TITLE OF THE LEARNING EXPERIENCE: It's A Zoo Out There!

Author: Michelle Watkins

Beaver River Central, P.O. 179, Beaver Falls, NY 13305

Additional Practitioners / Field Testers: Doris Boliver, Anne Crowell, and Phil Looby

1. LEARNING CONTEXT

This learning experience is designed to integrate the disciplines of English 10, Biology and Technology. Students generate a professional fundraising brochure to demonstrate their technical writing skills, their understanding of ecosystem biodiversity, and skills associated with the use of Publisher ’97 software. Requirements for the project are presented to students using a brochure that contains necessary directions. The process and topic outlined here could easily be adapted to other grade

This project is conducted concurrently in English 10 and Biology classes. Students each select a different organism as the focal point of their study.

In the Regents Biology course, this experience complements the study of ecology. Organization, interpretation, application and synthesis of information from student study of ecosystem dynamics, taxonomy, and life history characteristics, is evidenced in the brochure that they design. Students employ interdisciplinary problem solving skills in order to design appropriate research proposals or remedial actions needed to conserve an organism. Desktop publishing software is used as a tool to effective

New York learning standards, key ideas and associated performance indicators that this project is designed to address and assess in the Biology curriculum include MST Standards 4 and 7.

In English 10, students are introduced to the style associated with technical writing and its intended purpose. Emphasis is placed on the importance of developing a concise, specific, accurate, and relevant presentation that speaks to the designated audience. This necessitates student discovery of information as a result of research. Students demonstrate their understanding of technical writing by applying criteria to the brochure that they create.

New York learning standards that this project is designed to address in the English curricular area include ELA Standards 1 and 3.

In addition to its interdisciplinary dimensions, this project is also integrated. The technology component, namely skills associated with online research and the application of Publisher ’97 software, are presented by both the English and Biology teachers. The use of online information resources makes it especially necessary for students to discern the biases that may influence authors from a variety of backgrounds and levels of expertise. In this context, students recognize and take advant

New York State Technology learning standards that this project is designed to assess include MST Standard 5.

2. PROCEDURE

The "It’s A Zoo Out There!" project is introduced in English and Biology classes concurrently, at key points in each curriculum. Associated instructions are given midway through the biology teacher’s presentation of the Ecology unit and after English students are introduced to the goals of technical writing.

I. Connection of this learning experience to ongoing Biology and English curricula prior to the introduction of the project:

Before introducing "It’s a Zoo Out There!" in English classes, cooperative group activities and a culminating interactive lecture are designed to equip students with skills necessary to rise to the challenge of communicating highly technical information in a manner that the audience both understands and finds useful. Emphasis is placed on obtaining and using objective, verifiable information resources. Ultimately, the brochure they design will present a relevant and well-organized integration of t

Prior to introducing the brochure project in Biology classes, a variety of inquiry techniques and cognitive strategies are used to present declarative and procedural knowledge about ecology that must be mastered by students during this unit. Emphasis is placed on how biodiversity provides stability to an ecosystem. Just prior to introducing students to the "It’s a Zoo Out There!" project, cooperative teams analyze a model brochure to determine the Monarch butterfly’s n! iche in its ecosystems and ho<

II. Presentation of the "It’s A Zoo Out There!" technical writing project

In both English and Biology classes, the details of the project requirements are presented in a brochure, modeling the use of Publisher ’97 and the brochure concept. Examples of student work are available to illustrate project possibilities to students. Students are made aware of the resources that are available for their use. They are introduced to the assessment tool that will be used to evaluate their finished product in each discipline. Copies of all of these handouts are located in th

Only a limited amount of "in class" time is dedicated to this project once it is introduced, however instruction that is in progress complements this activity. For example, in English, skills associated with making concise and objective presentations of technical information are taught while students take initial steps to use information that they have researched in their own technical writing. Students are also made aware of deadlines associated with various stages of the writing process.

In Biology classes, students are introduced to the activities of environmental groups with special interests. For example, roles of Local Fish and Game clubs, the Nature Conservancy, and the Adirondack Mountain Club, are explored in the context of an inquiry-based activity designed to identify the advantages of doing research on specific organisms and their ecosystems. Other declarative knowledge regarding the impact of human decisions and activities on the living environment is covered a

Instructions associated with the use of technology is covered by both English and Biology teachers in the context of info-mercials and clinics, timed to assist students at various stages of work. A reference sheet has been developed that provides students with "hints" for the use of Publisher ’97 to design brochures. Interested students are provided with Internet instruction in accordance with the school districts Internet usage policy. A collection of Internet "Hot sites" have been provided to en

3. INSTRUCTIONAL/ENVIRONMENTAL MODIFICATIONS

This project lends itself well to the accommodation of a wide range of student abilities. Supplementary assistance and additional time to work on the project is provided to students in the Learning Center environment and by teachers participating in the project. When necessary, project criteria are altered as required to meet an individual student’s IEP. Supplemental information sheets detailing basic ecological principles, and hints on the use of the Publisher ’97 software, provide furthe

Students with exceptional capabilities in any of the dimensions of this project can be challenged to attain higher levels of achievement in a number of ways. Options include: extending research; investing creativity in their document’s presentation; involving themselves in ongoing environmental action to conserve the organism they’re studying, and/or by acting as a peer instructor for students learning to use Publisher ’97.

4. TIME REQUIRED

"It’s A Zoo Out There!" has been designed as a long-term project in our curricula that lasts approximately four weeks. Only four to six class periods are devoted to this learning experience. Our current class schedule allows for 39-minute instructional periods that meet each day throughout the school year.

Advance planning by teachers includes scheduling classroom access to the school library and/or collecting informational resources on a variety of organisms, for student use in the classroom. Teachers involved with this project should have a basic level of proficiency with Publisher ’97 software, or have provided a team of student peer coaches with project expectations prior to the experience.

Students are given two to three days to select an organism for their study. A deadline is established for students to demonstrate that research on the selected organism has been completed and that sources have been documented. A total of three weeks is provided for students to complete their research and prepare a draft of their work for peer and teacher review. An additional week is provided for students to use peer and teacher feedback to hone their final submission.

During this time frame, brief clinics on the use of Publisher ’97 are presented in English class, where approximately three full class periods are devoted to work on the project. An additional English class period is devoted to peer review of student drafts. Two Biology class periods are also dedicated to this project. Students use this time to research classification, and the natural history of the organism that they are studying. They are also taught skills needed to obtain useful info

A great deal of work on this project is completed outside of normal class time. Students are encouraged to use networked computers during their study halls, before and after school.

Teachers invest time conferencing with individual students throughout the project, checking to make sure that progress deadlines are met, and providing feedback on their first draft. Each teacher invests approximately ten minutes for the assessment of each final product.

• 5. RESOURCES

Access to computers that have Publisher ’97 software, and online information sources (encyclopedias, journal articles and/or Internet access), are essential to the success of this project. A library of resource materials on a variety of living things is also necessary. Access to the Internet, to a high-resolution scanner and to a digital camera further enhances the integration of technology for the purpose of boosting student skill development.

Students are provided with copies of the "It’s A Zoo Out There!" project description; a self assessment checklist itemizing the project criteria; a copy of rubrics that will be used for the final evaluation of the project by both their English and Biology teachers; a sheet of hints for creating brochures using Publisher ’97; and suggestions for using the Internet for research, as well as an Ecology information sheet.

Teachers make use of the same printed materials that are provided to students. Likewise, they need access to software and information resources for the purpose of verification and assessment.

6. ASSESSMENT PLAN

Quality time is invested in assessment throughout the project. Students are provided with a self-assessment checklist as they prepare their brochure. Teachers invest time conferencing with individual students throughout the project, and checking to make sure that progress deadlines are met. The English teacher and a student peer, provide suggestions for improvement on the project draft. A technical writing rubric has been designed for the evaluation of the final product for an English grade.

7. STUDENT WORK

The attached samples of student work illustrate different levels of performance. Exhibits A and B illustrate examples of outstanding student work. Exhibit C illustrates good work, while Exhibit D is the work of a student who has not yet achieved mastery of the standards defined by this learning experience

8. REFLECTION

This project has been especially well received by our students primarily because it makes numerous applications to real life scenarios and because it is immediately obvious that the skills that they develop can be used in other situations. Students are able to choose an organism for study that is relevant to their interests. Problem solving skills associated with determining how to best conserve a particular species engages student creativity. Students also thrive as peer coaches as they become famili

Appreciation is extended to Mary Knapp of Watertown High School for insights shared via the Biology Mentor’s Network, regarding the use of brochures in the Biology classroom.

Please find the following items in the Appendix (which is available from the author):

"It’s A Zoo Out There!" brochure - Technical writing project description

"It’s A Zoo Out There!" required elements - Self Assessment checklist

Biology Grading Rubric/Rating Scale

English - Technical Writing Rubric

Ecology Information Sheet

Handy Hints for Creating a Brochure Layout using Microsoft Publisher

Internet Resources - for "It’s A Zoo Out There!" research

"Life Flight" Monarch butterfly brochure -

Used to link the experience to the Biology curriculum

Examples of Student Work, associated rubrics and grades -

Exhibits A, B, C and D