Free 6-Week Wolf Education Unit for Grades 6-8
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Free 6-Week Wolf Education Unit for Grades 6-8

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Subject English Language Arts • Science • Social Emotional Learning
Grade Level Grades 6-8
Attributes
Good for Parents
Standards Alignment
Civic Life (C3) Framework for State Social Studies Standards, Next Generation Science Standards
License

Attribution Non-commercial NoDerivative

CC (BY-NC-ND)

About This Lesson

  1. Week 1 -Understanding Empathy and Perspective-Taking   
    1. Day 1: Introduction to Empathy (30-40 minutes)   
      1. Warm-Up Discussion (5-10 minutes)   
      2. Definition and Examples (5-10 minutes)   
      3. Empathy Scenarios (5-10 minutes)    
      4. Reflection Journal (5-10 minutes)    
    2. Day 2: Introduction to Perspective-Taking (25-40 minutes)   
      1. Warm-Up Activity (5-10 minutes)   
      2. Definition and Examples (5-10 minutes)    
      3. Video and Class Discussion (5-10 minutes)  
    3. Day 3: Empathy in Everyday Life (25-35 minutes)   
      1. Warm-Up Discussion (5-10 minutes)    
      2. Empathy in School (10-15 minutes)    
      3. Class Brainstorming (10-15 minutes)    
    4. Day 4: Empathy and Perspective-Taking in Everyday Life (25-35 minutes)    \
      1. Warm-Up Activity (2-5 minutes)    
      2. Pledge Art Project (20-30 minutes)    
    5. Day 5: Reflection and Celebration (10-25 minutes)    
      1. Warm-Up Reflection (5-10 minutes)    
      2. Class Discussion or Journal (5-15 minutes) 
  2. Week 2: Animals and the Environment   
    1. Day 1: Introduction to Empathy and Animal Awareness (45-50 Minutes)   
      1. How Similar are we to other Living Beings? (3:04 minutes)   
      2. Venn Diagram Activity (10-15 minutes)   
    2. Day 2: Exploring Animal Habitats (25-30 Minutes)    
      1. Habitats Video/ Discussion (5-10 minutes)   
      2. Habitat Diorama Project (20-30 minutes)    Day 3: Importance of Species and Endangered Animals (20-30 minutes)   
      3. Biodiversity Video (5:16 minutes)    
      4. Importance of Different Species Discussion (10-15 minutes)    
    3. Day 4: Understanding Endangered Species (15-30 minutes)    
      1. Endangered Species Description (5-10 minutes)    
      2. World Wildlife Fund Endangered Species List (10-15 minutes)    
    4. Day 5: Taking Action for Conservation (5-10 minutes)    
      1. Week 2 Discussion   
  3. Week 3 - The Gray Wolf and Ecosystems    
    1. Day 1: The Importance of Gray Wolves in Ecosystems (30-35 Minutes)   
      1. Introduction (10 minutes)    
      2. Reading/Discussion (15-20 minutes)    
    2. Day 2: Wolf Characteristics and Behavior (30-35 Minutes)    
      1. Introduction to Vocabulary (10 minutes)    
      2. Wolves 101 (5-10 minutes)    
      3. Wolves in the Wild (5-10 minutes)    
    3. Day 3: Perception of Wolves (25-30 Minutes)    
      1. Brainstorming Session (5-10 minutes)    
      2. Discussion (5-15 minutes)    
    4. Day 4: Wolves vs. Dogs (15-20 Minutes)    
      1. Wolves vs. Dogs (5-10 minutes)    
      2. Comparative Analysis (10-15 minutes)    
    5. Day 5: Recommended Reading and Reflection (15-30 Minutes)    
      1. OPTIONAL: Book Recommendations (15 minutes)    
      2. OPTIONAL: Reflective Activity (20 minutes)    
      3. OPTIONAL: Homework Assignment or Classroom Activity    
  4. Week 4 - Wolves and Us    
    1. Day 1: Wolves in Media and Narratives (25-30 Minutes)    
      1. Introduction (5-10 minutes)    
      2. Comparison Activity (15-20 minutes)    
    2. Day 2: Debunking Myths about Wolves (25-30 Minutes)    
      1. Introduction to Myths vs. Facts (5 minutes)    
      2. Wolf Encounter Video/Discussion (5-10 minutes)    
      3. Myth vs. Fact Discussion (20 minutes)    
    3. Day 3: More Myths and Facts (20-30 Minutes)    
      1. Fact or Scat (20 minutes)    
      2. Short Wolf Facts Videos (3-5 minutes)    
    4. Day 4: More Myths and Facts (30-35 Minutes)    
      1. Group Activity: Myth Busting (20 minutes)    
      2. Group Presentations (15 minutes)    
    5. Day 5: Reflection and Conclusion    
      1. Reflection Activity (20 minutes)    
      2. Class Discussion (15 minutes)    
  5. Week 5 - Save Our Wolves    
    1. Day 1: The Importance of Wolves in Ecosystems (30-35 Minutes)    
      1. Introduction (5 minutes)    
      2. Vocabulary Review (10-15 minutes)    
      3. Interactive Discussion (5-10 minutes)    
    2. Day 2: Action Items for Wolf Conservation (30 Minutes)    
      1. Brainstorming Session (10-15 minutes)    
      2. Group Assignments (15-20 minutes)    
    3. Day 3: Dispelling Rumors and Changing Perceptions (30-35 Minutes)    
      1. Discussion on Rumors (10-15 minutes)    
      2. Reviewing Perceptions (10-20 minutes)    
    4. Day 4: Brochure Project (35-40 Minutes)    
      1. Introduction to Brochure Project (10-15 minutes)   
      2. Brochure Creation (15-25 minutes)    
    5. Day 5: Presentation and Reflection (30 Minutes)    
      1. Group Presentations (20 minutes)    
      2. Reflection and Closing (15 minutes)    
  6. Week 6 - Letter Writing for Wolves    
    1. Day 1: Introduction to Letter Writing (30 Minutes)    
      1. Opening (10 minutes)    
      2. "What, So What, Now What" Model (20 minutes)
    2. Day 2: Brainstorming and Drafting (25-35 Minutes)   
      1. Introduction to Letter Structure (15-20 minutes)   
      2. Brainstorming Session (15-20 minutes)    
      3. Drafting (10-15 minutes)    
    3. Day 3: Peer Review and Revision (20-30 Minutes)    
      1. Peer Review (10-20 minutes)   
      2. Revision (5-10 minutes)    
    4. Day 4: Finalizing Letters and Review (20-30 Minutes)    
      1. Finalizing Letters (10 minutes)    
      2. Review and Reflection (15 minutes)    
    5. Day 5: Action and Conclusion (30-35 Minutes)    
      1. Sending Letters (10-20 minutes)    
      2. Class Discussion (10-15 minutes) 

Standards

Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions.
Read More About MS-ETS1-1
Explain how the relationship between supporting questions and compelling questions is mutually reinforcing.
Read More About D1.4.6-8
Determine the kinds of sources that will be helpful in answering compelling and supporting questions, taking into consideration multiple points of views represented in the sources.
Read More About D1.5.6-8

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