Teaching sequence

Work through this resource material in the following sequence:

10 minutes

Tune In: Consequence circles

20 minutes

Find Out: Unpacking pet impacts

25 minutes

Take Action: Pledge to protect

5 minutes

Reflection

Learning intentions

Students will:

examine how responsible pet ownership is a civic responsibility that helps protect local biodiversity, minimise nuisance to neighbours, and benefit pets
explore how laws and community practices protect both pets and wildlife.

Success criteria

Students can:

describe how pet behaviours can cause nuisance and threaten wildlife, and explain at least 1 solution
explore what the existing local government rules are for pets where they live
create a civic action piece to promote responsible pet ownership in their community.

Preparation:

Print and place topic cards around the room. For this activity, it is recommended that you research and provide an online link to your local council's pet ownership rules and regulations website.

Tune In: Consequence circles

Step 1

Explain to students that owning a pet can make people happier and healthier, but it is important that they are responsible pet owners.

Pose the question, ‘What makes someone a good pet owner?’

Give students 1 minute to jot down 3 qualities or responsibilities of responsible pet owners. For example:

feeds pet
walks pet
cleans up after pet
trains pet
registers pet
considers pet’s impact on others

Ask students to pair up and compare and merge lists, debating any differences.

Ensure students cover the following qualities for pet owners:

makes sure the pet’s needs are met (for example, healthy food, clean water, exercise, a suitable environment, and veterinary support),
manages the pet so that it does not impact neighbours and the environment.

Step 2

Write the title ‘Consequence Circles’ on the board. Draw a small circle under the title labelled, ‘Your Pet.’ Ask the students,

‘How could your pet affect your neighbours and the local environment?’

In pairs or small groups, ask students to come up and add at least 1 effect to the next circle out. For example:

barking disturbs neighbours
cats hunt native birds
dog poo in the park
pet hair allergy
increased community happiness

Challenge the students to add both positive and negative ripples.

Step 3

As a class, discuss which effects go beyond the pet owner’s house and might impact local wildlife or community wellbeing. For example, cats reduce bird populations, and pets provide companionship.

Find Out: Unpacking pet impacts

Step 1

Organise students into small groups of 3 or 4 students. Explain that they are to rotate through at least 3 case file station topic cards. Direct students to read the topic card and discuss the following points:

the main problem/facts
why it matters for people, neighbours, and the environment
what experiences they have in relation to the story.

Learning support: Struggling readers can use the quick flow diagrams on each of the topic cards to help understand the main message.

Step 2

Provide students with an online link to your local council's pet ownership rules and regulations website. Explain to the students that they are to research the answers to the following questions about their local area. Distribute a pet ownership rules research check-sheet for each group to write their responses to the following questions:

Which pets have rules in your council (eg dogs, cats, rabbits, chickens)?
Are there any limits on numbers?
Is microchipping and/or desexing required?
Is registration cheaper if a pet is desexed, and why?
Are rabbits legal as pets in your state? (Teacher note: QLD = NO; NSW, ACT, SA, TAS, VIC, WA = YES, but with controls)
Can you have a rooster?

Step 3

In their small groups, direct students to choose 1 animal mentioned on their local council's rules and regulations page. Ask students to draw a quick consequences circle poster showing:

the pet they researched in the centre
negative impacts in red, positive impacts in green and neutral impacts in blue
council/state rules that help to reduce negative impacts.

Learning extension: Encourage students to research additional facts and data relating to their consequence circle.

Take Action: Pledge to protect

Step 1

Briefly discuss with students how sharing knowledge or raising awareness can make a difference. Ask students to share personal stories that demonstrate this.

Step 2

Divide the class into 5 groups. Explain to the students that they will be developing a ‘Pledge to Protect’ campaign by co-producing a 10-minute assembly presentation promoting responsible pet ownership in their school.

Each group is responsible for developing a 2-minute presentation item and a medium to share their message. For example, students may choose a 2-minute persuasive speech, a dramatic play or mime, a poetry recital, a video campaign, a digital poster, a retell, or a quiz show. Encourage students to use their research from their local council, embedding personal stories and the context of their school when making decisions around their presentation piece.

Step 3

Allow students enough time to draft and rehearse their presentation items before presenting them to each other. Encourage students to collaborate and provide feedback, guiding them to sequence their ideas into a 10-minute assembly item.

Step 4

If time allows, students can present their performance at an assembly or in front of another class.

Reflection

Step 1

Create a Pledge to Protect drop box and invite other classes and students to share any personal experiences or ideas on how the school community could be more responsible as pet owners.

Responsible Pet Ownership and Wildlife Protection

Summary

Lesson Guides and Printables

Responsible Pet Ownership and Wildlife Protection

Summary

Lesson Guides and Printables