1. Welcome to the Huge Manatees Today is Thursday, February 6, 2014 and you will need: Notebook Writing tool Class Folder Start up is a See – Think – Wonder - Connect

2. Start Up SEETHINKWONDERCONNECT

3. Daily Learning Target “I can compare and contrast animal rights concerns and environmental concerns” Progression of Learning “I understand the difference between environmental concerns and animal rights concerns” “I can ‘play’ an animal rights activist or environmentalist” “I can evaluate the arguments in our editorial”

4. “I understand the difference between environmental concerns and animal rights concerns” Animal Rights Concerns Environmental Concerns Animals’ quality of life The ways in which animals are hunted or killed Humans’ ethical treatment of wild and domestic animals Scarcity or abundance of animal species Pollution and environmental contamination Food chains and relationships between animal species Biodiversity

5. “I can ‘play’ an animal rights activist or environmentalist” ‘Play’ your part You are an animal rights activist or environmentalist You are surrounded by other people who are concerned primarily with the environment or with animal rights For each situation discuss… What is most important/concerning to your perspective? From your perspective, how should we solve the problem?

6. Scenario #1 Animal RightsActivist Major Concerns: Solutions: Environmentalist Major Concerns: Solutions:

7. “Meat Factory” Every year in the U.S., more than 27 billion animals are slaughtered for food. These animals produce 130 times more excrement than the human population, and the run- off from their waste pollutes local water supplies. It also emits gases like methane and nitrous oxide, which are major contributors to global warming. In addition, animals on factory farms are often treated like meat, milk, or egg machines. They are kept in dark, crowded conditions and deprived of exercise so that all their bodies' energy goes toward producing flesh, eggs, or milk for human consumption. If that’s not enough, farmed animals consume 70 percent of the corn, wheat, and other grains that we grow, and one-third of all the raw materials and fossil fuels used in the U.S. go to raising animals for food. After their short, miserable, and expensive lives, many animals are slaughtered while still conscious.

8. “Commercial Whaling” The International Whaling Commission banned commercial whaling in 1986 to try to conserve species on the brink of destruction. But over 1,000 whales – including endangered whales and some populations already depleted from centuries of overhunting – are still killed every year. Japan has continued by claiming that whales are being killed for scientific research, and Iceland exploits loopholes in the ban in order to keep slaughtering whales for profit. Over the years, commercial whaling has depleted a number of whale populations, some near extinction. With the adoption of rules to protect them, many whales have made a comeback, but their survival remains fragile. And whaling – along with hazards such as ocean noise, ship strikes, pollution, unsustainable fishing practices, oil and gas development and climate change – continues to be a threat to these intelligent creatures who play a significant role in ocean ecosystems.

9. “I can evaluate the arguments in our editorial” “Animal Activists are Stirring up Bloody Water” Read and annotate Persuasive Devices Arguments and Thesis “Sides” of the controversy What is Gardner’s thesis? Are you convinced? Why or why not?

10. Fist to Five “I can compare and contrast animal rights concerns and environmental concerns” Reflection Question 1. Is the whale controversy about animal rights or the environment? 2. Is there really that big of a difference between animal rights and the environment? Homework Read “No Environmentalism is complete…” article from SWIFT site and copy down thesis for Monday

11. Notes Not great…what is the point of this lesson? To decide if the whaling controversy is about animal rights or environmentalism, or to decide if they are actually separate things, or what? Should probably use both articles in the lesson proper, perhaps sections or parts or something…or have more elaborate scenarios etc.