Matchmaking

Students examine the benefits of pet adoption. Students will learn about the responsibilities associated with pet ownership and how to make a good match between pets and potential owners.

A lesson plan for grades 3–4 Social Studies

By Barbara Lapointe and Kathleen Johnson

About the authors

Kathleen Johnson has worked as a teacher in New York and North Carolina. Since May 2002, she has been developing lesson plans for middle schools that focus on conservation education history. Barbara Lapointe is a librarian who has worked in elementary schools in Canada. She also founded the Pet Foster Network to help fourteen local animal rescue groups and county shelters to recruit as many foster homes as possible in Durham, Chatham, Orange, and Wake counties, N.C.

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Learning outcomes

Students will:

• consider the potential benefits and drawbacks of adopting a pet.
• reflect upon the role responsibility plays in pet adoption and caring for a pet.
• assess the compatibility of pets and potential owners.
• conduct an interview to learn more about pet adoption, caring for pets, and the role the community plays in caring for homeless animals.

Teacher planning

Time required for lesson

3 days

Materials/resources

• Pencil
• Worksheet 1
• Worksheet 2
• Worksheet 3
• Two chapters (in pdf format) from Bill Gutman’s Adopting Pets: How to Choose Your New Best Friend: Chapter 2 | Chapter 5
• Optional: you may decide to purchase Bill Gutman’s entire book, Adopting Pets: How to Choose Your New Best Friend, Brookfield, Connecticut: Millbrook Press, 2001. ISBN: 0761318631 (Permission granted to photocopy sections of the text for educational purposes.)

Technology resources

You will need Adobe Acrobat Reader to view the attachments. You can download the reader at the Adobe website.

Pre-activities

Have students read Chapters 2 (“Why Not Adopt?”) and 5 (“Making a Match”) from Bill Gutman’s Adopting Pets. Leave a copy of the book in the classroom and make a few additional copies (author has granted permission to make photocopies for educational purposes) of Chapters 2 and 5 to ensure all students will have the ability to read the necessary pages.

Activities

Day 1:

1. Set the stage for the activity by leading a group discussion based on the questions below. (10-15 minutes)
   • What kinds of pets do people typically own?
   • Where can people who want to own a pet find these animals?
   • What are some of the responsibilities of owning a pet? (An important but often overlooked aspect of pet ownership is the financial responsibility. If students do not mention the cost of pet ownership, ask a follow-up question to number 3 above that encourages students to think about the role money plays in the healthy upbringing of any pet-cost of adoption, veterinarian visits, food, toys, etc.)
2. Place students in groups of 3-4 and distribute one copy of Worksheet 1 to each group. Read the directions aloud and then ask students to complete the worksheet. Once students have finished the assignment, review the vocabulary and answers to the comprehension questions as a class. (25-30 minutes)
3. Optional: If you only have one copy of Adopting Pets, you could make this a class activity by asking for volunteers to offer suggestions about how to best define the vocabulary words and answer the reading comprehension questions.
4. Conclude the class by asking students to list the major points they learned about pet adoption, the responsibilities of pet ownership, and making appropriate matches between pets and potential owners. List the responses on the blackboard or an overhead sheet. (5-10 minutes)

Day 2:

1. Ask students to form the same groups as yesterday. Distribute one copy of Worksheet 2 to each group and then describe the following scenario: “Now that you have learned all about pet adoption and the responsibility of owning pets, it is time to use your knowledge to complete the following assignment. You and your group have been asked to volunteer at a nearby shelter. Your task is to read the descriptions of each of the potential pet owners listed on Worksheet 2 and match them with the most appropriate option: dog, cat, kitten, puppy, purebred dog, foster care, no pet.” Before beginning the assignment, ask the class to discuss some of the points highlighted in Chapter 5, “Making a Match,” of Adopting Pets regarding the factors considered by volunteers in animal shelters when placing pets in their future homes. (15 minutes)
2. Read aloud the completed example on Worksheet 2. Instruct students to use this as a guide and remind them that each option can only be used once so they will need to find the best possible match. Ask students to complete the remaining 6 boxes. (25-30 minutes)
3. Once students have finished Part I, review the answers together. (5-10 minutes)

Day 3:

1. Introduce the class by asking for volunteers to recap the major points about pet adoption and the responsibilities of pet ownership discussed during the previous two days. (5-10 minutes)
2. After completing the review, have students form the same groups from days 1 and 2 and ask each group to complete the following task: Write one hypothetical “personal” advertisement for a puppy, dog, and cat in search of a loving home. Instruct students that in addition to a physical description of the hypothetical pet they also should include the needs of the animal (going to the veterinarian, for example) and information about the type of person/family that would be most suitable for this particular pet.
3. Read the following personal advertisement for a kitten to help students begin the assignment. “I am a lovable kitten with black fur, white paws, a pink nose, and green eyes. I love to chase my tail, play with yarn, and run after anything that moves. I am looking for a person or family who will love me and play with me every day. I also would like someone who will take me to the doctor’s office to make sure I stay healthy and happy and who will feed me kitten food and clean my litter box every day. Please take me home. I have lots of love to give!” (25-30 minutes)

Assessment

Use the rubric on page 8 of this activity to assess how well students worked together in groups and how well students grasped the lessons taught in this activity. Adequate space appears in the rubric to explain the point total for each category as well as space for additional comments at the end of the page.

Optional:

1. Eliminate the point structure and only write comments concerning each category.
2. Have each group assess their own process and product performance.

Supplemental information

Worksheet 1 Answer Key

Vocabulary

1. Adoption: To take legal ownership of a homeless animal.
2. Foster: Provide a temporary home for an animal until a permanent home can be found.
3. Puppy mill: Place where dogs are bred for profit with little or no thought about the well being of the mothers or their offspring (also sometimes called dog factories).

Comprehension Questions

1. List 3 reasons why people should consider adopting a pet from an animal shelter rather than buying a dog or cat from a breeder.
   • These animals need homes.
   • Adopting from a shelter helps the community deal with the problem of pet overpopulation.
   • Save money and time by helping you to make the best match.
2. List four things you and your family should consider before adopting a pet.
   • Amount of free time available to devote to care of pet
   • Number of people in the household who can share in the responsibility of caring for the pet
   • Location and type of dwelling (for example, do you have yard, live near a park, have many antiques that you don’t want touched, etc.)
   • The cost of owning and caring for a pet
3. What role does responsibility play in any pet adoption? Considering adopting a pet reflects responsibility because you are aware that many pets need homes. Pets should not be viewed as property and therefore require attention and love. A person who wants to adopt a pet needs to be responsible because, rather than simply returning the pet if problems arise, he or she needs to find ways to make the situation work.
4. If you and your family are unable to make the commitment of adopting a pet, what else can you do if you want to help animals looking for good homes? You could volunteer at an animal shelter or foster an animal until a suitable permanent home can be found.
5. In Chapter 5 of “Adopting Pets,” the author states that successful adoptions often involve learning more about the behavior of animals. Name one type of behavior often exhibited by dogs. Dogs: Dogs sometimes roll in something that smells to cover their own scent.

Worksheet 2 Answer Key

2. Best Match? Foster an animal; Reason? Don’t want responsibility or long-term commitment of owning a pet; Best place to get a pet? Fostering an animal from a shelter or animal rescue group can save that animal’s life until permanent home can be found; One responsibility of new owner? Even though it’s a foster situation, person should realize this is a commitment and should make pet feel loved and safe.
3. Best Match? Dog; Reason? Plenty of room for a dog, best place for a dog and not a puppy because children are older and more likely to leave home, leaving responsibility of caring for pet to parents alone; Best place to get pet? shelter, because there are many dogs there without homes (especially since people are more likely to bring home puppies from shelters than adult dogs); One responsibility of new owner? Make sure the dog gets plenty of exercise.
4. Best Match? Purebred dog; Reason? Dog shows typically judge animals on their pedigree; Best place to get pet? A reputable breeder, because they specialize in purebreed animals and, unlike puppy mills, reputable breeders care about the welfare of their animals; One responsibility of new owner? Walk and care for the dog just like any other pet.
5. Best Match? No pet; Reason? Since owning a pet requires so much responsibility, a person or family should not adopt unless they are certain they both want and have the necessary time to care for a pet.
6. Best Match? Puppy; Reason? Lots of room, family to help with the many needs if a young dog, and because children are young there is the probability for a long-term commitment to the pet. Better to have dog in this case rather than cat because of the bird. Best place to get pet? shelter, because so many puppies there who need good homes; One responsibility of new owner? training the puppy.
7. Best Match? Kitten; Reason? Have time and desire to care for pet, but because of small home with a small yard kitten probably would be better than puppy or dog; Best place to get pet? shelter, because there are many kittens without homes; One responsibility of new owner? Because kittens have lots of energy and are so curious, they need an owner willing to play with them each day.

Homework: Distribute copies of Worksheet 3 to every student. Explain to the class that they need to locate and interview either a person who adopted a pet (perhaps a neighbor, family member, or friend), an individual who works at an animal shelter, or a volunteer at an animal rescue group in order to learn even more about pet adoption. Read aloud the directions on Worksheet 3. Allow students one week to complete their interviews. Note: If locating a person to interview poses a difficulty for some students, ask them to compose a journal (with at least 10 entries) describing the experiences of a hypothetical person who adopted a pet, works at an animal shelter, or volunteers for an animal rescue group. Encourage these students to use information they learned about pet adoption in their creative writing. (5-10 minutes)

Opportunities for Further Learning:

1. Have each student compose a 5-minute oral presentation for the class to explain what they learned in their interview.
2. Invite an employee from a local animal shelter or a volunteer from a local animal rescue group to speak to your students about pet adoptions, the responsibilities of pet ownership, and the process involved in making good matches between pets and potential owners. To find an animal shelter or local animal rescue group in your community, visit Pet Finder, and click on “Adopt/Find a Pet” and “Search for Animal Welfare Groups.”
3. Ask students to write about the significance of the character traits of responsibility, good judgment, and citizenship and civic virtue in successful pet adoptions (2–3 paragraphs).
4. Ask students to write a story from the perspective of a cat or dog living in an animal shelter.
5. Have your class take part in a community event to help raise money for local animal shelters or organize your own event to help homeless animals in your county.
6. Ask students to select any illustration from Adopting Pets and:
   • describe the main point of the illustration.
   • describe how the illustration makes him/her feel.
   • draw his/her own illustration that depicts one aspect of pet adoption or the responsibilities of pet ownership.

Examples of Activities:

• ORGANIZE A DRIVE: Organize a toy, bedding, towel, cleaning supplies, collar, leash, or pet food drive in your school. Give the collected items to an animal organization.
• GIVE OUT INFORMATION: Set up an information table at your school. Hand out information about a local animal organization to students and teachers.
• ORGANIZE A FUNDRAISER: Choose an animal shelter or rescue group to which to donate the proceeds of a bake sale, car wash, or book sale. Contact the organization and ask them for general information to distribute to students and the public.

Articles on Pet Adoption:

• Pet Adoption Information from The United States Humane Society

Free Resources for Educators and Kids:

• American Humane’s Just for Kids offers tips for dogs and cats, ways to help, animal name game, animal careers, and book reviews.
• ASPCA’s Animaland provides ideas for activities and science projects, children’s bibliography, games, essay and poster contests. ASPCA’s AnimalLessons provides fun and educational lesson plans and activities (in English and Spanish) for grades through K through 8.
• KIND News (Kids In Nature’s Defense) is a classroom newspaper for kids in grades K through 6. It includes articles, stories, puzzles, celebrity interviews, and project ideas.
• TEACHKind provides teaching tips and class activities on humane education.
• PETAKids explores animal welfare issues and suggests practical ways young people can make a difference.

Comments

A 1997 survey from the American Veterinary Medical Association reported that 78 percent of households with children over six years of age had pets. IIn 2006, 302,794 cats and dogs were placed in shelters across
North Carolina and 225,746 of these were euthanized because of lack of homes. Too many animal owners surrender their pets because of lack of education about the facts of pet ownership. If we educate our youth how to be caring and responsible animal guardians at an early age, they will approach pet ownership more responsibly and help prevent the useless deaths of thousands of animals in the future.

This lesson is endorsed by Senator Kinnaird and Dr. Oscar Fletcher, former dean of the College of Veterinary Medicine at North Carolina State University.

Bill Gutman graciously granted permission for the educational use of several chapters of his book Adopting Pets. The text of his permission is below:

“This letter serves to grant permission for teachers from all the schools in the North Carolina school system to photocopy parts or all of chapters 1, 2, and 5 of my book, Adopting Pets: How to Choose Your New Best Friend, published by Millbrook Press.

The material photocopied is to be used in a lesson plan to be distributed to public schools and libraries in the North Carolina school system and can be copied by both Barbara LaPointe and the individual teachers involved with the program.”