Learning Outcomes

Students will be able to:

1. Distinguish between reactions to an animal based on myth or stereotype, and those based on accurate information.
2. Recognize the value of animals' contributions to ecosystems-even those that people sometimes respond to with fear.

Method

Students react to a variety of photos, as a beginning to study of contributions of a range of animals.

Teacher Planning

Subjects: Science, Language Arts
Skills: analysis, comparing similarities and differences, generalization, listing; additional skills for older students: description, research, reporting, small group work, writing
Duration: two 20-minute periods; older students: three 30-minute periods
Group size: any
Setting: indoors
Conceptual Framework Reference: II.A.1., II.A.2., II.B., III.B.1., V.A., V.A.5., V.A.6., V.B.1.
Key Vocabulary: fear, environment, feelings, information
Materials: large photos or drawings of a variety of animals, including some the students might think are "cute" and some they might think are "scary."

Background

Many people don't like spiders. Their first reaction may be to recoil if they see a spider; their second may be to kill the animal as quickly as possible. And yet most spiders are harmless to people. In fact, spiders are important contributors to healthy ecosystems.

Spiders are not the only wildlife that frequently raises a response of fright in people. Wolves, snakes, and bats elicit fear among many people in a number of cultures. Bats, however, are viewed as signs of good luck among some people in China. Reactions may vary from species to species in different cultures.

This activity is designed for students to examine their spontaneous reactions to different animals-separating reactions based on information and experience from those based on misinformation and myth-and to recognize the contributions of animals to ecosystems.

Activities

1. Prepare a series of large photos or drawings of a variety of different kinds of animals. As you show a photo to the entire group of students, ask them to take turns saying the first word that comes to their minds as they look at the picture.
2. With younger students, take the time yourself to write the name of the animal and the words the students suggest on the chalkboard. With older students, have at least two students serve as recorders, writing the words on the chalkboard for the whole group. Let the recorders share the words they think of too, if they like.
3. Ask the students to identify the animals on the list that seemed to generate a response of dislike or fear and those that seemed to generate a popular and generally favorable response.
4. For Older Students
   Divide the students into teams, with each team asked to find out more about one of the animals. In their research, they should find out whether the reactions of the students to the animals were based on accurate information and experiences, or were based on misinformation and inadequate information. Each team should prepare a report to present, including a description of the importance of the animal's contribution to the ecosystem.
5. For Older Students
   Ask the students to present their reports. Talk about the values and contributions animals make-from ecological to aesthetic. (See Section II of these materials.) Identify animals, if any, where the students change their feelings based on having additional or more accurate information. Identify animals, if any, where the students don't change their views. Talk about "first impressions," contrasted with the importance of basing perceptions of animals, plants, people, ideas, etc., on the best information available.
6. For Younger Students
   Ask everyone to help choose an animal that seems especially scary. Tell the students that this animal makes a contribution to the environment in which it lives-and you'll find out what! On your own, or with the help of a local resource person, find out more about the contributions this animal makes-and report back to the students! If possible, and safe, bring in the animal for the students to get to know. See Extensions below. Talk about "first impressions" contrasted with reactions based on knowing more about the animal.

Extensions

1. Bring in one or more live animals-harmless, but ones that students might not want to get close to. For example, a large non-poisonous snake, large non-poisonous spider, toad, or caterpillars. (Make sure the students do not hurt the animal, and that the animal cannot hurt the students. Care should be taken in advance of removing any animal from the wild to make sure that it can legally be moved. If the animal was taken from the wild for this activity, see that it is returned safely-exactly to the place where it was originally found if at all possible-at the conclusion of the activity. See the National Science Teachers' Association's "Code of Practice on Animals in Schools" in the Appendices for additional guidance concerning care of the animal.)
2. Draw a picture of a "favorite" animal and one of a "scary" animal. Write a short story about each-including the value of each.
3. Classify animal groups; e.g., mammals, spiders, insects. Which groups seem to be most "loved," "feared," etc.

Evaluation

What might someone say about a snake, a spider, a wolf, and a deer if they liked the animal? What might someone say about each of these animals if they did not like the animal?

Invent a story-that you tell or write-about someone's reactions to one of these animals: brown bat, bullfrog, spider, garter snake, marsh hawk. If the person is afraid of the animal, describe the importance of the animal to the environment. Try to persuade the person to change his or her "first impression."