Watch a Slideshow
Watch the slideshow “The Strange History of Unusual Pets,” then discuss: Which of the pets in the slideshow do you find appealing? Why?
Students will explore arguments on both sides of the debate.
Lesson Plan - Do Robots Make the Best Pets?
Learning Objective
Students will explore arguments on both sides of the debate.
Content-Area Connections
ELA, STEM
Standards Correlations
CCSS: R.1, R.2, R.3, R.4, R.5, R.6, R.7, R.8, R.9, R.10
NCSS: Science, Technology, and Society
Text Structure
Argument
1. Preparing to Read
Watch a Slideshow
Watch the slideshow “The Strange History of Unusual Pets,” then discuss: Which of the pets in the slideshow do you find appealing? Why?
Preview Words to Know
Project the online vocabulary slideshow and introduce the Words to Know.
Set a Purpose for Reading
As students read, have them think about the potential benefits of owning a robot pet.
2. Close-Reading Questions
1. Why does the author share the story of Sophie and her dog Chip at the beginning of the article?
The author shares the story of Sophie and Chip to give an example of a person interacting with a robot pet. This example shows some similarities between real pets and robot pets, like the robot pet playing with its owner. It also shows some differences, like the robot pet having wheels instead of paws.
R.8 Author’s Purpose
2. What are some things a robot pet with artificial intelligence can do that other robot pets cannot?
Unlike other robot pets, one with artificial intelligence can think and learn like a real animal. It can learn new tricks, show emotions, and develop a unique personality.
R.3 Comparison
3. Why do some people argue that having a real pet is good for kids?
According to the article, some people argue that having a real pet helps kids build confidence and self-esteem and teaches them to be responsible and patient.
R.2 Main Idea and Key Details
3. Skill Building
Featured Skill: Reasons and Evidence
Share the skill builder “Supporting an Argument.” Have students review the debate and identify and record some of the different types of evidence the author gives for each side. Then have students compare their findings with a partner and discuss which types of evidence they find most convincing.
R.8 Reasons and Evidence