Sharing our Knowledge

3, 4, 5

This lesson will allow learners to voice their thoughts on and reflect on this unit, the activities contained in it, and their animal welfare service project.  They will have an opportunity to share their new knowledge with their peers, family members and other adults.

PrintTwo 45 minute class periods with additional time needed to create product

The learner will:

  • graph items collected.
  • estimate the dollar amount donated by the community/school to a local animal shelter.
  • reflect on what they have learned about themselves and about animal welfare during this unit.
  • create a visual aid to share what they have learned about animal shelters.
  • containers for sorting collected items
  • chart paper
  • writing and illustration materials
  • learner copies of Handout One: Planning Guide for Writing Books

For additional related topics and materials:


  1. Anticipatory Set: (Note: Before beginning this lesson, have several students collect the containers that were placed around the community/school from the previous lesson.) Have a few empty boxes or laundry baskets in the room to use to sort the items that have been collected. Teacher Note: Some communities may not have a local animal shelter, therefore, any neighboring animal welfare organization would be appropriate for this service learning project.As much as possible, the decision about what to collect and where to donate the items should be left up to the learners., based on the organization's wish list.

  2. If the learners chose to collect more than one item for donations, ask the learners to categorize, count and sort the items for distribution. Have them create a graph displaying what was collected. (Note: Categories could be as broad or as detailed as is appropriate for the class. For Example: food for dogs, food for Cats, food for other animals, toys, leashes and collars, bedding, kitty litter, cleaning supplies, etc.)

  3. Have the learners calculate the estimated dollar value of what they collected using the information gathered on the estimated cost worksheet in Lesson Two or use the current prices of the items from a local retail advertisement. This would give the estimated dollar value of the donation to the shelter.

  4. Teacher Note: The following Instructional Procedures are one option for students to inform their peers about animal welfare and shelters by writing books about animals who have benefited from being in a shelter. This is an example of how they might go about informing others, but it should be the learners’ choice to follow this plan or create another. Other options may include writing and performing a puppet show, play or rap, creating an informative pamphlet, designing and creating posters for display, etc.

  5. Suggest to the learners that they collaboratively create books about animal welfare and animal shelters, like the story of Buddy Unchained or a real story from the local animal shelter.These books will be shared with younger learners or their peers.

  6. The learners will work together to generate ideas about how to use what they have learned about animal shelters when developing their books.

  7. Arrange the learners into groups of three or four students each. Within each group be sure that at least one learner is responsible for each specific task. Each group should include at least one writer, an illustrator and an editor. All members of the group should have input into all aspects of the writing, illustrating and editing of the work.

  8. Teacher Note: Older learners each write a story/book themselves. For younger learners, the book could be written as a whole class project. Another option might be for older learners to pair with younger learners to create a book or page for a book.

  9. Tell the learners that they are to work together to create their story about an animal that is somehow helped by a shelter.

  10. Using the writing process that is endorsed by your school district and Handout One: Planning Guide for Writing Books, have the learners write and illustrate their book(s). Ask each group or individual to peer edit the draft versions of the stories to get constructive feedback from each other. The final editing should be done by the teacher or adult volunteer.

  11. Have each group share their book with the rest of the class and ask for helpful feedback from the class. If necessary, allow the groups to make changes before finishing the book.

  12. Have the groups share their final book with younger learners or another group of learners in the school. After sharing the books consider donating them to the school library, public library, an animal shelter or veterinary clinic.

  13. Lead the class in a discussion of the project.Ask those that are willing to share their personal feeling about what they learned, and felt about the project.

  14. After a brief class discussion ask the learners to write a personal reflection about animal welfare and shelters. Ask them to include their feelings about the animal shelters, what they would like to do about what they have learned, how they think it helped the animals and how they think they might use the information in the future. Ask them to include what they liked and what they didn’t like about the unit. Another option for reflection could be tossing a tennis ball to a student and haveing that student use one word or phrase to describe or summarize how they felt about their experience. After a learner has had an opportunity to respond, have him or her toss the ball back to you.Continue the process until everyone has had an opportunity to respond. As always, allowing a learner to pass (not respond) is permissible. Remind them that this reflection will not be part of any grade. Reflections are for their own personal growth.


Assessment for this lesson will be primarily subjective based on the learners’ participation in the project. The assessment should include group cooperation. Create rubric according to the needs of your class for assessing these activities Post the following statement on the board: The welfare of all animals is the responsibility of every good citizen. Ask each learner to respond with “I agree…” or “I disagree…” with the statement and give three reasons that will support their answer using information that they have learned.

Cross Curriculum 

Learners will demonstrate their learning by creating a product that shares what they have learned about animal shelters with their peers. They will reflect on the impact that their service activity had on the shelter, the animals and on themselves.

Philanthropy Framework

  1. Strand PHIL.III Philanthropy and the Individual
    1. Standard PI 01. Reasons for Individual Philanthropy
      1. Benchmark E.5 Give examples of actions students can take to improve the common good and list or describe responsibilities that go with those actions.
      2. Benchmark E.9 Give examples how people give time, talent or treasure in different cultures.
  2. Strand PHIL.IV Volunteering and Service
    1. Standard VS 01. Needs Assessment
      1. Benchmark E.1 Identify a need in the school, local community, state, nation, or world.
      2. Benchmark E.2 Research the need in the school, neighborhood, local community, state, nation, or world.
    2. Standard VS 02. Service and Learning
      1. Benchmark E.1 Select a service project based on interests, abilities, and research.
    3. Standard VS 03. Providing Service
      1. Benchmark E.1 Provide a needed service.
      2. Benchmark E.2 Describe the goals of the project and their impact.
      3. Benchmark E.3 Describe the task and the student role.
      4. Benchmark E.4 Demonstrate the skills needed for the successful performance of the volunteer job.
      5. Benchmark E.5 Articulate and demonstrate the safety procedures that are part of the volunteer experience.
      6. Benchmark E.6 Describe the procedures and the importance of sensitivity to the people with whom students are working.
    4. Standard VS 04. Raising Private Resources
      1. Benchmark E.1 Identify why private resources (volunteers and money) are needed.
      2. Benchmark E.3 Describe a service plan.
    5. Standard VS 05. Integrating the Service Experience into Learning
      1. Benchmark E.2 Evaluate progress on the service-learning project before, during, and after the project.
      2. Benchmark E.3 Identify outcomes from the service.