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3rd Grade Science

Science & Nature

CAMP! Animal Shelter: Problem-Based Learning

In this one week camp, students will integrate elements of imagination, math, problem solving, design, and planning as they work to set up and run an animal shelter in their community.
Mrs. Russell, M.S. Ed.
354 total reviews for this teacher
2 reviews for this class
Completed by 10 learners
  There are no upcoming classes.
60 minutes
per class
4x per week
over 1 week
year olds
learners per class
per learner - per class

How does a "Multi-Day" course work?

Meets multiple times at scheduled times
Live video chats, recorded and monitored for safety and quality
Discussions via classroom forum and private messages with the teacher
Great for engaging projects and interacting with diverse classmates from other states and countries

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Class Experience

Day 1:
Students brainstorm everything they know about animal shelters.
Students answer questions related to why animal shelters are important parts of the community.
Students create a name, logo, and mission statement for the animal shelter.
Students will dedicate the facility and write about who/what they chose and why.

Along with assisting the animal shelter, students will find a charity or cause they can assist (preferably one that assists with animals).
The students will look at the needed jobs in the animal shelter and pick classmates to do them.
Students create a three-step process for taking in animals when they come into the shelter.

Day 2:
Students will create a poster for dogs and cats that includes six interesting facts for each.
Students will create six adoption rules that are key for individuals who are taking pets home. These rules must apply to all animals.

Day 3:
Students pick supplies and materials needed for the animal shelter. They have 200 credits to spend and cannot go over. They must discuss why they chose items and how they’ll be used.
Students will organize the supplies they bought, look at the data, and answer questions about their purchases. This includes graphing, separating data, and reflecting on choices.

Day 4:
Students will name ten cats and ten dogs that are currently in the facility.
Students create profiles for some of the animals that are currently up for adoption.
Students will create a schedule so all dogs get walked and get a bath on the same day without any overlapping. They will have to refer back to the dogs’ names.
Students design a cat house that must include six different sections.
Students design an outside dog play-area and include at least six sections that must be labeled.

Optional Extension Activities:

Students design two flyers that can be passed out around the community that inform the public about the shelter.
Students will design the entire shelter complex. This will be an overhead view, like blue prints, and there are 12 items they must include. They can also create a map key. 
Students show off the adoptions using the social media app, Adoptagram.
Students are given situations that may occur at the shelter from bad weather to the need for supplies. They must write how they will problem-solve them.
My name is Carie Beth Russell.  I live in the Kansas City area with my husband, two daughters and two cats.  I am a former elementary teacher and gifted education specialist.  I have been “home” since my second daughter was born, but have remained active in the field of education by teaching educational summer camps, tutoring and teaching at a homeschool enrichment program. 

My professional priorities center around student-led learning.  It’s my strong conviction that supporting children as they learn, rather than dictating how and what they learn, is the way to encourage their inborn patterns of curiosity, wonder and problem-solving that will serve them well in all stages of being human.  

While my own children attend public school, we very much view education as something we own and must take personal responsibility for.  We work hard at educational advocacy within the public school context.  I teach my daughters to communicate with their teachers, ask for what they need and request amended or extended: depth, duration and scope of projects, units, skills and personal areas of interest.  

Gifted Education services often provide these things for students who have been identified as such, but these standards and the definition of “giftedness” vary from state to state, based generally on funding, and doesn’t allow for many students to qualify.  This leaves an enormous group of students who have “need of different” but no access to a more open-ended and curiosity-led education.  Please understand that when I say enormous, I mean ALL.  

Out School, and other platforms like it, allow students to adapt their learning modalities and pursue interests and learning pathways that intrigue their own very unique minds.  Teaching students to participate in Student Led Learning, in its various formats, allows them to continue on in their own investigations of an amazing planet and human experience, studying past, present and future as they forge their own distinct path. 
Daily homework will consist of finishing any work not completed in class.  
Documents will be send daily to be printed off and used in class. You will need access to a printer.
Learners will not need to use any apps or websites beyond the standard Outschool tools.
4 hours per week in class, and an estimated 0 - 1 hours per week outside of class.


Mrs. Russell, M.S. Ed.
Lives in the United States
Former public general education teacher and gifted education specialist
354 total reviews
156 completed classes

About Me

Hello and Welcome!

About me:
My name is Carie Beth Russell.  I am the mother of two teenagers, an elderly cat and a forever puppy.  I live in the Midwest region of the United States with my family.  

I am a former public elementary school... 
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