Unit+3

Greeting the neighbors: The creatures we share the world with // If God did not intend for us to eat animals, then why did he make them out of meat? (John Cleese [Proclaimed Vegetarian]) // Apart from the rhetorical value of showing children pictures of cute animals, working through a unit which endeavors to give students a better understanding of the animal kingdom is crucial to Environmental Education. Most young people anthropomorphise the animal kingdom (as Disney et. al. has taught them to), and this leads young learners to make mistaken attributions to animals. Animals do not think and behave like people (this is open to dispute for primates, dolphins etcetera), and their bodies have different properties and needs than people. It is important that learners have a deeper understanding of beasts than how cute they are when they eat spaghetti (Lady and the Tramp). The objectives of this unit are to (a) give all students a deeper understanding of animals and (b) demonstrate how animals interact with their environments, which the students can now peice together within the big picture (thanks to units 1 and 2).

These objectives will be met, along with all ministry prescribed learning outcomes, in the lessons divided between the following subject-categories:


 * Applied Skills || Cooking with C.A.R.E. ||
 * English Language Arts || Stories form our friends ||
 * Environmental studies || Be a Beastmaster ||
 * Fine Arts || Birth of a Species ||
 * Health and Career Education (H.A.C.E. or C.A.P.P.) || Health and Nutrition - Then and Now ||
 * Information Technology || Virtual Bodies ||
 * Mathematics || Measurements with Animals ||
 * Physical Education || Man as a Predator: Martial Arts and Survival ||
 * Sciences || Animal Biology: Purpose and adaptation ||
 * Social Responsibility || The Animal Rights Movement ||
 * Social Studies || Politics is for the Animals (Animal farm) ||
 * General ||  ||