For elementary schools we offer Whiskers, Habitats, Bite Prevention, Flash Cats, Basic Pet Care, Animals in Art and What is Animal Cruelty.  We attempt to make all presentations as interactive as possible through audience participation, colored flannel boards, and/or authentic samples.  Some presentations may include the use of overhead transparencies, and/or videos. At the end of every program, audience members will receive informational pamphlets on the material covered.  To find out if one of our programs is appropriate for your group please call Janice at 215-750-3100, extension 34.

Pre K -1st, Whiskers: The story of a cat named Whiskers and its eventual adoption into a new home is told by one of our educators. Using a flannel board, video and student participation, children discover items that are needed to keep a dog or cat happy, healthy, and safe.

K - 4th, Habitats: This program explores what a habitat is, the difference between wild, domestic, and companion animals, and how to safeguard their proper habitats. Flannel board images and/or games may be used. 

K - 4th, Bite Prevention: Seventy-nine percent (79%) of people who were bitten by dogs were bitten by their own dog! Grades K - 2 learn safety around animals by acting out the body stances they must take to protect themselves from being bitten. Grades 3 - 4 learn how dogs are used today, the dynamics of a dog bite, dog behavior (body language), and how to protect themselves from being bitten.

2nd - 4th, Flash Cats: Understanding cat language through facial and body expression is the goal of this presentation. A poem recited at the end of the program allows students to reenact cat body

language.

2nd - 4th, Basic Pet Care: Basic pet responsibility relating to the care, health, and safety of pets is the focus of this program. Students will be able to examine up close different items available for dogs and cats. Discussing the pros and cons of common pet supplies will help promote critical thinking as well as allow students to examine items from the pet's perspective. This presentation may include a video.

2nd - 4th, Animals in Art: Participants will learn how animals have been presented in art throughout the ages. Depending on age level, individuals will discover the ways artists use animals to represent current social climate. This presentation includes an activity where the students create their own piece of animal art.

4th Grade, What is Animal Cruelty?:  What is or isn’t cruel may surprise the students and the teachers. The students will learn about existing animal laws and some legal terminology. They will discover how improper care (small collars, poor grooming) can lead to an arrest, how just watching an animal fight (pit bull/cock) is a felony, and what a cruelty investigator does. Also, the students learn how they can prevent cruelty in their own community.  If there is time, the “puppy mill” problem will also be addressed.  If requested, we will include information on how the public, including children, have a say in creating laws. This concept reinforces the idea that students can inspire change in our laws and communities. (The latter will add 15 minutes to the program.) 

Program fees: At school: $30 per class for up to 35 students. Fees vary for larger groups.

At the Society: $25 per class (includes shelter tour). Groups may not exceed 40 students.

 Classroom Presentations - 4th to 12th grades

The Education Department offers presentations that match PA Academic Standards such as History, Science & Technology, Arts & Humanities, Family & Consumer Science and Civics & Governments.  To find out if one of our programs is appropriate for your group please call Janice at 215-750-3100, extension 34.

Grades 4-9: Family and Consumer Science (11.1.6 & 11.1.9)

Grades 4-12: Civic and Government (5.1.6 through 5.1.12)

Grades 5-12: Science and Technology (9.1.5, 9.1.8 and 9.1.12)

Grades 5-12: Arts and Humanities (3.6.7 through 3.6.12)

Grades 7-9: History (8.2.9 A-C)

Grades 4-9: Family and Consumer Science

11.1.9 D “Explain how consumer rights and responsibilities are protected (e.g., government agencies, consumer protection agencies, consumer action groups.)”

      Puppy mills sell low-quality dogs to the unsuspecting public. Puppies were becoming sick or dying after being purchased. Something had to be done! The Dog Purchaser Protection Plan was introduced to the legislature. NINE YEARS LATER it was passed. Why so long? What was the problem behind protecting the consumer?

      Humane Societies and Dog Clubs worked together to create a “Puppy Lemon Law.” It wasn’t an easy road. Learn why.

11.1.6 D “Analyze information in care instructions, safety precautions and the use of consumable goods as a demonstration of understanding of consumer rights and responsibilities”

      Should dogs come with care instructions and safety precautions? If “no,” then why do we have cruelty investigators enforcing the proper care of pets, and why are most people bitten by their own dog? Students learn dog behavior, care and perform a group writing activity.

11.1.6 G “Identify the public and nonpublic services that are available to serve families within the community.”

11.1.9 G “Analyze how public, nonpublic and for-profit service providers serve the family.”

      What would the community be like without an animal shelter? Is it really needed? Historical and present day perspectives give the answers. Learn about the animal welfare movement and how the Victorian Era brought in the concept of kindness toward animals, how PA women created the first animal shelter in the US, how the first electric car was used in 1911, how laws were passed to protect the transportation of horses and cattle.

Grades 4 — 12^th: Civic and Government

5.1.6-12 J “Explain (Analyze) how law protects individual rights and the common good.”

      What is Animal Cruelty? What is or isn’t cruel may surprise the students and the teachers. The students will learn about existing animal laws and some legal terminology. They will discover how improper care (small collars, poor grooming) can lead to an arrest, how just watching an animal fight (pit bull/cock) is a felony, and what a cruelty investigator does. Also, the students learn how they can prevent cruelty in their own community. The puppy mill problem will also be addressed, time permitting. If requested, we will include information on how the public, including children, have a say in creating laws. This concept reinforces the idea that students can inspire change in our laws and communities.

Grades 5-12: Arts and Humanities

9.1.5 & 9.1.8 E “Know and demonstrate how arts can communicate experiences, stories or emotions through the production of works of art” and Communicate a unifying theme or point of view through the production of works of art.”

And 9.1.12 F “Analyze works of arts influenced by experiences or historical and cultural events through production, performance or exhibition.”

      From cave drawings to Kings and Queens to modern day, animals have been and are an inspiration for all forms of art.  By looking at various artistic images students analyze the stories artists are trying to tell. Students learn how animals were viewed by different cultures and in various eras.

      Students will write a sentence or two about what they would like people to know about animals and create a sketch of their own, which illustrates the very sentence they created about animals. Emphasis is not on the artwork created and even the artistically challenged will enjoy this presentation.

Grades 5-12^th:  Science & Technology

3.6.7-12 A“Explain (Apply) biotechnologies that relate to related technologies of propagating, growing, maintaining, adapting, treating, and converting.”

      Since when is a dog a biotechnology? Answer: Ever since people designed dogs for specific purposes.

      Unlike the cat, the size and shape of the dog has been manipulated by humans, from the long and low Dachshund, which was used to hunt badgers, to the high and wide Mastiff, which was used as a war dog. Dogs have served humans for centuries by guarding, protecting, herding, pulling, searching, hunting, warming and more.

      We’ll talk about how Intentional Artificial Selection and Mutation came into play. Also, about how the determination to design a better dog led to health and mental imperfections. And, how puppy mills have destroyed the quality of these breeds even further. 

      In today’s world of high technology and mass production farming, where does the dog belong? Are they still needed? Have they become misused such as with pit bull fighting or by high-profit puppy mills? Finally, we ask the students what kind of dog they would design for today’s world? What would its purpose be, and what would it look like to fulfill that purpose?

Grades 7-9^th: History

8.2.9 A-C “Analyze the importance of individuals who made a difference in Pennsylvania from 1787 to 1914.    (“Women’s History Month” in March.)

      In the late 1800s through the early 1900s, Caroline Earle White, the founder of the Women's Humane Society, changed the social and political attitude toward the treatment and care of animals in Pennsylvania.  Inspired by the ASPCA in New York, C. E. White set out to create the first animal welfare agency in Pennsylvania, raising funds to start the Pennsylvania SPCA and later founding what is now the Women's Humane Society in 1869.

      C. E. White opened the first animal shelter in the United States in Philadelphia and the first veterinary clinic to be associated with a shelter. C. E. White fought for the legal protection of animals whether it was proper care or transportation. Her many cruelty investigators stopped the abuse or neglect of pets, farm animals, and overworked horses. And, being ahead of her time, her agency used an electric car in 1911 to bring water to thirsty working horses.

          Actual photos from our archives are used to illustrate the reality of the era and how some things, sadly, have not changed such as pet over population and cruelty to animals. This program is an eye-opener for students who thought all women were powerless in the 1800s. 

Program Fees:  At school $35 per class (up to 35 students) Fees vary for larger groups.  At the Society $25 per session (including a shelter tour).  Groups not to exceed 40 students.

Girl and Boy Scout Pet Badge Programs

The Women’s Humane Society invites you and your troop to our shelter to work on your Pet Care badges.  The workshops include a 45 minute presentation, tour of the shelter and, if time allows, a video.  Workshops are held on Wednesday nights from 6:00 to 7:00 p.m.  The cost of the workshop is $25 (Donations of canned cat and dog food are also appreciated to help feed our homeless animals).  Workshops may be scheduled September through June by calling Janice in the education department at 215-750-3100, ext. 34.  Dates fill up quickly, so we recommend calling early. For troops with a small number of children, we may schedule you with an additional troop to allow more troops to participate in the workshops.

Workshop teachers needed:  If you or anyone working with your troop would like to be trained to give these workshops at our shelter, please contact Janice at the number provided above.

To find out if one of our programs is appropriate for your troop, please call Janice at

215-750-3100, extension 34.

THE WORKSHOPS ARE:

For GIRL SCOUTS…………….

Brownie Try-Its— Actual pet products are used to explain what is good, the not so great and possible dangerous to animals. This program is fun and interactive. Depending on time, safety around dogs or a video may be included.

Juniors and Cadettes 

Pet Care— Practical pet care will be taught through an audience participation program including information on how to choose a pet and responsible pet ownership. (Meets requirements #1 and #2)

Pet Health— Students will gain information on grooming, nutrition, vaccinations and health issues. (Meets requirements #4, #5, #9)

Pet Behavior— The program focuses on animal body language, training and personal safety around animals. (Meets requirement #10)

Bronze or Silver Badge Scouts may be interested in three projects they can organize.

1. The making of cat-nip toys and cat-nap-pads for the adopters at our shelter.

2. Caring for our “Butterfly Garden,” weeding, planting, watering, etc.

3. Conducting a “Pet Food Drive” for our homeless animals. (Wish List from Janice available upon request).

4. Designing a Pet Care bulletin board for our main lobby.

For BOY SCOUTS…………….

Tiger Cubs [grade 1]

Whiskers - Felt-board story about the abandonment of a cat, its care at our shelter, and its eventual adoption.  The story explains the dangers for an outdoor cat, the health exam at our shelter, and the products needed to make the cat happy in its new home.  It emphasizes the point: “never touch strange animals.”

Cub Scouts and Webelos Scouts [grades 2 through 5]

Basic pet care – Actual pet products are used to demonstrate what is good, not-so-great and possibly dangerous to animals.  This program is fun and interactive. Depending on time, safety around dogs may be included.

Boy Scouting [age about 10.5 until 18]

Pet Care— Practical pet care will be taught through an audience participation program including information on how to choose a pet and responsible pet ownership. 

Pet Health— Students will gain information on vaccinations for diseases and which diseases are zoonotic, basic grooming, nutrition, and training.

Dog Behavior & Safety around dogs — The program focuses on dog body language, bite prevention and personal safety around dogs. 

Eagle Scout Projects

WHS has had a successful history or working with Scouts who want to earn their Eagles Badge.  Projects that have been completed already are: New street sign erected and bushes planted; new benches and picnic tables built; newspaper storage bin built, and more.  

If you’re interested in doing a project for us, please contact Janice Mininberg at 215-750-3100 ext 34.