gr) (info@pfpo.gr)

-Animal Welfare Awareness for Schools (Ζω.Ε.Σ) (www.zwes.gr)

ISBN: 978-618-86741-0-3

Editors:

Dimitrios Kalaitzidis

Christina Nomikou

Athens-Hellas, 2023

Disclaimer: “Co-Funded by the European Union. Views and opinions expressed are however those of the author(s) only and do not necessarily reflect those of the European Union or the National Agency (NA). Neither the European Union nor NA can be held responsible for them.”

This document may be copied, reproduced or modified in accordance with the above rules. In addition, an acknowledgement to the authors of the document and all corresponding parts of the copyright notice must be clearly mentioned. All rights reserved (

Foreword

This educational material has been produced in the framework of the Erasmus+ European project Nr. 2021-2-PL01-KA220-SCH-000049117, in which five EU countries are participating under the coordination of the Polish partner (Poland, Greece, Lithuania, Spain and North Macedonia).

The main purpose of this teaching-learning material is to improve both the knowledge and the emotions of the pupils, towards the animals, wild or domesticated.

In total, there are 59 (fifty-nine) activities for primary school pupils, which are introduced solely by the teacher, albeit they can also be partly implemented by trained parents.

It is, mainly, addressed to primary school pupils (ages 6-12). The teacher can use this tool also to teach younger (kindergarten) or older pupils (ages 12-15) with the proper adjustments. The activities are divided into two parts. The first part of activities is addressed to younger children (6-9 years old), while the second part is addressed to older children i.e. 9-12 years old or older. The teacher can decide whether the activities can be used in a different age context than the one for which they are originally written, with the necessary adaptations.

The teaching-learning activities included in the pack can be used in the classroom as well as in different environments outside the classroom. The materials and equipment necessary to carry out the activities are easily accessible, available in all schools and low cost and free of any danger for children or animals. A significant proportion of these materials are recycled or recyclable and materials can be recovered for reuse.

The teaching-learning activities pack is accompanied by a Teacher's Guide. The activities fall under the following general themes: Knowledge about animals, human-animal relationships, exploitation of animals, myths and fairy tales, protection and care of animals.

An effort was made to use recognized teaching tools and techniques (e.g. Harvard University's Thinking Routines), so that there is a common frame of reference for teachers from the partner countries. All the pictures are copyright free.

The author teams are:

Α. For ages 6-9 years: Katerina Papapostolou and Dimitris Zioviris

Β. For ages 10-12: Dimitris Kalaitzidis, George Kekeris, Maria Kontou, Christina Nomikou and Eva Stefanatou.

The editors The coordinator

Dimitris Kalaitzidis & Christina Nomikou Jan Wisnievski

Educational Material

Part I Primary School Ages 6 to 9

Authors: Katerina Papapostolou

Dimitrios Zioviris

Dafne Mitsopoulou

Ria Koratzopoulou

Margarita Kosior

Editor: Dimitrios Kalaitzidis

First Unit

Animals in our lives

1. Animals are close to us

Ages: 6 to 8

Duration: 3 teaching hours

Objectives

● To know the animals that live close to us, whether in our house or on the farm, and to recognize them by their sounds

● To understand that all animals want to grow up happily close to their parents

● To be informed about animal rights

Competencies

To develop imagination, empathy, respect, memory practice, self-confidence, cooperation, communication, creativity, fluency in oral expression, imitation ability, artistic skills, creative writing ability, fine motor skills, visual motor coordination.

Materials and Equipment

Printed material, sheets of white paper, markers, crayons, scissors, glue, white cardboard, scarves or sleep masks, video projector, PC.

Procedure

First teaching hour (45 min.)

Introduction (5 min.)

Ask the pupils if they know what a farm is and if they have ever visited one. What impression did it make on them?

Activating pre-existing knowledge and building new knowledge (10 min.)

Ask the pupils which animals they have seen or already know live on a farm.

Then show the pupils the following two videos

https://www.youtube.com/watch?v=6yqi46uE6nA

https://www.youtube.com/watch?v=jj29QG2x5c8

and ask them to pay attention firstly to the sounds each animal makes and secondly to what the birds look like and what their habits are.

Main activities (30 min.)

1st activity (15 min.)

Before the game starts the pupils have already heard the sounds in the previous video so you can be sure that they can produce them. Each player has already received a secret note, which has a picture of an animal (cut up picture 1 twice). Only two pupils have the same animal. After the pupils have seen the animal they are being asked to imitate, help them cover their eyes with the scarves or sleep masks, and then everyone starts imitating the voice of their assigned animal. The aim is for each player to find their pair. When they find each other, that couple is out of the game. The game ends when all players find their match.

Picture 1: Different kinds of birds and animals we usually meet in a farm

2nd activity (15 min.)

Hand out the image below to the pupils after printing it. Ask them to try to find the way for the mother animals to reach their young. They can then colour them by trying to remember the colours each animal had on the cards in the previous game. In this activity the pupils can also draw the animals they see.

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Ask the pupils to list the animals that live on a farm and also the animals that can live at home with us. Remind them that all animals should live happily and safely just like humans. Tell them that people often treat them badly and this is done for their own satisfaction.

Main activity (20 min.)

Print and distribute the image below to the pupils. Ask the pupils to put themselves in the place of the animals in the picture and think about what they would like to say to humans. You can prompt the pupils to think about how people use the pig, cow or duck and how they think these animals feel about it.

Picture 2: Let the mother find her baby

3: What would an animal say to us?

Reflection-Extension (10 min.)

Make cards from the picture below, which you have previously cut into pieces so that each card represents an animal. Divide the pupils into 8 teams, the same as the number of animals. Turn over the cards without showing the animals and have each team choose a card. You have glued a large piece of white cardboard to the board. Each team discusses and decides what the animals think about humans and what their needs are. A representative sticks each animal to the white cardboard and with a thick marker writes or draws the thoughts of each animal in a speech bubble. You can help the pupils with the following indicative question:

-What would your thoughts be if you were a cow? What do you think your needs would be?

Picture

Evaluation (5 min.)

Give the following activity to the pupils. Αsk the pupils to write something they think they would like to tell the animals that live near us.

Picture 4. Animal cards for the extension

Picture 5. Evaluation

2. Forest animals

Ages: 7 to 9

Duration: 3 teaching hours

Objectives

● To recognize the animals of the forest, their young and also the sounds (voices) they make.

● To learn about the dangers that threaten the animals of the forest

● To recognize the relationship of interaction and interdependence of organisms with the environment in which they live

Competencies

To develop critical thinking, imagination, empathy, respect, environmental and voluntary awareness, cooperation, communication, creativity, language skills, social skills, artistic skills, fine motor skills, visual motor coordination, gross motor skills.

Materials and Equipment

Coloured markers, old boxes, glue, scissors, straws or tongue depressors, rice paper, various small items that can be used as decorations (buttons, rags, water bottle caps, etc.), video projector, PC, internet connection.

Procedure

First teaching hour (45 min.)

Introduction (10 min.)

Start by asking the pupils if they know what the forest animals are and also the importance of the forest for all of our lives. Use indicative questions:

1. Have you ever been to a forest?

2. Which of the animals you know do you think live there?

3. Do you think the babies look like their parents?

4. How do you think they find their food?

5. Do you think they are dangerous if we come across them?

6. What do you think are the threats to forest life?

Activating pre-existing knowledge and building new knowledge (10 min.)

Then show the pupils the following video

https://www.youtube.com/watch?v=rZ0kDnC2mc0

to see if they know the animals of the forest as well as their babies. With this activity they also learn the names of the young of the forest animals. You can stop the video at any time and ask questions.

Then show the pupils the video below

https://www.youtube.com/watch?v=7v7EZIOQWJM

with the aim of the pupils distinguishing the animals of the forest and the sounds they make. You can suggest that they don't look at the animals but only listen to the sounds, so you can check together if they have learned them and can match them with the corresponding animals.

Main activity (25 min.)

Print and distribute the following worksheets to the pupils. Ask them to colour the two pictures and draw forest animals. Remind them that frogs, dragonflies, fish and many other species live in the forest and in the lakes that have formed.

Worksheet 1

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Ask the pupils to remind you of the animals that live in the forest, as well as any useful information they learned about them from the previous teaching hour. You can use the question and answer technique to guide them to recall the information. Use questions from the previous teaching hour.

Main activities (35 min.)

1. Ask the pupils to form two teams. One team is tasked with finding five habits of people that cause great harm to the forest and the animals that live there. The other team must find five habits that are good for the forest and the animals that live there. You can print the following record sheet and under the sad face the pupils write or draw the negative habits and under the happy face they write or draw the positive ones.

2. Give the pupils open cardboard boxes. Each pupil, with the help of a classmate, draws the outline of their hand on a cardboard box with a thick marker. Then, they cut each tree that has been created and put animals at its base and birds on its branches. They can make these from paper or thick cardboard.

Third teaching hour (45 min.)

Introduction – Connection to the previous teaching hours (5 min.)

In pairs, the pupils present to the class their constructions with the paper boxes and the forest animals they put in them to make a connection with the previous teaching hours.

Main activity (20 min.)

It's time for the pupils to make a simple and easy shadow game. They cut a box on one side (picture 2) and put rice paper inside, sticking it with tape or glue. Then, the teacher prints the figures (pictures 3, 4) on thick paper and distributes them to be cut out. The pupils attach them to straws or small sticks and they can now prepare their first forest-themed show.

Picture 1: Trees from pupils’ hands

Picture 2: Start to make a simple and easy shadow game

Picture 3: Silhouettes

4. Animal constructions

Support video for the construction of the shadow theatre

https://www.youtube.com/watch?time_continue=99&v=WOS_VSz74w0&embeds_referring_e uri=https%3A%2F%2Foneirovates.com%2F&source_ve_path=Mjg2NjY&feature=emb_logo

Picture

Alternative activity

With the help of the videos below, show the pupils how they can create animals using their hands! This is another way for them to play shadow theatre.

https://etc..usf.edu/clipart/galleries/266-hand-shadowpuppetry?fbclid=IwAR1pWklXivzhRzsgWx-mnFbaC7k3gstta0BAxYST_4wKg8Em7z3NNZeG1Ac

https://www.youtube.com/watch?v=2tzdPc1hltI

Reflection-Extension (10 min.)

Show the pupils the video below

https://www.youtube.com/watch?v=4No43o7zkDQ

Ask them about their feelings when they see these pictures and hear the sounds. Also ask them if they would like to be animals and live in such a forest. If so, why?

Evaluation (10 min.)

Ask each pupil to "become" their favourite forest animal and present their thoughts (if they had a voice) to their classmates, as well as imitate the sounds that animal makes. You can also have the pupils talk to each other as if they were playing a role. Try painting the pupils’ faces with the corresponding face paints to make the process more realistic.

3. The sea is my home

Ages: 7 to 9

Duration: 2 teaching hours

Objectives

● To be informed about the dangers of plastic pollution in the sea and its effects on marine animals

● To raise awareness in an experiential way about the role each of us plays in reducing plastic pollution

● To establish that the pollution of the seas is due to human activities

Competencies

To develop imagination, empathy, respect, environmental and voluntary awareness, memory practice, cooperative spirit, communication, creativity, fluency in oral expression, visual literacy, artistic skills, creative writing ability, fine motor skills, visual motor coordination.

Materials and Equipment

Clear plastic bottles, silicone glue gun and glue, markers, tempera paint, scissors, cutter, video projector, PC, pencils, crayons.

Procedure

First teaching hour (45 min.)

Introduction – preparation of the pupils (10 min.)

After dividing the pupils into teams, show them the following videos

https://www.youtube.com/watch?v=xFPoIU5iiYQ

https://www.youtube.com/watch?v=P5OBWbZDZIc

Ask them the following questions:

1. Do you often go to the seaside?

2. What animals do you know that live in the sea?

3. What do you think are the ways to reduce the pollution of the seas?

Connecting with pre-existing knowledge and building new knowledge (15 min.)

Ask the pupils the following indicative questions:

- Have you ever wondered where our rubbish ends up after the garbage truck picks it up?

- Could some of the rubbish you see on the beaches you visit have been thrown away by you?

- What problems do you think plastic waste creates in the sea and on the coasts?

- How many years do you think it takes for a plastic bottle to dissolve in the sea?

Talk to the pupils about the concepts of ‘pollution’ and ‘ecosystem’ in as simple terms as you can.

Note for teacher

Pollution: The presence in the environment of pollutants, in other words. any kind of substances, noise, radiation or other forms of energy, in quantity, concentration or duration that can cause negative effects on health, living organisms and ecosystems or material damage and generally make the environment unfit for its intended uses. Pollution is divided into direct (that which can be perceived by humans from the colour or smell, e.g. an oil spill, toxic waste) and indirect (deterioration through biological, physical or chemical processes). In addition, pollution can be urban, industrial, agricultural and radioactive.

Ecosystem: any system of living and non-living elements of an area. An ecosystem can be a field, a forest, a lake, an ocean, or even an aquarium. This system consists of two main parts: the habitat and the biocommunity. The set of non-living , or biotic as they are called, environmental elements are called a habitat. This is made up of elements such as humidity, wind, solar radiation, water, atmosphere, temperature, etc. We call the set of living elements a biocommunity. It consists of plants, animals and micro-organisms. Biocommunity and habitat are interdependent and interact

Main activity (20 min.)

Show the pupils the pictures below or you can print some of the pictures beforehand and distribute them to teams of pupils to study carefully. Hand out blank cards and if you have already printed the pictures, the pupils stick them on and write the title they have decided on.

Picture 1: Α polar bear wedged in a sea trash

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Ask the pupils to remind you of the dangers which threaten sea animals, as well as the forms of sea pollution. In addition, they are invited to show the projects they did with the images of marine pollution. In order to enhance their empathy, ask them the following question:

- If you could magically “become a sea animal”, what would you be and what would you say about the pollution you see in your home?

Main activity (20 min.)

It's time to motivate the pupils to become super-hero-writers and travel to the famous plasticchoked Thalassopolis! Print and hand out Worksheet 1 'Voyage to Thalassopolis’ to the pupils

Pictures 2 and 3: Sea pollution

Picture 4: A Sula basana entangled in sea trash

and ask them to write a text to give a voice to non-speaking sea animals. After all, everything is possible in our imagination! For those pupils who do not yet know how to write, you can hand out Worksheet 2 for them to colour and with your help, either write short slogans or draw their thoughts inside the signs that the sea animals are holding.

Worksheet 1

Reflection-Extension (10 min.)

Start a discussion with the pupils and encourage them to suggest some ways to protect our coasts in order to reduce the pollution problem.

Indicative sentences you can expect to hear:

1. We should limit the use of plastic in our daily life.

2. We should collect all trash when we are on the beach and before leaving, we should put it in the special trash cans, separating what is intended for recycling.

3. When travelling by ship, it is forbidden to throw rubbish into the sea. When we see an oil slick, we notify the port authority or the coast guard.

4. When we see someone throwing garbage into the sea or on the shore, we remind them in a polite way of the consequences of pollution for all of us.

5. When we see a turtle trying to make a nest to lay her eggs, we move away and do not disturb.

You can record their suggestions on a large piece of paper taped to the board. Then give it to the pupils to draw pictures related to clean seas and coasts and happy sea animals, in the space around the suggestions.

Evaluation (5 min.)

In order for the pupils to understand that plastic bottles do not have to become trash but can have a second life, suggest that they make constructions from clean, empty plastic bottles. You can take ideas from the video below:

https://www.youtube.com/watch?v=yUayMjRTlro

Ages: 8 to 9

4. The octopus and its superpowers

Duration: 2 teaching hours

Objectives

● To identify and describe the unique characteristics and superpowers of octopuses.

● To enhance the pupils’ awareness of the contrasting experiences of animals living in the wild versus those in captivity.

● Develop information literacy skills by gathering and synthesizing information from videos, stories, and discussions.

● Foster a sense of wonder and curiosity about the natural world and its inhabitants, particularly octopuses.

Competencies

To develop critical thinking, problem solving, cooperation, communication, creativity and imagination, understanding of the real world, empathy.

Materials and Equipment

Picture of an octopus (Picture 1), video 4 octopus superpowers in one video, pictures of octopuses (Picture 2, Picture 3), whiteboard, markers, projector for showing videos, Internet access to play the video and read aloud, worksheet (Appendix 2), blank sheets of paper for drawing the escape maze, access to the video "Inky the Octopus".

Procedure

Introduction (5 min.) Show the picture below and ask the pupils what animals they can see.

Picture 1: An octopus

Ask the pupils if they have ever seen an octopus up close. Ask them what adjectives they would use to describe an octopus. Alternatively, you can read out adjectives from the list below and tell the pupils to raise their hands every time they hear an adjective they agree with.

strange, intelligent, alien-like, resourceful, curious, creepy, mysterious, clever, scary, weird, fascinating, slippery, graceful, intriguing, astonishing, unusual

Ask the pupils to observe if their reactions as a group are mostly positive or mostly negative.

Note: It is probable that the pupils will describe the octopus in rather negative terms. Such reactions often stem from a lack of familiarity or understanding of octopuses and their unique characteristics. Do not comment on any adjective choices at this stage. You will ask the pupils the same question again at the end of the lesson to check if their perceptions about octopuses have changed.

Activating prior knowledge and building new knowledge (15 min.)

Ask the pupils what they know about octopuses. Explain that people often say that octopuses are fascinating creatures. Ask the pupils if they know why people say so.

Show the following video that demonstrates four of octopuses’ superpowers.

4 octopus superpowers in one video https://www.youtube.com/watch?v=KurLi9UBK94

Pause at 00:18, 00:30, 00:32, and 00:55, and ask the pupils to identify the octopus superpowers illustrated in the video and elicit what these superpowers are used for.

1. Inflation (00:18) – defence mechanism (When threatened, octopuses can rapidly inflate their bodies by filling their mantle with water, making themselves appear larger and more intimidating to potential predators. This can deter or startle predators, giving the octopus an opportunity to escape.)

2. Super-fast swimming (00:30) – moving quickly through water (This skill helps them evade predators, chase down prey, and navigate their environment with agility. Fast swimming allows octopuses to cover larger distances and efficiently explore their surroundings.)

3. Squirting ink (00:32) – releasing a cloud of ink into the water when they feel threatened (This serves as a distraction, creating a smokescreen that confuses predators and allows the octopus to escape undetected. The ink cloud acts as a temporary shield, diverting attention away from the octopus.)

4. Camouflage (00:55) – changing the colour and texture of their skin to blend seamlessly into their surroundings, making them almost invisible to predators and prey. Camouflage helps them hide from potential threats and ambush unsuspecting prey, providing them with a crucial advantage for survival.

Explain that there are more superpowers:

1. Regeneration: Mention that octopuses have the remarkable ability to regrow lost arms, which helps them escape from predators or recover from injuries.

2. Taste through touch: Octopuses have taste receptors located all over their bodies, not just in their mouths. This enables them to taste and sense their environment by touching objects with their tentacles. It helps them locate food, identify potential threats, and navigate their surroundings.

3. Escape artists: Octopuses can squeeze through tiny openings and use jet propulsion to quickly swim away from danger.

Storytelling (20 min.)

Ask the pupils where these octopuses are:

Picture 2. Octopus in aquarium

Picture 3. Octopus in aquarium

Answer: in an aquarium.

Ask them how they know it.

Answer: We can see the tentacles (“legs”) and the suckers pressing against the glass.

Explain that most octopuses live in the wild, whereas some, in aquariums and tanks. Ask them which environment, they believe, is better for those animals.

Tell the pupils that you are now going to narrate a story about an octopus called Inky. You can explain that the name Inky comes from the English language, and tell them what “ink” means in your language. Write on the board the title of the story, Inky’s Ocean Escape, and ask the pupils where Inky might want to escape from. (answer: from an aquarium)

Project Paragraph 1 (Appendix 1) on the board for the pupils to follow the text as you are reading. Try to use movements and gestures, and vary the tone of your voice when needed to help the pupils understand the text better.

Stop the narration after the end of Paragraph 1 and get the pupils to perform "Ocean Mime"

● Explain to the children that they will be using their bodies and gestures to portray Inky's longing for the open ocean.

● Start by demonstrating a few simple ocean-related movements, such as swaying like seaweed, swimming like a fish, or reaching out like tentacles.

● After some warm-up movements, guide them to create a short sequence or mime that tells the story of Inky's longing for the open ocean.

After all the performances, gather the children in a circle and facilitate a discussion about their interpretations of Inky's longing for freedom and life in the wild. Talk about the emotions they expressed through their movements and gestures.

Project Paragraph 2 (Appendix 1) on the board for the pupils to follow the text as you are reading. Try to use movements and gestures, and vary the tone of your voice when needed to help the pupils understand the text better.

Stop the narration after the end of Paragraph 2 and get the pupils to draw an "Escape Maze":

● Ask the children to imagine themselves as Inky, planning their daring escape from the aquarium.

● Provide them with a blank piece of paper and ask them to create a maze illustrating Inky's journey from the tank to the open sea.

● Encourage the children to include obstacles and challenges that Inky might have encountered on his way.

● After creating the maze, children can trade their mazes with a partner and try to navigate through each other's escape mazes, imagining themselves as Inky.

Project Paragraph 3 (Appendix 1) on the board for the pupils to follow the text as you are reading. Try to use movements and gestures, and vary the tone of your voice when needed to help the pupils understand the text better.

Stop the narration after the end of Paragraph 3 and get the pupils to play "Underwater Charades":

● Divide the children into small groups of 4-6 players and get each group to sit in a circle.

● Explain that each player will take turns silently acting out a specific sea creature or underwater activity while the other group members guess what it is.

● The actor can use gestures, facial expressions, and body movements to convey their charade.

Ask the pupils if they liked the story, and if they believe that it is a made-up story or a real one. After the pupils have made their guesses, tell the pupils the story of Inky the octopus is an actual event that took place at the National Aquarium of New Zealand in 2016. Inky, a common New Zealand octopus, managed to escape from his tank by squeezing through a small gap at the top of his enclosure. He then made his way across the floor and slipped into a drainpipe that led to the ocean. It is believed that he traversed about six meters of dry land to reach the drainpipe, highlighting the octopus's remarkable flexibility and problem-solving abilities.

You can show to the pupils the following read-aloud: Inky the Octopus https://www.youtube.com/watch?v=3cWloST3t2Y&t=563s

Reflection-extension

Reflection questions (10 min.)

Ask the pupils (some of) the following reflection questions:

1. Why do you think Inky wanted to escape from the aquarium?

2. What do you think were some of the things Inky experienced and saw during his adventure in the ocean?

3. Why do you think people were amazed by Inky's escape?

4. What lessons can we learn from Inky's story about the importance of protecting the ocean and its creatures?

5. If you were Inky, would you have made the same decision to escape from the aquarium? Why or why not?

6. Do you believe that octopuses should live in the ocean or in aquariums? Why?

7. What are some ways we can show kindness and respect to animals? (you might want to elicit that we should reconsider before eating octopuses)

8. How do you think Inky's story can inspire people to appreciate and protect the ocean?

9. What are some ways we can help take care of the ocean and its creatures in our daily lives?

"I used to think... Now I think..." Thinking Routine (10 min.)

Use the "I used to think... Now I think..." thinking procedure to encourage the pupils to examine their previous beliefs or assumptions about octopuses and reconsider them based on new information or insights. First, ask them to complete the following statements individually:

"I used to think..." - This statement represents an initial belief or assumption held by the individual.

"But now I think..." - This statement reflects a revised belief or perspective after considering new information, experiences, or reflections.

Then, get the pupils to discuss their statements in groups.

Wrap-up (5 min.)

Ask again the same question you asked during the Intro stage of the lesson:

What adjectives would you use to describe an octopus? Alternatively, you can read out adjectives from the list below and tell the pupils to raise their hands every time they hear an adjective they agree with.

strange, intelligent, alien-like, resourceful, curious, creepy, mysterious, clever, scary, weird, fascinating, slippery, graceful, intriguing, astonishing, unusual

Let them reflect: Have their answers changed? Did they provide more positive adjectives to describe an octopus?

Evaluation

Worksheet (10 min.)

The pupils will work on the worksheet in Appendix 2. Ask the pupils to look at the lists of superpowers and their applications and then, at the pictures, and decide the following:

● What superpower does each picture represent?

● What is the purpose of each superpower?

Get them to fill in the table with their own ideas or the phrases from the box.

Answer key:

a – camouflage

b – hiding in small spaces (exceptional flexibility and body manipulation)

c – fast swimming

d – opening jars (problem solving)

Appendix 1

Paragraph 1:

In the deep ocean, there was an octopus named Inky who lived in an aquarium. However, Inky felt something was missing in his life. He longed for the vastness of the open ocean, where he could explore freely and be truly wild. Inky's desire for love and his yearning for freedom gave him the courage to embark on a daring adventure beyond the aquarium walls.

Paragraph 2:

One night, Inky couldn't resist the call of freedom any longer. He gathered all his strength and determination. In a remarkable display of intelligence, Inky found a small opening in the lid of his tank. With great care, he used his flexible body and problem-solving skills to navigate through the pipes and escape into the open sea. It was an incredible achievement that showcased Inky's ability to squeeze through tight spaces and seize the chance for a life beyond captivity.

Paragraph 3:

In the vastness of the ocean, Inky embraced his new-found freedom. He swam gracefully and explored the wonders of the deep blue. Inky encountered other sea creatures, made new friends, and discovered the beauty of his natural habitat. Gliding through the water, Inky knew that he had made the right choice. He embraced the life he had always longed for, free from the limitations of captivity. In his exhilarating exploration of the ocean, Inky also found a companion who shared his adventurous spirit, filling his heart with love and joy.

Appendix 2

Worksheet

Read the superpowers and their applications (in what situations these superpowers can be used).

Superpowers

opening jars (problem solving) fast swimming

Camouflage hiding in small spaces (exceptional flexibility and body manipulation)

Applications

Each application can be used more than once.

More than one application can be matched with each picture. escaping from predators hunting finding shelter and hiding from enemies protecting their eggs find and access food sources (uncover hidden prey, such as cracking open shells) exploring the environment efficiently chasing down prey surprise their prey

Now, fill out the table with a superpower and its application for each picture (a-d).

Superpower Application

Pictures 4-7

Age: 7 to 9

5. Exploring the fascinating world of cats

Duration: 2 teaching hours

Objectives:

● To educate the pupils about various aspects of cats, their behaviours, needs, and how to interact with them responsibly.

● To explore and discuss various cat behaviours, their meanings, and their importance in understanding cat needs and emotions.

● To emphasize responsible cat ownership and the significance of providing proper care, attention, and a safe environment for cats.

Competencies

To develop critical thinking, communication and group discussion, social and emotional skills, creative expression, collaboration.

Materials and equipment

A copy of the quiz per student (Appendix 1: Quiz A for half of the pupils and Quiz B for the other half), whiteboard, markers, drawing materials (coloured pencils, markers, etc.), Internet access (optional)

Procedure

Introduction (5 min.)

Begin the lesson by asking the pupils about their experiences with cats and what they know about them.

Explain that today they will learn interesting facts about cats and how to understand and care for them better.

Worksheet - Quiz (25 min.)

Divide the pupils into two groups - Group A and Group B. Give to each of the pupils in Group A a copy of Quiz A, and to each student in Group B, a copy of Quiz B.

Read out each question and provide multiple-choice options (A, B, C, etc.) for each question, to help the pupils gain a better understanding.

Allow the pupils to think individually and mark their answers on a sheet of paper.

After each question, the pupils discuss their answers in their groups and explain the reasoning behind it.

As the pupils are working, check their answers and explain the mistakes.

Then, get the pupils in Group A to present what they learnt to the pupils in Group B and vice versa.

Quiz A answer key: 1-B, 2-C, 3-A, 4-D, 5-A, 6-C, 7-B, 8-A, 9-B, 10-A

Quiz B answer key: 1-C, 2-C, 3-C, 4-B, 5-D, 6-A, 7-C, 8-A, 9-B, 10-C

Understanding Cat Behaviour (15 min.)

Use a whiteboard to create a chart titled "Cat Behaviour" with three columns:

Behaviour

1.

2.

Etc.

Explanation/Meaning

Discuss various cat behaviours mentioned in the quiz questions, such as purring, tail wagging, kneading, etc.

As the pupils mention the behaviours they remember from the test, write them down from the board together with the explanation provided by the pupils.

Afterwards, ask the pupils what other behaviours they have observed in cats or what behaviours they find intriguing.

Emphasize the importance of interpreting cat behaviour to understand their needs and emotions.

Responsible Cat Ownership (5 min.)

Explain the concept of responsible cat ownership and the importance of providing proper care and attention to cats.

Discuss questions from the quiz related to cat care, such as providing food, water, a safe environment, and understanding their preferences.

Engage the pupils in a discussion about what it means to be a responsible pet owner and the potential consequences of neglecting a cat's needs.

Creative Activity: Design a Cat Poster (20 min.)

Get the pupils to work in pairs or small groups.

Provide each group with a large sheet of chart paper and drawing materials.

Instruct them to create a poster that highlights important aspects of responsible cat ownership or showcases interesting facts about cats.

Presentation (10 min.)

Give each group an opportunity to present their posters to the class.

Conclusion (5 min.)

Recap the main points discussed during the lesson.

Reflection-Extension

Discussion (5 min.)

Facilitate a short discussion about what the pupils have learned throughout the lesson.

Ask the pupils to reflect on the importance of understanding cats and being responsible pet owners.

Evaluation

Cat Behaviour Matching Game (5 min.)

Use a set of cards in Appendix 3. Distribute the cards randomly among the pupils (in each pair of cards, a different student should hold the behaviour card and a different student the explanation card). Instruct the pupils to find the matching pairs of behaviours and explanations by interacting with their classmates. Once the pupils have matched all the cards, collect the pairs or have the pupils share their matches with the class.

Appendix 1

- Group A

Quiz

1. You meet a little cat on your walk who looks at you with its huge eyes, motionless and with its ears pulled back. What do you do?

A. You bend down to pet it because you can't resist the cat’s beauty.

B. You continue your walk without bothering the cat.

C. You call your friends to catch the cat and play with it.

2. Today you saved a stray kitten. You brought it home, but after an hour, the kitten is still hidden under the bed. How do you behave?

A. You turn off the lights in the room and remove the food and water. If it gets hungry or thirsty, it will come out from under the bed.

B. You forcefully grab it and take it out because it needs to learn the rules of the house.

C. You give the kitten as much time as it needs to get used to its new home, the new sounds, smells, and the loss of its mother.

3. Are cats clean animals?

A. Absolutely, there is no doubt. In fact, they spend more than half of their waking time grooming their fur.

B. Probably not, as I see many around the trash.

C. They are very dirty animals because they eat from the trash and hunt mice and cockroaches.

4. Do you know why cats have whiskers and what they are used for?

A. They help them balance.

B. They help them perceive space and changes in it.

C. They help them calculate distances.

D. All of the above.

5. What's wrong with my cat? Every time I pick him/her up, he/she purrs. Is he/she sick?

A. Cats express their satisfaction and joy with this sound when they are in your arms.

B. He/she might be feeling cold, and you should have him/her examined by a veterinarian.

C. He/she doesn't like being held at all, and he/she's trying to make me understand.

6. Your cat looks into your eyes and begs you to give him/her a piece of chocolate like the one you just ate. What do you do?

A. I love him/her so much that I give him/her the whole chocolate. After all, cats can't taste sweets, so it won't harm him/her.

B. I give him/her a small piece so that he/she doesn't feel jealous.

C. I don't give him/her any at all. Chocolate is extremely toxic to our little friends.

7. Your parents and you are away from home for 12 to 14 hours every day, at work and school. Does your cat like this situation?

A. Yes, because he/she wants his/her peace and quiet.

B. No, no cat likes loneliness and being ignored.

C. He/she has no problem; after all, we shape his/her habits.

8. Your cat has his/her tail raised in the shape of an English question mark. Do you know what he/she is asking?

A. Do you want to play?

B. Do you want ice cream?

C. Do you want to let me enjoy my nap?

9. Why does your cat rub his/her face persistently on yours?

A. By doing this, he/she wants to show you that she's hungry.

B. She wants to show you how much she loves you and share her personal scent with you to become lifelong friends.

C. You are dirty and smell bad, and she's showing it to you, so you'll go wash your face.

10. Do you know why your cat makes strange movements with his/her paws as if kneading dough?

A. He/she is showing you how happy he/she is to be with you.

B. He/she is sharpening his/her claws.

C. He/she is showing you that he/she wants you to give him/her a treat.

1. Do you know why cats don't meow at each other?

A. Because they communicate with other sounds and body movements.

B. Because they invented meowing solely to communicate with humans.

C. All of the above.

2. Do you know if humans domesticated cats?

A. Yes, humans domesticated cats.

B. Cats cannot be domesticated.

C. Cats domesticated themselves since ancient times to get closer to humans.

3. Do you know how high a cat can jump?

A. 1 meter.

B. Twice the length of its body.

C. Six times the length of its body.

4. Your cat wags his/her tail persistently like a dog. Do you know what it means?

A. He/she is expressing his/her joy, just like dogs.

B. He/she is showing you that he/she is losing his/her patience.

Appendix 2

Quiz - Group B

C. He/she is showing his/her willingness to play.

5. Your friends are coming over to play with your cat. Do you know if your cat likes it?

A. He/she doesn't like it at all because he/she doesn't know your friends since you don't live in the same house.

B. He/she will enjoy it because he/she always likes to play with you for hours.

C. You'll try it, and if he/she doesn't like it, you'll stop.

D. It's better for your friends to come and play with you, and if your cat wants, he/she will join in. After all, cats are not toys.

6. Do you know how cats perceive us?

A. Like other large, hairless cats.

B. Like humans.

C. Like extraterrestrials.

7. Do you know who "hosts" whom? Do we host our cat in our house or does our cat host us?

A. We are hosting the cat, as he/she was a stray before.

B. We are hosting the cat because the house is ours, not his/hers.

C. The cat hosts us in our house, and once he/she feels it's his/hers, he/she will do everything to defend it.

8. Why doesn't your cat like summer vacations at the countryside and often cries and complains in the corner of the room?

A. He/she doesn't like to leave his/her home and familiar surroundings, the familiar sounds, and smells.

B. It's probably the sound of the car that bothers him/her, and also the fact that we don't let him/her go out to the yard.

C. He/she doesn't like the countryside because it's too hot.

9. Today your beloved grandmother made delicious meatballs. Once again, your cat looks at you with longing eyes for a treat. What do you do?

A. My grandmother's meatballs are fantastic, so of course, I'll give the cat one.

B. The food we eat is not suitable for cats. The meatballs contain salt, onions, and maybe garlic, which are highly toxic to cats.

C. The food we eat is not suitable for cats, but with a tasty meatball, he/she won't suffer any harm.

10. A cat gave birth to three adorable kittens in your yard. What do you do?

A. You hurry to tell your friends to come and play with the kittens.

B. You immediately tell your parents to get rid of the cat because it makes threatening sounds when you approach to pet the kittens.

C. You immediately tell your parents so that together you can take care of the cat: give it food and clean water, as well as provide a cardboard box for the kittens to have a nest.

Appendix 3

Purring Cats express their satisfaction and joy with this sound when they are in your arms.

Tail wagging Cats make this movement with their tails to show to you that they are losing their patience.

“Kneading” Cats make strange movements with their paws as if making dough to show their happiness and contentment.

Rubbing face on yours Cats do this to show how much they love you and share their personal scent, symbolizing friendship.

Tail raised in the shape of an English question mark

When a cat raises its tail in this manner, it is asking if you want to play.

Hiding under the bed When a new cat/kitten is brought home, it needs time in a hideaway to get used to its new environment, sounds, and smells.

Ages: 6 to 9

6. Children and dogs, friends forever

Duration: 1 teaching hour

Objectives

● To learn what are the most annoying movements approaching a dog

● To know the appropriate ways to approach an unfamiliar dog

● To understand how the inappropriate behaviour of people can cause negative reactions in dogs

Competencies

To develop empathy, respect, critical thinking, responsibility, creativity, gross motor skills, imagination, cooperation, communication, fluency in oral expression

Materials and Equipment

Worksheet, dog food and water bowl, water, some dog food, dog harness, leash, poop bags, dog bed.

Procedure

Introduction and preparation (5 min.)

Begin by telling the pupils that there are many ways in which we are like dogs. Many times we feel disturbed or uncomfortable with the way an unknown person approaches us, and dogs feel the same way when they are approached by unknown people. Ask them to tell you if they know or can think of right and wrong ways to approach a dog.

Activating pre-existing knowledge and building new knowledge (10 min.)

After the pupils have answered the introductory question about what are the wrong and right ways to approach a dog, start a discussion about dogs’ calming signals. Show the video below so they can understand them more easily.

https://www.youtube.com/watch?v=siy0eog48ys

More specifically, inform the pupils that when a dog turns its head to the other side, starts licking its face, yawns, shakes or pants without getting hot or growls, it shows us that it is not at all comfortable and it is not right to approach him. We can sit at a distance without looking him in the eye and wait for him to come to us when he feels more comfortable.

Main activity (20 min.)

Divide the pupils into as many teams as you like and hand out the following worksheet to them. Ask the pupils to think and find which of the behaviours in the pictures they think are a correct form of approach and which are not. Next to each picture there is a box in which they can write (R) if the behaviour towards a dog is right or (W) if it is wrong.

Worksheet 1

Worksheet 2

You can mention the helpful sentences at the same time in case the pupils do not understand what the pictures show. It is a way of checking that the pupils have understood what each picture shows.

Helpful sentences:

Good behaviour towards dogs: we take them to the vet, take them for walks wearing a harness so that they don’t choke, play carefully with them, brush them carefully and calmly, hug them gently making sure they feel comfortable every time.

Bad behaviours towards dogs: we pull their tail or ears, climb on them, take food either from their mouth or from their plate, disturb them while they sleep, run at them.

Reflection-extension (5 min.)

Note: As the specific teaching hour plan is specialized, the answers to the questions are also given

Ask the pupils the following questions to challenge them.

• Why do you think a dog is disturbed when we approach it suddenly while it is sleeping? (Answer: Because there is a high chance that it will be scared)

• Do you think all dogs like to be petted? Why do you think people insist on petting their dogs even if the dogs show their displeasure with their body posture? (Answer: No, not all dogs like being petted. Because people think it's something that dogs definitely like, they don't understand when dogs show with their body or facial movements that they're uncomfortable. People also pet their dogs because it makes them feel better and calmer themselves, especially if they are upset)

• What do you think are the three situations in which a dog may bite us? (Answer: 1. If we rush at him 2. If we grab something he is holding in his mouth 3. If we caress him in an intense and annoying way)

Evaluation (10 min.)

Divide the pupils into two teams and inform them that one team are the "dogs" and the other team are the "humans". Choose one student as "dog" and one student as "human". Ask the "human" student to demonstrate with movements or words a "good behaviour" towards a dog and a "bad behaviour" towards a dog without saying which it is each time. Ask the rest of the pupils to find which was the good behaviour and which was the bad behaviour. Finally, ask them to tell you what they think are "good" or "bad" behaviours towards dogs. You can go back to the main activity and see good and bad behaviours there.

To make the process more visual and understandable, you can also bring dog food and water bowls, water, some dog food, harness, leash, poop bags, dog bed.

7. Dogs talk to us

Ages: 7 to 9

Duration: 2 teaching hours

Objectives

● To understand that animals feel what we feel and have the same basic needs

● To learn that dogs may not have a human voice, but they speak to us with their bodies.

● To understand why dogs’ body language is called "calming signals"

Competencies

To develop critical thinking, imagination, empathy, respect, externalization of feelings, creativity, cooperation, communication, problem solving, artistic skills, language skills, fine motor skills, visual motor coordination.

Materials and Equipment

Video projector, PC, internet connection, printed worksheet, pencils, crayons.

Procedure

Introduction (10 min.)

Encourage the pupils to tell you about their experiences with dogs. More specifically, ask them how they feel about the stray dogs they see, if they have a dog at home, if they take care of a stray dog.

Activating pre-existing knowledge and building new knowledge (10 min.)

Ask the pupils if they have noticed, either with their own dogs or the stray dogs on the street, any body and facial movements they use to communicate with people. If the pupils know, we let them describe them to us. If not, we emphasize to them that even though dogs do not have a human voice, they have their own way of showing us exactly what they feel: stress, joy, fear, terror, anxiety, calm, etc. Show the video below, pausing regularly to explain exactly what the pupils are seeing: https://www.youtube.com/watch?v=siy0eog48ys&t=151s

Main activity (20 min.)

Divide the pupils into teams of five and hand out the printed worksheet below. Explain to them that first they have to find which of the following dogs are feeling anxious, which are feeling fearful, which are feeling happy, and which are just in a relaxed, contented state. As soon as they distinguish the dogs that feel positive emotions, they draw a happy child's face in the circle next to the dog. When they find the dogs that feel negative emotions, ask them to draw a sad child's face in the circle. On the line under each dog ask them to write, with or without your help, the emotion they think the dog is feeling such as: joy, fear, anxiety, anxiety, pleasure.

Worksheet 1

(Solutions:

1. He is very afraid 2. He is yawning 3. He is licking his face 4. He is turning his head away 5. He is alert 6. He is shaking his body 7. He is sniffing the ground 8. He is scratching his body 9. He is happy and relaxed 10. He is inviting you to play 11. He is showing his teeth, he is aggressive 9, 10: Draw a happy face, because the dogs feel happy and safe! 1, 5, 11: Draw a sad face, because the dogs feel scared and insecure and you should not approach them under any circumstances! 2, 3, 4, 6, 7, 8: Draw a sad face, because they are stressed and do not feel comfortable and safe!)

Reflection - Extension (10 min.)

Give the following worksheet to the pupils and ask them to write or draw or say the thoughts of the children and the dogs as they interact with each other.

Evaluation (5 min.)

Complete the following acrostic with the word ''COMMUNICATION'' as the main meaning and look for words related to dogs and the ways you learned they communicate with people. You can also write phrases with the initial letter!

The pupils who do not know how to write can say their thoughts orally and you can write them down.

8. I learn about dogs by playing!

Ages: 8 to 9

Duration: 1 teaching hour

Objectives

• To understand what responsible guardianship of a dog means

• To learn the ways to reduce the stray population

Competencies

To develop critical thinking, empathy, respect, responsibility, cooperation, communication, language skills, social skills, combined thinking, ability to recall information, fine motor skills, visual motor coordination, memory practice

Materials and Equipment

Video projector, PC, worksheets with questionnaire and knowledge test, A3 cards, white adhesive paper, markers, scissors, glue.

Procedure

Introduction-preparation (5 min.)

Begin by emphasizing to the pupils how important it is for us humans to respect the needs of animals in general and dogs in particular, and that today’s teaching hour will be concerned with this. Ask them what they think a dog needs to be healthy and happy. Activating pre-existing knowledge and building new knowledge (10 min.)

Show the pupils the video below and let them observe what a dog needs to be healthy and happy. Then start a short discussion around this topic, combining their ideas from the introductory question with the conclusions they drew from watching the video. https://www.youtube.com/watch?v=VOsFuX9G8Bw

Main activity (20 min.)

Complete the questionnaire below. You can choose questions depending on your available time and come back to them at every opportunity!

Footnote: As the specific teaching hour plan is specialized, the answers to the questions are also given

1. You meet a dog on a leash with its guardian on your walk and you want to pet it. What do you do?

A. You run up to it and hug it, without asking anyone.

B. You ask its guardian if they allow you to pet it.

C. You approach calmly and after seeing that it is friendly, you touch its face without asking.

2. You know your dog well and have become best friends with him. When you sit together on the couch at home:

A. You tease his face and gently pull his tail and ears.

B. You make him listen to very loud music

C. You talk to him in a calm and low voice and stroke him gently on the side of his body with calm movements.

3. You and your dog are playing with his favourite toy. How do you behave?

A. You forcefully take it from him by pulling it out of his mouth to hide it for him to find.

B. You teach him the phrase "drop it" to let it go, you say "good" to him as soon as he lets it go and you go to hide it so he can find it and bring it to you.

C. You chase him to get it any way you can even if he accidentally bites you.

4. Your dog is sleeping in his bed. But you want to play, because you're not sleepy. What do you do?

A. You go and wake him up by shouting so that he will hear you and get up.

B. You go and pull him by the leg or tail to wake him up, because he can’t hear you.

C. You don't bother him at all, you respect that he wants to sleep. and you postpone your game for another time.

5. You love your dog very much and want to have a puppy of his. What do you do?

A. I mate him with a friend's dog so he'll be sure to give me a puppy for free.

B. I mate him with a stray dog I've seen and like to make sure the puppies look like him.

C. If I want a puppy I can find one from the countless strays out there and I will never mate my dog because I have neutered him to avoid future diseases as well.

6. You are eating your favourite food next to your dog who is begging to eat too. Do you give some to him?

A. You don't give him any of your food, but you give him a nice treat afterwards, so that he slowly learns not to bother you while you are eating.

B. Of course you give him some of your food. How could one leave him like that?

C. You scold him and tell him to leave immediately.

7. You see your dog is not feeling well. What do you do?

A. You take him to the vet immediately, so you can prevent anything happening to him.

B. You look up remedies on the internet, ask your friends who know more than you and give him first aid.

C. You go to the nearest pet shop and after you give them information about his symptoms, you take whatever medicine they give you.

8. With the acquisition of your dog, you must, by law, insert a microchip. You have your dog micro-chipped because:

A. It is an act of care, responsibility and protection of your dog.

B. Because it is the only way to find your dog, in case it is stolen or lost.

C. For both of the above.

9. What should your dog eat?

A. The appropriate food indicated by his veterinarian.

B. Bones left over from my food.

C. Whatever is left over from our daily family food.

10. Is it necessary to walk your dog on a leash every day?

A. Yes, because it is necessary for his physical and mental health and always on a leash, as required by law, but also because this is the only way I can fully supervise him, so that he is not in danger.

B. No, because I don't always have the time to do it and because he knows the neighbourhood very well on his own, so he walks and returns by himself.

C. Yes, but not always on the leash. After all, he often needs to feel free, too

11. Where does your dog sleep?

A. Always in his kennel on the balcony or in the yard.

B. Always in my space, where we have trained him to feel calm and safe.

C. Wherever he wants, even if it creates problems in our daily life.

12. How do you learn to communicate with your dog? Do you think he needs to be trained and if so in what way?

A. No, no training is required. Living with us he will learn everything in his own way.

B. Of course he needs to be trained. Mostly I scold him every time he does something wrong and punish him by hitting him or tying him to some part of the house, yard or balcony.

C. Of course he needs to be trained in the following manner as shown to me by a positive dog trainer. I reward him with treats or toys or cuddles every time he does something that I like and I ignore it every time he does something wrong, patiently and lovingly showing him how to do it right and safely for him.

13. When your dog defecates outside what do you do?

A. I always pick up my dog's droppings, because it is an act of responsibility and respect for others.

B. I never pick them up, because they are good fertilizer for the soil.

C. I don't usually pick them up, because there is always someone after me who will pick them up along with their own dog.

14. You are forced to move abroad with your family or your financial situation no longer allows you to have your dog. What do you do?

A. We try our best to take our dog with us wherever we go and to adapt together despite all the difficulties in our new environment. If this is not possible, we look for the best and most ideal family to adopt him and we communicate with them very often to hear about him.

B. We leave him in the yard of our house or on the balcony with food and water and have someone we know look after him.

C. We immediately give him to the first person who asks for him without even checking if they are suitable.

15. Do you think dogs have feelings?

A. All animals have feelings. In the past it was believed that animals were machines, which is a big mistake.

B. Dogs have some emotions, but they certainly don't feel the emotions that humans do. For example, they don't feel joy or sadness.

C. Dogs have no feelings, because they are animals and animals are not like humans.

(Answer key: 1-B, 2-C, 3-B, 4-C, 5-C, 6-A, 7-A, 8-C, 9-A, 10-A, 11-B, 12-C, 13-A, 14-A, 15-A)

Reflection-extension (5 min.)

Divide the pupils into teams and give them the following knowledge test about dogs.

Note: As the specific teaching hour plan is specialized, the answers to the questions are also given.

You can mark T by the sentences you consider True an F by the sentences you consider False.

1. On your walk you come across a dog tied to a tree. You approach him and untie him straight away to free himself. (……..)

2. You meet a stray dog on the street that is sleeping. You go home and return with your parents to give him some food and clean water without disturbing him. It's a little secret to make friends! (……..)

3. You are at a friend's house who has just adopted a stray dog. You make sudden movements towards him and play chase with him even though you are meeting the dog for the first time. (……..)

4. You never play ball in a park with loose dogs. (………)

5. You are on your bike and a dog is chasing you. You stop and get off the bike calmly and without fuss. You stand still and put the bike in front of you, between you and the dog. (…….)

6. You meet a stray dog who recently gave birth to puppies. You are indifferent and continue on your way. Surely there will be someone to take them. (…….)

7. You want to say hello to a dog you just met. You initially turn your back on him and avoid looking at him, because that is a polite greeting for stray dogs you don't know. (…….)

8. You see a dog on the ground lying calmly on its back as if inviting you to pet it. You stroke him with your foot even though you are wearing your shoes. (…….)

9. You are playing ball with your friends and the ball accidentally falls into the yard of a house that has a dog. You climb up and go into the yard to get the ball, even though the dog is barking loudly at you. (…….)

10. Your neighbour treats his dog very badly. You immediately go to your parents and inform them and you ask them to call the police straight away. (……)

(Answer key: 1-F, 2-T, 3-F, 4-T, 5-T, 6-F, 7-T, 8-F, 9-F, 10-T)

Evaluation (10 min.)

Ask the pupils to draw the best ways to approach a dog and make a corresponding poster on A3 cardboard. When they finish it, hang it up in a prominent place in the classroom. The activity can be done in teams, in pairs, or everyone can make their own drawing and then join them together to make a joint poster.

9. What a dog needs

Ages: 6 to 9

Duration: 1-2 teaching hours

Objectives

● To understand the basic needs of a dog, including food, water, walks, and veterinary care.

● To learn the importance of meeting these needs to ensure a dog's health and well-being.

● To promote empathy, compassion, and responsible behaviour towards animals.

Competencies

To develop knowledge and understanding, empathy and compassion, responsible behaviour, critical thinking, communication and collaboration, reflection.

Materials and equipment

Printed and laminated (for future use) pictures depicting dog supplies (Appendix 1) and/or realia (list below), blu tack, whiteboard and markers, worksheets (Appendix 2).

Realia you can bring to class:

● Food

● Water

● Dog toys

● Treats

Procedure

Introduction (5 min.)

● Poo bag

● Medicines (vet care)

● Collar

● Leash

● Name tag

● Microchip

● Shampoo

● Bed

Ask the pupils if they have a dog or if they know anyone who has a dog. Who takes care of that dog? Allow the pupils to elaborate on what “taking care” of a dog means.

Explain that the lesson will focus on what our responsibilities towards dogs are and what it means to take care of a dog.

Discussion (10 min.)

Divide the board into two halves. Write the following headings on the left side of the board: poo bag, water, food, treats, dog toys, dog bed, dog shampoo, leash, collar, name tag, microchip, vet

care. With blu tack, stick the pictures in Appendix 1 on the right side of the board. Get the pupils to match the words with the pictures.

Ask the pupils to elaborate on each need. Ask them why dogs need these things, how much of each item do they need them, how frequently, etc. Guide the discussion by providing additional information or examples as necessary.

Emphasize that responsible dog carers ensure that their pets have all these needs met regularly.

Group Activity: Dog Care Relay Race (15 min.)

Divide the class into small groups. Set up stations around the classroom or outdoor area representing different dog care activities (e.g. feeding station, water station, walking station, vet station). Provide each group with a dog bowl, leash, collar, etc. (refer to the list of the realia in the “Materials” section at the beginning of the lesson plan). Explain that each group will take turns completing the relay race by performing the dog care activities at each station.

The first student in each group runs to the feeding station and pretends to pour food into the bowl. They then run to the water station, pretend to fill the bowl with water, and continue to the subsequent stations until they complete the race. And so on.

The group that first completes the race wins.

Guided Discussion: Responsible Dog Care (10 min.)

Gather the pupils back together and lead a discussion about responsible dog care. Ask questions such as:

● Why is it important to provide dogs with proper food and water?

● How does regular exercise benefit a dog's health and happiness?

● Why should we take dogs to the vet for check-ups and vaccinations?

Evaluation

Individual Activity: Worksheets (15 min.)

Distribute Worksheets 1a and/or 1b (Appendix 2) related to our responsibilities towards our dog. As an easier choice, you can opt for Worksheet 2a and/or 2b in which words have been replaced with images.

Allow the pupils to work individually and assist them if necessary.

Optionally, you can divide the pupils into two teams (Team A and Team B). Get Team A to work on Worksheet 1a/2a and Team B, on Worksheet 1b/2b. The team that finishes first wins.

Reflection-Extension

Discussion (10 min.)

Engage the pupils in a reflective discussion about what they have learned during the lesson.

You can ask the following questions to prompt their thinking:

● What did you learn about the needs of a dog?

● Why is it important to meet a dog's needs?

● How do you think dogs feel when their needs are not met?

● How do you think dogs feel when their needs are met?

Encourage the pupils to share their thoughts, experiences, and any connections they made during the lesson.

As an extension, you can read with the pupils one of the following picture books on the topic of responsible dog adoption: Toby to the rescue and Mae to the rescue by Margarita Kosior (available in the format of ebook and in print on Amazon).

Appendix 1

Picture 1: Dog food

Picture 2: Water

Picture 3: Dog toys

Picture 4: Dog treats

Picture 5: Poo bags

Picture 6: Dog medicine

Picture 7: Dog collar

Picture 8: Leash

Appendix 2

Worksheet 1a

Complete each sentence with one of the words from the box:

1. Dogs need ______________ to provide them with the necessary nutrients for their growth and health.

Picture 9: Name tag

Picture 10: Dog microchip scanner

Picture 11: Dog shampoo

Picture 12: Dog bed

Collar Bed Leash

2. Dogs should wear a _______________ with _______________ to help identify them if they get lost.

3. Dogs need a comfortable _______________ where they can rest and sleep.

4. _______________ is used to keep dogs clean and maintain their coat's health and hygiene.

5. A _______________ is used to secure dogs and ensure their safety during walks or outings.

Worksheet 1b

Complete each sentence with one of the words from the box:

poo bags microchip medicines

water treats toys

1. A _______________ is a small device implanted in a dog's skin to help identify them if they get lost.

2. When taking dogs for walks, it is important to carry _______________ to clean up after them.

3. It is important to provide dogs with fresh and clean _______________ to keep them hydrated.

4. ________________ are essential for dogs to engage in play and exercise, which helps keep them active and entertained.

5. ________________ are given to dogs as rewards or for training purposes.

6. ______________ prescribed by the veterinarian help treat and prevent illnesses in dogs.

Worksheet 2a

1. A _______________ is a small device implanted in a dog's skin to help identify them if they get lost.

2. When taking dogs for walks, it is important to carry _______________ to clean up after them.

3. It is important to provide dogs with fresh and clean _______________ to keep them hydrated.

4. ________________ are essential for dogs to engage in play and exercise, which helps keep them active and entertained.

5. ________________ are given to dogs as rewards or for training purposes.

6. ______________ prescribed by the veterinarian help treat and prevent illnesses in dogs.

Worksheet 2b

1. Dogs need ______________ to provide them with the necessary nutrients for their growth and health.

2. Dogs should wear a _______________ with a _______________ to help identify them if they get lost.

3. Dogs need a comfortable _______________ where they can rest and sleep.

4. _______________ is used to keep dogs clean and maintain their coat's health and hygiene.

5. A _______________ is used to secure dogs and ensure their safety during walks or outings.

Ages: 6 to 8

10. We protect nature and animals

Duration: 2 teaching hours

Objectives

● To be informed and made aware of the issue of environmental pollution and its effects on animals

● To understand and compare conflicting concepts

● To be aware of examples of correct behavior towards the environment and animals

Competencies

To develop critical thinking, imagination, empathy, respect, solidarity, responsibility, cooperation, communication, problem solving, flexibility, creativity, artistic skills, fine motor skills, audiovisual coordination.

Materials and Equipment

Fairy tale, markers, projector, PC, student notebooks, worksheets.

Procedure

First teaching hour (45 min.)

Introduction (10 min.)

Using the projector, project the image below (from “The School in the Forest of Joy”) and ask the pupils to describe it to you. This will prepare them for the subject of the teaching hour.

Activating pre-existing knowledge and building new knowledge (15 min.)

Read the first passage to the pupils (''Once upon a time... Such things he taught them and so much more :'') from the fairy tale "The School in the Forest of Joy". Then ask the pupils to tell you what attitudes of people towards nature and animals they observe in their daily lives. They can even tell you how they themselves behave towards the environment and animals.

Then ask the children the following questions to introduce the new knowledge:

● What should school teach us about our behaviour towards the environment?

● What should school teach us about our behaviour towards animals?

Based on the pupils' answers, a discussion begins around the issue of the need to protect the environment and animals.

Picture 1

Main activity (20 min.)

Divide the pupils into teams of equal numbers. Comment on the tactics of the "new teacher" at the school in the Forest of Joy and focus on the phrase “Such things he taught them and so much more: …”

Ask them to fill in the opposite of what one should do regarding nature and animals.

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Through a representative, the two teams present their ideas to the class about the opposite of what one should do for nature and animals, as they were asked to do in the previous teaching hour.

Main activity (20 min.)

Divide the pupils into different teams again this time so that everybody can work with different partners and exchange different views. Read the rest of the story to the pupils and give them the following activity:

Write, say or draw ten things that every person should know in relation to animals and nature conservation.

The pupils will essentially have to think of opposite ideas to those they mentioned in the core activity of the previous teaching hour. Thus, they will become familiar with comparing opposite concepts and understand their differences more effectively.

Reflection-Extension (10 min.)

Give the following activity to the pupils:

Imagine that you are the new teacher at The School in the Forest of Joy. What would you teach your pupils to show them how to respect the environment and animals? Make or draw a plan of ideas in your notebook to present to the class.

Evaluation (5 min.)

Give the following activity to the pupils:

Draw the school in the Forest of Joy before and after the elf's arrival.

Print and hand out the worksheet below.

BEFORE AFTER

FAIRYTALE

The School in the Forest of Joy

Once upon a time, somewhere far away or even quite near, there was a school which was different from the others. In this school children were taught how to love, respect and take care of themselves and others and to protect nature and animals. It was built in the clearing of the Forest of Joy, which was full of luscious cherries and strawberries.

Its inhabitants, however, recently faced a big problem. Their teacher was obliged to move to the great Cloud City. Some time passed before the new teacher arrived, and when he did he was greeted with great joy. Little did they know that the teacher who came wasn't really a teacher, but an elf who loved mischief and wanted to turn the forest upside down.

"Lesson One: never treat other animals well!" He told them seriously on the very first day he entered the classroom. The children looked at him in surprise, but did not speak. They thought that since their teacher said so, that's what they should do.

"Lesson Two: Black cats bring bad luck! Avoid them! Lesson Three: We never pick up the rubbish we drop!”

Such things he taught them and so much more...

Picture 2

Very quickly, everything changed in the forest. Respect, love, care for animals and nature, cooperation and solidarity were replaced by fights, riots and unrest. Animals ran around in fear among countless garbage bags and plastic objects that were thrown everywhere, etc., etc.

Fortunately, the inhabitants of the Forest of Joy realized very soon that the elf does not have what it takes to be a teacher. And so they ask you now to take it upon yourself to teach them what they need to know. In fact, instead of punishing the elf or banishing him from the forest, they have suggested - and he has accepted - that he attend the lessons you will teach them. And he's very happy about it, as is everyone. In the end, everyone lived together harmoniously, with empathy, love and respect!

Picture 3

Ages: 6 to 8

11. Animals add colour to their voices

Duration: 1 teaching hour

Objectives

● To remember the characteristic sounds and special characteristics of various animals

● To learn to put the appropriate intonation in their voice when they read or say something (e.g. with a question, with admiration, etc.)

● To recognize and distinguish the basic punctuation marks (full stop / period, exclamation mark, question mark)

Competencies

To develop imagination, creativity, reading fluency, oral fluency, cooperation, communication, love of reading, gross motor skills, memory practice, fine motor skills, visual motor coordination.

Materials and Equipment

Cardboard, markers, small tongue depressors, glue, scissors, emoji stickers.

Procedure

Introduction-preparation (5 min.)

Ask the pupils to tell you their favourite animal, where it lives and to remind you of its "voice" or some of its special characteristics.

Activating pre-existing knowledge and building new knowledge (10 min.)

After the pupils have imitated the sound of their favourite animal and mentioned its special characteristics (e.g. that the hare runs very fast), remind them or show them (if they do not know them) the three basic punctuation marks (full stop/period, question mark and exclamation mark) and explain their function. You can make the following punctuation marks in advance to make their use clearer. Also explain to them how to "colour" their voice appropriately when they ask for something, or say something admiringly, or simply report a piece of information.

(Note: the illustration shows a Greek question mark on the right. Each teacher uses the appropriate punctuation for the language of their country.)

Main activity (20 min.)

Divide the pupils into three teams, one team for forest animals, one team for farm animals and one team for sea animals. Play the following role play. The members of each team start talking to each other assuming the role of an animal (e.g. one pupil will play the turtle, another the hare, another the wolf, etc..). Encourage them to put the appropriate colour in their voice according to the animal they are impersonating and in combination with the tone they are using (e.g. if they are asking something, if they are saying something with joy or sadness, etc.). At the same time, they should make the corresponding movements or expressions. Here are some topics that the animals might talk about with each other and which you can suggest to the pupils:

• The problems they face in the place where they live

• Their relationships with people

• The risks they face due to various human activities

• The foods they eat and other needs they have

• Their feelings when something positive or negative happens

• The solutions they propose to solve their problems

• The relationships between them

For the pupils who know how to read, you can give them ready-made short rhyming texts that you have written yourself with animal-friendly content. Ask them to read them putting

Picture 1. Punctuation marks (Greek)

the appropriate colour in their voice according to the animal they are impersonating and the punctuation you indicate each time (e.g. read quickly like a happy rabbit that is puzzled by something)

Reflection-extension (5 min.)

Ask the pupils the following questions to challenge them.

● Why do you think it is important to "colour" our voice a certain way when we speak or read something?

● Do you "colour" your voice when you talk to your friends or family and if so, in what situations?

● How do you think communication between people would be if everyone spoke in the same way and style in all situations?

Evaluation (5 min.)

Give the following activity to the children.

Draw your favourite animal on a piece of cardboard three times, with three different expressions on its face. Draw speech bubbles next to it and write the punctuation mark (question mark, exclamation mark or full stop/period) that fits the correct expression.

Suggested bibliography: Colourful Reading, author: Ria Koratzopoulou, Kitrino Patini Publications

Second Unit

Animal protection and well-being

Ages: 8 to 9

12. Animals and the life they deserve

Duration: 2 teaching hours

Objectives

● To break down stereotypes about certain animals

● To understand the value of ensuring a decent life for animals

● To be informed about animal rights

● To understand the value of creating a close relationship between humans and animals, without any trace of animal exploitation

Competencies

To develop critical thinking, imagination, empathy, respect, externalisation of emotions, collaboration, communication, creativity, fluency of oral expression, artistic skills, fine motor skills, visual coordination.

Materials and Equipment

Storybook, PC, projector, cards, markers, round cushions, worksheets.

Procedure

First teaching hour (45 min.)

Introduction (10 min.)

Show the following pictures on the projector and ask the children to describe them. Focus on the text written on the blackboard in the picture and ask the pupils how they imagine the animals will fare in this New School.

Picture 1

Activating pre-existing knowledge and building new knowledge (15 min.)

Read the story "The New School" to the pupils. Ask them if they knew phrases that belittle animals like those mentioned in the tale and how often they hear them and from whom. Start a discussion on animal rights with the aim of making the pupils understand that animals and people must be equal.

At this point you can tell the pupils about the 5 internationally recognized animal freedoms:

● Freedom from hunger and thirst

● Freedom from unnecessary suffering and stress

● Freedom from pain, injury and illness

● Freedom from fear and distress

● Freedom to express normal behaviour by having appropriate living conditions and opportunities for socializing

Main activity (20 min.)

Picture 2

Divide the pupils into teams and each team undertakes to make its own poster on cardboard paper, depicting the daily life of the pupils at the New School of the fairy tale, while also writing down some of the animal rights and freedoms you discussed. Those the pupils who have not yet learned to write can include only drawings in their poster that they will explain orally.

Second teaching hour (45 min.)

Introduction – Connection with issues covered in previous activities (10 min.)

The teams, through representatives, present the posters they made during the previous teaching hour, and this reminds us of what has been discussed so far.

Main activity (20 min.)

Form a circle with the cushions on the floor of the classroom for the pupils to sit on. Ask them to imagine that they are animals who go to the New School. Each pupil makes up a story (something funny or a love story) about the things that they experienced in this school and shares it with their classmates. Thus, the pupils develop their imagination, express their feelings and learn to be both good storytellers and good listeners.

Reflection-Extension (10 min.)

Give the pupils the following activity:

Write in your notebook or say ten things that you would change in your own school so that it resembles the New School of the fairy tale.

Evaluation (5 min.)

Print and give the pupils the following worksheet:

The pupils who can't write tell you the title and you write it.

Give the fairy tale another title that matches its content and make a corresponding picture.

Painting

FAIRYTALE

The New School

Once upon a time, in a land far away, all the animals and people together had built the New School. In this school each and every one of the animals had the place they deserved! There was no misunderstood animal and all the pupils were taught not to use expressions that demean animals. The phrases "he works like a dog", "he is hungry like a wolf", "he is as cunning as a fox", "as fat as a whale", "you are as ugly as a monkey" were never heard in our school.

In the New School there were no donkeys famous for their patience, nor camels that held a grudge against you, nor dirty pigs, nor oxen without intelligence, nor naive sheep that followed the masses, showing no initiative of their own. No cowardly hens or dumb roosters, sly cats and foxes, greedy wolves or ugly monkeys!

At the New School it had become perfectly clear to everyone that the first thing that had to be changed was the language used by its pupils, and the next thing was that they should learn to put themselves in other people’s shoes and empathize with them.

In the winter they would all sit in front of the fireplace in the central classroom and tell stories and fairy tales about animals until morning. In the spring and autumn they organized excursions into the countryside, so that they could get to know its treasures and all the animals that lived

Picture 3

there. In the summer they rushed to the sea and helped animals that had lost their way, or cleaned the beaches. They often encountered turtles looking for a place to give birth!

In the yard of this school the dominant elements were stone, wood, soil, gravel and grass. There were small pipes in that yard, painted in vibrant colours, which housed the hedgehogs. There were also makeshift houses for animals such as bats, owls and swallows, while in the forest next to our school there were lakes where you could see happy green frogs, lizards and flamingos.

You could see feeders and water bowls for the birds everywhere, and no one was left hungry.

The New School was built using the strongest natural materials, and on all its roofs there were amazing gardens, full of plants which were named after the student who had planted them and was responsible for them. Everywhere you could see ornamental and aromatic plants, fruit trees, herbs and vegetables.

The biggest impression of all, however, was made by the colourful walls, the huge comfortable cushions instead of uncomfortable wooden chairs, the colourful desks and the huge bookshelves, filled with all kinds of materials and of course, with thousands of books, which helped the pupils learn new things about animals and the environment.

The best moments were when they used magic eco- pencils to write stories. Just before the pencils ran out, the pupils could plant these magic pencils in pots and grow flowers and herbs. Bees would dance happily on them because they would no longer have to produce honey just for humans.

The New School had cupboards full of items they had decided to re-purpose so they wouldn't become trash, and a huge kitchen for the pupils’ meals, for which no animal would have been tortured.

Would you like to have a school like this?

Ages: 8 to 9

13. There is always something I don't know about animals!

Duration: 1 teaching hour

Objectives

● To learn that all animals are our friends.

● To learn useful information about animals

● To understand that animals are not created only for us to eat or exploit

Competencies

To develop critical thinking, imagination, empathy, externalization of feelings, respect, solidarity, responsibility, creativity, communication, cooperation, problem solving, language skills, artistic skills, fine motor skills, visual motor coordination.

Materials and Equipment

Printed material, white paper, coloured cardboard, markers, scissors, glue.

Procedure

Introduction (5 min.)

Start a discussion with the pupils to discover the knowledge they have about the animals that man mainly exploits, either for his food or for his adornment. You can ask them the following:

● What animals does man use for food?

● By what activities does he accomplish this?

● For what other purposes does man exploit animals and why?

Activating pre-existing knowledge and building new knowledge (10 min.)

Ask the pupils if they know any interesting facts about cows, pigs, chickens, fish and sheep. Collect their answers and make a mind map. More specifically, on the class board, draw a box or a circle in which you write the name of the animal or draw it. Write any strange information that the pupils might know around this, connected by arrows.

Main activity (20 min.)

Divide the pupils into four teams and give them each of the pictures below. At the same time, hand them a blank piece of paper on which you have written strange information about the animals in the first person, as if they were talking to themselves. Each team is asked to stick all the photos on the coloured cardboard. Above each animal they stick a speech bubble that they can cut out from picture 9. Inside the speech bubble they write what they want the animal to say about itself.

Picture 1: Cows grazing happily in a meadow

Picture 2: A sow with her baby piglets

Picture 3: Hens in the farmyard

Picture 4: A shoal of fish in the deep sea

Picture 5: A mother ewe and her two lambs

Picture 6: A turkey free in a field

Picture 7: A rabbit hiding in the long grass

Picture 8: a couple of ducks. The green one is the male.

1. We are so loyal to our family that if our partner or children get sick or injured, we will stick by their side, even if winter is approaching and it is migration season. We are highly social and outgoing animals. We communicate with each other with a variety of sounds and body movements. In fact, the sounds we produce depend on the area in which we live.

2. The females are in control of each nest while the males protect it from predators as well as other animals similar to us. When we live with people we have the same behaviour as dogs and we run and jump as soon as we see our human. Also, as a sign of love, we lick the hands and very often the nose of our guardian.

3. We make friends very easily and have close friends! We have a leader that we choose based on superior intelligence, experience, good social skills and a sense of trust. We are very sensitive animals and we empathize with those around us. But we are also quite strange animals. Despite

Picture 9: Speech bubbles

our large size, we love to screen visitors who enter our space to find out who they are, even when the visitor is a particularly small animal, such as a squirrel! We love music a lot and we like to take care of ourselves and other animals like us. We take care of our children for at least two years, and when they are stolen from us we feel unbearable sadness.

4. We have an extremely strongly developed sense of compassion for other animals and are very loving mothers. We have highly evolved social behaviour in which hierarchy is observed and the most powerful individuals dominate the team. We are very high performers in our cognitive, emotional and behavioural functions – on a par with cats and dogs! We have a complex way of communicating with thirty different vocal behaviours, where each one has its own meaning, such as calling our young, giving information about finding food, informing others about an intruder, etc.

5. We love being stroked on our tummies and we love games, especially ball games and chasing. We love the sun and are very happy when we find a quiet sunny spot! However, we need to take care in the sun since our skin is prone to sunburn! We are well-developed sociably and develop friendships not only with members of our species but also with other animals, which we maintain forever. We maintain bonds of love with our children for many years after they become adults! We are tender and sensitive animals with self-awareness and we organize the space we live in separately from the space we use for a toilet.

6. We are animals that form an incredibly strong bond with our mother. We are very intelligent animals, but having no means of defence, we are also quite cautious. We have developed awareness and forms of communication with each other, but we are also aware of the expressions of other species. We are also aware of humans’ facial expressions and in fact we react better when they are smiling and not frowning! We express our sadness by lowering our heads and have an excellent memory. e may remember a person even after two years! When we are happy we wag our tail and we recognise our name!

7. We are animals that feel pain, just like humans, even though we don't react by screaming. But there are some of us who, unlike others, cry out when they are hurt. We also feel anxiety and fear even 24 hours after the event that scared us! We have complex social lives, we care for our children and some species of us have the same partner for life. Some of us also use tools, such as stones to break cockle shells. In addition, we can and do communicate with each other either through electrical signals or through some sounds we produce. We have memories, but 80% of our species have now been lost due to human intervention in the last 100 years. At these rates, the remaining 20% is expected to have disappeared by 2050.

8. We love cuddles and enjoy listening to music, especially classical music and often literally sing along to the tune of a song! We are often called "detectives" because we are very curious, always ready to investigate what is going on and we like to greet the guests of the house. We also like to eat breakfast and lunch together with our family members. We develop incredibly strong friendships with each other as well as with individuals from other species.

Information source: https://www.269lifegreece.gr/zoa_farmas.html

Reflection-Extension (10 min.)

Distribute the worksheet below to the pupils. Ask them to think about the answer to the following question: “Imagine that you are a member of an animal welfare team. What would you say to people who exploit animals for their own gain? What would you suggest they change so as not to harm the animal world and respect the environment?" and to write their thoughts in the first person. For example: “I would tell people…. And I would suggest they should….” Tell the pupils that they can also name the hero they see in the photo!

Evaluation (5 min.)

Divide the pupils into teams and give them pieces of coloured card and ask them to draw the strange information about the animals that made an impression on them. They continue the activity at home and bring their projects to school the next day!

16. Abandoned animals

Ages: 6 to 9

Duration: 2 teaching hours

Objectives

● To be informed and made aware of the issue of neglect and abandonment of animals

● To understand the value of responsible animal adoption and learn about the correct care of animals

● To understand that pets are equal family members

Competencies

To develop critical thinking, imagination, empathy, respect, responsibility, problem-solving, cooperation, communication, creativity, artistic skills, fine motor skills, visual coordination.

Materials and Equipment

Storybook, picture worksheets, comic worksheet, cardboard, markers.

Procedure

First teaching hour (45 min.)

Introduction (15 min.)

Ask your pupils who have pets, what animals they are, what their names are, and how long they have been part of their family. Explain to them that you are going to read them the story of an abused animal who was miraculously saved. Go all together to the story corner of the class and read them the fairy tale "The birthday miracle".

Ask everyone the same question: How does the image of the dog tied up on the balcony make you feel?

The pupils externalize their feelings and explain what bothered them most when they heard the story of the abandoned dog.

Activating pre-existing knowledge and building new knowledge (15 min.)

Divide the pupils into equal teams and ask them to discuss with each other so as to gather examples of animal abandonment or abuse that they have experienced or know about in their daily lives. A representative from each team announces them in front of the whole class. Then try to explore with your pupils the possible reasons why people go so far as to abandon their animals or mistreat them.

Main activity (15 min.)

Ask each team to illustrate the story of the fairy tale and present it to the class. Allow teams to add their own ideas that are not mentioned in the story but would fit.

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Ask a pupil to briefly remind you of the story of the abandoned dog. This time focus on the role of the stray cat who helped save the tied-up dog. Ask the pupils why they think the cat helped the dog. Then address the issue of solidarity between animals. Explain to the pupils that one animal helps the other especially when both animals live under adverse conditions. Because they are in the same disadvantaged position, they are the only ones who can truly understand each other's difficulties.

Main activity (15 min.)

Divide the pupils into teams again and ask them to think about and tell the story of the stray cat. Helpful questions:

• How did the cat get lost on the street?

• Who might her family have been?

• Why did they give her up?

• How is her life as a stray now?

• What was her relationship with the tied-up dog on the balcony?

Reflection-Extension (15 min.)

A_Ask each team to make a cartoon with the dog and the cat talking while she keeps him company on the balcony. Children who have not yet mastered the skill of writing can just draw and you write the words. Print and hand out the worksheet below.

B_Ask the pupils the following question: How do you think you could help stray animals on the street?

Evaluation (5 min.)

Give the teams the pictures below. Ask them to write or draw the thoughts of the child and the dog in the story, or the dream of the cat who was eventually adopted too.

Picture 1

Picture 2

FAIRY TALE

The birthday miracle

I always wanted to have a dog in my life! My parents and also my teacher, who loves and knows a lot about animals, always told me that I need to be very responsible to get one. On my birthday this year, a few days later in our new home, it seems the right time had come...

Just after my friends had left and I was about to go to sleep, I heard a dog whining! I ran to call my parents and we went quickly out of our house, trying to figure out where that sad voice was coming from. We looked everywhere but could not find the whining dog anywhere. Just then, a black cat got tangled up in our feet. She looked so hungry too... By the time I ran to bring her food, she had climbed a tree and was looking at the balcony of the apartment building next door, meowing. And then the miracle happened! We found the whining dog. Someone had left him tied to the balcony with a very thick rope. The poor creature was twisting around trying to free himself and was about to throttle himself. Luckily my dad kept his cool and quickly called the police. A little while later, police officers and a fire engine with a huge ladder arrived outside our house. There were also two people who were experts in approaching tied-up dogs. Everything happened very quickly! The dog, out of fear, accidentally bit them but they didn't give up. They had decided to save him. As soon as they came down the stairs with the dog in their arms, he fell unconscious. How many days had he gone without food or water?

Then my parents made a brave decision which really moved me! They decided that we would take him to the vet and when he was well enough we would adopt him since I had wanted a dog so much for so many years! As soon as we opened the car door to get in and leave, without realizing how, the cat was in my mom's arms! We took her with us too!

A few days later, the dog got better and came to our house as a member of our family now. One night, just before we fell asleep in each other's arms, he told me his story...

"At first I lived very happily with the family that adopted me from the street. But I was a puppy and I didn't always know how to behave. Whenever everyone was away from home and I was alone, I was bored and to pass the time I caused a lot of damage and often did my business in the house. They would come back, see the havoc I had caused and they always scolded me. They never showed me what I had to do... At first they locked me in a room and because I didn’t sit quietly there either, they started putting me out on the balcony. I spent three years alone on the balcony. In the cold, snow and rain but also in the heat. Very often without food. I cried for months but no one listened. Even the neighbours from the nearby houses did nothing, although they saw what a hard time I was having. Two months ago the family moved to a new house, but I probably wouldn’t have fitted in there either. So they left me on the balcony, after they decided to tie me up to make sure I wouldn't leave. They left enough food and big buckets of water, but what good was that since what bothered me the most was that I was left alone... Until the miracle happened and you saw me! You are my miracle!"

His story had a good ending, because we didn't turn a blind eye. This is what I wish all people would do for animals. Dogs may not have a voice, but if we want to listen to them, they certainly have a way of talking to us!

Picture 3

15. A Lost Dog

Ages: 6 to 9

Duration: 2 teaching hours

Objectives

● To develop knowledge of dog safety

● To understand what measures need to be taken to prevent losing a dog and what measures need to be taken to allow you to find the dog more easily

● Το understand the importance of taking those measures

● To create a lost dog ad

Competencies

To develop communication skills, empathy and understanding, critical thinking, creativity, problem-solving, evaluation and reflection, presentation skills, collaboration and community engagement.

Materials and Equipment

Video projector, PC, whiteboard, markers or coloured pencils, writing utensils, printed copies of a Lost Dog Ad template (one per student – Appendix), bulletin board or other display area.

Procedure

Introduction (5 min.)

Engage the pupils in a group discussion based on the following questions:

● Have you ever lost a dog? How did it make you feel? Do you know anyone who has ever lost a dog? How did it make them feel?

● Have you ever seen a lost dog ad or a missing dog poster? How did it make you feel?

(Encourage the pupils to share their experiences or feelings about seeing lost pet ads. Emphasize the importance of empathy and understanding both for the person who lost the dog and for the dog, too.)

Main part. Reading the lost dog story (5 min.).

Project the following story on the board and read it out to the pupils.

Buddy's Unexpected Disappearance

Once upon a time, there was a boy named Nick and his playful dog, Buddy. Buddy was a beautiful mongrel with pointy ears, big black eyes and a shiny, brown coat with a white patch around his right eye. He was a friendly, medium-sized dog, the perfect companion for Nick.

One sunny afternoon, Nick and Buddy set off for a walk in their favourite park, Greenfield Park. Nick made sure to put Buddy's collar on, complete with a name tag that had their contact information. Holding the leash tightly, they embarked on their adventure.

As they strolled through the park, Nick and Buddy enjoyed the sights and sounds of nature. But suddenly, there was a loud noise that startled Buddy. It was a booming firecracker that echoed through the air.

Frightened by the sudden noise, Buddy panicked and started pulling on the leash, excitedly trying to run away. Despite Nick’s best efforts, Buddy's strength was too much for the young boy to handle. The leash slipped through Nick’s hands, and Buddy darted off, his golden fur glinting in the sunlight.

Feeling a mix of worry and determination, Nick knew he had to find a way to bring Buddy back home. He decided to create a poster to help find his lost dog.

Stop the narration here and explain that now the pupils are going to create a missing dog poster. (Appendix)

Story follow-up Activity (15 min.)

Distribute the printed Lost Dog Ad template to each student.

Instruct the pupils to draw the missing dog and to fill in the template with information about the dog, based on the information in the story.

Allow ample time for the pupils to complete their Lost Dog Ads.

Read the remaining part of the story for the pupils to check if they included all the necessary information on their ads:

Nick carefully drew a picture of Buddy, capturing his unique features. He sketched Buddy's pointy ears, big black eyes, and described the shiny, brown coat with a distinctive white patch around his right eye. Nick wrote down Buddy's name, his colour (brown with a white patch), and the park where they were walking when he disappeared (Greenfield Park).

With a heavy heart, Nick planned to hang the posters around the park and share them with their neighbours. He believed that someone kind-hearted would spot Buddy, recognize his one-of-a-kind appearance, and help bring him back safely.

Sharing Lost Pet Ads (5 min.)

Ask volunteers to present their Lost Dog Ads to the rest of the class.

Follow-up discussion (10 min.)

Explain to the pupils that there are things which can be done to make sure your dog doesn’t get lost. Invite the pupils to brainstorm ideas. Then, compare them with this list:

● Secure fencing

● Safe containment

● Supervision

● Leash and collar

● Training and recall

Then, tell them that even if we take all the necessary measures, something can go wrong and the dog can get lost. Ask them if such a thing happened in the story. (Answer: Yes, the dog heard fireworks and got scared.)

The Importance of Microchipping (5 min.)

Explain to the pupils that there is one more thing which helps a lost dog get reunited with their family - a microchip.

Explain that a microchip is a tiny device about the size of a grain of rice that is inserted under the skin of pets.

Discuss the benefits of microchipping, such as:

● It provides a permanent form of identification.

● It increases the chances of reuniting with a lost pet.

● It helps protect pets from being stolen or misidentified. Explain to the pupils how microchips work and how they can be scanned by veterinarians or animal shelters to retrieve the owner's contact information.

Conclusion (5 min.)

● Recap the key points discussed during the lesson.

● Emphasize our responsibilities towards our dogs, including microchipping, providing identification tags, and keeping dogs in a safe environment.

Evaluation

Activity 1 (10 min.)

Put the phrases from the box below in the right column: measures to prevent losing a dog and measures to find a lost dog.

secure fencing identification tags lost pet advertisements community engagement safe containment

supervision microchipping leash and collar training and recall commands search and rescue

Measures to Prevent Losing a Dog

Activity 2 (10 min.)

Read the following statements to the pupils and ask them if these statements are True or False:

1. Dogs can sometimes get lost and need help finding their way back home. (True)

2. Lost dog ads can help people find and reunite lost dogs with their owners. (True)

3. A microchip is a tiny device that can be scanned to retrieve the owner's contact information. (True)

4. Microchipping is a way to permanently identify a pet. (True)

5. All dogs have a microchip inserted under their skin. (False)

6. Dogs with microchips do not need identification tags on their collars. (False)

7. Lost pet ads can include a description of the dog's breed, colour, and unique markings. (True)

8. Lost dog ads should include the owner's favourite colour. (False)

9. Lost pet ads should provide the owner's phone number for contact. (True)

10. Lost pet ads should include the dog's favourite food. (False)

11. It is not necessary to include a photo of the lost dog in the ad. (False)

12. Posting on social media is not an effective way to share a lost dog ad. (False)

13. Dogs can easily find their way back home when they get lost. (False)

14. Lost dog ads are helpful because they spread the word about a missing dog. (True)

Reflection-Extension

Discussion (5 min.)

Engage the pupils in a discussion based on the following questions:

● What measures do you take to prevent losing their animal? (Question for the pupils who have dogs)

● What can they do to make other people aware of the usefulness of taking such measures?

Ask the pupils to create similar ads about a fictional dog. Tell them that people often offer rewards for finding their dogs, and that they can add information about a reward to their ads. The pupils will present the ads during the next session, and you can display each ad on the bulletin board in the classroom.

Name:

Physical

Last

Contact

Name

Phone

LOST DOG

Ages: 7 to 9

16. A home for Frida – an abandoned dog

Duration: 1-2 teaching hours

Objectives:

● To introduce the pupils to the concept of responsible dog adoption and help them understand the importance of choosing a suitable family for a dog.

● To encourage imaginative thinking and visual representation of the qualities desired in a family for dog adoption.

● To recognize the responsibilities involved in having a dog and the impact it has on the wellbeing of animals.

● To encourage children to ask questions and wonder about the needs and requirements of a dog in a family setting.

Competencies

To develop critical thinking, communication, empathy, creativity.

Materials and equipment

Pictures and descriptions of different families (Family 1, Family 2, and Family 3 - Appendix 2) and Frida, the dog (Appendix 1) either printed or projected on screen, whiteboard, markers or coloured pencils, print out of Appendix 3, scissors to cut slips of paper for the evaluation activity, drawing paper for the extension activity.

Procedure

Introduction (10 min.)

Engage the children in a conversation about dogs and their needs. Begin by asking the children some simple questions to assess their existing knowledge about dogs. For example:

● "Who has interacted with a dog before?"

● "What are some of the things dogs need to be happy and healthy?"

● "Can you tell us about a time when you saw a dog being happy? What made that dog happy?"

Introduce the concept of responsible dog adoption by explaining that dogs need families who will take care of them and provide love, food, exercise, and a safe environment. Make sure to discuss the following:

● physical activity

● training

● special diet

● the company of other animals

● the company of children

● how long a dog can be alone at home

● whether all family members are willing to adopt

Explain that during the next part of the lesson, the pupils will need to choose a loving family and the best home for a dog called Frida, living at a dog shelter.

Presenting the Dog (5 min).

Project the pictures and the description of Frida (Appendix 1). Read the description aloud as the pupils follow the text on the screen.

Presenting the Four Families (15 min.)

Show pictures of the four families (Appendix 2) to the pupils.

Use the "I Notice, I Wonder" Routine to discuss the characteristics of each family:

Assign each group a family to focus on. Instruct the children to discuss what they notice and wonder about their assigned family (e.g. “I notice that the mother works long hours. I wonder if she will have enough time to take care of the dog.” or “I notice the family has two young children. I wonder if it is noisy in their house.”).

Sharing and Discussion (5 min.)

Then, invite each group to share their observations and wonders with the others. Facilitate a class discussion, comparing the families based on the shared observations. Emphasize the positive characteristics of each family and draw the pupils’ attention to some negative aspects and potential concerns.

Choosing the Best Family (5 min.)

Guide the pupils throughout the process and help them make a decision.

E.g. Family 1 seems to be the most suitable match for Frida. They have the necessary experience, a welcoming environment, a spacious home with a backyard, and an active lifestyle that aligns well with Frida's exercise needs. However, further consideration should be given to introductions with the existing cat and managing their busy work schedules.

Reflection-Extension

Creative Activity (15 min.)

Ask the children to draw a dog and describe it briefly, and then, draw an ideal family for the dog.

The pupils will share and explain their choices during the next session.

Evaluation (10 min.)

The aim of this activity is to assess the pupils' understanding of the importance of different aspects in providing an ideal home for a dog.

Before the lesson, make copies of Appendix 3 (the list of aspects) and cut them into slips of paper, ensuring there is one slip per student in each group of 5 pupils.

During the lesson, distribute one slip of paper to each student in a group. Instruct the pupils to individually rank the aspects on a scale of importance from 1 to 5, with 1 being the most important and 5 being the least important.

Next, ask the pupils to discuss and negotiate within their group to agree on the order of importance for all five aspects. Encourage them to consider each other's perspectives and reach a consensus.

Once each group has agreed on their order, have them present their rankings to the other groups. Allow time for discussion and comparison between the different group orders.

Summarize the common points and emphasize the importance of considering multiple factors when determining the suitability of a family for a dog. Highlight how a combination of factors contributes to a loving and responsible home for a dog.

Conclude the activity by reinforcing the idea that providing a suitable home for a dog requires a balanced consideration of all the important aspects discussed.

Appendix 1

Meet Frida!

Frida is an adorable mixed-breed dog with a soft, white coat. She is a two-year old, mediumsized dog. This calm, tender, affectionate, and people-centred young lady loves the company of people. She also loves treats. However, she is a bit chubby, so she needs ample exercise.

She loves children but gets a bit scared in a noisy environment. Frida gets along with other dogs wonderfully and doesn’t pay any attention to cats. She is easy to train.

Appendix 2

Family 1

Pictures 1-2

● Parents with a baby.

● Both parents had dogs before and they understand their needs.

● They have two cats at home.

● They have a big house with a fenced backyard.

● They enjoy regular family walks in the neighbourhood.

● The mother is on maternity leave and the father works from home.

Picture 3

Family 2

Family 3

● Mum with a teenage child.

● They never had a dog before.

● Both the mother and the child are enthusiastic about adopting a dog.

● They live in a spacious apartment near a park.

● They enjoy regular walks, hikes, and outdoor adventures.

● The mother works regular hours.

● The daughter has allergies.

● An elderly couple.

● They already have one dog living with them.

● They live in a cozy apartment with a spacious balcony.

● They enjoy spending time at home: they invite family and friends for dinner and engage in indoor activities.

● They are retired.

● Parents with three children.

● The children are very cheerful and lively, but they sometimes have arguments.

● They never had a dog before.

● The father didn’t want a dog but his children convinced him.

● The family live in a flat in the city centre.

● The children like playing video games, but also enjoy trips to the park.

● The mother has a demanding job and she travels a lot.

Picture 4

Picture 5

Family 4

Picture 6

Safe and Secure Environment

Love and Care

Time and Attention

Proper Exercise and Nutrition

Company of Other Animals

17.Together we can save the bees

Ages: 7 to 9

Duration: 2 teaching hours

Objectives

● To learn about the bee's relationship with the environment, its contribution and the dangers that threaten it

● To learn about ways to protect bees

● To raise awareness of the issue of their possible disappearance in the future

Competencies

To develop critical thinking, imagination, empathy, respect, memory practice, cooperation, communication, creativity, fluency in oral expression, artistic skills, creative writing skills, fine motor skills, visual motor coordination.

Materials and Equipment

Printed material, sheets of white paper, markers, yellow and black paper, newspapers, basin, water, strainer, plant seeds, ice cube trays or muffin tins, small pots and soil.

Procedure

First teaching hour (45 min.)

Introduction (10 min.)

Show the pupils the picture below and ask them how they feel when they see this creature. Ask them if there is anything that scares them and what they would do if bees entered their classroom.

Picture1: A bee searching for nectar

Activating pre-existing knowledge and building new knowledge (15 min.)

Ask the pupils what they already know about bees. Then show them the video below that mentions the great importance and usefulness of this creature in the environment and in people's lives. Stop the video often and if necessary explain exactly what the pupils are seeing. Your goal is for the pupils to understand that bees are very important for the existence of life on the planet and that through human activities they are threatened with extinction.

https://www.youtube.com/watch?v=k24UiJmEjKY

Main activity (20 min.)

You have pasted the above photo on a large piece of white cardboard and distributed the following worksheet to the pupils.

Learn about us

1. During our life we collect from 0.5g to 1g of honey. In other words, 1000 to 2000 of us bees will work for the production of one kilogram of honey!

2. We need the honey that we produce for ourselves and our children to eat in the winter.

3. In order to get the honey from us, people don't let us live in natural conditions!

4. For every 1 g of nectar, one of us bees must work 3 days!

5. To find our food we can travel up to 13 kilometres!

Picture 2: A bee gathering nectar and pollen

6. We are highly intelligent animals, we feel pain acutely and we fly at 30 km/h!

7. Our queens live between 2-5 years, while the summer and spring workers live 35-45 days and the autumn workers live 3-5 months.

8. We "dance" to communicate with each other! Our dances indicate the distance and direction of the food from the nest!

9. We use the sun as our compass!

10. We don't go out in the cold because our wings freeze, but we don't go out in the rain either because our wings get wet and we can't fly!

Ask them to cut out the important information about bees and stick it around the central photo giving voice to this animal that certainly has important things to say! For smaller classes use as simple language as possible and you can simplify the activity by asking the pupils to say what they would like to say if they were bees! How would they feel if all their lives they had to work hard to produce honey for people?

Second teaching hour (45 min.)

Introduction - Connection with previous teaching hour (10 min.)

Ask the pupils what they remember from the previous teaching hour about bees. Ask them to show you again their craft-work of what a bee wants to tell us about its life and its character.

Main activity (30 min.)

Cute Heart Wildflower Seed Bombs

You have brought to class coloured paper, newspapers, basin, water, colander, plant seeds, ice cube trays or muffin tins, small pots and soil.

Ask the pupils to cut pieces of paper and place them in a basin to which they add a little water, as much as is needed for the paper to become pulp. Then they knead it and drain it in a strainer to get rid of excess water and then add in some plant seeds. They knead it again to mix the paper with the seeds and then place small amounts in ice cube trays or muffin tins. They leave them in the sun to dry completely and then plant them in small pots with soil.

The plants that grow and blossom will attract the bees!

Helpful video: https://www.youtube.com/watch?v=dK_v2HNh64k

Reflection-Extension (10 min.)

Show the pupils the following video to review their knowledge about bees.

https://www.youtube.com/watch?v=W8k4QW_eEjE

Then ask them what actions they would take to protect bees and their right to life.

Indicatively, wait for them to give you the following answers or point them in this direction. You can also create a relevant poster.

● We plant plants on the balcony or in our garden that flower all year round. In this way the bees will always have food!

● We buy fruit and vegetables that have been grown using sustainable agricultural practices.

● We do not use pesticides, fungicides or herbicides in our gardens and yards!

● We leave a bowl of water on our balcony or windowsill. Bees get thirsty too!

● We talk to our friends, family and colleagues about the danger bees face. Together we can save the bees!

Evaluation (5 min.)

You can make many bee crafts with the pupils so that they become familiar with the image of this animal and not be afraid of them.

Indicative Handicrafts

https://www.youtube.com/watch?v=9qASjNB_roM

https://www.youtube.com/watch?v=WYOR1v5DGpE

Third Unit

Fairy tales and myths

Ages: 7 to 9

18.The Journey to the Magic Throne of Wonders

Duration: 3 teaching hours

Objectives

• To know the needs of stray animals

• To learn about the dangers that stray animals face

• To learn ways to save stray animals

Competencies

To develop critical thinking, imagination, empathy, respect, self-care, self-esteem, conflict resolution, memory, verbal fluency, creativity, cooperation, communication, artistic skills, language skills, fine motor skills, gross motor skills, imitation ability

Materials and Equipment

Roll of paper, colours - paints, chairs, speaker for music, folder.

Procedure

First teaching hour (45 min.)

Introduction (15 min.)

Begin by reading the following excerpt from the fairy tale "The Journey to the Magic Throne." You can either read it slowly enough for all pupils to understand or tell it in your own way. With the following picture you can motivate the pupils to visualize the setting of the fairy tale.

"Once upon a time, a king and a queen lived in a palace with their animals, who were free and without cares and all the people were smiling and optimistic. Suddenly one day, the royal couple decided that animals are useful only to profit from and that they have no feelings. That was a huge and terrible lie! Some people shouted that they didn't like what they heard and they were immediately deprived of their freedom. Many did not speak out and decided to work hard for the palace. Many animals were imprisoned the same night and others escaped. Immediately after that, all the doors were locked so that no one could come out. And since then, only misery has reigned there..."

Ask the pupils what feelings they had after listening to the story.

Activating pre-existing knowledge and building new knowledge (10 min.)

Continue by asking the pupils the following questions:

-What is it like to live on the street, without food and with all the dangers that lie in wait?

- Will all the animals manage to go back to their home, the Palace? What can we do about it?

Main activity (20 min.)

Role play: "Imitating my best friend!” (Imitation technique)

Start an imitation game and ask the pupils to sit in a circle. In turn, each student enters the centre of the circle, says their name and pretends to be their favourite animal using pantomime. The

Picture 1

rest of the children have to make the sound of the animal they think their classmate is representing.

Have them listen to the following song

https://www.youtube.com/watch?v=F7aHZZlI9bQ

and ask the children who played one of the animals they heard previously, to dance and move freely around the room to the accompaniment of music. When the music stops, they should stand still on the spot. You can also ask the pupils to imitate the dance moves they saw in the video.

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (5 min.)

Ask the pupils to vote for the best "actor" from the previous hour's activity. In other words, they must select the student who portrayed their chosen animal best and most convincingly, and explain why.

Main activity (40 min.)

Start reading the story from where you left off in the previous teaching hour. Alternatively, you can narrate it.

"That night everyone was scared by the loud striking of the palace clock. What had happened? The old dog, Polyfimi, the leader of the forest for years now, had a joyful feeling that something very good was going to happen. She was wise and everyone listened to her advice. Without delay she called all the forest animals to a secret council to tell them what was going to happen. Before she could speak, two doves cried out: "She's back! Dioni is back." "And she's not alone..." remarked a deer. "She came with company!" cried the fox. "Who is back??" asked a hedgehog, who was hard of hearing. "The fearless Dioni... Our leader's granddaughter! "explained an owl. "She will release all our friends who are imprisoned in the palace." "Who is keeping them in prison?" yawned the wolf. "Wake up! We've said this before... The king and queen" whispered a lizard. "All the animals have been locked in cages. And tonight they locked all the residents in their homes so no one could leave," said a swallow. And then the beautiful Dioni arrived, ready to take them all with her to return to the palace. It was their home, where they once lived happily and harmoniously with all the people. Beside her were two lovable dogs. One the short one looked very impatient. The other the tall one was serious and seemed a little shy. Their foster parents were with them, and countless residents from the Great City. "Now that Dioni has returned, our dream will come true," Polyfimi said. "How happy we are to be here!" the short dog interrupted "I am Pothos... very famous! And this is my amazing brother, Axel! Finally, we meet you in person!" he said and with his singing and non-stop wiggling, he encouraged them all to dance! Mammals, birds, reptiles, amphibians, insects, even freshwater fish twirled to the rhythm! They sang about their new life, which they knew was coming soon...”

Theatrical game: "I can be an animal too!” (Technique: role play)

Ask the pupils to divide into four teams of 3-5 people and each choose a role. One of them will take the role of Polyfimi. They undertake to act out the scene of the announcement made by Polyfimi regarding Dioni’s return to the Forest of Wishes. The rest of the children take on the role of one of the animals they heard in the fairy tale and have to give their opinion by answering the following: How did they view the return of Dioni? Do they believe they will manage to return to their palace all together? You can monitor the teams and encourage the pupils to choose different animals for each team. Give them 15 minutes to prepare and the remaining 20 minutes to present their role play.

Third teaching hour (45 min.)

Introduction – Connection with previous teaching hours (5 min.)

Ask the pupils to tell you how they think the fairy tale continues.

Main activity (20 min.)

Start reading the story from where you left off in the previous teaching hour. Alternatively, you can narrate it.

“The older animals could not hide their emotion, because soon they would see their home again, while the younger animals were anxious to see the palace, which they knew only from fairy tales and legends. Dioni climbed a tall rock and asked her brothers to sit next to her. The music and songs stopped and everyone was ready to listen to her announcement. All of a sudden, however, just as she had begun to give instructions for their return to the palace, a loud sound interrupted her. A sound like a puppy crying... It was the growling of a skinny black dog that had been hidden behind a bush. Behind him were many animals, tired and sad... Cats, dogs, rabbits... Each one held a secret letter in their mouth. The skinny black dog said politely, "We are troubled and neglected animals and we have travelled here from far away. We want you to help us reach the secret room of the Magic Throne. " "What is the Magic Throne and where is it?" asked Dioni. "We don't know exactly where! In a room somewhere inside the palace. It's the only way to find the love that awaits us. The Magic Throne is our forever home! Will you help us?..."

Theatrical game: "The secret letter has a voice!” (Technique: Interview chair)

You take on the role of the abandoned animals and sit in a chair holding an envelope. The pupils, in the role of journalists, take some time to think and write down some questions they could ask the abandoned animals about their origins, their lives, the contents of the secret letter, what they are looking for and what they want to find, if they know the palace and if they have lived there or what they think about the future! You provide all the necessary information. This is followed by a discussion with the children about everything that was said in the interview, but also about what we could do so that there are no abandoned animals on the street. Using the

image below you can encourage the pupils to visualize the heroes of the fairy tale, the animals who came holding a secret letter!

Alternative main activity: Soundproof glass (20 min.)

Divide the pupils into pairs. The 2 children sit facing each other. Between them there is an imaginary soundproof glass. A comes to tell B some good news, some pleasant advice for his life. But B cannot hear him, because he is behind the glass. So A cannot speak, but he has to convey the message using his whole body and expressive means. Messages such as: "never give up on your dreams", "love nature with all your might", "don't do to others what you wouldn't want them to do to you", "be confident", "wake up happy every day", "be sensitive", "forgive", "love and respect all animals", etc. It would be good to give these messages to A and adapt them according to the ages of the pupils.

Extension - Reflection (10 min.)

Hand out the following worksheet to the pupils, which you have enlarged as much as you can, and inform them that Dioni, Pothos and Axel are the real heroes of the story! They were once strays and badly abused, but they were rescued by the author, they were educated and today they live with her and also go to school in Greece together with teachers and the pupils. Ask the pupils to write the thoughts of the three heroes in the speech bubbles, and also the thoughts of all the animals they see in the pictures, which Dioni, Pothos and Axel freed and took with them to the Palace. You can help the pupils with the following questions:

- How do you think a parrot feels imprisoned in a cage? What would it like to tell us?

- How do you think a hungry cat feels, looking for food in the garbage? What would it like to tell us?

- How do you think a lion feels when some people use it as an exhibit and make money from it? What would it like to tell us?

- How do you think a fish feels imprisoned in a small glass bowl? What would it like to tell us?

Picture 2

Evaluation (10 min.)

Group Collage

Here you will need a roll of paper and paints, markers, watercolours. The pupils are asked to make a team painting of the Forest, the Palace, and all the animals together. Encourage the children to let their imaginations run wild, get involved with other people's drawings and create a collage-painting together, which can then be put on the classroom wall.

19.Making fairy tales from pictures

Ages: 6 to 9

Duration: 1 teaching hour

Objectives

● To understand the structure of narrative and descriptive speech

● To become familiar with the seven elements of fairy tales

● To apply knowledge of the seven fairy tale elements to create a cohesive story in the correct sequential order

Competencies

To develop critical thinking skills, imagination, empathy, respect, solidarity, environmental and voluntary awareness, self-confidence, cooperation, communication, creativity, fluency in oral expression, creative writing skills, fine motor skills, visual-motor coordination, gross motor skills.

Materials and Equipment

Printed material, projector, PC, pieces of white paper, markers, scissors.

Procedure

Introduction (5 min.)

Ask the pupils if they like fairy tales and how often they read them themselves or have a family member read them to them. In addition, the pupils can tell you what their favourite fairy tale is and why.

Activating pre-existing knowledge and building new knowledge (10 min.)

Ask them to tell you what elements a fairy tale includes based on what they have read and write them on the class board. Depending on the pupils' answers, introduce them to the seven elements of fairy tales (Hero, Location, Objective, Obstacle, Ally, Magic Item, Ending) according to Russian scholar Vladimir Propp. Explain their function and you can give them an example of your own fictional story in which you use the above elements in this order.

Main activity (15 min.)

Divide the pupils into three or four equal teams depending on the number of children in the class. Print, laminate, cut, and give each team the following picture cards. Alternatively, you can show them on the projector.

Picture 1

Ask each team to create a different story by matching the cards with the seven elements of the fairy tales you have previously shown them in a certain order (Hero-first card, Place-second card, Purpose-Third card, Obstacle-fourth card, Ally-fifth card, Magic Item-sixth card, End-seventh card). The elements are written on the board in advance and the pupils consult them. Those pupils who have the ability can write the story, otherwise they tell it orally. Also, a pupil can draw a scene from the story and narrate the scene they drew. A representative from each team presents it to the rest of the class and when all the stories have been presented, the pupils vote for the best one.

Sample questions you can give the pupils to help them:

● What is it like in the place where the hero(s) operate?

● Why do the hero(s) act this way?

● What suddenly happens and the plans of the hero(s) are turned upside down?

● When is the right time for the hero(s) to act?

● Why does the story end like this?

Reflection-Extension (10 min.)

Shuffle the cards from the previous activity and each team draws in random order. They have to make a new story with different data from the previous one (e.g. a card that previously

corresponded to the hero, can now be used as the obstacle of the story). If there is time, each team can dramatize the story they made up.

Evaluation (5 min.)

Give each pupil a sheet printed with the image below (scribble). Ask them to create a design that corresponds to one of the seven elements of the story their team created earlier (Pedagogy of Error). For example, one child may draw the main hero of the fairy tale from the scribble, another child may draw the place where the hero acts, etc.

reading:

Suggested

Fairytale cards – Stories with muzzles, Liana Denezaki-Manos Krokos, Kitrino Patini publications

20. A new story every time

Ages: 6 to 9

Duration: 2 teaching hours

Objectives

● To learn to put pictures in order and create stories

● To form appropriate attitudes and behaviours towards animals

● To share positive messages about animals with family, friends, and society

Competencies

To develop imagination, empathy, respect, responsibility, cooperation, communication, creativity, fluency in oral expression, artistic skills, creative writing ability, fine motor skills, visualmotor coordination.

Materials and Equipment

Printed material, projector, PC, pieces of white paper, markers, crayons, scissors, glue, cardboard.

Procedure

First teaching hour (45 min.)

Introduction (10 min.)

Without showing the cards to the pupils, prompt them to share their experiences related to stray animals. Ask them how they feel about animals living without a family, if they have an animal at home or if they care for a stray animal and in what way.

Activating pre-existing knowledge and building new knowledge (15 min.)

Divide the pupils into teams of 4-5 people. It is important that the number of participants in each team is small so that there is time for all points of view to be heard and discussed.

Give the following questions to the teams.

Note: the pupils discuss with their team and a representative answers the question. The other team has the right to disagree and present their own version.

1. What does “stray animal” mean?

2. Where do you think stray dogs and cats and live and what do they eat?

3. Would you give part of your daily food to the stray animals in your neighbourhood etc.)

5. If you found a cold and starving animal outside your house, would you help it?

6. What are the most serious dangers that threaten their lives?

Based on the pupils' answers, start a discussion about stray animals so that they learn basic things about them. If they cannot answer some of the above questions, give them the corresponding information.

Main activity (20 min.)

Distribute the worksheet with the picture below to each team and ask the pupils to cut it with scissors into four pieces, which are the parts of the story they will create.

Then ask the pupils to shuffle the story pieces and decide together which picture to start their story with. The goal is to understand that they can create four new stories with different beginnings and endings and different central characters. You can help them with the following sample questions:

1. What is the name of the kitten who is the central hero of your story and how did she end up in the arms of a girl in the middle of winter?

2. What is the name of the little girl who is the main hero of your story and what do you think she is looking at from the window of her room?

3. Who are the two people feeding the kitten in the street and what do you think they do?

4. Would you like to tell us where all these animals are with the little girl? Would you like to choose one of them and write its own story?

Picture 1

The pupils who can write begin to record the team's ideas on a piece of white paper. Two to three sentences for each image are enough. It is very important to encourage the pupils who cannot write to invent other ways of telling a story, such as drawing it or telling it orally.

Second teaching hour (45 min.)

Introduction - Connection to the previous teaching hour (5 min.)

Ask the pupils to re-read the story they wrote or to tell it from the notes taken by each team's representative. To prepare them, inform them that they will then have to illustrate their own story, as they currently only have the four basic images. You can help them in this direction by telling them:

- If the little hen told her story so that we all knew how she ended up in the house with all the animals and the little girl, then we would have a completely different fairy tale! This is what we would like you to draw for us!

Main activity (20 min.)

Ask the pupils to take the white card, scissors, glue and white paper. Instruct them to copy the story they wrote in large letters, leaving space to stick the corresponding picture. On the white paper they can draw scenes from the new story they have created and stick them together with the four printed pictures they already have. Finally, they can also find an appropriate title for the story they wrote and illustrated, which they will write in large letters at the top of the cardboard. It is also very important to write the authors of the story as well as the illustrators on the cardboard. Encourage team members to develop their talents as they wish!

Reflection-Extension (5 min.)

The teacher asks the following questions to make the pupils think:

1. If animals could talk to us, what do you think they would tell us? For example, what would a dog living in a cardboard box on the street tell us?

2. What do you think our actions should be when we find an animal that is hungry and cold on the street?

Evaluation (10 min.)

Give the following activity to each team: The stray animals in your neighbourhood gather together and protest about their living conditions. Write or draw their requests on the signs below.

21.Animals in art

Ages: 8 to 9

Duration: 3 teaching hours

Objectives

● To come into contact with various forms of art

● To understand the value of art for human expression

● To understand through art the noticeable presence of animals in various important moments of people's lives

● To experientially combine art and science (STEAM)

Competencies

To develop critical thinking, imagination, observation, language skills, reasoning, social skills, cooperation, communication, self-confidence, self-esteem, creativity, fine motor skills, visual motor coordination, gross motor skills.

Materials and Equipment

Printed material, food dye in shades of blue, baking soda, water, plastic cups or containers for the paint, brushes, pipe cleaners for construction, vinegar, thick watercolour paper, interactive whiteboard, PC.

Procedure

This lesson plan is based on Artful Thinking - Project Zero, Harvard University

First teaching hour (45 min.)

Introduction-Preparation of the pupils (10 min.)

Talk to the pupils about the presence of animals in art by informing them that great and important painters and artists have included animals in their works. Then ask them why they think the artists made the presence of animals felt in their creations and what they wanted to achieve with it.

Connecting with pre-existing knowledge and building new knowledge (10 min.)

Ask them if they know any artists who have depicted animals in their paintings, or if they know examples of similar paintings. Inform them that today you will present Norman Roswell, who is one of the most authentic and timeless artists in the world.

Tell them the following information about the artist and his work.

In his paintings one observes several family moments and also children with pets. Born in New York in 1894, Norman Rockwell is considered one of the most sought-after illustrators of the mid-

twentieth century, as well as one of the most iconic American artists of all time. An excellent artist and above all, an apt observer of real life which is depicted in his works.

Main activity (25 min.)

You are organising a painting exhibition! After you have printed the following works on thick paper, hang them in various places in the school corridor where the pupils walk past.

Picture 1: A red cross man in the making

Picture 2: The veterinarian

Picture 3: New kids in the neighborhood

Encourage the pupils to observe the paintings for 30-60 seconds each.

Picture 4: Painting the little house

Picture 5: A father talks to his son

Picture 6: Walking to school

After they tour the exhibition, invite them all to sit down together to discuss everything they saw.

Indicative questions:

1.What is happening in this painting?

2.How do you read the image?

3. What do you see?

You can encourage them to describe exactly what they see and then add their own elements, so they can name the faces, imagine a situation, e.g. who is the child building the house for? etc.. You can then ask them the following questions to elicit additional thoughts.

● What makes you think this is what you see?

● How did you arrive at this reasoning?

● How did you come to conclusions about the painting?

● What do you feel and think when you see this painting?

Second teaching hour (45 min.)

Introduction-Connection with previous teaching hour (10 min.)

Ask the pupils to report their impressions of the painting exhibition held in the previous teaching hour. Each pupil can name the painting that impressed them the most and explain why they liked it so much.

Main activity (20 min.)

Create the feeling of being inside the artist's studio while he was painting one of his paintings and play the theatrical game below. One pupil will take on the role of the artist, some pupils will be the models representing the scene and the rest will be the observers of the work. The pupils will imagine a scene related to animals. The purpose is to ask what role the animals play in the scene and what relationship they have with the characters of the play. After discussing among themselves the precise subject of the scene, the children playing the models form the scene, the artist takes a position in the supposed studio, and the observers follow the steps below.

● Silent observation

● I see… (continue) (how can the painting be read?)

● I imagine… (insert elements from your imagination) Here the pupils have to continue the sentence by adding elements: who, what, when, where, why, how, if…

● I find evidence

Later we will try to encourage them to connect seeing with imagining. Not all of the above can be answered based on the elements present in the work of art. Therefore, the pupils will have to decide what is answered and what is not. But if they observe more closely, perhaps most of them can be answered. E.g. the people depicted are wearing short sleeves, so it is not winter, etc.

Do not criticize them! Remember to emphasize to them constantly that in imagination there are no mistakes and no limits.

In closing, encourage the pupils to tell you if they enjoyed the observation experience.

Third teaching hour (45 min.)

Introduction - connection with previous teaching hours (5 min.)

The pupils report their impressions so far from their contact with art and the place that animals occupy within it.

Indicative questions:

How did you feel about observing a painting?

How did you feel when you put yourself in the shoes of the painter and the people in the painting? Why did painters tend to include animals in their works?

Main activity (25 min.)

Art and science – STEAM PROJECT: Encourage children to be artists, mix colours and paint different pictures, playing with the thickness of brushes.

Give the pupils the following instructions:

Mix 1 tablespoon of baking soda and a few drops of paint in a jar to create a thick paste. Add a little water to make painting easier. Put a piece of watercolour paper inside a serving tray, so that the water does not leak out and it is easier to clean. When you finish, let it dry, dip a pipe-cleaner in vinegar and paint with it. It will form bubbles and blend nicely with the paint.

Straight away you have a background for the sky or for the bottom of the sea. Then you can create animal or fish figures on plain paper with a marker and stick them on!

Reflection-extension (10 min.)

Ask the pupils the following questions to challenge them:

● What conclusions can you draw about the artist's personality by observing his works?

● What would you tell a painter to pay attention to as he creates his work?

● Which forest animal or other animal would you suggest an artist paint, in what setting and why?

Evaluation (5 min.)

Make a word cloud with the pupils on the interactive whiteboard by entering the email address https://wordart.com/. Create your own word cloud with words and phrases related to the use of animals in works of art.

Ages: 6 to 9

22.The misunderstood animals of fairy tales

Duration: 2 teaching hours

Objectives

• To be informed about prejudices and stereotypes that prevail about certain animals

• To compare texts and identify their differences

• To realise that hunting is not a recreational activity

• To understand that hunting threatens many species of animals with extinction

Competencies

To develop critical thinking, imagination, empathy, respect, externalisation of emotions, cooperation, communication, self-awareness, problem solving, artistic skills, fine motor skills, visual coordination.

Materials and Equipment

Fairy tale, cardboard, markers, scissors, rubber band, video projector, PC, picture worksheet.

Procedure

First teaching hour (45 min.)

Introduction – Preparation of the pupils (10 min.)

Show the pupils the videos below. You can explain to the pupils that there are two or more different fairy tales, all very well known around the world. If they are confused, tell them that you can make up many new fairy tales any time you want. You can refer to the world-famous writer, Gianni Rodari's Fantasy Grammar.

https://www.youtube.com/watch?v=02OVRQLF7IM

https://www.youtube.com/watch?v=ivg_Yc-YDYo

Ask them the following questions:

● From whom is Little Red Riding Hood in danger and why?

● What did the fox ask the little prince for in order to become friends?

Connecting with pre-existing knowledge and building new knowledge (15 min.)

Read the fairy tale "The wolf, the fox and the hunter". Then ask the pupils to compare this fairy tale with the classic versions of the previous fairy tales. The pupils report that the two main protagonists now are just the fox and the wolf (without the Little Prince and Little Red Riding Hood) and that the wolf is the one who is now in danger because of the hunter. At this point, you have the opportunity to talk to the pupils about the concepts of prejudice and stereotyping.

Mention that each of us can have strengths and weaknesses (you can give examples about yourself or ask the pupils what they think are strengths and weaknesses in their own character). Then explain that some people base their opinion only on someone's shortcomings and create a negative image of them that becomes generalized and defines them forever. Thus, the wolf is seen as the villain in fairy tales and as endangering others. Then ask them if the fairy tale you read conveys this prejudice about the wolf and have a short discussion with them about the vulnerable side that someone (animal or human) can have despite what is said about them.

Main activity (20 min.)

Give the pupils the following picture of animal choices: bear, snake, shark and crow.

Ask them to choose an animal and talk about different preconceptions that they think apply to that animal. Alternatively, they can draw their thoughts.

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Ask the pupils to give you a short summary of the fairy tale you read in the previous teaching hour. Focus on the fox's phrase: ''People have rifles and they hunt''. Ask them why they think people hunt animals. Listen to the pupils' answers and show them the picture below:

Discuss with the children the consequences of hunting on the animal world and the environment and come to the conclusion that hunting is not a recreational activity, nor does it fulfil a basic

Picture 1. Different animals

human need. So it must be prevented, especially when certain species of animals are in danger of extinction.

Main activity: Role play (20 min.)

Divide the pupils into two equal teams. Each team must prepare the dialogue between the wolf and the hunter and give an ending to the tale. Assign responsibilities to the pupils (one pupil will think of the wolf's words, another the hunter's words, two pupils will play the roles of the wolf and the hunter, another pupil will show the "actors" the movements and facial expressions they should do). Instruct the teams in advance that the wolf must use arguments to convince the hunter to stop hunting animals. In order to distinguish the two roles, each team makes a mask in the shape of the wolf for the pupil who will play the wolf to wear. Print the one below, the pupils cut it out and tie it with a rubber band to the head of the "actor".

The two teams present the dialogues they thought up in front of the whole class.

Reflection-Extension (5 min.)

Give each student the following activity: Pretend you are the fox and give the wolf different ideas about how to deal with the hunter. What would you say to him?

Evaluation (10 min.)

Picture 2

Give each student the following activity: Write a short letter or draw a picture to send to a hunter. Mention or show him how bad hunting is for animals and suggest that he engage in an activity that would be beneficial for them.

FAIRY TALE

The wolf, fox and hunter

Once upon a time the fairy tales got mixed up. The wolf from the tale of Red Riding Hood met the fox from the Little Prince. The wolf was walking alone in the woods and was listening to the birds.

Suddenly, he heard an unknown voice say, "Good morning!"

"Good morning to you too!" The wolf responded and turned towards where the voice came from but saw nothing.

Picture 3

"Here I am!" The same voice spoke again. "Under the apple tree..."

And then, the wolf from the story of Red Riding Hood, saw a fox.

"Come play with me!" He smiled at the fox.

"No, I can't play with you, because I have to hide from the hunter. I'm tired of everyone believing that because I'm a wolf, I'm a bad guy and that for the Red Riding Hood story to have a happy end, I have to be killed by the "good” hunter," he added.

"People have rifles and hunt," said the fox, the same words it once said to the Little Prince.

"And you call that good?" asked the wolf.

"If you don't think it's good, change it!" said the fox simply, and left.

For days, the wolf turned the fox’s words over and over in his head, and in the end he made up his mind. He would ask his friend, the Little Prince, for help, because he was human too, like the hunter. The wolf was afraid that if the hunter saw him, he would shoot him on the spot! The Little Prince agreed to help the wolf and they made a plan. The next day, the Little Prince and the fox set off at the crack of dawn to go to the hunter’s house.

That was probably the only time they would find him without a gun in his hand.

When the hunter opened the door, he saw the Little Prince standing outside his house with the fox. They said

"We want to talk to you! We want you to be friends with the wolf. "

The hunter, laughing sarcastically, said, "But how is that going to happen?"

"The children will help us..." answered the fox and the Little Prince.

Picture 4

23.Making an animal from a number

Ages: 6 to 7

Duration: 1 teaching hour

Objectives

• To learn how to draw animals using numbers

• To familiarize the pupils with the characteristics of the appearance of animals

Competencies

To develop critical thinking skills, imagination, creativity, fine motor skills, visual motor coordination, artistic skills, memory skills, divergent thinking, visualization

Materials and Equipment

Printable material, sheets of white paper, markers, crayons, projector, PC.

Procedure

Introduction-preparation (5 min.)

Start counting out loud with the pupils from 1 to 30 so that they remember or learn the specific numbers.

Activating pre-existing knowledge and building new knowledge (5 min.)

Then explain that we can form the shape of an animal from a number. Give them an example on the board. In other words, write a number and draw an animal of your choice from it.

Main activity (20 min.)

Print the worksheet below or show them using the projector and ask the pupils to notice the number written in red marker. They should focus on the point where they can start to draw an animal, as long as they have the imagination! Give them blank pages and first ask them to try to draw the animals they can see, starting with the same numbers as in the pictures. When they become familiar with this activity, they can also find new numbers to draw animals with!

Reflection-extension (5 min.)

Ask the children if the same activity could be done with letters of the alphabet. A student or the pupils may stand up at the board and show how they imagine an animal can be made from a letter by drawing an example.

Evaluation (10 min.)

Give the pupils one of the three worksheets below and ask them to join the dots using the numbers to see which animal appears. They can write the animal’s name and even use them as the main character in a fairy tale they will make up about animals! Then they can colour it.

Fourth Unit

Defending animals

24.Volunteering at a Dog Shelter

Age: 7 to 9

Duration: 1-2 teaching hours

Objectives:

● To introduce the concept of volunteering and its importance.

● To educate the pupils about the responsibilities of a dog shelter volunteer.

● To list and describe the responsibilities of a dog shelter volunteer.

Competencies

To develop social responsibility, empathy, compassion, critical thinking, communication and discussion, creative thinking, artistic expression.

Materials and equipment

PC and projector for the projection of pictures of dogs in a shelter (Appendix 1) and volunteer tasks (Appendix 2), alternatively print-outs of those pictures, paper and colouring materials, whiteboard, sticky notes.

Note: The lesson plan is designed based on the activity of an animal welfare organization, Stray Planet (Thessaloniki, Greece).

Procedure

Introduction (5 min.)

Start the session with a brief discussion on helping others and making a difference in the community. Ask the children if they know what volunteering means and elicit their responses. (sample answer: a person who does something, especially helping other people, willingly and without being forced or paid to do it)

Discussion about Dogs and Shelters (10 min.)

Discuss what a shelter is and show pictures of dogs in a shelter (Appendix 1).

Engage the children in a conversation about what emotions dogs in a shelter feel (e.g. sadness and loneliness, uncertainty and anxiety, hope, trust towards volunteers, happiness when they see people who care about them). You will notice that the photographs in Appendix 1 show both the negative and the positive emotions; you can ask the pupils what emotions are reflected in which picture. Then, engage the pupils in a discussion on what the needs of dogs in shelters are (e.g. food, exercise, medicines, love).

Responsibilities of a Dog Shelter Volunteer (10 min.)

Explain the importance of volunteering at a dog shelter, emphasizing that volunteers play a crucial role in providing care and support to the dogs.

Write the word "Responsibilities" on the board.

Brainstorm with the children the tasks and responsibilities of a dog shelter volunteer.

Write down their responses on sticky notes and stick them under the "Responsibilities" heading. (e.g. feeding the dogs, cleaning their living areas, walking the dogs, playing with them, and giving them love and attention).

Pictures Discussion (10 min.)

Show to the pupils pictures of volunteers performing various tasks at the shelter (Appendix 2).

Initiate a discussion about what the pupils see in the pictures. You can ask the following questions to stimulate their thinking.

● What do you notice in this picture?

● What task is the volunteer performing?

● Why do you think this task is important for the dogs' well-being?

Get the pupils to look at the list of responsibilities on the board and ask them to compare that list with the pictures. Did the pupils get the tasks right? Complete the list of responsibilities, based on the pictures.

Reflection-Extension

Reflecting on the pictures (10 min.)

Ask each student to choose one picture in Appendix 2 that resonates with them the most. Ask them why they have chosen the specific picture. Provide prompts such as:

● How do you feel when you see this picture?

● Is this a task you think you would enjoy doing as a volunteer?

● Why do you think performing the tasks presented in this picture is important to the dogs?

Designing a Dog Shelter (15 min.)

Ask the children to imagine their dream dog shelter and draw it on a piece of paper. Encourage them to include various features like dog beds, play areas, and feeding stations. After they finish drawing, allow them to share their designs with the group and explain their ideas.

Discussion (5 min.)

Discuss the benefits of volunteering, such as learning about responsibility, empathy, and making a positive impact on the lives of animals.

Optional Extension Activity:

If possible, arrange a visit to a local dog shelter, allowing children to see first-hand the environment and volunteers at work, and interact with the dogs (with prior permission from the shelter and appropriate safety measures).

Evaluation

Pantomime (10 min.)

The pupils take turns miming tasks performed by a dog shelter volunteer. After one student acts a task out, the rest of the class must guess the task.

Appendix 1

Picture 1: Blanche

Picture 2: Blanche

Picture 3: Fidel

Picture 4: Pelagia

Appendix 2

Picture 5: Odin

Picture 6: Rex

Picture 7: Bezoula and Mairi

Picture 8: Naomi

Picture 9: Neos and Margarita

Picture 10: Taking the dogs for walks

Picture 11: Feeding the dogs

Picture 12: Giving water to the dogs

Picture 13: Washing and cleaning

Picture 14: Picking up the poo

Picture 15: Giving out medicines

Picture 16: Brushing the dogs

Picture 17: Approaching fearful dogs

Picture 18: Washing the dogs

Picture 19: Taking a dog to the vet

Picture 20: Taking pictures for adoption posts

Picture 21: Organizing fund-raising events (e.g. bazaars)

Picture 22: Fixing the enclosures

Picture 23: Preparing the kennels for winter (filling them with hay)

Picture 24: Spending quality time with the dogs

Picture 25: Participating in awareness-raising events

25. We stand against animal abuse

Ages: 7 to 9

Duration: 2 teaching hours

Objectives

● To be aware of various forms of animal abuse

● To learn the reasons and consequences of animal abuse

● To raise awareness of the issue of animal abuse

Competencies

To develop critical thinking, imagination, empathy, respect, problem solving, flexibility, cooperation, communication, creativity, arguments, fluency in oral expression, artistic skills, fine motor skills, visual coordination.

Materials and Equipment

Storybook, PC, projector, cards, markers, picture worksheet, laminated picture cards.

Procedure

First teaching hour (45 min.)

Introduction (15 min.)

Divide the pupils into two equal teams. Everyone goes to the story corner of the class together. Read the first passage (''Once upon a time, there was a colourful fairyland... things in Fairyland changed.'') from the fairy tale “Wonderland”. Ask each team different questions about the text you read to them.

Team A

"Why do you think the animals in Fairyland were happy?"

Team B

''How did Brightness treat all the creatures of Fairyland and what do you think she offered the animals?''

Note: The pupils discuss in their team and a representative answers the question. The other team has the right to disagree and present their own version. It is important to remind the pupils to respect each other's opinions and wait for their turn to speak.

Activating pre-existing knowledge and building new knowledge (10 min.)

Then ask the pupils what they think changed in the lives of the animals in Fairyland after Darkness arrived. The pupils are asked to exchange opinions in teams and to mention forms of animal abuse that they already know. There follows a short discussion about the reasons and consequences of animal abuse between the teacher and the pupils.

Main activity (20 min.)

Each team draws on cardboard the form of Brightness and the form of Darkness as they imagine them. Verbalize some phrases that refer to thoughts and feelings of either Brightness or Darkness. Ask the pupils to show the form that matches the sentence they hear each time. Thus, they will better understand the difference between the concepts of good and evil. Possible phrases:

• "How happy I am when I see animals playing carefree in nature!" (Brightness)

• ''I can't stand to see animals happy at all. I have to do something to spread sadness everywhere.'' (Darkness)

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Ask the pupils to remind you in a few words of the events from the first passage of the fairy tale that you read to them. Then read them the rest of the passage from the fairy tale "Wonderland". In order to make the connection to the topic of animal abuse they have already discussed, ask the pupils if they can find examples of the Witch Darkness’ animal abuse in the second passage of the fairy tale and report them. There follows a brief discussion of the negative changes caused to Fairyland after the intervention of Darkness and the consequences of these on the souls of the animals.

Main activity (15 min.)

Ask each pupil to draw their own ending to the fairy tale, depicting their solution to the problem of the destruction of the fairy kingdom by Darkness.

Reflection-Extension (10 min.)

Part I

Ask the pupils the following questions to challenge them:

• What emotions do you think Brightness would feel upon the arrival of Darkness in Fairyland and why?

• How would you feel in her position and why?

• What would you do if you were one of the animals in the fairy kingdom and were treated badly by Darkness?

• How do you think we should show our respect to animals?

• How would you protect an animal in danger from a human?

Part B

Print and show the pupils the picture below and ask them to express their thoughts and, after they all agree together, to write Brightness’ thoughts after Darkness has fled their land. Her thoughts could also be wishes for all the animals in the world! If the pupils have not yet mastered the skill of writing, you can encourage them to speak their thoughts and record them on the board or draw in the bubble the picture they think represents what they would like to write.

Evaluation (10 min.)

You have made two paper boxes, one with the title: ''A Beautiful Life for Animals'' and the other ''An Ugly Life for Animals''. Show the pupils the following picture cards depicting scenes from the daily lives of various animals. Ask them to drop each picture into the correct box so that at the end they can collect various good and bad aspects of the animals' lives. This can be continued with pictures that the pupils will bring to class during the week.

Picture 1

Picture 2: Young girls playing with a puppy

Picture 3: Kittens playing in the bedroom

Picture 4: A lamb playing freely in a meadow

Picture 5: A hamster in a cage

Picture 6: An elephant chained up in a zoo

Picture 7: A stray dog locked up in a cage

Picture 8: Pigs imprisoned in a factory farm

FAIRYTALE

Wonderland

Once upon a time, there was a colourful fairyland, full of forests, beautiful birds and happy animals. There were trees that grew songs on their branches and wonderful plants that no one had seen before. In their gardens the fairies planted flowers, which were shaped like stars, and magic wands, too.

Every afternoon a cloud appeared in the sky of Fairyland, but instead of raindrops, it rained love. Its drops watered the trees, plants and flowers and quenched the thirst of its inhabitants. In Fairyland there also lived a fairy, called Brightness, who loved colours and joy. Everyone wanted her company, because she told good jokes and had a warm heart that was big enough to hold all the creatures of the fairyland.

Life in the fairy kingdom flowed with laughter, songs and celebrations until the moment Brightness’ cousin, the Witch Darkness, appeared.

Picture 9

Picture 10

She hated animals, joy, and everything beautiful. The Witch Darkness had set out to destroy joy and spread her darkness everywhere. The worse thing was that the spells and magic she knew were very powerful. And so… …very soon things in the fairyland changed.

Needing countless spoiled eggs for her magic potions, Darkness locked the hens in very small cages, barely able to move. In that way, she could collect more eggs with less effort. Then, because she liked to bathe in milk, she tied the cows up so that they could not move, and made great machines to milk them. In that way, she would have as much milk as she wanted and even more. What did she care if the little calves had no milk to drink?

For her entertainment, she brought all the wild animals, which until then lived in the forests, and began to train them to do tricks and make her laugh.

As for dogs and cats? She forbade everyone to have them in their homes and would not let anyone give them food and water. Their life had become unbearable and the terrible thing was that she had convinced the inhabitants of the Fairyland that these animals were dangerous and full of contagious diseases.

The only one who wasn't convinced by what Darkness said was the fairy Brightness. Brightness had turned her house into a shelter, where she hid as many animals as she could to protect them from Darkness.

Things got even worse when Darkness decided to breed minks and foxes to get their fur. Brightness had to think of something to make things the way they were before. But, she didn't know how. Fortunately, thanks to you, she managed it! Thanks for helping Brightness find a solution…

Picture 11

Ages: 8 to 9

26. Exploitation of exotic animals for tourist entertainment

Duration: 1 teaching hour

Objectives:

● To inform and educate learners about some exotic species and their natural habitats.

● To inform and educate learners about the unethical treatment of exotic animals in the tourism industry, for entertainment purposes.

● To explore the negative consequences of exploiting exotic animals for tourist entertainment.

● To encourage learners to consider responsible and ethical tourism practices.

Competencies

To develop critical thinking, informed decision making, empathy and compassion, collaboration, teamwork.

Materials and equipment

Pictures depicting exotic animals in the wild and in exploitation (projected on the screen), markers, pens, pencils, projector, PC.

Procedure

Introduction (15 min.)

Involve the pupils in the warm-up discussion to activate their background knowledge on the topic of exotic animals. Show them pictures 1-4 below and ask them:

● Do you recognise these animals? (cobra, crocodile, dolphin, elephant)

● How does it make you feel when you look at this animal?

● What words or emotions come to mind when you see this animal? (sample answers: fear, caution, surprise, curiosity, caution, fascination, happiness, excitement, amazement, awe, adventure)

● Where do they normally live?

(sample answers:

Cobra: jungles or forests, distant warm places like India or Southeast Asia, tall grass or near trees

Crocodile: in rivers and swamps, near water, like lakes or marshes, in places like Africa and Australia

Dolphin: in the ocean or sea, they swim and play in the water all day, they live in groups called pods

Elephant: forests or grasslands, in Africa and Asia – indicate that the picture depicts an Asian elephant, they like to be around trees and water)

After showing the pictures, ask the pupils: Where can we see these animals?

Sample answers:

● in the zoo

● in some nature documentaries on TV

● on a trip to the exotic place

● at aquariums or marine parks

● safari holidays

● national parks

Picture 1:

Picture 2:

Picture 3:

Picture 4:

● at the beach or on a boat ride in the ocean (we might be lucky enough to see dolphins swimming and jumping in the waves)

Then, show the pupils pictures 5-8 below.

Elicit from the pupils what is happening in each picture (answers: snake charmers are making cobras “dance” for the entertainment of people, often tourists, watching; a man, possibly a tourist, is holding a young crocodile, probably to have a picture taken; dolphins are performing a show for the audience gathered; an elephant is painting a picture as part of the show visiting the place).

Ask the pupils: How do the pictures in this set differ from the pictures in the first set? (sample answer: They present wild animals together with people, performing unnatural behaviours which they would not perform in the wild: they are calm around people, not aggressive, not scared of people, performing for them).

Ask the pupils’ opinion: Which set of pictures presents happier animals?

Follow up with a discussion on what seems more natural to the pupils and ask them how they think the animals got persuaded to behave the way they do in the second set of pictures. (elicit that they may have been abused and forced to behave like this for the entertainment of people).

Note: keep in mind the age and sensitivity of your pupils when you decide how deeply you want to address this topic. It is recommended that you do not present details of the brutality involved.

Picture 5:

Picture 6:

Picture 7:

Picture8:

Role play (20 min.)

Prepare the pupils for the role play by asking the following questions:

● Do you think the animals in the pictures live happy lives?

● If you could ask these animals how they feel, what would they say?

Tell the pupils that they are going to work in groups to prepare a role play with the title A Day in the Life of an Exotic Animal. Divide them into small groups of 4 each. Each student takes on the role of one of the four exploited animals (dancing cobra, petted crocodile, performing dolphin and dancing cobra). Each group plans a short skit that portrays a day in the life of the assigned exotic animal in a tourist entertainment setting. Encourage them to consider the animal's physical and emotional well-being, living conditions, as well as their feelings, interactions with humans, and any negative consequences they may experience.

Note: Assist the pupils throughout the process answering their questions and providing additional information they might need.

When the skits are ready, allow each group to perform their work for the rest of the class.

After all the performances, facilitate a short discussion asking questions to encourage reflection and empathy. For example, ask:

● How did it feel to portray the animal in the entertainment setting?

● What did you learn from this activity about the negative consequences of exploiting exotic animals for tourist entertainment?

Conclude the activity by summarizing the key points and reinforcing the importance of treating animals with respect and compassion.

Evaluation (10 min.)

Project Appendix 1 on the screen or give one copy to each student. Using their ideas from the role play, the pupils present what each animal is thinking, either orally or by writing the animals’ thoughts in bubbles.

27. United in difficulties

Ages: 6 to 9

Duration: 2 teaching hours

Objectives

● To be informed and made aware of the issue of animal abuse and abandonment

● To learn about the real needs of abused and stray animals

● To compare stories and identify similarities and differences

Competencies

To develop critical thinking, imagination, empathy, respect, cooperation, communication, problem solving, creativity, fluency of oral expression, artistic skills, improvisation, fine motor skills, visual coordination.

Materials and Equipment

Storybook, cardboard, markers, scissors, masking tape, worksheets.

Procedure

First teaching hour (45 min.)

Introduction (10 min.)

Give the pupils the following key words or phrases: palace, imprisoned animals, forest, unexpected visitors

Use the brainstorming technique and ask the pupils spontaneously and within a certain time limit (five minutes) to combine the words or phrases and make predictions about the plot of the following story.

Activating pre-existing knowledge and building new knowledge (15 min.)

Read the first passage to the pupils (''Once upon a time... they decided to hide in the huge bushes.'') from the fairy tale: "The Magical Journey". Ask them why they think the king and queen treated the animals in this bad way and if there are still people who do this today. The pupils report the experiences they already have of cases of animal abuse or abandonment, as well as the reasons why this painful event occurs.

Then show them images that portray the real needs of abused and abandoned animals and discuss how we can all help to meet these needs.

Main activity (20 min.)

Divide the pupils into equal teams and assign the following activity: “The children of the king and queen were so frightened that they decided to hide in the huge bushes.'' Continue the story by presenting your version of what the king and queen's son and daughter saw and heard hiding in the bushes.

Second teaching hour (45 min.)

Introduction – Connection with previous teaching hour (10 min.)

Each team presents its own version of the continuation of the story as requested by the main activity of the previous teaching hour. Then you read the rest of the story and compare it with the pupils’ stories.

Main activity (20 min.)

The pupils, divided into two teams, draw the animal-heroes from the fairy tale on cardboard. One team undertakes to draw the animals of the forest and the other team the animals that were the strange and unknown visitors. They then use their drawings as masks in the play that follows. In it, the forest animals and the visiting animals hold a council to find out how to free their imprisoned friends from the palace.

Reflection-Extension (10 min.)

Give the following activity to the two teams: Write or say what the royal couple's children's plan was in the end.

Evaluation (5 min.)

Ask the pupils to complete (write or draw) the following concept map about the rules of the forest mentioned in the fairy tale. They can also add two items of their own. Print and hand out the worksheet below.

In this forest you MUST:

FAIRYTALE

The magical journey

Once upon a time, in a faraway state, there was a huge palace, full of people and animals. One night, the sound of the huge forest clock striking loudly upset all the inhabitants. Something strange had happened and they wanted to find out what it was….

A few hours later, the bad news had spread across the country. The king and queen had suddenly become angry and tied up all the animals in the palace, locking others in their cages and they ordered the soldiers to lock all the inhabitants in their houses and guard them, so that they could be sure that no one could escape. They shouted loudly that animals were born only to serve people, who would simply exploit them from now on. No one could explain what had happened... The son and daughter of the royal couple were so upset that they ran into the forest for help...

When they arrived they found all the lights off and all the animals in turmoil, running anxiously to wake the old fox, who was their leader, to advise them how to help their imprisoned friends. But before they reached her house they met strange and unknown visitors. The children of the king and queen were so frightened that they decided to hide in the huge bushes.

Picture 1

And then dogs, cats and rabbits, each holding a map in their mouths, stopped in front of them and began to tell them their story. A few months before some had lost their families while others had never met them, as they had been born and raised on the street. All these abandoned animals had their own story, each one more or less similar to the others, and they all had the same dream: To find love and a permanent home.

The animals of the Forest looked at each other, remembered that they too had once come here sad and scared and decided to help them. The old fox approached them, opening her arms, and her three helpers, the clever wolf, the wise turtle and the cute little bear, loudly shouted the rules of the forest that every visitor had to accept, in order to be able to stay with them!

"Believe in yourself and your strength! Be optimistic and full of positive thoughts. All your dreams can come true as long as you don't give up, no matter what obstacles you encounter!"

"Put yourself in someone else's shoes and feel like them. Never do to others what you would not have others do to you. Be sensitive, romantic, full of love and gratitude! Have self-esteem and confidence!"

"Wake up every day and be full of joy! Whatever happens to you, no matter where you are there is always a magical solution that you all can find! All you have to do is constantly strive to become the best version of yourself and believe in miracles!"

"This is the solution! Our parents somehow forgot the rules of the Forest!” exclaimed the son and daughter of the royal couple and they decided to run back to the Palace to put their plan into action…

Picture 2

Number of Lesson Plan

1

Picture and Illustrations’ rights and origins

Number of Picture

Pictures 1,4,5

Pictures 2,3 ΑΙ (Artificial Intelligence) by Zioviris Dimitris

2 Worksheets 1,2,3

Pictures 1,2

Pictures 3,4

3 Pictures 1-4

Worksheet 1

Liana Denezaki

Liana Denezaki

Katerina Papapostolou

Liana Denezaki

Worksheet 2 Pixabay

Free from Canvas

Liana Denezaki

4 Picture 1 Picture 2 Picture 3

Pictures 4-7 (Worksheet)

6 Worksheets 1,2

7 Worksheets 1,2

9 Pictures 1-12 (Appendix)

Picture 1: Erik Tanghe from Pixabay

Picture 2: Public domain

Picture 3: Serena Repice Lentini on Unsplash

Picture 4: Vlad Tchompalov on Unsplash

Picture 5: Janayara Machado on Unsplash

Picture 6: albert kok CC BY-SA 3.0 https://en.wikipedia.org/wiki/Octopus#/media/File:Octopus3.jpg

Picture 7: MatthiasKabel CC BY 2.5 en.wikipedia.org/wiki/Octopus#/media/File:Oktopus_opening_a_ container_with_screw_cap_02_(cropped).jpg

Liana Denezaki

Liana Denezaki

Pictures 1-9 and 11-12: Margarita Kosior

Picture 10: Oscar111, Public domain

10 Pictures 1,2,3 AI by Zioviris Dimitris

11 Picture 1 Ria Koratzopoulou

12 Pictures 1,3 Picture 2 AI by Zioviris Dimitris

Liana Denezaki

13 Pictures 1-8

Picture 9 Pixabay

Liana Denezaki

14 Pictures 1,2 Picture 3 Liana Denezaki AI by Zioviris Dimitris

16 Pictures 1-2 (Appendix 1)

Pictures 3-6 (Appendix 2)

Pictures 1-2: Margarita Kosior

Picture 3: Letticia Massari on Pexels

Picture 4: Trần Long on Pexels

Picture 5: cottonbro studio on Pexels

Picture 6: Monstera on Pexels

17 Pictures 1,2 Pixabay

18 Pictures 1,2 AI by Zioviris Dimitris

19 Picture 1 Liana Denezaki

20 Picture 1 Liana Denezaki

21 Pictures 1-6 Paintings from Norman Rockwell

22 Pictures 1,2 Pictures 3, 4 Liana Denezaki AI by Zioviris Dimitris

23 Worksheets 1-4

24 Pictures 1-9 (Appendix 1)

Pictures 10-27 (Appendix 2)

25 Picture 1 Pictures 2-8

Pictures 9-11

26 Pictures 1-4 Pictures 5-8 (Appendix)

Liana Denezaki

Photos 1-7, 9-14, 17-18, 20-21, 24-25, 27: Margarita Kosior

Picture 8: Ioanna Salvarina

Pictures 15-16: Public domain

Picture 19: Iliada Dimitriadou

Picture 22: Fenia Menti Merou

Picture 23: Ioanna Angelou

Picture 26: Dimitris Tzouris

Liana Denezaki Pixabay AI by Zioviris Dimitris

Picture 1: Anil Sharma on Pexels

Picture 2: Lori Glaholm Heron on Pexels

Picture 3: Lachlan Ross on Pexels

Picture 4: FUTURE KIIID on Pexels

Picture 5: DEZALB on Pixabay

Picture 6: Ricky Esquivel on Pexels

Picture 7: Jan-Erik Finnberg, CC BY 2.0 en.wikipedia.org/wiki/Dolphinarium#/media/File:S%C3%A4rk%C3 %A4nniemi_dolphinarium.jpg

Picture 8: Charly Gutmann on Pixabay

27 Pictures 1,2 AI by Zioviris Dimitrios

Authors:

Educational Material Part II

Primary School

Ages 9 to 12

Project Nr: 2021-2-PL01-KA220-SCH-000049117

● Dimitrios Kalaitzidis

● Maria Kontou

● Georgios Kekeris

● Eva Stefanatou

● Christina Nomikou

Editors: Dimitrios Kalaitzidis

Christina Nomikou

Athens-Hellas, 2023

First Unit

Humans and Animals: a history of centuries

Ages: 10 to 12

1. Humans and animals through the centuries

Duration: 3 teaching hours

Objectives:

The pupils

● To recognize that humans are directly connected to the environment and animals

● To understand the evolution of the relationship between man and animals and to clear out the relationships developed.

● To understand that the relationship between humans and animals is a complex issue

Competencies

To develop critical thinking, cooperation, communication and understanding of the real world.

Materials and equipment

Pictures depicting scenes from people's lives in relation to animals throughout the centuries, markers-pen-pencils, video projector, PC, internet connection.

Procedure

A. “Image Interpretation” technique. Pupils divide into teams observe the pictures given to them, following the "Picture Interpretation" technique as described in the Teacher's Guide

B. “Aquarium Technique” – “Fishbowl” or “Inside circle - outside circle”. Pupils form concentric circles with the inner group of pupils discussing and the outer group, which is larger, listening, and observing (more in the Teacher's Guide).

First teaching period (45 min.)

The teacher hands to the teams the pictures which depict important moments in the life of animals and people, from ancient times to the present day, which the pupils will observe and discuss, using the Picture Interpretation technique. Pupils-teams are asked to respond to the following, taking notes.

• Give a title to the image

• Point out what is particularly noteworthy in the picture

• Note what the artist intended when creating the painting

• Make assumptions about what the picture shows

Image 1. Cueva de Altamira cave. - During the Stone Age, people painted bison and other wild mammals that they hunted for food, daily scenes of hunts carved into stone.

Image 2. Odysseus and Argos In Greek mythology, Argos is the faithful dog of Odysseus who recognized his master after twenty years. This was despite the fact that Odysseus was disguised as a

beggar in order to find out what was going on in his palace during his long absence. Soon after, Argos died (Odyssey, p 291 ff.). Image source: https://www.lookandlearn.com/

Image 3. Anubis and Bastet. Ancient Egyptians depicted their own gods with animal heads. The god Anubis in the form of the jackal, the goddess Bastet in the form of a cat in paintings and statues. Sometimes decorated and with additional animal details, sometimes more simplified and linear. God was the animal. The animal was a God. Every cat and jackal carried the wisdom and magic of Anubis and Bastet into the daily lives of the Egyptians.

Image 4: War dogs of Spain: The four-legged conquerors of America.

5. Laika: the first dog in space.

was a dog used in the Soviet Space Program. On November 3, 1957, he became the first living organism to orbit the Earth, aboard the artificial satellite

Image 6. Eskimo sledding in Alaska. Although sled dogs may have existed earlier, archaeological evidence dates their existence more than 4000 years ago. Some anthropologists suggest that habitation and survival in the Arctic would not have been possible without sled dogs.

Image

Laika

Sputnik 2.

grow

and

while other pastoralists are primarily economically dependent on cattle. Cattle are part of the food and resource for the Nuer. They provide milk, meat and blood. Their skin is a raw material for the few goods available to the Nuer.

Image 7. Dolly (July 5, 1996 – February 14, 2003) was a female Finnish Dorsey sheep and the first mammal to be cloned.

Image 8. Nuer pastoralists from upper Sudan. The Nuer pastoralists

maize

millet,

Image 9. Speed and bravery of Juanito Apiniani in the arena of Madrid, plate No.20 from Francisco Goya's Bullfight series of engravings, 1815-16. Already from ancient Greece, bullfighting was particularly popular and had the purpose of showing the competitor his courage, his composure, his speed of movement and his physical strength.

The goal of the image interpretation is to urge pupils to observe the images, read the accompanying information and start a discussion about the relationship between man and animals over the centuries. The teacher is given the opportunity to observe the interaction of the group and the ability of the pupils to talk about animal-human relationships by exchanging experiences and ideas. Through this process the pupils recognize multiple dimensions (various approaches and uses of animals by humans) of the subject they study and respond to the different points of view, thus strengthening the development of critical thinking.

Second teaching period (45 min.)

In the second period using the technique “Fishbowl” or “Inside circle - outside circle”, the pupils will discuss what they have noticed in the pictures. The circles are the inner (smaller) and the outer (bigger). In both circles there are pupils from all teams. The discussion starts in the inner circle and the pupils present what has been said before within their teamwork. The rest will form the group of observers, in the outer circle. The moderator of the discussion can be the teacher or a pupil from the inner circle. The rest of the class forms the outer circle and focuses attention on the content of the discussion, with the aim of informing about the topic under discussion until it is their turn.

Once the discussion in the inner circle is finished, the pupils in the outer circle, who were observing, can comment on what they saw or add something they think is important for the discussion.

Reflection-Extension

Therapeutic horse riding

The teacher can prepare a visit to a Therapeutic horse-riding center. S/he will make all the arrangements in advance (permissions from the parents, from the school and the administration, communication and fixing of the date of the visit, will hire a bus, prepare a meaningful worksheet) and have a talk with the pupils about the therapy horses provide to people, the aims of the visit, the precautions to be taken, the content of the worksheet, etc.

Therapeutic horse riding is based on rehabilitation programs that use the horse as a means of therapy, improving the health and quality of life of people with physical, mental or emotional disabilities. Therapeutic riding is a unique experience for those people as they have never even dreamed of being able to ride. Horses are among the beloved domesticated animals and human history is connected to horses. The most famous horse in history was Voukefalas (Bucephalus) (Alexander the Great).

Evaluation

For the evaluation we use the technique “Exit Cards”. Exit cards require pupils to answer questions by writing on a piece of paper. They hand the replies to the teacher when leaving the classroom. These cards give immediate feedback to the teacher about the content acquisition by the pupils and also about the teaching method.

Exit cards are given out a few minutes before the end of the lesson. For this reason, the wording of the questions is simple and short. Usually, the questions refer to specific content of the lesson-activity, for example: What impressed you in the relationship between humans and animals? What has changed in the human-animal relationship and what remained the same?

The questions can also be more general like: What was your best moment? How do you evaluate your participation in the whole process? What did you do best? What would you like to do differently next time? Pupils can only leave the classroom when they hand in their exit card.

2. Animals near us

Ages: 9 to 12

Duration: Two teaching hours

Objectives

● To reflect on the human-animal relationship, starting with their family

● To appreciate the variety of different species of animals that live together with humans

● List ways in which people use animals to satisfy their own needs

Competencies

To develop communication, critical thinking, cooperation and empathy.

Materials and Equipment

Video projector, PC, internet connection, videos about endangered animal species, photos, species identification guides

Procedure:

The teacher should briefly state the objectives of the activity and what is expected by the pupils to know at the end of it. S/he projects the WWF video about the endangered species (https://www.youtube.com/watch?v=6tjDCZrGnxc) (duration 6 minutes), to start the discussion. The topics of the first discussion on the occasion of the viewing of the video can be:

● What is biodiversity?

● What is the video about?

● What risks does it mention?

● What kinds of animals does it mention? Etc. It should start from the closest environment, i.e., the family. The order of approach can be:

1. Family

2. School

3. Neighborhood

4. City

5. Region

6. Country

7. Europe

8. Other continents

The teacher asks the pupils to say and s/he writes on the board the animals that are housed in the pupils' families (pets), are raised by humans or live in the wild in our country, filling in the following table as a result of the brainstorming.

Animal specie

Domesticated or wild

Geographical origin

E.g., Iguana Wild Central and South America

Cat Hen

A class discussion follows, on the following axes (recommended):

A. What are the most common pets?

B. Are they wild or domesticated? If they are wild, who arrests them? Is it legal to arrest wild animals?

C. How far do they come from and who brings them to our country?

D. What human needs does the ownership and raising animals serve?

The answers are discussed and the points of agreement are recorded as results of the discussion, with the help of a concept map. They can be used for an article on the school website, for opening a new discussion etc.

Reflection-extension

Picnic with our pets: The teacher can organize a picnic with her/his pupils, their parents and their pets. In collaboration with the parents, they will identify the place (nearby park, nearby forest, playground, etc.), acquire all the necessary permissions, the safety measures for both the pupils and their pets, the bus or the private cars to transfer the pupils, the picnic baskets, etc. S/he will also prepare a number of learning and amusement activities, such as presentation of the pets by their guardians, identification of different races of animals-dogs etc.

When they return to school, they will have the opportunity to write collectively a report about the picnic and schedule the next or a similar activity.

Evaluation

(Next page)

Evaluation Sheet 1

Match the animal names to the three categories 'Wild', 'Pets or Domesticated', 'Domesticated or Captive'. The assessment sheet is mainly used to provide feedback on learning.

1. Hen

2. Goose

3. Jackal

4. Dog

5. Beaver

6. Duck

7. Ferret

8. Fox

9. Turkey

10. Sheep

5. Deer

6. Rabbit

7.

8. Vulture

9. Hawk

10. Hare

Note: The teacher can make the exercise more demanding, according to the age of the pupils. S/he can also discuss and explain the issue that some animals can be found in different categories.

Brown

Rat

Goldfinch

Cow

Wild boar

3. Animals away from us

Ages: 9 to 12

Duration: Two teaching hours

Objectives

● To learn about the existence of a wide variety of animals around the planet, their role in the balance of nature and the dangers that threaten them

● Relate the natural environment to the existence, adaptations, types and numbers of animals present in an area.

● To reflect on the extinction of animal species and to decide on actions to protect biodiversity

Competencies

To develop critical thinking, communication skills, cooperation, problem solving, respect, responsibility, tolerance and empathy

Materials and Equipment

Video projector, PC, Internet connection, videos or photos of different environments of the Earth Videos, photos, species identification guides

https://www.youtube.com/watch?v=W3izYdLGGQk (https://safeshare.tv/x/W3izYdLGGQk# ) (African Savannah, duration 3 min)

https://www.youtube.com/watch?v=ZBE_SV4oDZQ (Wild animals of Africa. Duration 6.38 min)

Procedure

The teacher shows videos or photos of different environments of the Earth, starting from the familiar environment of the country and moving on to more extreme environments, naming them or giving the pupils an opportunity to describe the main characteristics of each shown environment (temperature, rains, winds, availability of food). This approach can be facilitated by viewing the video Habitats) (https://www.youtube.com/watch?v=x7jwJ2bI9Lg) (duration 15 min) in order for the pupils to get to know the different habitats of the Earth.

Then he/she shows videos or photos mainly of well-known animals of the world and goes through a process of matching each animal to one or more of the environments mentioned in the previous activity. Based on this discussion, the animals in the Habitat Worksheet are given for the pupils to complete in pairs or fours. The teacher moves from team to team and provides assistance when requested. Finally, the correct answers are written on the blackboard (or the table is shown on the interactive or with the video projector).

Next is the completion of the second worksheet Animals of the Continents. The teacher moves from team to team and provides assistance when requested. As in the Worksheet “Animals in

the habitat”, the correct answers are written on the board (or the board is shown on the interactive or with the video projector).

Then, in plenary, there is a discussion, based on questions such as:

-What are the factors that affect the variety and number of animals in an area?

-In which areas of Earth are there likely to be many species of animals and large populations of animals?

-In which areas are both, the number of species and the number of animals as a whole are few and why?

-What is the role of man in increasing or decreasing the number of species and the number of animals?

-Which animals are more numerous on Earth, the domesticated (captive) or the wild ones?

- WWF claims that populations of wild mammals, fish, birds, reptiles and amphibians have declined by 68% since 1970. What are the factors that have led to this dramatic decline?

The original WWF video can be replayed for the answers. The result of this activity can be a concept map that will be posted in the classroom, a poster where the conclusions will be presented, a large collage with photos of habitats and animals, which can also be posted in the classroom or in a school corridor and to be posted on the school website.

Reflection-Extension

● How might climate change affect animals in different regions of the world?

https://www.un.org/en/climatechange/science/climateissues/biodiversity#:~:text=The%20risk%20of%20species%20extinction,destroy%20almost% 20all%20remaining%20reefs

● What are the factors that affect the number of animals in an area and what is the role of man in this?

Study material (for pupils)

Habitats for kids:https://www.youtube.com/watch?v=x7jwJ2bI9Lg

Habitats for kids:https://www.youtube.com/watch?v=1H1zqCvGcus

Worksheet: Animals in the habitat.

We give each team of pupils the worksheet and ask them to place the animals in the habitat where they think they live. There are animals that can be found in two different areas, such as, e.g. savannah and jungle. It is not necessary for pupils to know all the animals and make all the correct matches. Through interaction they are expected to learn more.

Where do the following animals live?

Sheep-Lamb, Goat, Cow, Donkey, Horse, caribou or reindeer, oxen, lemmus rodents, and polar bears (extreme north only). Arctic Hare, Arctic Fox Coyote, Desert Foxes, Jackal Dingo, Desert Mice, Desert Rabbit, Kangaroo Rat, Meerkat. Bat, deer, wolf, mountain snow hen, alpine sparrow, vulture, bear, fox, condor, lizard, leopard, whales, dolphins, sea lions, seals, orcas, sharks, octopuses, squid, cuttlefish, mussels, shells, tuna etc. Monkeys, Gorillas, Orangutans, Lions, Hippopotamus, Rhinoceros, Lion, Tiger, Leopard, Cheetah, Elephant, Gazelle, Antelope Zebra, Horse, Antelope, Deer, Gazelle, Giraffe, Rhinoceros, Buffalo, Ostrich, Snakes, Fish, Shells, Frogs , invertebrates, water snakes, water turtles, etc.

Desert Mountainous region - high mountains Sea-ocean Jungle Savanna River

Table 3.1: Write the animal in the proper environment. Are there animals belonging to more than one environment? How do they manage it?

Worksheet: Animals of the Continents

We give each team of pupils the worksheet (empty) and ask them to place the animals on the continent where they think they live. There are animals that can be found on two continents, such as, e.g. North and South America or Asia and Europe. It is not necessary for them to know all the animals and make all the correct matches.

Africa

North America

South America

Europe Asia

Oceania Antarctic

Africa Elephant, tiger, gorilla, monkey, gazelle, antelope, cheetah, hippopotamus, rhinoceros, crocodile, giraffe

North America Caribou, Beaver, Brown Bear, Alligator, Armadillo, Arctic Wolf.

South America Condor, Alpaca, Wildcat, Llama, Sloth, Jaguar, Anteater, Chinchilla, Armadillo

Europe Moose, Seal, Polar Bear, Reindeer, Jackal, Fox, Badger, Lynx, Deer, Asia Yak, Elephant, Camel, Panda, Wolf, Deer, Leopard, Pangolin, Reindeer, Tiger

Oceania Kangaroo, Tasmanian Devil, Koala, Platypus, Echidna, Emu

Antarctic Penguin, Whale, Orca, Seal, Leopard Sea, Cormorant

Note: The teacher is free to change the animals. S/he can refer to the same animals found in different continents

Evaluation Sheet 1

Match the animals to the continents where they are most likely to be found. Some animals can be found on more than one continent.

1. Bison

2. American lynx

3. Εgyptian vulture

4. Yak

5. Elephant

6. Camel

7. Giant panda

8. Wolf

9. Deer

10. Leopard

11. Pangolin

12. Reindeer

13. Tiger

14. Koala

15. Alligator

Africa

North America

South America

Europe

Asia

Oceania

Antarctic

16. Arctic wolf

17. Condor

18. Giraffe

19. Koala

20. Yak

21. Penguin

22. Gorilla

23. Reindeer

24. Gazelle

25. Anteater

26. Crocodile

27. Sloth

28. Kangaroo

29. Pangolin

30. Brown bear

Note: The teacher can change the names of the animals according to the age of pupils and the wider environment of the country.

Evaluation Sheet 2

1. Why should we protect biodiversity (animals and plants)? Mark the correct answer(s).

I. Because it provides people with many services

II. Because it has its own intrinsic value (self-worth)

III. Because if biodiversity collapses, human well-being will also collapse

IV. For all the above reasons.

2.. Write three factors that contribute to the decline of biodiversity

3. Do zoological parks contribute to the protection of biodiversity? Tick the answer(s) that you think are correct.

I. Certainly yes, because they host animals that are in danger of extinction

II. No, because apart from a few endangered species, they host many more species in captivity, just for commercial purposes.

III. It is a middle ground which in my opinion is compatible with environmental protection

4.. Write three suggestions-ideas of your own for the protection of the biodiversity

3………………………………………………………….…………………………………………………………………..….

5..Is it acceptable to identify certain animals with "evil" or with "devil"(e.g. snake);

(Justify your opinion)

6.. "Let the child be a parent." This is a fishing slogan. What, in your opinion, is the content of the slogan and who is it aimed at?

Ages: 10 to 12

4. Wild and domesticated animals

Duration: one teaching hour

Objectives:

● To present the differences between domesticated and wild animals

● To be able to explain why humans domesticated some animals

● To identify wild and domesticated animals

Competencies

To develop communication, cooperation, respect, responsibility, tolerance and empathy

Materials and Equipment

PC, video projector, cartoons, photos, videos

Procedure

For this activity we will use Harvard University's "See, Think, Wonder" Thinking Routine. After informing the pupils about the objectives, we ask them to split into their teams. We give each team a copy of the two pictures below (Image 1, Image 2) and ask them to record their observations. As axes of observation, we can suggest:

1. The environment where the animals are found

2. The variety of different kinds-species of animals

3. Is there any human intervention?

Note: The teacher is free to select a different picture, e.g. a farmyard with different kinds of animals (hen, cow, pig, ducks, goats, horses, donkeys, etc.

Image 1: Wild life

Image 2: Domesticated animals

We give about ten (10) minutes to write down their observations and prepare for the plenary. We also ask them to think as a team and formulate their questions or questions that arise.

In the plenary, each team presents their views on the differences, the similarities, the presence of humans and the role of the human intervention in the lives of both wild and tame animals.

The points that could be highlighted with this routine are:

1. In Image 1 the animals live in a wetland

2. We see different species of animals (birds), which we don't meet in our everyday life

3. There is no human presence and intervention

4. They find food by themselves

5. In image 2 the animals are in a place where there is human presence and intervention

6. There are animals we see more often in our everyday life

7. Some of these animals live in houses along with humans (pets)

8. Man provides food and water to them (e.g. feeders, feeders for horses)

In terms of "I wonder" questions the pupils could have asked:

1. Why do some animals live with humans and some don't?

2. What led to the domestication of animals?

The outcome of the activity could be a series of conclusions captured on a poster, a series of questions from "I wonder", a visit to a natural museum, an article on the school website.

Reflection-Extension

We the pupils, working in their teams, write an imaginary dialogue between a dog and a wolf about the way they live their lives.

https://www.dbb-wolf.de/more/faq-e/are-wolves-dangerous-for-humans

Evaluation

The evaluation can take place with a worksheet printed on A3 or A4 so that the teams copy and paste (or draw) in the appropriate column, the animal according to their identity: wild or domesticated. The worksheet can be made into a poster and pasted in the classroom. Alternatively, they write the names in the corresponding column.

Evaluation worksheet picture

Worksheet

Note: The teacher will have the opportunity to discuss the issue that some animals can fall in both the wild and domesticated categories.

Suggested bibliography

Thinking Routines: https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

What are Wild and Domestic Animals? https://study.com/learn/lesson/domestic-vs-wild-animalsdifferences-examples-what-are-domestic-wild-animals.html

5. Endangered species in the sea

Ages: 9-12

Duration: 2 teaching hours

Objectives:

The students:

● To understand that animals face many risks, mainly due to human behaviors and actions

● To realize that several species of animals are threatened with extinction

● Recognize that people must act to protect endangered species and commit to action.

Competencies

To develop critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and equipment: Laptop, video projector or alternatively tablets, internet connection, images with scenes from the life of endangered animals,

Procedure:

First teaching period:

The children are divided into teams and given or shown the following images on the video projector or tablet. Each team will choose one of the sea animals to work on. Before the investigation, each team announces which animal they have chosen, in a way that all animals will be chosen.

Picture 1. Mediterranean seal

Picture 2. Loggerhead sea turtle

Then each team is asked to search on the internet or in books for information about the life of the animal they have chosen, answering the following questions.

1. What are the main characteristics of the animal you chose?

2. Is it a social animal or a loner?

3. Is it a fish, mammal or reptile?

4. Where does it live (in the deep, in the shallows, on the surface, on the shores)?

5. How many cubs does she give birth to and when?

6. What does his diet consist of?

7. Who are the enemies of the animal you chose?

8. What other dangers (besides enemies) does this animal face?

9. Is it human friendly?

Each team creates a worksheet and presents it to the plenary.

Second teaching period - Brainstorming

Brainstorming takes place for three minutes and the pupils answer the question "What dangers do animals living in the sea face”?

After they respond spontaneously, a list of the risks mentioned is drawn. During the discussion they may add more. Then, the pupils propose solutions to deal with the risks and protect the animals.

[The main dangers facing marine mammals (besides their predators hunting them to feed on them) are fishermen's nets, forgotten fishing gear in which they get entangled and drown, pollution and especially floating plastics, chemical pollution and the pollution of the waters, the destruction of the beaches where the turtles give birth, the captivity of dolphins for shows in dolphinariums, the hunting of the whale that gives many useful products (many species of whales are legally protected) etc.]

Picture 3. Whale

Picture 4. Dolphins

They are watching the video from the National Marine Park of Zakynthos https://video.link/w/YmtQlDObjZs# and they are looking for information about other marine parks in their own country or elsewhere.

Reflection-Extension

We ask the pupils to conduct an internet research to find local or national civil organizations or NGO’s that take care of the sea mammals (like whales, dolphins, seals) or reptiles like sea turtles. Would they offer their voluntary assistance to organizations of this kind?

Evaluation

We ask the teams to choose one of the following activities:

● We are creating a poster for the protection of marine endangered species.

● We write a story from the everyday life of marine endangered species.

Bibliography

Free photos from: https://www.pexels.com/

6. A good life for wild animals

Ages: 10 to 12

Duration: 3 teaching hours

Objectives

● Identify human activities that contribute to the reduction of biodiversity (species extinction)

● To identify possible solutions to the problem of declining biodiversity

Competencies

To develop critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and Equipment

Colorful worksheets, Markers, Video projector and PC to project the videos

Procedure

1st Teaching Hour (Brainstorming 1)

For starters, we show the video about the extinction of animal species (https://www.youtube.com/watch?v=M1IDQSeJ1cs or (https://www.youtube.com/watch?v=E5cVr3HdLa4 ) asking the pupils to take notes and write what has impressed them. They can use their notes for the next activity (brainstorming).

We run a brainstorming session with the question: What does it mean for our pets (mainly cats and dogs) to have a good life? Before the brainstorming begins, we could show this short video https://www.youtube.com/watch?v=ed22MIDGVr8 (Caring for your pets).

What does it mean for our pets to have a good life?

We write the pupils' ideas on the board (e.g. good and sufficient food, water, cleanliness, protection from pests, regular visits to the vet, daily walks, play, space to rest and sleep, etc.). We group the answers, we can create groups of needs (shelter, food, protection from disease) and depict the result of the brainstorming on a poster to display in the classroom. To conclude the activity we project a video (half a minute): https://www.youtube.com/watch?v=bVXqt7POCUI

2nd Teaching hour. (Brainstorming 2). Then we can show one of the biodiversity loss videos https://www.youtube.com/watch?v=M1IDQSeJ1cs or (https://www.youtube.com/watch?v=E5cVr3HdLa4, asking the pupils to take notes about the factors threatening the biodiversity. After viewing the video, we run a second brainstorm;-ing session. This time the question the pupils will have to answer is: What does it mean for wild animals to have a good life?

What does it mean for wild animals to have a good life?

We can assist the pupils by talking about the needs of wild animals and how these are met by the animals themselves. After noting the pupils' answers and matching them with the answers about pets, we can put the same axes of needs. Combining the pupils' responses with the threats against biodiversity mentioned in the videos (destruction of biotopes-habitats, chemical fertilizers, pesticides, herbicides, expansion of intensive crops, monocultures, dispersion of chemicals, plastics, illegal and legal hunting, live animal trafficking, smuggling of organs, etc.), we can be guided to confront the risks and threats with appropriate measures. Pupils will understand that the greatest threats come from human activity and actions, and therefore that is where all efforts should be directed. The activity can be completed by working in small teams. Each team, through discussion and exchange of ideas, will propose ways to improve the lives of wild animals (by reversing threats from human activity).

At the plenary session, the pupils will present their opinions and will propose specific actions that should be undertaken by their class and each one individually. The decisions are recorded on a poster posted in the classroom, in order to remind them of their engagement. All the activity can be posted on the school website, shared with animal welfare organizations etc.

3rd Teaching hour. (Image interpretation)

We distribute to the teams of pupils (fours or fives) the picture below, which illustrates the gradual decrease of biodiversity, as human-destructive activities for the environment increase. We ask the teams, after studying the picture, to present their opinion about the factors-reasons, which lead to the decrease of biodiversity, as this is depicted in the picture and about the ways in which the life of wild animals can be improved.

Illustration 1. From rich to poor biodiversity

We guide the discussion in the plenary in order to let pupils react to the human interventions, aiming at improving their own life, while destroying the lives of the wild animals, insects, etc.

Reflection-extension

What is the role of natural fences in the preservation of biodiversity? https://www.downtoearth.org.in/news/wildlife-biodiversity/fences-have-big-effects-on-landand-wildlife-around-the-world-that-are-rarely-measured-74460

Evaluation

We ask the pupils, in the same teams, to discuss and present arguments about the abundance of different organisms (animals, birds, insects, reptiles) in the following two different types of environments, as depicted in the pictures 1 and 2.

Picture 1. Mixed crops, streams, forest

Picture 2. Monoculture

Ages: 10 to 12

Duration: 3 teaching hours

7. Family and social life of animals

Objectives:

● To understand that animals also have a mother who takes care of and protects them

● To recognize that among many animals there is a family bond

● To realize that animals also have a social life

Competencies

To develop empathy, respect, responsibility, tolerance, language skills, adaptability, critical thinking, communication, cooperation.

Materials and Equipment: Computer, internet connection, video projector, pictures depicting scenes from the family and social life of animals.

Procedure:

First teaching hour. Brainstorming. Brainstorming takes place and for 3 minutes the children's answers to the question "What does a newborn need?" are recorded on the board, without comments. Possible answers can be, food, protection, safety, shelter, etc.

The next question is who satisfies these needs of newborns? A dialogue takes place in the plenary of the class and the following (or similar) images are shown in order, through the dialogue, to highlight the role of the mother in the entire animal kingdom.

The pupils are divided into teams of four and each one is given the following pictures or alternatively, the pictures are shown on the video projector or on tablets.

Image 1: Mothers and infants

● Look at the pictures

● Describe what they depict

● What are the creator's intentions?

● What is depicted in the pictures?

and babies

Then we ask the pupils to continue working in their teams. We use the technique or the Thinking Routine "Image Interpretation" or "See - ThinkWonder" of Harvard University.

Image 2: A family of primates

Image 3: Mothers

● Make assumptions about the situation they depict

● Describe the environment, the heroes, the heroes' feelings and their own

● Connect what you see in the pictures with your own experiences.

More about 'Image Interpretation” and the “See-Think-Wonder” Routine in the teacher's guide. The pupils are watching the following videos: A. https://video.link/w/ADuSnt6PFn8#(https://www.youtube.com/watch?v=ADuSnt6PFn8) They discuss that a mother is not only the one who gives birth to a baby but also the one who raises it.

B. https://video.link/w/k_J0MofpMEg#(https://www.youtube.com/watch?v=k_J0MofpMEg)

In their teams the pupils discuss and write a small text or poem about the role of the mother in the animal kingdom, to highlight her value to human and non-human animals.

Second teaching hour.

Pupils watch the video https://video.link/w/BL5NohNcofI#(https://www.youtube.com/watch?v=BL5NohNcofI) and discuss what impressed them. For example, sea elephants live in flocks, mothers guide and train their children, etc.

Dramatization: Divided into teams, the pupils read the following text and underline key words: "Two weeks before birth, the female wolf prepares the nest, which is usually located in areas with the maximum possible forest cover and low disturbance from human activities and always in close proximity to a permanent water supply, it is in a natural cavity or dug by the she-wolf in soft substrate. Wolves are born blind and deaf. They open their eyes in about two weeks. They nurse for about 9 weeks or more. During the first weeks of their life, they always stay close to the nest and then they start moving away from it at distances of a few hundred meters. If there is serious disturbance near the nest due to human activities, the mother will move the cubs to a reserve nest. During the summer the cubs follow the rest of the flock to specific locations, usually in small clearings near a water source with dense vegetation, to stay safe when the adults are away foraging. More often, an older animal remains with the young wolves to watch over them. After they are weaned and until the age of 6-7 months, the wolf cubs are fed with half-digested food that the adults excrete while returning to the meeting places. Once they have their permanent teeth at about 7 months of age, they begin to follow the rest of the pack on their wanderings». (based on https://www.callisto.gr/wildlife/lykos in Greek)

After reading the text and having underlined and discussed in their teams the key words they have identified, they take on roles (mother-wolf, wolf cubs, male wolves) and each team plays scenes from wolf family life.

Third teaching hour

Pupils split into teams and sit around a table or a desk. Each team chooses a photo from the everyday family or social life of various animals and applies the "Picture Cafe" technique. They stick the picture in the middle of a work card (50X70cm) and discuss the picture with their team, asking questions. They write on the work card the questions that start with the words:

When, Where, Who, How, What or Why. Four to five minutes later the teams change tables. They look at the new picture and discuss the questions raised by the previous team trying to give some answers, writing them next to the questions. The teams can write more questions if they wish. The process is repeated until all the teams have visited all the tables (more on the technique in the Teacher's Guide).

Reflection - Extension

Dolphins. From ancient times the myths and true stories about the relationship between humans and dolphins are numerous. Arion was a famous musician of antiquity who was saved by dolphins. In modern times there are also several cases of humans who were saved by dolphins. https://www.britannica.com/biography/Arion-Greek-poet-and-musician https://www.theguardian.com/science/2004/nov/24/internationalnews

Evaluation

We ask the pupils in pairs to choose one of the following activities:

● Paint a picture of the family and social life of animals.

● Write a story from the family and social life of animals.

● Interview a family of animals.

● Create an information and awareness poster for animal protection.

8. The animals on the farm

Ages: 9 to 12

Duration: one teaching hour

Objectives

● To understand the change in animal husbandry

● To compare the quality of life of pets to that of farm animals

Competencies

To develop empathy, critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance and language skills

Materials and Equipment

Cartoons, photos, videos, excerpts from books

Procedure

For this learning activity we use Harvard University's "See, Think, Wonder" Thinking Routine. After informing the pupils about the objectives, we ask them to split into their teams. We give each a copy of the two pictures below (Picture 1, Picture 2) and ask them to record their observations. As axes of observation, we can suggest:

1. The environment where the animals live

2. The conditions under which animals live

3. The technology used in the two different environments

Picture 1: Open cattle breeding

Picture 2: Modern piggery

We give the teams about ten (10) minutes to write down their observations and prepare for the plenary. We also ask them to think as a team and formulate their questions or questions that arise.

In the plenary session, each team presents their opinions on the differences they find in what exists or is described in each picture, they identify the change/changes that have been mediated, the improvement or the deterioration of the life of the depicted animals.

The points that could be highlighted with this routine are:

1. In Picture 1 the animals move freely around the farm

2. There is a variety of animals living in harmony

3. The technology is low (may be a fence)

4. In Picture 2 the animals are imprisoned (captivity)

5. There is only one species of animal and of the same age

6. No animal families are depicted

7. The technology is modern, there are automations

8. The animals are treated differently in the first and in the second picture

In terms of "I wonder" questions the pupils could have asked, are:

1. Why don't we have animal families?

2. Why are animals separated according to their age?

3. What has led to such a big change in our relationship with animals?

The result of the activity can be a series of conclusions depicted on a poster, a series of questions from "I wonder", the planning of a visit to a livestock unit, an article on the school website etc.

Reflection-Extension

We distribute Figure 3 to the same teams and ask them to write an imaginary dialogue between the fox and one of the animals (hen, cow, pig, etc.) inside the livestock unit.

Figure 3. Factory farm and fox

Evaluation

For the assessment we will use Harvard University's “I used to think-Now I think” thinking routine.

We explain to the pupils that the purpose of this activity is to help them reflect on their opinion/view/knowledge about the issue of domesticated animals - after today's lesson. Here is a possible approach to using the routine:

"When we started our study of farm animals, you had some initial ideas about it. Take a minute to remember what ideas you previously had about farm animals. Write some sentences using the sentence starter, "I used to think that . . . ".

"Now, think about how your ideas about the same topic have changed as a result of what we studied/did/discussed. Again, in just a few sentences, write what you now think about the topic of farm animals. Start your sentences with: " Now, I'm thinking...""

Each child answers the questions by himself. It is possible that the answers will be used when starting a next lesson.

Suggested bibliography

Thinking Routines:https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

Second Unit

Humans and Animals: a relationship of centuries

9. Animals excite me

Ages: 10 to 12

Duration: One teaching hour

Objectives:

● The recognition of the values of each person

● The identification of shared/common values

● Realizing that values probably differ from person to person

Competencies

To develop critical thinking, values clarification, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and Equipment

Paper, pencil, board or video projector or other projection medium

Procedure

We explain the process to the pupils. We start with the individual and move to the team and the plenary. The pupils should, individually, complete the table below (we can draw it on the board and they copy it). They should give their answers in the first column and explain their choice in the second. This process will take about 8 to 10 minutes. The question is "What is it or what are the things that have excited and fascinated me recently or in the past, in relation to animals".

To make it easier, they can again draw a table with two columns, like this one:

It excites/enthuses me

Playing with my dog in the countryside

To watch documentaries with animals that live far away from me

Because

Because he is playful, he does not get angry or tired easily

They are very impressive, beautiful and harmless as long as I see them in movies

To go to the aquarium I see strange fish that I can't see anywhere else

In the plenary, we ask volunteers to present some of the things that excite them. For each explanation the teacher expands the questions until some values appear (friendship, devotion, love, care, etc.). The displayed values are written in the table.

If there are activities that raise questions, such as e.g. the visit to the aquarium where fish live in captivity, the discussion can highlight ethical issues, which we must discuss openly with the

pupils. From the overall discussion, values and life skills can emerge which we write on the board and comment on, at the end of the activity.

Reflection-Extension

1. We can pass the flow to pupils who own pets (dog, cat) to describe their relationship with these animals.

2. Why are some bird species dancing?

Dancing birds. For some bird species the wedding dance is crucial for reproduction. Great Crested Grebe (Podiceps cristatus) is one of them. In early spring they change out of their winter plumage into their glad rags, complete with fantastic crests from which they get their name. Once a pair likes the look of each other, the dancing starts. It is a beautiful routine of synchronized head shaking, each mirroring the action of the other. Their signature move is known as the weed dance. The pair dive down and come up with water plants in their beaks, rush towards each other and then almost appear to walk on water, shaking their heads and admiring each other’s physical prowess.

(https://www.rspb.org.uk/our-work/rspb-news/rspb-news-stories/natures-strictly-comedancing-stars/). We can watch them dancing, here:

https://www.youtube.com/watch?v=Vn8RwPLQCvs&t=4s or https://pin.it/5is3ZBv

Evaluation

For the evaluation we can use the questions:

● What is; (Fascinating in our relationship with animals?)

● What did I get? (from the personal search and from the discussion with the other pupils)

● Now what do I do? (in relation to animals and their protection)

Suggested bibliography

https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

John Paul Flintoff. How to change the world. Ed. Patakis, 2012

Ages: 10 to 12

10. The fox through the stereotypes

Duration: One teaching hour

Objectives:

● To clarify the stereotypes that people have about certain animals

● Adopting objective approaches to animals

● to investigate human relationships with animals.

Competencies

To develop critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and Equipment

Board or large paper sheets, worksheets, markers

Procedure

Debate: Pupils work in pairs. They are given about 5 minutes to answer the prompt and document it with any arguments they can invent. The prompt (for each pair of pupils):

Write what you think the fox represents for the following:

1. Farmer,

2. Poultry farmer

3. Hunter

4. Anti-hunter

5. Biologist

6. Ecologist

7. Aesop (fairy tale author)

8. Furrier

9. Storyteller

10. Poet

(The teacher can increase or decrease the number of interested groups)

When the time we have assigned to the pairs has passed, they are invited to a plenary session, where each pair presents their point of view and their arguments, while the other pairs ask for clarifications or formulate their objections and arguments. Then, as an attempt to process the activity, we conduct a discussion based on the following questions:

1. What conclusions can we draw from the discussion? (Different interests)

2. What determines the view we have of people, ideas, etc. (our values)

3. What determines which will be the dominant view?

Reflection-Extension

If there is spare time, we can discuss the following scenario in class: The Ministry of Agriculture has decided to reduce the number of foxes in a large area. What will be the position of the above stakeholders? If it is decided to reduce the number of foxes, by what criteria should this be done?

Evaluation

Evaluation will be done with the 3-2-1 Bridge Routine by Harvard University Thinking Routines (look at Teacher’s Guide)

Suggested bibliography

https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

11. CHIP, the robot dog

Ages: 10 to 12

Duration: One teaching hour

Objectives

- To understand that animals are sentient beings

- To identify the needs of a sentient being

- To undertake the responsibilities of a pet carer

- To accept the responsibility of a pet carer

Competencies

To develop cooperation, critical thinking, communication, responsibility

Materials and Equipment

Video projector, PC, internet connection, copied worksheets.

Procedure

Stimulus (5 min.)

Start by asking the class what the needs of a pet are. Record the answers in Table 1 on the worksheet (simple recording, no discussion).

Then show the video "Meet CHiP: The World's First Lovable Robot Dog" : https://www.youtube.com/watch?v=fSByydx1JdU

Phase A (10 min.)

Ask the pupils what are the differences between Chip, the robot and a real pet. Record the answers. Discuss which of the needs are the most important. Make sure it is clear that real animals have feelings unlike the robot.

Phase B (20 min. )

Ask the pupils what Chip can do. Record the answers in the first column of Table 2 in the worksheet. Then ask what Chip cannot do and what a real dog can do. Record the answers in the second column of the table. Encourage pupils to discuss the differences and debate whether a robotic dog can replace a real one. Then in the same way, ask the pupils what needs Chip has and what a real dog has and record the answers in Table 3 of the worksheet. Make sure the distinction is clear that the inanimate robot only needs a charge to be functional, whereas a living creature needs not only to survive, but to have a well-being. Make sure that the following needs of an animal are recorded:

- Proper food and access to clean water

- Daily outdoor exercise

- Play with people and other animals so they don't get bored

- Regular visits to the vet for check-ups and vaccinations

- Comfortable, clean and safe home Phase C (5 min.)

Ask the pupils how in) we know if a pet is happy. Let them exchange ideas. If necessary, guide the discussion with the following questions:

- How do animals communicate?

- Can animals think?

- How does an animal behave when it is afraid?

- How does an animal behave when it is sick? Conclusions (10 min.)

● Compare the answers in Table 1 with those in Table 3.

● Discuss the concept of "Responsible pet guardian".

● Who ensures that our pet is happy?

● Can children be responsible for a pet?

● Can we be responsible guardians if we are away from home for hours?

● Can we be responsible guardians if we don't take our animal to the vet? etc.

Reflection-Extension

● What does it mean to tame an animal?

● Can a pet provide for itself what it needs?

● Can a wild animal provide for itself what it needs?

● Is it right to have a wild animal as a pet?

Ask pupils to imagine that things were reversed, dogs were the guardians and people were the pets. What would be the responsibilities of the guardian dog?

Evaluation

We prepare a Google forms questionnaire to evaluate the cognitive gains of the pupils, while we organize a round “circle in-circle out” schedule to evaluate the psychomotor and emotional skills.

What are the needs of a pet?

Table 1. Needs of a pet

Table 2. What Chip and what a real dog can do?

Table 3. What are Chip’s needs and what of a real dog?

Chip

Sardine

Chip

Sardine

12. The portrait of my pet

Ages: 9 to 12

Duration: two teaching hours

Objectives

● To let the pupils express themselves narratively about the pet/animals they have or want to have.

● To apply visual techniques and create their own pets with recycled materials and equipment

Competencies

To develop critical thinking, communication, cooperation, flexibility, respect, responsibility, tolerance, adaptability, empathy

Materials and Equipment

Worksheets (A4 print size) (attached), Video projector for the projection of videos, internec connection, PC.

Materials and Equipment at school for visual arts:

● Temperas, crayons, crayons, etc. depending on the technique or material the children want to use.

● The collection box of reusable "useless - useful Materials and Equipment" with plastic bottles, newspapers, paper boxes of shoes, cereals, magazines, newspapers, etc.

● Glue, brushes, measuring paper, tape, easel: the Materials and Equipment depend on the visual technique and imagination of the children.

Procedure

Phase A: 1st teaching period – Narrative expression

The teacher asks the children if they have their own pet and what kind of animal they have or what they would like to have, if they don't have any. Each pupil, depending on their answer, describes the animal/animals they have (Worksheet 1) while the pupils describe the animal/animals they would like to acquire (Worksheet 2). They can also refer to the animal of a friend (the pupils who do not have animals can refer to the previous sections from which they can draw relevant information to be able to create their animal's narrative identity). The worksheets are posted in the classroom so that all pupils are given the opportunity to read their classmates' descriptions and get a picture of the other children's animals but also of their classmates' behaviors, thoughts and feelings. Through the reading of other pupils’ narratives, it is possible to create a new text in the future as a result of the intertextual composition of the present texts and, by extension, to produce group visual creations that can lead the pupils to the

improvised classroom scene, enriched and oriented towards dialogic voices, behaviors, events, messages, etc. regarding their animal portraits.

Worksheet 1. Will you introduce us to your pet(s)?

Description:

Remember to write: 1. Name of the animal/animals 2. When and how you got it 3. What does it look like 4. Its behavior and special characteristics 5. Events you remember 6. What do you think? How do you feel about your animal?

Name ……………………………………………………………….……………………… Class……………

Worksheet 2. Will you tell us about the animal you would like to keep you company?

Description:

Remember to write: 1. Name of the animal/animals 2. How would you like to get it? 3. How would you like his appearance to be 4. His behavior and special characteristics? 5. How would you like to spend time together? 6. What are you thinking? How do you think you will feel about your animal?

Name

Phase B – 2nd teaching period – Visual expression

The teacher projects one or two videos presenting simple techniques to use recycled or recyclable materials for an artful expression. The pupils will get ideas on how to create their own pet, using these “useless-useful” materials. We suggest two from the hundreds of relative videos: https://www.youtube.com/watch?v=6_K9uu9Ltks https://www.youtube.com/watch?v=gUg-VW2tsV8

The videos include ideas and techniques of visual expression and inspire pupils to create their own pet with the available materials. If in the classroom there is a collection box with "uselessuseful" Materials and Equipment, the pupils are motivated to choose Materials and Equipment and apply any visual technique they wish in order to create the 3D portrait of their animal. The Picture 1, shows some art-animals created by pupils.

Visual creations

Application techniques and ideas

Alternatively, pupils can recall the pet they already have or would like to have and draw it within the frame below. Students can color their design as they wish. At the end, the creations are posted in the classroom and the pupils are encouraged to talk about them in terms of the colors and Materials and Equipment they used.

Evaluation

The evaluation is carried out during the course of the overall educational process of the specific unit taking in account the pupils’ participation in the discussion and their degree of familiarity with the use of the Materials and Equipment. The pupils’ effort is acceptable regardless of the final result and we encourage all creative directions.

Picture 1. Pupils’ creations with recycled materials

Reflection-Extension

Reflection is achieved through the whole course of the process as well as the educational derivatives: the pupils’ stories and visual creations framed by their thoughts, images and feelings about their pets’ portraits. Actions in the community: pupils have the possibility to expand their actions through group collaborative creations with their respective messages, to create improvised performances through intertextual compositions through which they will express themselves theatrically, to create posters with the messages of their animals etc.

Worksheet 3: Do you want to draw the portrait of the animal you would like to keep you company? You can use any material you wish: crayons, watercolors, markers, etc.

13. Animals at school

Ages: 9 to 12

Duration: four teaching hours

Objectives:

● To understand that animals and humans can and should coexist.

● To recognize the needs and rights of animals

● To think and talk about the relationship between humans and animals

● To adopt appropriate behaviors to protect animals at school

Competencies

To develop critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and Equipment

Observation sheet, notebooks, pencils and pens.

Procedure

(Experiential learning: case study: observation of animals in the school environment)

Stage 1: Living a concrete experience (observing the animals in the school)

Stage 2: I reflect on my experience (what kinds of animals did I see? What needs do they have?)

Stage 3: I think of solutions to any issues I observed

Stage 4: Implementation

Source: Kolb Learning Style inventory (1984).

Stage 1 (Two teaching hours): [specific experience]: An activity specifically designed by the teacher, a case study about the animals living in or around the school in order to provide solutions to issues and problems (Problem Based Learning). It is suggested that pupils go out in the schoolyard and adjacent places to observe the animals they encounter. The teacher may have prepared an observation sheet (Observation Sheet 1)

Stage 2 (One teaching hour): [Reflection on the experience]: The second stage involves reflection from the “Stage 1” activity. The pupils work in teams of four and try to formulate the experience from the previous activity. Main questions to reflect on may be: What kind of animals have we encountered? How many of each different kind (cats, dogs). What was the observed condition of the animals? Do we consider it possible to organize an expedition to help those animals?

Stage 3 (One teaching hour): [Formulation of solutions and proposals]: In this stage, students, based on what they have observed and discussed, propose reasonable and workable solutions, but also (possibly) original and alternative solutions to solve issues and problems with stray animals around or in the school. E.g. Construction of a feeding station outside the school for

stray cats. At this stage, the teacher's help is also important in order to create, with the cooperation of the pupils, an action plan within the timetable so that the suggestions and solutions proposed can be put into practice.

Stage 4 (time depends on the availability): [Application in practice]: The pupils at this stage feel able to act more effectively and so they test and apply what they have learned and decided to put it into practice.

School:

Pupil’s name

Class:………………..

Animals I met:

What do they feed on?

Where do they live?

How can I take care of them?

Pupil’s Observation Sheet

More remarks

Reflection-Extension

Some ideas are proposed which have been applied in other schools in order to improve the living conditions of animals that can be found in a school. They are easy constructions that can be made at home or at school.

Feeders for birds

Feeders for cats and dogs

A bee garden

https://www.youtube.com/watch?v=MNjjfOjGkQ4

Houses for cats and dogs

https://www.gardenguide.gr/sxolikos-kipos-istoria-pleonektimata/ https://www.thebeecamp.com/bee-garden

Bibliography

The learning cycle of Kolb: https://www.structural-learning.com/post/kolbs-learningcycle#:~:text=Kolb%20is%20a%20four%2Dstep,step%20using%20a%20logical%20sequence

Construction of bird nests with simple materials

https://www.plt.org/educator-tips/bird-nest-crafts-activities

Ages: 9 to 12

14. We make feeders and waterers for animals

Duration: 3 teaching hours

Objectives:

● To take responsibility in order to improve the living conditions of stray animals.

● Get them able to construct waterers and feeders for the animals living near their school.

● To express themselves visually in a creative context in order to create the above constructions with reusable/recycled materials.

Competencies

To develop critical thinking, crafting abilities, responsibility, cooperation, problem solving, and empathy

Materials and Equipment

Pictures, videos, articles, "useless - useful" classroom materials, P/c or laptop, internet connection, printer.

Procedure

For this learning activity we use Harvard University's "See, Think, Wonder" Thinking Routine. After informing the children about the objectives, we ask them to split into 4 teams. We hand a copy of the two images (1 and 2) to two of the teams and a copy of images 3 and 4 to the rest two. We ask all the teams to write down their observations on the Worksheet 1, within 10 minutes, with no further explanation.

Image 1: Stray dog drinking dirty water

Image. 2: The owner has taken care of the water

Image 3: Stray dog eating from garbage

Image 4. The owner has taken care of his food

We ask the children to carefully observe the images 1 and 2, and record in the 1st column of the Worksheet 1, what they see in the pictures without making any interpretation of their own. In the 2nd column they will write their thoughts emerging from the images and in the 3rd any questions they want to explore.

Ten minutes later we call for the plenary (it will last 15 minutes) where the teams present their observations, their thoughts and formulate their questions. What is worth mentioning from the routine is that stray dogs (animals in general) experience much harder conditions in comparison to the dominant ones, regarding the basic needs of food and water intake. The questions could look like these:

● Based on what you saw, what do you think about the life conditions of the animals?

● What has happened to these dogs? What do you suppose about their life history;

● What do you think their daily life is like? How do they feel?

● What makes you wonder? Since the stray dogs have not been adopted yet, what can we do in order to change this situation, regarding their food and water?

Worksheet 1

● Can we provide feeders and waterers the strays in our neighborhood?

● Do the strays need veterinary care?

In order to reply to these questions, the pupils will undertake a short online research, including, articles, pictures, videos, surveys etc. We advise them to look for ways in which they can supply the stray dogs (animals in general) with food and water, constructing feeders and waterers from recycled or reused materials. They then present the results of their research within their team and then each team presents at the plenary. Finally, the members of each team jointly decide on the final choice and design of their construction, collect the materials and, with the guidance and coordination of the teacher or of a craftsman, proceed with their constructions. All the constructions are exhibited at school as a recognition of the pupils’ efforts. The teams can decide who will make waterers for stray dogs/cats and who will make feeders. They can, also, make bird feeders. Their creations will be placed near and around the school for the stray animals of the neighborhood. The class can ensure the waterers and feeders are filled regularly. The teacher of arts could also contribute to the aesthetics of the feeders.

Suggested addresses for teachers and students:

1 Simple constructions with empty plastic bottles and other "useless materials" https://www.youtube.com/watch?v=LgkYla9H17c https://www.youtube.com/watch?v=5Ln5WtP-vhk

2 The Heron's Fountain can become an automatic watering can for and explanatory text on the construction of the Ancient Greek mathematician Heron: https://www.youtube.com/watch?v=9o87oGLusxI

http://ekfe.ser.sch.gr/site/index.php/en/create-a-post/57-krini-heronos https://www.youtube.com/watch?v=K49QOM_B8dA

3 Pipe constructions with the guidance and cooperation of the class teacher

https://www.youtube.com/watch?v=mLSQG0tvlGg

https://www.youtube.com/watch?v=dZrPTTYKYx4

Reflection-extension

● Students observe their constructions and record the thoughts and messages they assume the stray animals in their area would tell them before and after the feeders and waterers are placed.

● The school could announce an intra-school competition for the most functional and most beautiful bird nests, constructed by pupils

Evaluation

Assessment in this activity can focus on the ability to research the internet, the ability of group members to collaborate, and the development of innovation in terms of the construction part, according to criteria that will be set by the team members.

Suggested bibliography

Thinking routines: https://pz.harvard.edu/thinking-routines

Ages: 9 to 12

15. Human empathy for non-human animals

Duration: 4 teaching hours

Objectives:

● To investigate the relationship of the humans with other animal species

● To understand themselves but also how their actions affect other animals

● Reflect on the anthropocentric view of humans and challenge social constructions for other animals

Competencies

To develop empathy, critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability

Materials and Equipment

Computer, projector, internet connection, notebooks, pens-pencils.

Procedure

1st Activity (Duration 45 min.)

The teacher organizes a group discussion process. Key points of discussion could be (The teacher can change the number and the content of the questions) Wild and tame animals: Their importance to our lives

Exploitation of Animals

Living conditions of domesticated and stray animals

The emotions of animals

Each pupil team can choose one of the questions to work on and then, in the plenary, make a short presentation about the issue. The aim is, for the pupils, to express their thoughts and feelings about animals and for the teacher, to elicit more information about the pupil's attitudes and values about animals.

2nd Activity (Duration 45 min.)

The second activity starts with viewing a few short videos. Adoption of a disabled dog by a disabled pupil https://www.youtube.com/watch?v=FyM0xn2hg0&list=PLdunDmBBYnvRVu5gEQQHKlSeWgH107wcA

The Gift: A Touching Short Story

https://www.youtube.com/watch?v=3XA0bB79oGc&list=PLmYjIm5PZy33O_ci8XWlPedLtL045_7yD&index=2

Try not to laugh: https://www.youtube.com/watch?v=mdvpz9bjjDM

How animals show their love to humans: https://www.youtube.com/watch?v=Eo6yC_lklQo

These videos were chosen to activate the pupil's emotions through their content and stimulate reflection. After viewing the videos, the teacher will organize a class discussion about the protagonists, the motivations of their actions, the needs of people and animals. The aim is to highlight the similarities in the basic needs of human and non-human animals.

3rd Activity (Duration 45

min.)

In the third activity, the pupils will play the "interrogation chair" game as described in the Teacher's Guide. It will be used in the classroom to deepen pupils’ behaviors and feelings. Pupils can, for example, undertake the role of the dog they saw in the first video and then the pupil who adopted the dog.

4th Activity (Duration 45 min.)

The procedure is as follows: The pupil who has assumed the role of a stray dog sits on the chair. The other pupils, who may or may not be in a role, ask him questions and he answers according to the situation, the actions, the motives, the thoughts of his role. The goal is to realize deeper attitudes, opinions, experiences and knowledge, regarding the pupils’ relationships with animals, as they perceive them both through the roles and through the type of questions they ask. The same game can take place with roles from the other videos. Depending on the available time, most pupils should undertake roles.

The fourth activity involves the inductive discussion. Through questions and discussion on the pupils’ opinions and emotions experienced, certain conclusions are drawn. Pupils can answer questions like “what would you feel if you were in the position...”, “Why we shouldn't cage animals?”, “Can we use animals according to our ideas?”, “Who decides about their lives?”

The aim is, through the analysis of the consequences of actions with reasonable arguments, to stimulate feelings of sympathy for animals, to cultivate empathy, to develop values and behaviors that are socially acceptable and to make pupils feel responsible for their actions.

Extension

A. Art works can also be used to develop empathy for non-human animals, utilizing the Artful Thinking method https://pz.harvard.edu/projects/artful-thinking

B. Pet Album: My Pet’s Identity

The teacher prepares an A4-size “Pet’s Identity” and shares one per pupil.

Those pupils who own a pet, will describe their own pet. The rest of the pupils will describe the pet they dream to have or plan to acquire. All the forms will be collected and will set up an album with real and imaginary pets in the class.

Evaluation

The teacher can write some statements on the board expressing attitudes and values towards other animals.

The indicative statements could be:

1. We capture the animals

2. We play with the animals

3. We can buy or sell the animals

4. We take care of the animals

Then each pupil answers on a sheet of paper whether they agree or disagree with each statement. If there is spare time and if the teacher wishes to go deeper, when the process is over, the pupils reveal their answers per statement and are divided into teams depending on whether they agreed or not, to develop their arguments. At the end, there is a plenary discussion and reflection about what the pupils liked and what they experienced.

16. Are we ready to adopt an animal?

Ages: 9-12

Duration: 2 teaching hours

Objectives

● To identify the needs of companion animals

● To make them aware of the living conditions of stray animals and pets in pet shops.

● To develop positive attitudes and behaviors towards stray animals.

● To realize the responsibility of adopting an animal and integrate it as a member of the family or of the class.

Competencies

To develop responsibility, empathy, critical thinking, respect, communication, cooperation, flexibility, tolerance, adaptability

Materials and Equipment

Visual material with photos, videos, worksheets, assessment cards

Procedure

Phase A: 1st teaching hour

The teacher should briefly state the objectives of the lesson and what s/he expects the pupils to know at the end. S/he asks the pupils to report if they have noticed animals in their neighborhood that could be our companion or if they know animals that wander in their neighborhood, in their school and more widely in their city, while at the same time their answers are recorded as a result of brainstorming (Brainstorming). (See also the activity “Animals at school”)

The RSPCA Education video is shown: https://www.youtube.com/watch?v=FOLP8p0jSoA

Usually in some cities stray animals without a guardian are cats and dogs. Ask the pupils to list animals they see in their cities that live either with them, in their house or alone on the street. Then the pupils are divided into two teams and record on a piece of paper what they know and what they would like to learn about the stray animals. Based on the records, the following questions can be grouped:

1. What are the animals that don't have an owner called?

2. Why are animals sold at pet shops, when there are so many stray animals?

3. Where do animals sold in pet shops come from?

4. What are the needs of the stray animals? Are they satisfied?

5. Do they have animal rights?

6. What risks do they face on the street?

7. Do they need protection and health care?

8. Can we as individuals or as a class or as a school help those animals?

9. Can the Municipality where we live help and if so, how?

10. Are there any animal welfare organizations in our city to contact?

11. Is there an International Animal Health Organization?

The teacher guides a discussion based on the above questions. With reference to the needs of animals, a correlation is made with animal rights (reference to the section: "Animal rights"). The pupils' questions and answers that will arise from the discussion are completed in their original recordings. The recordings are grouped and classified by the teacher and the pupils at the end of Phase A, in order to map all the concepts (an indicative mapping model can be found at the Annex).

The teacher prompts the pupils to describe the pictures in terms of animal needs and relate them to human needs. Based on this description, worksheet 1 is given (included in the Annex) which includes the basic living needs (housing, food, play, water, freedom, health care, etc.) and is completed by groups of 2 pupils (one pupil makes the mappings of needs with animals and the other with pupils). We display the answers in the table, compare and discuss the results where pupils realize the common needs and rights that animals have with pupils. Then we show the following videos which facilitate reflection and questions regarding the needs of animals and the living conditions in pet shops as well as meeting the needs of stray animals.

● "Life through the eyes of a stray dog": https://youtu.be/GZGN3arSl1I

Source: World For All Animal Care & Adoptions

● "Don't buy puppies from pet shops": https://www.youtube.com/watch?v=InmKjGZGx98

Source: Oscars Law

Phase B – 2nd teaching hour

The teacher presents the following picture: "Owned Pets- Animal Needs, Owner Obligations".

Viewing the above videos, the following questions may arise:

● Could the stray animal meet its everyday needs?

● How do you think he felt about some people's behavior?

● If we observe these abusive behaviors towards stray animals, which agency will we inform?

● Do we want to maintain pet shops selling animals?

● What can we do to stop the uncontrolled and painful reproduction of animals?

● How are stray animals produced?

● What can we do to improve the living conditions of the stray and pet shop animals?

Owned Pets – Animal Needs Owner Obligations

home food water vaccinations, microchipping, deworming

cleanliness exercise games love, companionship

We continue and conclude with a question/answer session, where a dialogue is held on the reasons for the creation of stray animals and the organizations that support the animals. We play the video with the RSPCA's message and pupils are encouraged to suggest ways and take some responsibility for solving the problem.

"Open your eyes": https://www.youtube.com/watch?v=C6r7_iIi2sc Source: RSPCA

● "Should we notify the relevant department of the Municipality of our city? The animal welfare of our region?'

● "Should we improve the conditions of our city (with more greenery, watering cans, feeders and structures that can accommodate stray animals?"

● "Should the whole class or the school adopt a stray animal?"

● "Shall we address a letter to the mayor and share our views and ideas with him?".

The pupils may decide together and propose solutions, while they can either create a poster with their messages or write a letter about the problems they worked on and about the solutions they propose or adopt an animal individually or as a class or as a school. They can even create bookmarks with their messages and distribute them at an event dedicated to the stray in their city. The teacher should give the Worksheet 2 (Annex) to groups of 4 pupils.

Reflection-extension

A. Sterilization. We use the following illustration to start a discussion with the pupils about the imperative of sterilization of our pets.

Illustration: Eva Stefanatou

B. The reflection results from the initial to the final mapping of the concepts of the subject, as well as from the evaluation cards which include the key words of the two-hour workshop. In addition, it can be achieved with the desired answer to the central question of the subject:

● Are you ready to adopt a dog or cat?

● If you are ready, will you buy or adopt a stray animal from the street or your city shelter?

Evaluation

Students fill in the tabs with the key words of the topic.

● Evaluation Card 1. (size A5)

● Evaluation Card 2. (size A5)

Evaluation card 1

Fill in the blanks with the correct words If the dog who lives with us could speak:

"I am very happy! Together with my guardian and my best friend we will go out from .................. and we will go ................ When we go out, we play a lot ..... ................ My guardian is very ................................ and picks up the dirt I do, inside in a ............................... Then, when we return to ........... ........ give me the ................... and I run to drink ................. and eat .........................

Oops! I can hear the faucet running! I'll probably ......................... and then clean and full of play, walk, food, water I will lie down and take a ............................. to rest."

Evaluation card 2

Fill in the blanks with the correct words

If the stray dog could speak:

"I am very sad! I've been searching for days now on ............................. and I can't find anything to ................ Fortunately it rained and filled this puddle, on the road with ............... and I quenched my thirst. I see the other dogs with their ................................... and they go ....... ........... and I remember my own guardian. But why me ............................................ I wish me ..................................... another guardian!

Bibbbb, bibbbb, I'll better watch out so no one steps on me ..................... .................. In a few days I will give birth again! What will become of my babies? Who will ................... If they had done ................................ to me, this problem wouldn't have existed."

Indicative mapping model which can be drawn on a long paper

Write in the red bubbles what you know about the dog and the cat and in the green bubbles what you want to know. If necessary, fill in more bubbles and balloons.

One Health Program of the World Health Organization (WHO) in collaboration with the World Organization for Animal Health (OIE) and the Food and Agriculture Organization of the United Nations (FAO)

Animal welfare awareness campaign by the World Organization for Animal Health.http://www.minagric.gr/index.php/el/for-citizen-2/pets/3678-filozoia

https://www.eurogroupforanimals.org/what-we-do/areas-of-concern/strays

https://www.who.int/europe/publications/i/item/WHO-EURO-2022-5290-45054-64214

https://www.eurogroupforanimals.org/what-we-do/areas-of-concern/strays

Third Unit

Humans and Animals: a history of rights

17. The five freedoms of animals

Ages: 9 to 12

Duration: 2 teaching hours

Objectives:

● To understand what an animal needs to be happy

● To know the five freedoms of animals

● To recognize that a pet cannot meet its own needs alone

● To understand the responsibilities of a pet guardian

Competencies

To develop critical thinking, empathy, respect, responsibility, communication, cooperation, flexibility, problem solving, tolerance, language skills, adaptability,

Materials and Equipment

Printed worksheets (Table 1), Drawing paper, markers, Cards for creating a "label", Computer, connection to internet, video projector

Procedure

Phase A (10 min.). Preparation:

The teacher reads the following short text about pets: "People domesticated many animals because they needed them. These animals are called farm or domestic animals. Horse, cow, sheep, goat, rabbit, pig, hen are some of them. People keep domestic animals to get their products, i.e. milk, meat, eggs, wool, hide (skin) or to do the hard farm work.

However, there are animals such as the dog and the cat, who live with us at home, because they offer us different services, such as security and companionship”.

The teacher briefly discusses with the pupils what the term "domestication" means and what are our obligations towards the animals we have domesticated. S/he records the answers and the discussion can lead to the fact that man has the responsibility to domesticated animals to ensure that they are satisfied and happy.

Phase B (20 min). (Brainstorming):

The teacher asks the pupils what they themselves need to be satisfied and happy. S/he then asks them what a pet needs to be content and happy. The students write down their answers in Table 1, which s/he has distributed in photocopy to each team. The team notes the common answers in the two columns.

Phase C (10 min.)

The teacher informs the pupils about the “Five freedoms of animals” internationally recognized (see the References), as criteria for the well-being of any kind of animal. For the update s/he can use the text in Annex 1.

S/he chats with the pupils and answers any questions. Pupils compare the answers they have written in Table 1 with the five freedoms. Which freedom does each given answer correspond to?

Phase D (30 min.)

A. The teacher asks the pupils about their experiences with pets at home or at the homes of relatives and friends. Do they think the 5 freedoms of animals are respected? S/he explains that all pets need care every day and points out that many people get a pet without considering the responsibilities they are taking on.

B. The teacher, who has already made an agreement with one or two pupils and their families, invites them to present their pets in the classroom (rabbit, hamster, cat, dog). The rest of the class asks questions to the owners of the pets, about their everyday duties concerning the needs of the pets.

Activity: What are the responsibilities of a pet owner? Each pupil takes a piece of paper from the teacher and records their answer, with keywords (eg food, exercise, etc.). The teacher collects all the answers in a box and then each pupil, randomly, takes a piece of paper from the box and reads aloud the answer. After all the answers have been heard, the teacher projects the following videos:

https://www.youtube.com/watch?v=4rmR_DHDA60

https://www.youtube.com/watch?v=VOsFuX9G8Bw

The teacher will check if the answers match the instructions provided in the videos. If some instructions have not been mentioned by the pupils, the teacher makes sure to emphasize the importance of the microchip and sterilization of the pet.

Closing activity. In their teams, the pupils draw on "labels" the obligations of each pet owner and post them on a wall in the main corridor of the school so that the information can be shared with the pupils of all classes.

Reflection-extension

Pet Calendar. The teacher asks the pupils to choose a pet and write down what it needs on a daily basis. After they have recorded what someone who has a pet should do, the teacher asks them to make a calendar of what should be done every day at specific times for that animal. S/he asks them not to forget to mark specific times, e.g. 9 – 9.30 am feeding, 6-7pm walk, 8-9 pm training etc. This calendar can take the form of a table with two columns. On the left is the time and possible duration and on the right is the animal care activity. When the calendars are finished,

s/he asks pupils to estimate how much time the pet owner should spend each day caring for the animal.

Evaluation

Pupils in teams pass in a circle of 4 stations at equal intervals. At each station there is a sheet of paper with the same question/challenge for each group. The questions/instructions could be

● 1st station - what are the 5 freedoms of animals?

● 2nd station - write 2 responsibilities of a pet guardian

● 3rd station - match the obligations with the pictures the pupils drew

● 4th station – draw an emoji about how you feel after this activity

In each station the team spends certain time (a few minutes)

References

https://www.animalhumanesociety.org/health/five-freedoms-animals

https://education.rspca.org.uk/education/teachers/primary/lessonplans/pets/lookingafterpets

Table 1. What I need to be happy

The Five Freedoms for animals

The Five Freedoms are internationally accepted standards of care that affirm every living being's right to humane treatment. These standards were developed by Britain's Farm Animal Welfare Council in 1965 and adapted by the Association of Shelter Veterinarians for companion animals in shelters.

The Five Freedoms ensure that we meet the mental and physical needs of animals in our care:

1. Freedom from hunger and thirst by ready access to fresh water and diet to maintain health and vigor. This must be specific to the animal. For example, puppies, adult dogs, pregnant cats, and senior cats all need different types of food provided on different schedules.

2. Freedom from discomfort by providing an appropriate environment including shelter and a comfortable resting area. This means you should provide soft bedding and an area with appropriate temperature, noise levels, and access to natural light. If an animal is outside, it must have shelter from the elements as well as appropriate food and water bowls that will not freeze or tip over.

3. Freedom from pain, injury, or disease by prevention or rapid diagnosis and treatment. This includes vaccinating animals, monitoring animals, physical health, treating any injuries and providing appropriate medications.

4. Freedom to express normal behavior by providing sufficient space, proper facilities, and company of the animal's own kind. Animals need to be able to interact with or avoid others of their own kind as desired. They must be able to stretch every part of their body (from nose to tail), and run, jump, and play. This can be particularly challenging when animals are housed in individual kennels.

5. Freedom from fear and distress by ensuring conditions and treatment which avoid mental suffering. The mental health of an animal is just as important as its physical health as psychological stress can quickly transition into physical illness. These conditions can be achieved by preventing overcrowding and providing sufficient enrichment and safe hiding spaces.

18. Do animals have rights?

Ages: 9 to 12

Duration: 2 teaching hours

Objectives:

• To get to know the rights of animals

• To realize that these rights apply all over the planet

• To undertake action to defend animal rights

Competencies

To develop critical thinking, empathy, respect, responsibility, communication, cooperation, flexibility, tolerance, language skills, adaptability,

Materials and Equipment

Computer or tablet, video projector, internet connection, printed animal rights, A4 papers, markers, worksheets (50X70)

Procedure

1st teaching hour. Phase A (20 min.)

The teacher makes some introductory references to Human Rights and then expands on animals, asking the rhetorical question whether animals have or should have rights. S/he then mentions that the Universal Declaration of Animal Rights does exist. (https://constitutii.files.wordpress.com/2016/06/file-id-607.pdf)

The text of the Universal Declaration of Animal Rights was adopted by the International Union for Animal Rights and other organizations in September 1977 and was signed in Paris in 1978. However, it is worth mentioning that, while Human Rights have been globally recognized by the UN and UNESCO, the same has not yet been done for animal rights.

Brainstorming: The teacher starts a three-minute process, asking "What rights should be recognized for animals?". Marks the key words on the board. S/he then groups the key words and runs a discussion about whether animals are entitled to have freedoms and rights and what they are, citing what the children themselves have suggested, possibly filling in any rights that were not mentioned.

Phase B (20 min)

Students are divided into teams of four. Depending on the number of teams, the teacher distributes (approximately equally) the 14 articles of the Declaration of Animal Rights to the teams and asks each one to compare which of the rights they mentioned in the previous activity

(brainstorming) exist in the articles given to them. The 14 articles are printed in large letters on A4 size paper, one article per sheet. The teacher gives each group 5 minutes to study the articles given to them, compare with the brainstormed ones and note down some arguments in favor of animal rights and especially those mentioned in the given Articles.

Phase C (15 min.)

In plenary, each representative of the teams reads-presents the articles given to them and states their arguments. When all teams have finished presenting their arguments, a discussion takes place in the class, about the lack of recognition of animal rights by the UN and UNESCO and the possible reasons for this situation.

It is possible, from this process, that a letter from the pupils to UNESCO will emerge, with their arguments in favor of Animal Rights, asking for their official acceptance and recognition.

2nd teaching hour. Phase A (30 min.).

The teacher sticks on the walls of the classroom, the 14 A4 papers that include one by one the 14 articles of the Declaration of Animal Rights. Gives each group of pupils a sheet of paper (50x70 cm) and a set of markers. S/he asks each team to choose one of the 14 articles and draw or sketch animals that suffer from the violation of the corresponding right. For the pupils to get ideas, s/he can show some sketches that he can be found on the internet (e.g. http://www.kinderella.gr/wpcontent/uploads/2013/10/dikaiwmata-twn-zwwn.pdf). Each team gets from the wall the article that interests them. If a team finishes the task quickly enough, they can work on a second article, from those still left on the classroom walls. They, then, post their works on the walls of the room.

Phase B (15 min.)

Each team stands in front of their project(s) and presents their work, mentioning the corresponding animal right.

Reflection-extension

1) We imagine that we are organizing an animal rights protest. We ask our pupils, in teams, to make their own banners with the messages they would like to send. Then each team presents its banners.

2) Animal stories. We give the students 3 pictures of animals that were injured and rescued with the help of volunteers/organizations. We ask them to imagine their story, in teams, and present it. We then discuss the actions of animal welfare organizations and the help we can offer in any case. Ask them to find similar organizations in their region and survey them to identify the different methods of taking care of wounded animals and birds.

Evaluation

The evaluation takes place by the children themselves, who praise their classmates for the sketches and for the presentation of animal rights.

References

https://op.europa.eu/webpub/eca/special-reports/animal-welfare-31-2018/en/ (https://sofiatereshchenko.com/universal-declaration-of-animal-rights/ https://constitutii.files.wordpress.com/2016/06/file-id-607.pdf https://www.woah.org/en/home/

Annex: Declaration of the Animal Rights

Article 1

1. All animals are born with equal rights to life and the possibility of existence.

Article 2

1. Man must respect the life of every animal.

2. Man belongs to the animal kingdom and cannot exterminate or exploit the other species of the animal kingdom. Instead, he must use his knowledge for the good of the animals.

3. Every animal is entitled to care, attention and protection from humans.

Article 3

1. No animal shall be subjected to ill-treatment or inhumane treatment.

2. If the killing of an animal is considered mandatory, it must be done instantly, painlessly and without causing the animal any distress.

Article 4

1. Every animal has the right to live in its natural space (land, sea, air) and reproduce according to natural laws,

2. Depriving the animal of its freedom even if it is done for educational purposes is contrary to the declaration of its rights.

Article 5

1. Every animal traditionally considered a pet has the right to live at the pace and conditions of life and freedom that correspond to its species.

2. The differentiation of these conditions by man has purposes of profit and is contrary to the declaration.

Article 6

1. Every animal that is a human companion has a right to a life span commensurate with its natural longevity.

2. Abandoning an animal is considered an inhumane and degrading act.

Article 7

1. With regard to animals that offer their services to humans, the duration and intensity of work must be within reasonable limits, their nutrition satisfactory and their rest mandatory.

Article 8

1. Any experimentation on animals, medical, scientific, etc. is opposed to animal rights, as long as it causes physical or mental pain.

2. The replacement of animal experimentation by other existing techniques must be sought.

Article 9

1. Animals raised for human consumption must be housed, fed, moved and killed without causing pain and suffering.

Article 10

1. Exploitation of animals for human entertainment is prohibited.

2. Animal shows and shows using animals are a violation of the dignity and respect for the life of the animal.

Article 11

1. Any act that without reason causes the death of an animal is biocide, it is a crime against life.

Article 12

1. Any act that causes the death of large numbers of wild animals constitutes "genocide", a crime against the species.

2. Pollution and any destruction of our natural environment leads to genocide.

Article 13

1. Respect is due even to the dead animal.

2. Every scene of violence on TV and cinema, with animals as victims must be banned and only scenes intended to inform about animal rights should be shown.

Article 14

1. Animal protection and defense organizations must be represented by every government.

2. Animal rights must be protected by law, just like human rights.

Ages: 10 to 12

19. Animals and Active Citizenship

Duration: 4 teaching hours (indicative)

Objectives:

● To be able to judge, evaluate and develop a responsible attitude as active citizens towards animal issues

● To make fair decisions and be able to argue for animal rights

● To understand that animal issues are complex

Competencies

To develop critical thinking, communication, cooperation, problem solving, respect, responsibility, tolerance and empathy

Materials and Equipment

Computer, internet connection, mobile phone

Procedure

This section is based on the book "Zoopolis, A Political Theory of Animal Rights" by Sue Donaldson and Will Kymlicka who teach at Queen's University. The present activity is an attempt to create a reflection about the community and the human-animal relationships. The main purpose is to drive the discussion beyond philanthropy and ethics, to ground it in politics and rights. Active Citizenship nowadays is a demand as it is the basis for sustainability, where the relationships of animals, people and nature are shifted from anthropocentrism.

Two (2) first teaching hours: Discussion in teams

The pupils work in teams of four. The following images (1 and 2) are provided as a discussion prompt. The pupils discuss the following questions and prepare for the plenary:

● What do you see;

● Why is this happening;

● Who caused it?

● Who is affected? Are human and animal rights violated?

● What could be done differently?

● How can active citizenship help?

● Who makes profit out of it?

● Who is losing?

The teacher uses the questions to dig deeper and help pupils realize the far-reaching implications and consequences of human activities, locally and globally.

After the images have been analyzed and discussed in the teams, the pupils report their thoughts, which are recorded on the board or on a piece of paper to create a podcast.

Image 1. Deforestation of the Amazon forest

Image 2. Tortoise entangled in a plastic bag

Pupils interact, exchange views and contradicting values. The teacher facilitates the discussion and assists pupils to depict the discussion on a concept map.

Two (2) second teaching hours: Creation of a podcast

After the pictures have been analyzed in class and some conclusions have been drawn, then the children, having taken notes or found extra information, can make a podcast related to human-animal rights and active citizenship.

The podcast as a pedagogical tool can lead students to actions of inquiry, problem solving, decision making and critical reasoning. Podcasts can be created by anyone with a microphone, recording software (Audacity) and an internet connection. The podcast develops students' critical thinking and is therefore a tool for understanding and interpreting the world through a different way of approaching reality. Podcasts have been found to help retain information and understand difficult concepts.

Students who create their own digital stories learn to organize their ideas, ask questions, express opinions, and formulate arguments. By posting the digital stories online, students have the opportunity to share their work with peers, gain experience in critiquing their own work and also in critiquing others, which increases their emotional intelligence and enhances social learning.

Creation of the podcast

Step 1: We write a draft of the script, which will serve as the basis for the narration we will record later. We read to others or share what we have written to make sure that our script follows a logical sequence of events and can be understood.

Step 2: We choose the music. The sound effects can all be heard from another mobile phone and we record the narration – voice over. The recording can be done with a simple mobile phone and the recording app that the mobile phones have.

Step 3: We share our digital story with others using, usually, social networks or our school website.

Reflection-Extension

If there is spare time the topic could be elaborated further and the students could do a series of related podcasts by finding a name for their 'show' and delving further into the topic. Active citizenship has to do also with volunteering. The teacher assigns the task of searching the internet for Animal Welfare Organizations in the area.

Evaluation

The evaluation method can be:

A. Observation. That is, the teacher can keep some notes on how the children worked, how they cooperated and whether their ideas were correct.

B. Assessment by the audience of the podcast

Suggested bibliography

Zoopolis: A Political Theory of Animal Rights Sue Donaldson & Will Kymlicka (https://www.academia.edu/2394382/Zoopolis_A_Political_Theory_of_Animal_Rights_An_Ove rview)

https://www.thepodcasthost.com/niche-case-study/podcasting-in-education/ (Education and podcast)

Ages: 10 to 12

20. Do strays also deserve our protection?

Duration: Two teaching hours

Objectives:

● To understand the way in which an animal ends up as a stray

● To think and suggest different ideas to help stray animals

● To contribute, in their own way, to the awareness of the school community, the family and their neighborhood, about stray animals.

Competencies

Empathy, tolerance, critical thinking, emotional intelligence

Materials and Equipment

Computer, video projector, internet connection, worksheets (50 X 70)

Procedure

1st Teaching hour

The teacher can show pictures of dogs and cats, talking about the domestication of these two pets. Such images and texts can be found online, e.g. for the dog https://www.tovima.gr/2012/01/25/science/o-kalyteros-filos-toy-anthrwpoy-itan-kai- oprwtos/ and the cat https://humanpet.gr/gata-anthropos-mia-sxesi-12000-xronia/ )

Brainstorming. The teacher asks the pupils to say words and short phrases related to the concept of stray. The teacher writes them on the board. At the end of the process, a discussion begins on deepening the concept of the stray animals. The discussion then turns to the role and responsibilities of pet guardians, as well as the reasons why stray animals are increasing in some areas.

Mood video . The teacher shows the following video, which is a parable of the life of a stray animal. https :// www . youtube . com / watch ? v = j _2 vNAIaAPk

Teamwork. The pupils are divided into teams of four. The task assigned by the teacher is to make a comparison of the life of a dog living with a human family and another dog living alone on the street, after being abandoned by its owner. The teams work for ten minutes and then, in plenary, each team presents its views, clarifying questions are asked and the conclusions, in the form of a two-column table, are depicted on a worksheet for posting in the classroom. For the discussion in the teams, the sub-topics are nutrition, health care, exercise, emotional care, etc.

2nd Teaching hour

The teacher tells the pupils that every year on April 4th, World Stray Animals Day is celebrated.

S/he shows the sketch above and encourages the pupils to draw the design of the poster in their pad or notebook, emphasizing that stray animals are basically the dog and the cat.

Phase A. Pantomime

Pupils in pairs pantomime the role of the homeless person and the human. They play a scene where the human is hostile towards the animal and another where s/he provides help. Pupils can also, in the role of the animal, show an aggressive mood due to fear and rejection. The process takes about 5 minutes and is followed by a short discussion about the reasons behind (probably) the hostile behavior of many people towards stray animals.

B Phase: Brainstorming

Brainstorming process, with the question "How can we help a stray animal?". The process takes 3 minutes. The teacher writes the key words, suggested by the pupils, on the board, followed by grouping and recording them on a worksheet that will be posted in the classroom. The ideas-suggestions of the pupils are discussed in the team and the teacher suggests (probably) some event where the pupils will present their views to their parents and classmates.

Reflection - extension

Visit to a Rescue Animal Shelter

In order to offer a hands-on experience of abandoned dogs to her/his pupils, the teacher will organize a visit to a Rescue Animal Shelter. S/he will foresee for all the necessary permissions from the authorities, the permission from the parents and will take all the foreseen precautions, in order to avoid any potential danger for the pupils. S/he will pay a visit to the shelter in advance, take notes and prepare a worksheet for the pupils to fill in during the visit.

The main observations have to do with the number of animals, their health condition, the living conditions, the size of the shelter, etc. S/he can organize an interview with the personnel of the shelter, the veterinary and potentially with the mayor. The pupils will undertake in groups of 23 to prepare an adoption ad for one of the shelter animals. They have to take photos of the animal and collect all the necessary information (age, sex, weight, character, social skills etc). Then they will organize all in a poster that can be shown in the school board or send their ad in a local paper or website

Evaluation The evaluation will take place with Harvard University's "3-2-1 Bridge" Thinking Routine.

21. Do we love or respect animals?

Ages: 9 to 12

Duration: 1 teaching hour

Objectives:

● To cultivate and accept the intrinsic value of biodiversity

● To be concerned about the instrumentalization of animals

● To develop empathy for sentient animals

Competencies

To develop empathy, critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability

Materials and Equipment

Black/white board, large paper sheets, markers

Procedure

We will work with a variation of Harvard University's Values, Identities, Actions routine. We start with a brainstorming session to clarify the concepts of love and respect. For about 2 minutes, the pupils give their opinion on the meaning of the terms love and respect, in one word or with a short sentence. We do not extend the discussion to love and respect for animals, but leave it to the realm of human relationships. We record, we group, we find the main concept, we find the differences and then we can start our main activity.

We use the chart below to work with the pupils. We divide them into their teams and give each team a copy of the chart. Each team should discuss the values that animals represent and the services that animals offer to humans, considering whether each value or offering shows the love or respect that humans have for animals. For each reference in the 1st column, we note in the remaining three whether it is acceptable, acceptable to some extent or completely unacceptable. For each of their decisions, the pupils should write down their reasoning and arguments. The teacher moves from team to team and helps the pupils if they ask for help, while checking the progress of the work so that all teams finish their work on time and at the same time if possible. When the teams have completed their work, we call a plenary in which each team presents with a representative the team's opinion, for each value or service in the first column. The representatives take turns. A discussion takes place, opinions are compared, arguments are confronted and if the teams agree, this is noted as a common agreement. If they do not agree,

the issue remains open, with no team pressured to change their opinion, unless convinced by the arguments of other teams. The result of this process can be a poster, an article for the school website, a short video, etc.

Correlations

Values-Services of animals Totally acceptable Acceptable to an extent Totally unacceptable Does it show love or respect?

Work (e.g. plowing)

Meat and other products

Scientific research

Companionship

Services (e.g. pollination)

Cultural, sports, etc

Reflection-Extension

In this activity, the topic of animal husbandry for the production of meat and dairy products, eggs, etc. can be discussed. Since this issue is open and there are conflicting opinions, the discussion should not be taken as an attempt by the teacher to impose her/his own views.

Evaluation

We will use the 3-2-1 Bridge routine of Harvard University, according to the figure:

Suggested bibliography

https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas https://pz.harvard.edu/sites/default/files/Values%20Identities%20Actions_2.pdf

22. The fox and the little prince

Ages: 10 to 12

Duration: 1 teaching hour

Objectives:

● To reflect on the concept of domestication

● To understand the responsibility for the animals we have domesticated

● To research the needs of domestic animals

Competencies

To develop critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Procedure

Phase A: Start (10 min.) (we use the “Think-Feel-Care” routine of Harvard University)

The teacher reads the chapter 21 of "The Little Prince" by Antoine de Said-Exupéry Phase B (20 min.)

Organize the discussion about the text you read, with the pupils. Indicative questions for the discussion:

● Who are the characters in the story?

● How do these characters feel?

● Who first suggested they play? Why?

● Why, the fox, didn’t agree to play with the little prince?

● What does the little prince need to do in order to play with the fox?

● What is the meaning of the word "tame"?

● What was the lesson that the little prince (and all of us) learned from the fox? Phase C (15 min.)

Ask the pupils to name animals domesticated or tamed by humans: Pets, farm animals, work animals.

How did they live before they were domesticated? Were they able to meet their needs? What is man's responsibility for the animals he has domesticated?

Reflection-Extension

Assign each pupil or small group one of the animals mentioned and ask them to complete the Worksheet. The next day they can make a presentation about the assigned animal using the information on the board.

Evaluation

“What was the lesson that the little prince (and all of us) learned from the fox”? The pupils write key-words and compare them with other classmates.

Worksheet

Animal:

Question

Size: How big does the animal get?

Lifespan: How many years does the animal live?

Food: What should the animal eat?

Sleep: Where, how often, for how long does the animal sleep?

Exercise: How often, for how long should the animal be exercised?

Cleanliness: What does it take to stay clean?

Health: Vaccinations, reasons to visit the vet Additional information

Answer Source

Fourth Unit

Humans and Animals: a play story

23. We Run to save ourselves

Ages: 9 to 12

Duration: 2 teaching hours

Objectives:

● To understand and apply the concept of interdependence

● To develop a functional understanding of the need for intact biodiversity

● Rational treatment of a metaphysical love for animals

Competencies

To develop critical thinking, communication, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and Equipment

Handmade masks: foxes and hares, badges with the names of life network organizations, string, enough to form a net with all the pupils, the food web design

Procedure:

The activity consists of two parts: The first part is a game of some sort of chase. The second part also consists of two parts. In the first, the pupils create the biodiversity net (grid) and in the second, the discussion about the approach to the goals takes place.

A. Part. We are going to play the game "Runaway". The game is played in the schoolyard, in a nearby park or in a forest (excursion).

- Divide the class pupils into two teams and name one "Hares" and the other "Foxes". The hares stand on one side of the play area, while the foxes scatter around the play area.

- The leader of the hares takes his team out for a walk, during which the foxes lurk. When the leader of the foxes shouts "run, run, run!", the hunt for hares by the foxes begins. Any hare caught, immediately becomes a fox and joins the hunt for the others. The game ends when all the hares become foxes.

B. Part. The second part is also played outside, in the same setting. We hand out badges with the names of the animals. Fox (2 pupils), hare (2), blackbird (2), mouse (2), ants (3), apples (3), ferret (1), squirrel (1), badger (1), hedgehog (1), insects (2). If we have more pupils we increase apples, insects or ants. We know that:

● The fox feeds on apples, mice, birds, ants and hares.

● Badger also with apples, hares, ants

● The hedgehog with ants, apples and worms

● The ferret with apples, insects, ants and squirrels

We hold a ball of thick string in our hand, wait for all the pupils to wear their badges and explain how the game is played. We ask "What does the fox eat?" and after giving the skein to the fox, we unroll the skein to the blackbird, then to the mouse, then to the hare, then to the apple, then from the badger to what he eats until each child is connected with someone else who either eats it or is eaten from this. Each connection is made out loud so that all pupils can hear who is eating whom or who is being eaten by whom. Soon a net will form, a grid, showing us the interdependence of organisms in a forest (this grid is not complete, but indicative). We ask the pupils to step back enough to stretch the ropes of the net and the interdependencies become apparent. We discuss the interdependence of organisms in any type of environment and stress that this interdependence is based on feeding (trophic). Continuing the game and after we finish the discussion of interdependence, we start the discussion of threats. The scenarios are something like this:

A. The pesticides poisoned the ants (1), the insects (2) and the apples (3). Each poisoned species leaves the string and exits the net.

B. The hunters exterminated the hares (1) and the blackbirds (2)

We observe what happens in the net each time a species leaves. The debate turns to the destruction of the biodiversity network and its collapse. It is also a useful reference to the game of "Runaway" as "Every organism must learn to eat and not be eaten" in order to survive and, for this reason, there is no question of feeling sad when one species eats another, as this is just a matter of survival. The idea with the food web comes from the Pedagogical Material "The forest the unknown benefactor", published by the Hellenic Society for Environmental Information and Education (1987).

Reflection-Extension

Many pupils approach animal relationships exclusively in an emotional way. We display or show the following picture and discuss the game "Run hare".

1. Who should we help?

Evaluation

Assessment can take place by completing a worksheet illustrating the trophic relationships in the forest. The children can turn the sketch with our help into a concept map that will be posted in the classroom (Next page).

References

"The forest the unknown benefactor", published by the Hellenic Society for Environmental Information and Education (1987) https://sarpo.net/food-chain-for-forest-ecosystem/ http://www.wildforestschool.org.uk/wild-activities

Picture

Illustration: Trophic relations in a forest

Ages: 9 to 12

24. Poetry and music for the animals we love

Duration: 4 teaching hours

Objectives:

● To cultivate imagination and creativity

● To raise awareness about animals through poetry and music

● To express themselves through poetry and music

Competencies

To develop creativity, communication, cooperation, flexibility, language skills, adaptability and empathy.

Materials and Equipment

Paper, video projector, computer, internet connection, musical instruments.

Procedure (Gallery Walk)

1st teaching hour

An introduction can be given by listening to a poem in class. Animals in poetry are a huge subject. There are a lot of poems that are either animal friendly or just use animals as symbols. Thousands of poems have been written about cats and dogs alone. The teacher can find a poem related to animals and recite it to the class. After the recitation of the poem, a plenary discussion follows with the aim of highlighting the value of poetry and the meanings that the poems convey to us, the emotions they evoke in us and the values they embody.

2nd teaching hour

Pupils in groups can edit some poems about animals and write their own poems. Then they can turn the poems into songs, assisted by a music teacher. Poems can be written on large cardboard or on a computer as a visual creation for later use.

3rd and 4th teaching hours

With the poems written on cardboard or on the computer, a Gallery Walk will be set in the classroom or somewhere in the school. The pupils, taking a "walk" in an environment reminiscent of a "gallery", see the poems of their classmates as if in an exhibition placed around the walls of the room.

These poems can be grouped by topic and hung on walls or placed on desks. The "walk" in the gallery can be done individually or in groups. A functional detail in this technique is that pupils browse in groups and the teacher sets the moment of their movement from one collection to another with a wave of the hand. Some poems can also be read aloud. Interpretation instructions will be given by the teacher so that the pupils take some notes,

identify similarities and differences between the poems, record the heroes and the emotions they evoke, etc. The pupils will go around the room for a few minutes, read the poems, take their notes and then return to their seats. Poems turned to songs can be performed in the classroom or elsewhere in the school.

Reflection-Extension

This technique can take place in a digital form. The technique is applied in the same way as previously, but the physical space of the classroom is replaced by a digital environment where it is possible to post multimedia files (texts, images, videos). Application to create a digital version of Gallery Walk is free with the software https://www.artsteps.com/

Evaluation

We will use the 3-2-1 thinking routine (Harvard)

The 3-2-1 flashcards are an easy way for teachers to check what pupils understood, what they felt, and gauge their interest in a topic.

At the end of the whole process, the pupils are asked to write or draw on a piece of paper:

- 3 things they felt

- 2 things they liked about the process

- 1 drawing with something that impressed them

Suggested bibliography https://www.theteachertoolkit.com/index.php/tool/gallery-walk (Gallery Walk)

Ages: 9 to 12

25. Games about animals

Duration: each game can be played in 45'

Objectives:

● To offer them a playful learning experience

● To appreciate the importance of caring for animals

● To get to know the animals better, through games

Competencies

To develop communication, cooperation, flexibility, responsibility, tolerance, language skills, and empathy

Materials and Equipment

PC, printer, A4 paper

Procedure

1st Game: "What animal am I?"

This game can be played in pairs or fours. Each player puts an animal in their mind without telling the others. Then each player asks the others questions to guess what animal they are thinking of. For example, students can ask: "Is this animal big or small?", "Does it live in the jungle or in the sea?", "Does it have wings or flippers?" etc. The player who finds the most animals is the winner.

The game can be adapted by the teacher, for example it can be played for animals that live in the desert or lay eggs or live in the deep sea.

A variation of the game is to have some animal cards and put them on the players' heads. That way, those who question the player see the animal he has to guess and ask him the appropriate questions. The player doesn't see the card. The logic is the same as above. The game enhances animal recognition, creating questions to find the correct answer sharpens their thinking. In

addition, communication between children is encouraged as everyone tries to find the right answer.

2nd Game: "Guess the Animal"

The teacher makes a box and inside it, s/he drops some objects related to the animal he wants his pupils to guess.

If s/he has spare time and wants to make the game more competitive s/he can make 3 or 4 boxes so that whichever team finds the animal first wins. The process is relatively simple. For example, if we want them to guess the Giraffe, the teacher could put in the box a safari hat, some picture of where the giraffe lives, some leaf to show that it is a vegetarian animal, a yardstick marked with a height if desired to show that it is a tall animal. So, the players will have to think and discuss to find the right answer. The game will help children learn more about animals and their lives. Discussion may follow at the end.

3rd Game: "I take care of my animal"

The teacher prints pictures of animals living at home and divides the pupils into pairs. One pupil will be the guardian of the animal and the other child will be the animal. Pupils will act out what a person should do to keep their animal happy, clean and healthy.

The teacher should emphasize that the care of the animal includes (at least) the following: healthy and sufficient food, walks, medical examinations, clean space. The game can be a fun and learning experience for pupils, as it helps them understand the responsibility they have as animal guardians and the importance of caring for them.

Reflection-extension

Each team can choose an animal they worked with and collect information about it. The information should include the animal's lifestyle, the food it eats, its environment and the climate zone it inhabits. After gathering information, teams will present their animals to the class, sharing the information they gathered.

Evaluation

The teacher can distribute an assessment sheet with the following questions:

-Which game did you like the most and why?

-What risks do the animals face?

-Why is it important to take care of animals and satisfy their needs?

-How can we help the animals in our neighborhood?

Bibliography

Animal Adventures: Pet-Related Activities for Children" by Pamela Chanko

Animal Antics: Pet-Related Crafts and Activities for Kids" by Cherie Lynn

Nature's Playground: Activities, Crafts, and Games to Encourage Children to Get Outdoors" by Fiona Danks and Jo Schofield

Online game coloring animals. https://game-game.gr/169532/

26. Let’s turn an animal story into a comic

Ages: 10 to 12

Duration: 2 teaching hours

Objectives

● To express themselves through creative writing and to communicate their messages.

● To practice the creation of the comic as a means of expression

Competencies

To develop language skills, creativity, critical thinking, communication, cooperation, flexibility, respect, responsibility, adaptability, empathy

Materials and Equipment

Frames and building blocks for creating comics. worksheets, pencils, crayons or markers

Procedure:

Phase A– 1st teaching period: Brainstorming and writing the script

The teacher will state the objectives of the activity and what s/he expects the children to know at the end. Asks pupils to report if they have noticed:

● Pets wandering around their town

● Outdoor working animals loaded with excessive bulk and weight e.g., donkey

● Animals deprived of their freedom, e.g., locked in cages, chained, etc.

Pupils’ answers are recorded as a result of the brainstorming session. We built on the answers by having a short discussion on questions such as:

● How do these animals feel?

● What would they like to tell us, if they could?

● What would we do in their place?

● What should and what can we do?

Then, the class is divided into four teams and each team - as the beginning of the story - is given two cards. On one tab there is the sketch with the animal and the problem it faces and on the other the solution to the problem is shown.

The teacher asks the pupils to observe the pair of cards, imagine and record the development of the story. Alternatively, each team is given just the one card with the hero with the problem and the pupils describe its development focusing on the structure and "materials" of the story:

● Who is our hero?

● What's the dog's problem?

● Why do you think he's a stray?

● What difficulties does he face every day?

● Why did this problem arise?

● Did anyone help him and how?

● Which animal right is being violated?

Students in each team collaborate, invent, compose and record their story.

Look at the two cards and create your own animal story

Phase B– 2nd teaching period – Creating comics from animal history

The teacher prints the 4 comic frames and hands one per team. Each frame presents the animal hero and his problem and there are blank squares where students will put the clouds with the words (the story) they wrote. The teacher prompts pupils to notice the elements depicted in the context of the comic. Based on this description, each team is given the starting page depending on the team number and one blank page if they want to expand their comic (A3 or A4 size). The 1st page includes blank frames and, in the 1st sub-frame, the animal in trouble is shown. The students will have to work together and convey their zoo-story (adapted into a script) with short dialogues, with thoughts and feelings of the characters, with sounds and narrations. Also, they have to draw the corresponding sketches/images to the text, propose a solution to the problem and communicate it through the creative interaction of words and images to the rest of the teams. In addition, they are given a 2nd blank page or even a 3rd if they need it, in order to complete their comic. Pupils can sketch the balloons or bubbles or alternatively they can cut and paste them from the attached material which should be printed in A4 size. The teacher will enlarge and print more copies of the frames accordingly.

Reflection-extension

● Students think and reflect on possible different solutions to the problem.

● Students can create a poster or newspaper which they will enrich with their comic creations about the problems arising from the violation of animal rights. The teams will have the opportunity to present their comics in different classes or to the parents

Evaluation

Students are evaluated in all phases of the two-hour creative session based on their smooth cooperation in the team and their participation in the production of spoken and written story, as well as in the application of the visual techniques. Pupil initiative, creativity and adherence to the application of story and comic book building blocks are valued.

Fifth Unit

Humans and Animals: a history of exploitation

Ages: 10 to 12

How

27. Fur clothing

many animals does it take to make up a fur?

Duration: 1 teaching hour

Objectives:

● To reflect on the necessity of producing clothes from natural fur

● To practice the formulation of arguments for and against clothes made from natural fur

● To recognize the values that allow or dictate the use of clothing made of natural fur

Competencies

To develop empathy, critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability.

Materials and Equipment

Videos, photos of furry animals, worksheets, colored markers, video projector, PC

Procedure

Debate: The main teaching approach is the Debate (exchange of arguments). For starters, we can display photo models wrapped in expensive furs (https://www.mononews.gr/business-of-fashion/apo-pote-apagorevete-i-chrisi-gounasstous-ikous-modas-ston-dromo-akomi-ke-sta-periodika) (https://el.stylepeople.com/publication/27499/) (http://modnica.info/wp-content/uploads/2016/01/1901136.jpg), in a contrasting arrangement of "fur" animals in cages (video: Inside a Russian fur farm: https://www.youtube.com/watch?v=7LtiqFt6dC8&t=6s duration 3.52 min).

Here is the argumentation process: One team consists of fur farm owners, fur traders and fur manufacturers, and a second team consists of animal rights’ supporters and environmental organizations. The two teams withdraw in two corners of the classroom and discuss arguments to convince the clients represented by the teacher (or a small team of pupils), who has the right to ask questions, when the opponents "run out" of arguments or answers, in order to continue the process.

The arguments of the team "Fur producers" may concern the jobs that the breeding of fur animals provides, in the process of obtaining the fur, in the processing of the skins to produce the furs (tannery), in the industries where the fur skins are converted in fur products (clothes, shoes, key rings, etc.), in the money (currency) that comes to the country from fur exports, etc.

Arguments of the anti-fur team may include ethical issues (Animal Rights), humane treatment of animals, threats to biodiversity, farming conditions, slaughtering conditions, pollution from farms etc.

In about half an hour, or as much time as the teacher deems sufficient, the two teams take their places facing each other. The teacher defines the rules of the debate (we do not interrupt, we do not intervene, we do not exceed the time for formulating each argument, we do not use aggressive language, we answer directly to the questions and arguments of the opponents, etc). The teacher sets the duration of the debate at about half an hour (so that the two teaching hours are sufficient).

The arguments of each team, after the completion of the process, are recorded on worksheets and posted in the classroom, made into text for posting on the website, made into posters with photos to be posted at school, etc.

Reflection-Extension

Why do big fashion houses now refuse to show clothes made of natural fur?

(https://vegaia.gr/service/eyzoia-ton-zoon-poy-ektrefontai-ti-goyna-toys-anefikti/)

Evaluation

Assessment in this activity could focus on developing skills in argument development, effective communication, flexibility and diplomacy. The teacher can assess from the quality and presentation of these arguments, the degree of improvement of the respective skills. Pupils can be directly involved in the process, evaluating the quality, persuasiveness, clarity and effectiveness of their opponents' arguments, using their own criteria or with the assistance of a prepared worksheet-evaluation worksheet.

Suggested resources

Fur Free Europe https://europa.eu/citizens-initiative/initiatives/details/2022/000002_en)

Ages: 10 to 12

Duration: 2 teaching hours

Objectives

28. Laboratory animals

● To understand what a laboratory animal is used for

● To reflect on issues concerned with some hidden processes during the production of a product

● To consider alternative methods for laboratory testing

● To learn about “cruelty-free” products and how they can distinguish them

Competencies

To develop critical thinking, empathy, respect, responsibility, communication, cooperation, flexibility, problem solving, tolerance, language skills, adaptability,

Materials and Equipment

Video projector, PC, Internet connection, the two texts at the Annex

Procedure

Phase A (10 min.)

The teacher asks the pupils for a definition of a laboratory animal (e.g. a guinea pig). After s/he receives the answers, everyone together reads the definition of the expression "experimental animal" of “laboratory animal” here:

https://en.wiktionary.org/wiki/%CF%80%CE%B5%CE%B9%CF%81%CE%B1%CE%BC%CE%B1%CF %84%CF%8C%CE %B6%CF%89%CE%BF. (5min)

Right after the projection of the video, the teacher runs a short brainstorming session with the question: "For what purposes are laboratory animals used"? The desired result is to highlight the anthropocentric-utilitarian side of the issue. The teacher fills in the cases of use of laboratory animals (cosmetics, medicines, food safety, etc.) that the pupils have not identified.

Phase B (30 min.) Debate.

The pupils are divided into three teams. The first two consist of 5 individuals and the third of the rest of the class. Team A is the group of proponents of the use of laboratory animals. Team B is the group that is against the use of laboratory animals, while Team C is the judges. The teacher gives to Team A the text that reinforces the argument in favor of the use of laboratory animals (Annex), mentioning the benefits for humans, the environment, and even for animals. Team B is given a text to strengthen the arguments against the use of experimental animals (Annex), while Team C is informed that they will form the "Team of the Wise" who will give their own opinion on the matter.

Teams A and B are given 5-6 minutes to develop their arguments (perhaps taking notes), while the teacher discusses with Team C about the objectivity of the judgment, possible criteria, etc., until the 6 minutes are up.

The process then begins with the presentation of arguments by Team A and their rebuttal by Team B. The debate (taking turns to speak) may continue for a few minutes, until the argumentation is judged to be complete.

Then the members of Team C start asking their own questions to Teams A and B for 3-5 minutes, getting their answers. When this phase is also completed, Team C meets separately for a few minutes, e.g. 3 minutes and then comes back to give their own judgment.

The end result can be a short article for the school newspaper or website and, also, could be captured as a mind map.

Reflection – extension

The teacher accompanies the pupils to the neighboring supermarket and asks them to investigate the labels of cosmetics and detergents. They try to find products WITHOUT ANIMAL TESTING or CRUELTY FREE, NOT TESTED ON ANIMALS, NO ANIMAL TESTING. They make a list of the products and on return to school they discuss the issue of the alternatives to animal testing.

Bibliography

Hutchinson, I.; Owen, C.; Bailey, J. Modernizing Medical Research to Benefit People and Animals. Animals 2022, 12, 1173.https://doi.org/10.3390/ani12091173 Vargas R, Egurbide-Sifre A, Medina L. Organ-on-a-Chip systems for new drug development. ADMET DMPK. 2021 Mar 22;9(2):111-141. doi: 10.5599/admet.942. PMID: 35299767; PMCID: PMC8920106.

Humane Society International / Global October 21, 2012 https://crueltyfree.peta.org/

Annex

Text A (For the use of experimental animals)

Animal experiments are done for many reasons, such as, e.g. to develop a new drug or vaccine to treat a serious human disease, to test the safety of a product (eg a cosmetic) or to gain scientific knowledge. So, animal experiments are beneficial to human society, the animals or the environment. Thousands of drugs that save human lives would not have been developed if it were not for animal experiments. The harm caused to a small number of animals is compensated by the great good that results for human health.

Text B (Against the use of experimental animals)

Laboratory animals are artificially induced with diseases that would never manifest in their normal lives. Mice develop cancerous tumors, kittens are deliberately blinded, rats are forced to have seizures. Millions of dogs, cats, monkeys, rabbits and guinea pigs are sneezed, poisoned, mutilated, operated on without anesthetic, paralyzed, bleeding. It is estimated that 28 million animals are tortured and killed in European and American laboratories every year (including monkeys, chimpanzees, dogs, cats, rabbits, mice, birds, etc.). After the completion of the experiments all animals, which have survived, are killed.

Ages: 10 to 12

29. Attack on a pet shop

Duration: Two teaching hours

Objectives:

● To understand the different values, interests and ideas that people have

● To realize the difficulty of solving issues related to human values

● To reflect on the conflict between ideas, laws, values and opinions

● To reflect on the transformation of animals into commodities

Competencies

To develop critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and Equipment

The journal text (Annex), sheet of meter paper, markers

Procedure

In this activity we will use Harvard University's Sticking Points Thinking Routine.

The question posed to the pupils for consideration is defined as follows: Is it legal or moral or acceptable for citizens to attack a legitimately operating business?

With this consideration in mind, they study the article in the Annex for about 15 minutes. After each pupil has studied the text on their own, they meet in their teams, trying to explore the views that exist among the team members and record the results of the discussion on a piece of paper, possibly in the form of a concept map. The discussion is facilitated by the use of the routine, as described in the text within the box where, first the events are sought and recorded (sale of small/young animals, attack by animal lovers in the store, complaint by the owner and closing of the store), then the values are recognized that each child of the team carries or that adopts or that recognizes that they exist within society.

They, then, try to identify the different interests (or preferences) that interact throughout the event (animal trade, animal husbandry, purchase and care of animals etc.) and how some of the interests or preferences may conflict. Finally, each team can come up with (or not) measures that they could propose to the local Municipality or to the Government, in order to deal with the problems that have emerged.

Facts: What facts do people disagree about? What facts do they agree on?

Values: What values do people disagree on? What values do they agree on?

Interests: In what practical interests do people differ (e.g., investments, land, team loyalty)? What practical interests are common?

Policies: What policies (e.g., general actions to be taken) do people disagree about? What policies do they agree on?

Plenary: In the class plenary each team presents its views structured according to the routine (Facts, Values, Interests, Policies), a discussion takes place in order to find points of convergence or divergence, a negotiation takes place in order to reach (probably or not) some common conclusions and proposals. The joint proposals can constitute a text to be published or submitted to the Municipality or the Government.

Reflection-Extension

The same activity could be implemented with the teaching technique of the Dilemma. The dilemma that could be posed to pupil teams is the same: Is it legal or moral or acceptable for citizens to attack a legitimately operating business?

Evaluation

The evaluation can be done with the "I used to think-Now I think" routine, with which we can capture the changes in the pupils' beliefs.

Suggested resources

https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

Annex:

Okotoks pet store closes after attacks by animal rights activists

https://www.cbc.ca/news/canada/calgary/okotoks-animal-house-closing-activist-abuse1.3947036

30. A bear burger please!

Ages: 10 to 12

Duration: One teaching hour

Objectives:

● To reflect on the different treatment of different animals by humans

● To reflect on human dietary preferences, in relation to animals

● To accept the different values that different societies in the world carry

Competencies

To develop critical thinking, communication, cooperation, flexibility, problem solving, respect, responsibility, tolerance, language skills, adaptability, empathy

Materials and Equipment

The publication in the Annex, worksheets, markers

Procedure

Phase A: In the A phase of the activity, the teacher should not mention the bear at all until the appropriate moment. S/he can tell the pupils that they will discuss the wild boar. So S/he gives Text 1 to the teams of pupils to study and prepare for a discussion, where they will present their views on the following questions:

1. What is the social and family life of wild boars?

2. Have you heard of wild boar devastation?

3. Is wild boar meat considered tasty?

4. Is wild boar hunting socially acceptable?

We give the teams 15 minutes to study Text 1 and prepare, after discussion, their answers to the four questions.

In Plenary, we note the answers, ask for clarifications, ask pupils to exchange arguments where the teams disagree and record on the board the main conclusions, which most people agree on (e.g. that wild boar hunting is acceptable).

Phase B: In phase B of the activity, we give to the same teams the Text 2 and ask them to answer the same questions as they did with the wild boar. Again, we give 15 minutes to study the text, discuss and write down their opinions.

In the Plenary, we compare the answers they gave about these two animals, bear and wild boar, and invite them to reflect on the different treatment of two wild animals that also live

in our country. It is not necessary to reach conclusions, although it is possible, but we want them to reflect on the values and stereotypes they carry from their family and surroundings.

Reflection-Extension

Similar activities can be done for lambs and goats we raise to be human food. In some countries people eat dogs, snakes, turtles, etc. while in most EU countries people cringe just thinking about it.

Evaluation

Assessment can be done with the “I used to think-Now I think” routine which can facilitate pupils to identify changes in their views (if such changes have occurred)

Suggested bibliography

https://pz.harvard.edu/thinking-routines#IntroducingExploringIdeas

Annex:

Text 1.

The wild boar

We call the male Boar, while the female Scrofa (Italian word). The male weighs up to 170 kg, while the female weighs up to 125. Wild boars prefer rich and low vegetation, wet mixed or deciduous forests that have lakes or swamps. They are excellent swimmers. They are considered a harmful species because they cause damage to agricultural crops. Their meat is considered tasty, although not very healthy. The wild boar lives in herds and has excellent social behavior. Members of a wild boar herd are sows with their offspring (females and males in their 2nd year of life) and boars. There is a strict hierarchy in the herd. A leader is usually the oldest female and most experienced animal. The leader determines practically all the basic activities of the herd: from foraging to the moment of reproduction. Wild boars are omnivores. Larvae, worms and earthworms are their food, as well as eggs, mice, acorns, snails, mushrooms, corn or grain. They feed mainly (up to 90 %) on plant foods. They are excellent at digging into the ground with their snouts and therefore flower bulbs are also a popular food. How adaptable wild boars are is shown by the fact that they also enter human settlements looking for scraps of food in garbage cans. However, the wild boar's favorite foods are the fruits of oak, beech and holly. Enemies of the wild boar are the wolf and the fox (only for newborn piglets). The most important enemy, however, is the man-hunter.

Text 2.

Japan: Restaurant sells bear meat in vending machines

In the automatic machines in Japan, you find things that seem unimaginable to us in the West: from whale meat to edible insects. The new addition is bear’s meat.

Cuts of black bear meat have begun to be sold in the central Japanese city of Seboku. Its price is about 15.6 euros per 250 grams (or about 62 euros per kilo), while there is the option for a piece with more or less fat.

The store that installed the vending machines says it sells 10-15 packages of meat a week. The meat of the animal is considered one of the local delicacies, the BBC reports, which is cooked in many ways and does not harden even when cooled. In January, a restaurant in Yokohama started selling whale meat for very low prices (from 1,000 yen or about 7 euros).

Although Asiatic black bears are considered a vulnerable species, Japan stresses that it limits the number of animals hunters can kill. In the last seven years, it is estimated that a total of 3,000 to 7,000 bears have been killed by humans in the country. There are about 15,000 animals living in all of Japan.

https://www.protothema.gr/world/article/1356902/iaponia-estiatorio-arhise-na-poula-kreasarkoudas-se-automata-mihanimata/ (in Greek)

31. Human entertainment with animals. Is it entertainment? Is it human?

Ages: 9 to 12

Duration: 2 teaching hours

Objectives

● to understand that animals have intrinsic value (self-worth)

● to realize that animals often become exhibits for exploitation

● to reflect on deprivation of liberty and confinement

Competencies

To develop critical thinking, communication, cooperation, problem solving, respect, responsibility and empathy

Materials and Equipment

Video projector, internet connection, projection surfaces, printed pictures (picture 1), printed posters (Poster 1), white A3 paper sheets

Procedure

A. Phase (30 min.)

In the classroom we set up three “corners of interest” for the pupils:

● In the first there is a laptop where the pupils can watch the video: https://www.youtube.com/watch?v=WOL0hU3klnk

● In the second there is a poster of a circus that we have downloaded from the internet. (https://tw.pixtastock.com/illustration/58389413) and in the laptop they can watch the video: https://www.youtube.com/watch?v=Rrhmsd_u1TE

The teacher can explain that in order to train the animals to do their parts in the circus, their trainers use excessive violence.

● In the third corner there is information about dolphins from the website: https://www.worldanimalprotection.org/blogs/dolphins-captivity-endure-seven-stagessuffering-their-tragic-lives

Next to it, there is a picture from a dolphin show with the following caption.

Figure 1. Circus poster

Photo 1. Like a human smile. But is it real?

Pupils, split in three teams and go round the three corners. They observe the materials.

The teacher addresses the following questions to the pupils:

● What impressed them in the three corners?

● Did they notice the role of animals?

● Did they see something they had never seen before?

● What did they like the most?

● What did they like least?

● Have they visited such places?

● If yes, did they like it?

● If not, would they like to visit such a place?

● What do the three corners have in common, in terms of the living conditions of animals?

B Phase (30 min.)

In the school yard, the pupils draw a small circle for each of them with chalk (their space), where they write their name. The teacher asks them to be quiet in their "little house" and ties a ribbon around each child's wrist. S/he asks each one to imagine they are a circus animal. Next to his name, each pupil writes the animal he imagines s/he is. The teacher says they never get out of their "houses" except for training or performance time. S/he successively takes 1 or 2 "animals"

and "trains" them. Then having demarcated a performance area in the school yard, s/he takes some animals from their ribbon to participate in the show. Circus music would be perfect.

The scene changes. Now the "houses" become spaces in a zoo. Each pupil can remain the same animal or choose something else since there are many kinds of animals in a zoo. The teacher emphasizes that the "animals" here never leave their "houses" since there are many visitors who want to see them. Children are encouraged to imitate their chosen animals with appropriate cries and movements. Ideally, the teacher can invite the children from another class to visit the "zoo".

C Phase (30 min.)

The pupils return to the classroom and, in plenary, discuss how they felt in the two scenarios. They share their thoughts and concerns. The teacher reminds them of the 5 freedoms of animals and asks if the animals in the two scenarios have these freedoms.

The video is then played https://youtu.be/PdhjuVFaXbg and with the teacher's guidance the pupils share their ideas about what they are watching. They take a stand and discuss their feelings, about confinement (captivity) and deprivation of freedom. Pupils in pairs can create an “interview” with their assigned animal. The animal will give answers to the following: What do you have to say about the life you would live if you were free? How is your day now? What do you miss the most? How do you feel?

Reflection - Extension

The pupils draw an animal and by gluing thin strips of black paper they make its "prison". What would this animal say if it could talk? Each animal expresses its feeling or asks for help in a text bubble. The teacher emphasizes that since animals cannot speak, we have the responsibility to become their bridge of communication with the world and help them claim their freedoms.

The sketches are posted on the classroom wall. The teacher can create a video for the school blog with the pictures of the animal sketches and each animal is voiced by the pupil who drew it.

Evaluation

Pupils complete a worksheet with two columns. In the first they write a word or sentence for the beginning of the activity and in the second their thought or feeling at the end of the activity.

What I think or feel

Before the activity After the activity about the animals in the circus for the zoo for my freedom for confinement for animals as a means of "entertainment"

32. Guide Dogs

Ages: 6-12

Duration: Two teaching hours

Objectives:

● To realize the problems faced by people with visual impairments when moving around the city

● To reconstruct stereotypes about the role of dogs in the lives of people

● To realize the valuable assistance that guide dogs can provide to people with visual impairments

Materials and Equipment: Pictures of well-marked pavements, guide pictures of unmarked pavements, dog pictures, worksheets, markers, post materials

Procedure

Initiation: Pictures of pavements with appropriate striping for the visually impaired and without or a walk around the neighborhood to locate marked sidewalks

Phase A (The pupils work in teams)

1.In their teams the pupils observe the picture, wonder about the role that the striping plays in the pavement and develop their arguments for the necessity of the striping. What is the role of the yellow plates with the embossed surface (parallel embossed lines or embossed "dots")? We mention, as a help, the blind and their need to walk safely on the pavement, we recall the role of the white cane, we discuss who uses it and why. We ask the pupils to write in a few series where their team ended up.

2. We give or show the picture with the guide dog and ask pupils to think about the role of the dog in this situation. We ask them to discuss in teams the possible role of the guide dog and the help it offers to the blind or, in general, to people with visual impairments. They can write their views on a piece of paper to present to the plenary.

3. We give the teams an excerpt from an interview with Ms. Ioanna-Maria Gertsou, president and owner of the "Lara" Guide Dog School in Greece. What are the services a guide dog offers to a person with partial or total vision loss (blind)?

"Guide dogs for the blind are the best that can be given to such a person. It is primarily the safest and fastest means of moving a blind person. At the same time, a guide dog, thanks to its training, can and helps it avoid obstacles that cannot be detected with the special white cane, such as signs or low ceilings for example. At the same time, thanks to the guide dog, s/he can avoid other obstacles of all kinds, often moving, such as the rest of the passers-by, but also perceive graphic elements such as crossings and signs. Humans easily spot guide dogs and move aside to facilitate the movement of the group (dog-blind). Blind operators now move freely and gain confidence. They become more functional and responsible. End, dogs are trained to recognize routes and distances, which is very helpful for the blind. Unfortunately, despite the dozens of advantages they provide, not everyone can get a guide dog."

Phase B.(Game: Hum and Blind) We go out with the pupils in the school yard and divided into pairs a blindfolded student (blind) is guided by a classmate who takes on the role of a guide dog (Hum). The dog/hum is not providing any oral assistance to the blind, who tries to communicate translating the body

language of the hum. After traveling a certain distance they switch roles. At the end of the activity we discuss how they felt in each role, the responsibility of the guide dog, the feelings of the blind person and everything that was born through this experiential activity

Reflection-Extension

● What other services of a similar nature to that of a guide dog do animals provide (horses, etc)?

● We can also talk about "St. Bernard Dogs"

Evaluation

Evaluation can be done with the "3-2-1 Bridge" thinking routine or with the "Then I thought-now I think" thinking routine

Bibliography

Guide dogs in Greece: https://www.greekguidedogs.gr/

Picture and Illustrations’ rights and origins

We declare that all the illustrations and pictures are intellectual property of the authors or downloaded from intellectual rights’ free origins according to the following chart:

1 Picture 1

Picture 2

Picture 3

Picture 4

Picture 5

Picture 6

Picture 7

Picture 8

Picture 9

4 All pics except Image 2 (dog)

https://www.worldhistory.org/

https://www.lookandlearn.com/

https://snl.no/guder_i_Det_gamle_Egypt

Artificial Intelligence Photo www.flickr.com

https://thediscoverblog.com/ www.flickr.com

Artificial Intelligence Photo commons.wikimedia.org

Dimitrios Kalaitzidis

5 All pictures https://www.pexels.com/

6 Illustration 1 Pic. 1 and 2

Hungarian Entomological Institute

Dimitrios Kalaitzidis

7 All pictures https://pixabay.com/el/

8 Picture 1 Picture 2

10 Pic-dead fox

Dimitrios Kalaitzidis

https://pixabay.com/el/

Dimitrios Kalaitzidis

11 Worksheets 2, 3 Pic. 1. https://pixabay.com/el/ Pic. 2. Maria Kontou

12 Worksheet: Picture 1 Visual creation All the pictures by Eva Stefanatou

13 Picture 1 blog.mybirdbuddy.com

Kekeris Georgios

Kekeris Georgios 14 Pictures 1, 2, 3, 4 Worksheet 1

https://www.pexels.com/ Eva Stefanatou 15 Picture Kekeris Georgios

16 1. Pictures Owned Pets – Animal Needs Guardian Obligations

2. Extension –Sterilization

3. Worksheet 4. Mind map

https://www.pexels.com/ and Eva Stefanatou

Eva Stefanatou

https://www.pexels.com/ and Eva Stefanatou

Eva Stefanatou

17 Table 1 https://pixabay.com/el/

18 Extension-Reflection 3 Pics: Dimitris Kalaitzidis

19 Picture 1 and 2 Artificial Intelligence Photo

23 Illustration 1 Illustration 2 Eva Stefanatou

Hellenic Society for Environmental Information and Education

25 Pictures 1 and 2 Kekeris Georgios

26 All the illustrations Eva Stefanatou

31 Picture 1

https://www.freepik.com/

ISBN: 978-618-86741-0-3