Title: Zoo looking -- Author(s): Barbara Tilke and Jacalyn Groves -- Grade Level: Kindergarten -- Subject Matter: Science -- Synopsis: Introduce students to animals of the Burnett Park Zoo.

Title III Learning Experience

LE Title: Zoo Looking	Author(s): Barbara Tilke, Jacalyn Groves
Grade Level: Kindergarten	School : Edward R. Andrews Elementary
Topic/Subject Area: Science	School Address: Box 990, Morrisville, NY 13408
Email: btilke@mecs.moric.org jgroves@mecs.moric.org	School Phone/Fax: 315-684-9288 Fax: 315-684-7252

LEARNING CONTEXT

Purpose or Focus of Experience

To introduce students to the animals of the Burnet Park Zoo. They will determine: What are the animals they will see at the Burnet Park Zoo? and How are animals selected for the Burnet Park Zoo? This was their first research project. It was a part of the larger unit on Zoo animals. This unit follows a previous unit on Animals. Students were taught the various animal groupings, coverings, and eating habits.

Connection to Standards

English Language Arts
Standard 1

Language for Information and Understanding Students will listen, speak, read, and write for information and understanding. As listeners and readers, students will collect data, facts, and ideas; discover relationships, concepts, and generalizations; and use knowledge generated from oral, written, and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply, and transmit information.

Information Systems
Standard 1

Information technology is used to retrieve, process, and communicate information and as a tool to enhance learning.
Students: access needed information from printed media, electronic data bases, and community
resources.

Science
Standard 4

Students will understand and apply scientific concepts, principles, and theories pertaining to the physical setting and living environment and recognize the historical development of ideas in science.
The Living Environment
1. Living things are both similar to and different from each other and nonliving thing

Essential Questions

Why animals become residents in a Zoo setting ?
How do the environments suit the needs of the animals?

Content Knowledge: Declarative, Procedural

Declarative
Animals are classified by families.
Animals can be found in various kinds of environments.
Animals are plant eaters, meat eaters or both.
Animals have different types of body coverings.

Procedural
Use the Internet to access information.
Students will complete a report template.
Give a simple oral presentation.

PROCEDURE
(Chronologically ordered description of all teacher & student activities and interactions.)

    Prior to the Lessons, the classroom teacher shared the list of animals found in the Burnet Park Zoo with the Librarian. Using this list the Librarian searched the Enchanted Learning Website to locate a coloring and fact sheet for the animals and bookmarking each animal. Using this list, a website which had a colored photograph of the animal was located and bookmarked. A Hotlist was then created of the animals listing the site for the coloring sheet and the site for the photograph.
    Students sat on the floor and discussed the up coming Field Trip to the Burnet Park Zoo in Syracuse. We brain stormed what type of animal we might find at the zoo. The teacher read the story "Zoo Looking" by Mem Fox. Children shared previous experiences at the Burnet Park Zoo. A list of animals which we determined may be at the zoo was created. Children compared a list sent by the Zoo to the list they had created. We eliminated from the list the animals that were not in the Burnet Park Zoo.
    Students selected an animal that was of interest to them by using the black line coloring sheets. These sheets were developed from the list of animals from the Zoo that were found on the Web site ZoomSchool.com from Enchanted Learning. The coloring sheets were shown to the students and the teacher named the animals. The second time through the sheets, the students picked one of their choice.
    Students will go to the Library to use the internet to locate information and a picture of the animal they have chosen. The students will use the mouse and arrow keys on the computer to find the name of their animal on the Zoo Looking Hotlist web site. They will print out the coloring sheet which contains factual information, and a photograph picture of their animal. Using the information, they will prepare a report on their animal, using a developmentally appropriate template.
    Students individually shared their information with their teacher. Some children were able to read the labeling on the coloring sheet. Coloration of the animal was discussed. The child was given time to color their animal and their cover. Teacher assisted in constructing the report, by gluing, laminating and stapling the report.
    Sixth graders met with individual children to help them prepare to give their oral reports. The sixth graders demonstrated how to hold the report, name the animal and "reading" details of the report.
    Children gathered in circle and took turns presenting and listening to oral reports.

INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

Fifth grade students will assist students with reading the information and finding an interesting fact. They will also assist in use of the computer by showing or helping the students to locate their animal on the list and to manipulate the mouse.
Students are heterogeneously grouped. Some students may need more assistance to complete tasks, due to the wide range of ages and abilities in this grade.

TIME REQUIRED

1 period of 25 minutes for introduction of lesson.
1 period of 20 minutes for selection of animal for research.
1 period of 40 minutes for a group of 4 students to use the internet to locate and print their information and to fill out the initial 4 pages of their report.
1 period of 30 minutes to finish report, coloring and making a cover.
1 period of 15 minutes for preparation for giving an oral report.
1 period of 45 minutes for oral reports by the entire class.

RESOURCES

Books
Amazing Animals of the World, Grolier Educational Corp., c1995.24 volumes.
Fox, Mem. Zoo Looking, illustrated by Candace Whitman. Greenvale,NY : MONDO Publishing, 1996.
Paxton, Tom. Going to the Zoo, illustrated by Karen Schmidt. Morrow Jr. Books.
Relf, Patricia. Follow the Zookeeper, illustrated by Carolyn Bracken, Western Pub.
Stamper, Judith. Zoo Worker, illustrated by Kathleen Garry-McCord, Troll.
Wildlife of the World, Marshall Cavendish Corp., c1993. 13 volumes.

Websites
http://www.kn.pacbell.com
        Knowledge Network Explorer by Pacific Bell. A great site to develop a Hotlist, Webquests and
        other teacher related info.
http://www.EnchantedLearning.com/Home.html
        Enchanted Learning. Lesson plans, Animals, activity sheets, etc.
http://www.kn.pacbell.com/wired/fil/pages/listzoolookmr.html
        Zoo Looking, Links to animals in the Zoo by Jacalyn Groves.

ASSESSMENT PLAN
(Include samples of rubrics, checklists, etc.)

Students will complete a report on their Zoo animal using the forms given. Evaluation will be based on the students ability level.

Rubric	4	3	2	1
Detail	Information is detailed, completed and conveys understanding of animal characteristics.	Information is completed and conveys understanding of animal characteristics.	Information is either not completed or does not convey an understanding of animal characteristics.	Information is not completed and does not convey an understanding of animal characteristics.
Color	Illustration uses accurate and complete coloration of the animal	Illustration uses some accurate color	Illustration uses few accurate colors	Illustration does not use any accurate colors
Neatness	Manuscript writing uses correct formation and coloring is in the lines.	Most Manuscript writing uses correct formation and coloring is in the lines.	Some manuscript writing uses correct formation and some coloring is in the lines.	Manuscript writing uses little correct formation and little of the coloring is in the lines.
Effort	Excellent effort	Good effort	Some effort	Little effort

STUDENT WORK
(Include samples of student work showing different levels of performance.)

Since the students wanted to take their reports home, several students volunteered to do a second report for this presentation. However, the students who volunteered, were of average or higher ability.

REFLECTION

The wording was difficult for some children, but a challenge for others and seemed to stretch their knowledge and skills. The use of the Zoo Looking web site expedited the students use of the Internet. It made locating the needed information easier. The students really enjoyed this activity. They liked selecting the animal, using the computer, writing the report and presenting it orally. The students who made a second report, needed minimal help with the computer or finding the facts about their animal. The other Kindergarten teachers were impressed and have expressed a desire to implement this into their program next year. The printer we used was in black and white which gave nice photographs, however next year attempts will be made to have a color printer available. This will also add to the students report, as they will have the color photograph to aid them in coloring their animal.

The use of the website and template were great. The only problem we had was in the physical development of our rubric on the site.