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Unit Overviews

4 walls and 5 freedoms

Levels: 1-3

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The concept of well-being encompasses the physical, mental and emotional, social and spiritual dimensions of health. Hauora is a Māori philosophy of health that is based on a holistic health model. In this unit students explore hauora by observing models such as Dr Mason Durie’s whare tapawha.

Students are introduced to the concept of animal sentience and explore the five freedoms, learning about what animals need to stay healthy and happy.

Students will learn that animals have needs just like humans...

The cost of owning a pet

Levels: 2-4

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Often, the match between a pet and a family is not successful if emotions are the primary factor involved when choosing a pet. Consideration of the cost and time involved in owning a pet are usually overlooked during spontaneous pet adoptions or purchases, and in some cases, the pet ends up being given away, ignored or neglected.

In this inquiry unit students use online tools to learn about the costs of owning a pet whilst developing their numeracy skills; carrying out simple calculations and budgeting...

A voice of the animals

Levels: 2-4

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Advertising is a powerful part of our culture; catch phrases and references to popular commercials often end up in our daily dialogue. The short, dramatic presentations of persuasive language and imagery of effective advertising campaigns have the power to influence peoples’ attitudes and behaviour.

In this unit students explore and investigate an animal welfare issue or concern. Students then examine television commercials and analyse how they work by identifying their purpose, their target audience and any effective verbal and/or visual features that have been used...

Game Makers

Levels: 1-4

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Students become ‘board game manufacturers’ who have been assigned the task of designing, producing, trialing and evaluating a board game that will help people learn key animal care messages, in a fun and interesting way.

Students will need to research an area of animal care to base their game, complete a design brief, create a game board, make any playing pieces that are needed and write the playing instructions. They may work alone or in a small group. Before starting their board game, students will need to engage in research activities...

Pet product designers

Levels: 1-4

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In this rewarding, values based challenge students become ‘pet product designers’ assigned the task of designing, producing, trialling and evaluating a pet product that makes life better for their own pet or animals at their local SPCA.

The pet product will need to help to provide the selected animal(s) with at least one of the five freedoms Students will have to research the five freedoms and the needs of the specific animal(s) they wish to create a product for. Using their research to inform their product design, students will complete a design brief...

Community heroes

Levels: 1-4

  • A voice for the animals

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This social inquiry unit uses SPCA Auckland as a context-exemplar to support students’ learning of charities and other non-profit organisations, that make significant positive contributions to their community.

Students create a list of people and organisations that use their skills, resources and time to help others. Students will then choose a ‘community hero’ from this list to research further. Working in groups students will research their selected ‘community hero’ as well as their hero’s contributions to their community...

Dancing feelings

Levels: 1-4

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This unit uses dance as a tool to identify the core needs of humans and animals and understand how emotions and feelings can change in response to these.

Students will integrate thinking, moving, and emotion to effectively express feelings and emotions as they tell the story of an animal’s journey. Throughout the learning experiences students will extend their skills in performance, choreography, reflection and critical response, whilst developing empathy for other students and animals through exploration and understanding of commonly-shared emotions and feelings...

Conscious consumers

Levels: 1-4

Coming soon

 

Writers' Corner

Describe it

Levels: 1-6

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Animal welfare is an authentic context for students to develop their writing skills and understandings of procedural writing purposes and processes. Each of the learning experiences (lessons) lead to the creation of a product that links with at least one of the five freedoms.

On completion of the product, students then write the instructions for how it was created. Students must consider audience, purpose, context, length, and complexity – plus the specific content of the instructions, such as the steps in caring for a kitten...

Explain it

Levels: 1-6

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Animal welfare is an authentic context for students to develop their writing skills and understandings of explanation writing purposes and processes. The learning experiences within this unit encourage students to focus on a specific animal well-being topic, choose a particular question about that topic, then research using a variety of resources to explore and answer the question in detail. Students then create a written explanation of the animal well-being topic.

It is hoped that by providing students opportunities to write meaningful explanations...

Persuade me

Levels: 1-6

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Animal welfare issues range from local, national and international levels. The daily actions of every one of us, directly and indirectly affect animals and their welfare. Consequently, there are a vast degree of viewpoints, social and ethical dilemmas surrounding animal welfare. Such a context will encourage students to see their writing as meaningful and a useful way to express their opinions, feelings, needs and desires.

It is hoped that by seeing learning experiences as relevant and purposeful, students will be more engaged in the writing process...

Recount it

Levels: 1-6

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Animal welfare is an authentic context for students to develop their writing skills and understandings of writing purposes and processes. The learning experiences within this unit encourage students to research, reflect and write to record and communicate their thoughts, feelings, ideas and experiences about animal welfare topics.

It is hoped that by providing students opportunities to create meaningful written texts, they will be more engaged in the writing process as they will see the tasks as relevant and purposeful...