From Bearded Dragons to African Clawed Frogs: Learning with Classroom Pets

Publication Date: 
Tuesday, July 22, 2014 - 15:30

Guest blog by Kathleen Makolinski, DVM, ASPCA Senior Director Shelter Medicine Service and Shelter Research and Development. Kathleen gradu¬ated from the College of Veterinary Medicine at Cornell University. After working as an associate veterinarian for five years, she served as Director of Veterinary Services for a non-profit animal shelter. Since then, Kathleen co-founded and served as president of Feral Cat FOCUS, a community advocacy group for free-roaming cats and co-founded Operation PETS, a stationary spay/neuter clinic in Western New York.

I am very fortunate to have an 8-year-old son named Charlie who is very eager to learn about every type of animal. Given his seemingly insatiable curiosity, my husband and I search for opportunities for Charlie to interact with and build respect for many kinds of animals. These opportunities often include summer day camps, books from the library and internet research, as well as visits to nature centers, animal shelters and museums.

One great way Charlie has learned about animals is in his classroom at school. These “classroom educators” have included a bearded dragon, a turtle, a betta fish, African clawed frogs, finches and gerbils. Students in Charlie’s class provide these pets with regularly scheduled feedings. They also learn about the animals’ anatomical features and how such animals live in the wild. Together, Charlie and I have learned about these animals’ nutritional, lighting and temperature requirements. We have implemented environmental enrichments and shared newly discovered information with his fellow students and his teachers. This summer, we are caring for Charlie’s classroom’s turtle, Zippy.

It’s important for teachers, parents and students to consider the following questions before acquiring a pet for the classroom:

  • How will classroom pets be obtained—from a shelter, pet store, student or teacher, or from the wild? What are the ramifications of each choice?
  • Where will animals go and who will provide care during breaks from school?
  • Is the classroom’s ambient temperature appropriate for the animals when school is not in session?
  • Who will finance food, habitat furnishings and veterinary care?
  • Are related zoonotic diseases—contagious diseases spread between animals and human—understood and are steps taken to minimize them?
  • Are allergen sensitivities adequately addressed?
  • Given the numerous demands on teachers, do they have enough time to maintain animal habitats?

Although there may be great educational benefit for students who have animals in the classroom, some animals may be better suited to this environment than others. Perhaps students and animals can optimally benefit from a mix of interactions with classroom pets, animals who visit occasionally and during field trips.

Have you or your children interacted with classroom pets? Please share your experiences in the comments.

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