Introduction
You decide: Should classrooms have pets?
Become an active participant in your classroom environment and decide for or against the class gaining a classroom pet.
Task
You are an active participant in your classroom environment who needs to decide if you are for or against the class gaining a classroom pet.
As a group of three you will make a Propaganda Presentation. As you begin your journey, you will pick a side to persuade your teacher and peers. As a group, research at least 3 pros and 3 cons for your group's position. Once you have your evidence create your presentation. Don't forget to include classroom pet examples and recommendations if appropriate.
Convince your classmates and teachers that you are right! Using https://www.canva.com/ to decide on how you will best present your case to the class.
Remember you must present three pros and three cons for your position!
Process
Process (The Big 6):
Step One: Pick a side of the argument - for or against getting a classroom pet
Step Two: Research pros and cons of having a classroom pet. Be sure you are taking detailed notes in a shared Google doc. with your group.
Here are some resources to review to help determine your position:
https://www.teachingchannel.com/k12-hub/blog/animals-classroom/
https://petsintheclassroom.org/
https://www.teachhub.com/classroom-management/2019/09/a-teachers-guide-to-classroom-pets/
https://logosatwork.com/deciding-to-get-a-classroom-pet/
https://kinderart.com/blog/pets-in-the-classroom/
https://www.teachstarter.com/us/blog/best-classroom-pet-stories-us/
Step Three: Collect information from the sources to support your position in a Google doc. Remember to cite your souces.
Step Four: Using the information you gathered. Design a presentation of your choice using Canva to demonstrate persuade your peers and teacher to agree with your position on whether to have a classroom pet or not.
Further Questions to consider:
Why do classroom pets either help or hinder the classroom learning?
What are the dangers of classroom pets?
What are the benefits to classroom pets?
What might be the best and/or worst pet for the classroom?
Evaluation
Conclusion
Congratulations!
You have completed your task. It is now time to see what the response is from your teacher on if you have persuaded your case for or against a classroom pet.
Your job as an active participant in your classroom environment is never done. Keep on exploring ways you think can enhance the classroom for you, your fellow students, and your teacher. You can make a difference in your learning environment!
Credits
Created for EDTE.650 BSU class.
Sources:
https://media.doe.in.gov/standards/indiana-academic-standards-grade-5-science.pdf
https://www.in.gov/doe/students/indiana-academic-standards/science-and-computer-science/
https://media.doe.in.gov/standards/indiana-academic-standards-grade-5-english_language-arts.pdf
https://iste.org/standards/students
https://iste.org/standards/educators
https://thebig6.org/thebig6andsuper3-2
https://www.teachingchannel.com/k12-hub/blog/animals-classroom/
https://petsintheclassroom.org/
https://www.teachhub.com/classroom-management/2019/09/a-teachers-guide-to-classroom-pets/
https://logosatwork.com/deciding-to-get-a-classroom-pet/
https://kinderart.com/blog/pets-in-the-classroom/
Images/multimedia:
https://unsplash.com/ Free royalty search.
iMovie trailer
Teacher Page
This WebQuest is designed to be an interactive experience for the students to try to convince you as the teacher to either get a classroom pet or not to get a classroom pet. This WebQuest is designed as a week-long project for students to investigate and create a persuasive argument with a digital presentation created in Canva on their position for a classroom pet.
Here is what the students will be learning:
As animal activists, the students are learning to either advocate for the animal’s right to be a classroom pet or to not be a classroom pet. Their job is to creatively present the information gathered to you to persuade you on their position on their team to either have a classroom pet or not. They need to present at least three pros and three cons to either position.
Here are the standards that are addressed for both the IDOE and the ITSE:
IDOE:
Writing:
Learning Outcome: Students research and write for various purposes using processes and applying their knowledge of language and sentence structure.
5.W.1: Write persuasive compositions in a variety of forms that: a. Clearly present a position in an introductory statement to an identified audience. b. Support the position with qualitative and quantitative facts and details from various sources, including texts. c. Use an organizational structure to group related ideas that support the purpose. d. Use language appropriate for the identified audience. e. Connect reasons to the position using words, phrases, and clauses. f. Provide a concluding statement or section related to the position presented. (E)
5.W.5: Conduct research assignments and tasks on a topic. a. With support, formulate a research question (e.g., What were John Wooden’s greatest contributions to college basketball?). b. Identify and acquire information through reliable primary and secondary sources. c. Summarize and paraphrase important ideas and supporting details, and include direct quotations where appropriate, citing the source of information. d. Avoid plagiarism and follow copyright guidelines for use of sources whenever appropriate (e.g., text, images, multimedia). e. Present the research information, choosing from a variety of sources. (E)
5.W.6: Demonstrate command of English grammar and usage, focusing on: a. Verbs – I. Writing sentences that use the correct (e.g., I have walked, I had walked, I will have walked) verb tenses. II. Correctly using verbs that are often misused (e.g., lie/lay, sit/set, rise/raise). b. Prepositions – Writing sentences that include prepositional phrases and explaining their functions in the sentence. c. Usage – Writing correctly simple, compound, and complex declarative, interrogative, imperative, and exclamatory sentences, using correlative conjunctions (e.g., either/or, neither/nor). (E)
5.W.7: Demonstrate command of capitalization, punctuation, and spelling, focusing on: a. Capitalization – Applying correct usage of capitalization in writing. b. Punctuation – I. Applying correct usage of apostrophes and quotation marks in writing. II. Using a comma for appositives, to set off the words yes and no, to set off a tag question from the rest of the sentence, and to indicate direct address. c. Spelling – Applying correct spelling patterns and generalizations in writing. (E)
Communication and Collaboration:
Learning Outcome: Students participate and engage in collaborative discussions and paraphrase information provided in grade-level texts and presentations.
5.CC.1 Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) on grade-appropriate topics and texts, building on others’ ideas and expressing personal ideas clearly. (E)
5.CC.2 Pose and respond to specific questions by making comments that contribute to the discussion and elaborate on the remarks of others. (E)
5.CC.3 Orally summarize or respond to a written text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. (E)
5.CC.4 Use appropriate language to present on a topic or text, or provide a narrative or opinion that organizes ideas appropriately using effective introductions and conclusions. Use appropriate structure, facts, and relevant, descriptive details to support main ideas or themes, speaking at an understandable pace and in a clear and concise manner. (E)
5.CC.5 Create engaging presentations that include multimedia components and visual displays when appropriate to enhance the development of main ideas or themes.
5.CC.6 Review claims made in various types of media and evaluate evidence used to support these claims.
ISTE Standards for Students:
1.1c Feedback to Improve Practice: Students use technology to seek feedback that informs and improves their practice and to demonstrate their learning in a variety of ways.
1.3.a Effective Research Strategies: Students use effective research strategies to find resources that support their learning needs, personal interests and creative pursuits.
1.3.b Evaluate Information: Students evaluate the accuracy, validity, bias, origin, and relevance of digital content.
1.3.c Curate Information: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
1.3.d Explore Real-World Issues: Students build knowledge by actively exploring real-world issues and problems, developing ideas and theories, and pursuing answers and solutions.
.4.b Design Constraints: Students select and use digital tools to plan and manage a design process that considers design constraints and calculated risks.
1.5.c Decompose Problems: Students break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving.
1.6.b Original and Remixed Works: Students create original works or responsibly repurpose or remix digital resources into new creations.
1.6.c Communicate Complex Ideas: Students use digital tools to visually communicate complex ideas to others.
1.6.d Customize the Message: Students publish or present content that customizes the message and medium for their intended audiences.
1.7.b Multiple Viewpoints: Students use collaborative technologies to work with others, including peers, experts and community members, to examine issues and problems from multiple viewpoints.
1.7.c Project Teams: Students contribute constructively to project teams, assuming various roles and responsibilities to work effectively toward a common goal.
1.7.d Local and Global Issues: Students explore local and global issues, and use collaborative technologies to work with others to investigate solutions.
ISTE Standards for teachers:
2.2.a Advance a Shared Vision: Shape, advance and accelerate a shared vision for empowered learning with technology by engaging with education stakeholders.
2.2.c Model Digital Tool Use: Model for colleagues the identification, exploration, evaluation, curation and adoption of new digital resources and tools for learning.
2.3.a Create Positive Experiences: Educators create experiences for learners to make positive, socially responsible contributions and build inclusive communities online.
2.3.b Evaluate Resources for Credibility: Educators foster digital literacy by encouraging curiosity, reflection, and the critical evaluation of digital resources.
2.4.b Learn Alongside Students: Collaborate and co-learn with students to discover and use new digital resources, and diagnose and troubleshoot technology issues.
2.4.c Use Collaborative Tools: Use collaborative tools to expand students' authentic, real-world learning experiences by engaging virtually with experts, teams and students, locally and globally.
2.5.b Design Authentic Learning Activities: Educators design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.
2.5.c Innovative, Equitable Learning Environments: Educators apply evidence-based instructional design principles to create innovative and equitable digital learning environments that support learning.
2.6.a Foster Student Ownership of Learning: Foster a culture where students take ownership of their learning goals and outcomes in both independent and group settings.
2.6.c Teach Computational and Design Thinking: Create learning opportunities that challenge students to use a design process and computational thinking to innovate and solve problems.
2.6.d Model and Nurture Creativity: Model and nurture creativity and creative expression to communicate ideas, knowledge or connections.