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Stop Animal Cruelty

Your "Be Kind to Animals!" message jumps out with this colorful pop-up card!

  • Grade 2
    Grade 3
    Grade 4
  • 60 to 90 Minutes
  • Directions

    1. Open a discussion with the class about animals and pets. Pose questions such as: Are you an animal lover? What are some ways animals are mistreated? Make a list of student contributions to this conversation on a classroom white board using Crayola Dry Erase Markers.
    2. After organizing students into small groups, ask students to think about which kinds of cruelty to animals they would like to see erased.
    3. Once each group has selected a topic, have students organize materials for their project. Provide the following directions for designing their product: Cut the card. Keeping it folded, cut a file folder with Crayola® Scissors. Make it large enough for a pop-up inside. Across the fold in the center of the card, make two parallel cuts. Open the card and push on the tab created by the slits. The tab will stand out at right angles from the card. Fold and close the card, with the tab sticking up inside.
    4. Groups make a pop-up animal. On leftover file folder, draw a pet or other animal with Crayola Washable Markers. Cut out the animal. Glue it to the tab inside the card with Crayola School Glue. Allow time for glue to air-dry.
    5. Speak up! Organize presentations to share group projects and campaign against animal cruelty.
  • Standards

    LA: Read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grade level text complexity band independently and proficiently.

    LA: Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

    LA: Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’ ideas and expressing their own clearly.

    SCI: Obtain, evaluate, and communicate information about the types of habitats in which organisms live, and ask questions based on that information.

    SCI: Obtain, evaluate, and communicate information that in any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.

    SS: Explore and describe similarities and differences in the ways groups, societies, and cultures address similar human needs and concerns.

    SS: Identify and describe examples of tensions between and individual's beliefs and government policies and laws.

    SS: Give examples of the role of institutions in furthering both continuity and change.

    SS: Explore causes, consequences, and possible solutions to persistent, contemporary, and emerging global issues, such as pollution and endangered species.

    VA: Use different media, techniques, and processes to communicate ideas, experiences, and stories.

    VA: Use visual structures of art to communicate ideas.

  • Adaptations

    Possible classroom resource includes: Animal Experimentation: Cruelty or Science? by Nancy Day

    Students work in small groups to identify reasons why animals should not be tested, as well as reasons why it might be acceptable to use animals for testing. Once the research phase is complete, divide students into two groups in preparation for a class debate: Group 1 will debate for testing; Group 2 will debate against testing. Prior to the debate, students write rules or guidelines to follow while participating in the debate.

    Students design a questionnaire focused on animal testing, wearing furs and hides, and/or farms that confine animals. Investigate what people would be willing to give up in order to help lessen some forms of animal cruelty.

    Students write a short play about their team's perspective on animal testing. Students should be prepared to present their play to classmates. Design costumes using recycled materials.


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  • Creativity.
  • Capacity.
  • Collaboration.
  • Change.
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