Activities: Lesson2

Explain that in this session we are going to learn about what a dog needs.

Brainstorm what the children already know about this and get them to talk about what things they provide for different animals. What things are the same and what are different? Can they explain why this is?

Read the four Blue Dog Bath Stories over the week and discuss what has happened. Re-enact the stories with the children taking on the character roles. Photograph the children in role and use hot seating activities for children to explain why the dog reacted as they did.

Example: Sarah and her favourite book, The Blue Dog parent guide page 16
Talk to the children about what this story tell us about dogs and their needs.

• Can they explain why Blue sat on the furniture? (Blue liked it a lot )
• How did Sarah react when Blue was sitting on her sofa? (Sarah tried to push Blue out of the sofa)
• What would have been a safe way to handle the situation? (leaving Blue alone and ask a parent for help)
• How did Sarah’s mum solve the situation? (calling Blue out of the sofa with a friendly voice)
  
• How did Blue feel ? (he felt great because he was rewarded for leaving the sofa)

Example: Simon and Blue’s food, The Blue Dog parent guide page 18

In this story, Simon is playing in the kitchen. he pretends to be a dog and crawls on hands and knees. This is great fun. When he approaches Blue’s food bowl, Simon thinks “hmm – should I taste these brown balls?”.
Simon licks his lips in anticipation and reaches out for Blue’s food bowl. But Blue is watching and rushes towards Simon. Blue is upset and shows his teeth, as if to say: “Go away from my food, my little friend”.


Ask them about feeding the dog and what they should do when a dog is eating.

• How do you feed the dog? (always in the presence of a parent)
• Where do you feed the dog? (in a quite place where he is not being disturbed) 
• When is the dog being fed? (On fixed moments that have been decided by a parent)
  
• How would you feel when you are eating an ice cream and your brother/sister would try to take it away?
• How would Blue feel when someone is disturbing him while he is eating?
• What does a dog need to be happy? (good food and a quite place to eat)

Give each pair of children a sheet ‘A dog’s wish list’ and explain that they are going to pretend to be Blue today and they have to describe what they need AS A DOG. They should put down actual things and how they would like people in their house to behave towards them.

Plenary

What have we learnt about situations that can influence and cause a change in dog’s behaviour?

• What does a dog need in order to be safe and happy?
• How do we feed a dog?
• How did Blue react when he didn’t like the situation?
• How should children react when a dog is growling? (leaving and calling a parent! )

 

ICT

• Go to the Download section – all of the pics can be downloaded in printable version

What are the needs of each of these animals?

The cards can be used to explain that animals including humans have different feelings and emotions, and that emotions affect behaviour. 

• What is important to Blue (food toys, objects)?
• What is important to children (food toys, objects)?
• What may be important to both : Blue and children?
• How does Blue feel when someone takes his favourite (toy, food, object) away?
• How do you feel when someone takes your favourite (toy, food, object) away?
• How might Blue react?

To understand that animals including humans have different feelings and emotions

Diamond nine game – use groups of nine items (food, toys, objects).

Ask the children  to rate the items from “most important ” to “least important” for themselves, for the Blue Dog, for another dog, for their own dog. In this way children can start to discuss the relative value of “important”, i.e. it may differ for each individual.

Example questions:
What item is most / least important for Blue?
What item is most / least important for another dog?
What item is most/least important for your own dog?

To understand how emotions can influence behaviour in the CONTEXT of food
– How do you feel when somebody tries to take a high valued object away from you? How would you react?
– How is Blue feeling when a child takes away a high valued object? How would Blue react?

 

Simon and his strawberry ice cream
Simon is enjoying his strawberry ice cream. Hmm this tastes wonderful. Blue is interested and whines; as if to say, “Hey Simon, give me some ice cream.”

Simon keeps his ice cream and so Blue jumps and tries to get hold of it. Simon gets angry and lifts his hands in the air to keep his ice cream away from Blue. But Blue is so strong… and by jumping up he scratches Simon’s face and the ice cream falls on to the floor. Blue licks up the ice cream and Simon starts crying.

• The Kidscorner can be used as an interactive tool

Blue at the vet
Blue is feeling not very well and his owner has taken him to the vet. See Blue sitting on the vet’s table looking sick and a bit scared.

Ask the children to help the vet by clicking on the objects along the bottom.

– How is Blue feeling when his paw hurts?
– How is Blue feeling when his eras are painful?
– How is Blue feeling when the vet gives him an injection?

Blue at the toy shop

Blue is in the toy shop and he is looking for new toys to put in his basket.

Can you help Blue to pick the toys that are best for him?
How does Blue feel when he gets a toy in his basket?

(If he pics a child’s toy, it jumps back on to the shelf)

Assessment

Do the children understand that humans can influence and cause a change in dog’s behaviour?
Can they explain what a dog needs and why?

Activities: Lesson 3

My favourite things…

Explain that in this session we are going to learn about possessions. Brainstorm this word and ensure that the children understand what a possession is.

Bring in one of your one treasured possessions and talk about it. Explain why it is important to you. What do the children think you like about it and how would you feel if someone else took it?
Brainstorm what the children already know about this and get them to talk about what things they love and cherish. What have their animals got that is only for their use? Do the children realize why they have to have different toys to their pets?

Y2 Brainstorming session_st_en from Blue Dog on Vimeo.

Blue’s favourite things…

Read the three teddy bear stories over the week and discuss what has happened. Re in act the stories with the children taking on the character roles. Photograph the children in role and use hot seating activities for children to explain why the dog reacted as they did.

Use Blue puppet and costume in smaller groups with adult support to elicit greater understanding and more information from the children. Talk to the children about what these stories tell us about dogs and their possessions.

• What should they do when a dog takes one of their possessions?
• Do they recognize that a dog may have very treasured toys?
• Can they explain why a dog shouldn’t be allowed to use these toys all the time? (over possessiveness, obsessions etc)
• Can they explain why it is a good thing to have separate dog and child toys?
• When should they leave their dog alone? when eating / playing / chewing / sleeping
• Why can chasing their dog be a problem?
• Why do dogs need a safe resting place?
• Do the children know that they should not be disturbed?

During the week collect photos and drawings of the children with their favourite things. Display these along with any clip art or photos of dogs with their favourite things. Add emotion words and speech bubbles e.g. My favourite thing is … because…’ You could make a class book of ‘Our Favourite Things’
See JM for photos of dog if required to add to collection, e.g. favourite place and favourite thing for a dog!

Plenary

• What have we learnt about the word ‘possession?’
• What can humans do to make sure that a dog knows what they may play with and where?

ICT

Go to the toolbox card games

The cards can be used for a diamond nine game: http://classtools.net/education-games-php/diamond9

Child’s most / least favourite toy /food
What about the other children – do they all have the same favourite things?

• Blue’s most / least favourite toy/food

What about other dogs – do they have the same favourite things?
How do children feel when someone took their favourite toy?
How does it make Blue feel?

Assessment

Do the children understand that humans can influence and cause a change in dog’s behaviour?
Can they explain dog interactions in relation to possessions and how humans can help the animal e.g. to know that they have special times and places to rest and to play with their own toys?

Activities: Lesson 4

Explore what the children remember from last week’s session about possessions. Explain that this week we are going to look at times when you want to eat quietly or to play on your own, and times that your dog may want to be alone with his food or toys.

Emphasise the need for parental support if you need to do anything with your dog at times when they may be possessive – recap this vocabulary and its meaning.

Read the four Blue Dog Yellow Fish stories during the week and discuss them. (parent guide pages 32-39)

• Do the children understand what could be a problem if the dog is eating or playing and they disturb it?
• How would they feel if a brother or sister took away their dinner or toy?
• Do they realise that even though they love their pet they do need time on their own?
• Where do they like to go to be on their own for some private moments?
• Who should they get to help them if they need to get some toy etc from the dog?
• Do they realise they should call a dog to them rather than approach it, and why?

Explain to the children that now they know a lot more about dogs, their needs and behaviour they are going to write an information book to help younger children to learn about keeping a pet dog.
Sort the children out into mixed ability groups and explain that they are going to each write a page for the book.
– G&T / HA achieving child: ‘Choosing a dog’
– HA child: Training for my dog (and / or) rules for my family
– MA child: The benefits of owning a dog
– LA child: The care and needs of a dog – this should be done with an adult guiding the children’s thoughts
Use the prompts on the resource sheets to help the children organise their thoughts.

Use time this week for children to explore the Blue Dog DVD independently, now that they have talked about it with the adult in class.

Plenary

Look at the children’s notes and discuss how they are going to use them when they write their information page next week. Do they need to use the library or ICT suite for further research or to photocopy or print off material to help them?

ICT

• The Kidscorner can be used as an interactive tool
  
  
• Blue Dog DVD – parent guide

• Go to the toolbox card games
  The cards can be used for a diamond nine game: http://classtools.net/education-games-php/diamond9

To understand that animals including humans have different feelings and emotions

Diamond nine game – use groups of nine items (food, toys, objects).

Ask the children  to rate the items from “most important” to “least important” for themselves, for the Blue Dog, for another dog, for their own dog. In this way children can start to discuss the relative value of “important”, i.e. it may differ for each individual.

Example questions:
What item is most / least important for Blue?
What item is most / least important for another dog?
What item is most/least important for your own dog?

To understand how emotions can influence behaviour in the CONTEXT of food
– How do you feel when somebody tries to take a high valued object away from you? How would you react?
– How is Blue feeling when a child takes away a high valued object? How would Blue react?

Simon and his strawberry ice cream
Simon is enjoying his strawberry ice cream. Hmm this tastes wonderful. Blue is interested and whines; as if to say, “Hey Simon, give me some ice-cream.”

Simon keeps his ice cream and so Blue jumps and tries to get hold of it. Simon gets angry and lifts his hands in the air to keep his ice cream away from Blue. But Blue is so strong… and by jumping up he scratches Simon’s face and the ice cream falls on to the floor. Blue licks up the ice cream and Simon starts crying.

Assessment

Do the children understand that humans can influence and cause a change in dog’s behaviour?
Do they understand dog behaviour can change when it is around food and toys?

Activities: Lesson 5

Remind the children about their notes for their booklets that they put together last week. Give them time to revise their thoughts and use talk partners to get their ideas in speech format before the children attempt to write their page for the booklet.

Y2 Talk Partners_st_en from Blue Dog on Vimeo.

Use this session to link with literacy where required e.g. use of title, sub headings etc.
Emphasise clarity of explanations for people who do not know as much as they do, about dogs, their needs and their behaviour.

Support the children as they write, reminding them of their research and what information is useful for people.

• G&T / HA achieving child: ‘Choosing a dog’
• HA child: Training for my dog (and / or) rules for my family
• MA child: The benefits of owning a dog
• LA child: The care and needs of a dog

Complete the booklets with illustrations, clip art, contents and glossary as required.
Continue to use time this week for children to explore the CD Rom independently, now that they have talked about it with the adult in class.

Plenary

Look at the children’s booklets and discuss how they should be used.

• Which children do they think would benefit?
• Does this booklet cover information for a family?
• Do they need to include more information and how would they find this out?

ICT

• In ‘Dazzle’, Revelation Art or other drawing package, children to draw pictures for book cover etc.
• Cards and materials can be found in the downloads

Assessment

Have the children demonstrated what they have learnt over the past set of lessons? Can they articulate it in words, pictures or speech?

Activities: Lesson 6

This week is a celebratory week for the children to explore and acknowledge all the work they have done on the project.

Talk about all we have learnt about dogs and look at some of the booklets created by the children, particularly talking about and celebrating why people have dogs, and why we like to have animals in general around us.

Children to explore clay to create a head of a dog, looking at the Blue Dog DVD for inspiration to create their own image of Blue or a breed of dog. Ensure the children have appropriate images to work from to help them.
Create a small thumb pot in two halves and join before adding thumb eyes and additional features with slip. Children to talk about their clay head to their group, and describe Blue and how he is feeling.
Clay work can be fired or left to dry. This made then be varnished or painted as required.

Use pop up techniques to create a scenario with Blue and the Family to add to the booklets they have made about dogs. Children to explain to their friends what is happening in their scenario and how the family needs to make the right choice for Blue.

Plenary:

Look at the selection of clay heads and pop up pictures and discuss the outcomes. Are the children positive about their work?

Do they know more about the needs of dogs and responsibilities of families to care for them appropriately?
Ensure these paintings and moving pictures are shared with other year group and talked about positively.

Give time for the children to explore the CD Rom on the class computers this week. Work in pairs and ask children to check their partner’s responses so they know that they and their friend would be safe around real dogs.

ICT

• In ‘Dazzle’ or other drawing package children to create a poster using ICT.

• Blue Dog DVD – parent guide
• The cards can be used for a diamond nine game: http://classtools.net/education-games-php/diamond9

Blue’s most / least favourite toy/food

What about other dogs – do they have the same favourite things?

The images on the cards can be used for creating pop up scenarios

• How does Blue feel when someone takes his favourite toy / food
• How does Blue behave when someone takes his favourite toy / food

Assessment

Do the children understand that animals have different feelings and emotions?
Can they explain how these feelings might affect the behaviour of the animal?
Can the children demonstrate their knowledge through the medium of clay or pop up pictures?