LEARN NC

K–12 teaching and learning · from the UNC School of Education

Zoo integrated unit

The unit uses the North Carolina Zoological Park as a teaching tool rather than as a nice place to visit. It can be used by a single teacher or multiple teachers of different subjects, and it is aimed at 7th and 8th graders.

A lesson plan for grades 6–8 English Language Arts, Information Skills, Mathematics, Science, and Social Studies

By Craig Smith

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Learning outcomes

  • Math: Problem Solving, Scale Drawings, Proportions
  • Science/Social Studies: Data Collection, Scientific Observations, Habitats, Ecosystems, African Climate, African Geometry
  • Communication Skills: Write an essay on conclusions from the Math and Science/Social Studies components.

Teacher planning

Time required for lesson

2 weeks

Materials/resources

Technology resources

  • GPS Unit (if available)
  • CBL Unit (if available)
  • Temperature Probe (if available)
  • Graphing Calculator (if available)

Pre-activities

  • Math: Students will need to understand proportions, scale drawings and basic measurements.
  • Social Studies: Students will need to have a basic understanding of maps.
  • Science: Students will need to know how to collect data.
  • Communication Skills: Students will need a basic understanding of point of view.

Activities

Day One

Math: Find each student’s Magic Number.

In this excercise, students will gain a skill that will help them solve the zoo map problem when assigned. Through walking on a football field students will gain a personal understanding of distance using non-standard units. Students will use this experience to create and evaluate other maps.

Day Two

Science/Social Studies: Use various techniques to review the components of maps. Two Internet-based possibilities are:

  1. Round Earth, Flat Maps by National Geographic. Discusses the different projections a cartographer may use to provide navigational data at a readable scale. Mapmakers tailor their creations to focus on area, shape, distance, direction, and other objectives. This site would be an excellent way to provide a whole-class instructional experience using the Internet and a display device.
  2. Glossary of Cartographic Terms by The University of Texas at Austin. Students may use this site as a reference, and create a "term of the day" board in the room for the duration of the unit. Teachers may also use this as the basis of a vocabulary list for this unit.

Give each student a copy of the Zoo Map. Lead students into a discussion about what is missing from the map. (scale)

Day Three

Science/Social Studies: Using their Magic Numbers and compasses, students will walk a teacher determined course. The information gathered will allow students to draw their own map of the course.

Day Four

Science/Social Studies: Using the data collected in Day 3, students will draw a map of the course they walked (drawing the map).

Day Five

Math: Using proportions, students will enlarge the maps drawn on Day 4. Teachers can choose how large or small the new maps should be.

Day Six

Science/Social Studies: Assign each student an African Animal that is on display at the North Carolina Zoological Park using the animal list). The student will then research the animal’s African Habitat. Record results on the comparison sheet.

Day Seven Field Trip to the North Carolina Zoological Park.

Math: Students will have up to 2 hours to answer the question "is the map of the zoo drawn to scale?"

Science/Social Studies: Students will spend an hour at their assigned animal’s zoo habitat. While at the habitat, students will use the CBLs, probes, and graphing calculators to collect data on the animal’s Zoo habitat. Results will be recorded on the comparison sheet.

Day Eight

Language Arts: Students will use information gathered from the activities completed to this point to write an essay on one of the following topics. Students or groups will prepare PowerPoint presentations on their topics

  1. Argumentative Essay: Answer the problem "Is the Zoo map drawn to scale?" Answer must be supported with data. Students should also explain how they arrived at their conclusions. The reader should have a clear picture of the process used to solve the problem.
  2. Informational Essay: compare and contrast the animal’s African habitat with its Zoo habitat.

Day Nine

Language Arts: Students will revise and edit their essays.

Day Ten

Communication Skills: Students will give in class poster or PowerPoint presentations about their topics.

Assessment

Math: "Is the Zoo map drawn to scale?"

  • 4—Answer correct, evidence of strong mathematical reasoning.
  • 3—Answer correct, evidence of strong mathematical reasoning with minor flaws
  • 2—Evidence of some mathematical reasoning with major flaws.
  • 1—No evidence of mathematical reasoning.

Science/Social Studies: Map exercises and animal comparison

  • 4—Covers research completely and in depth.
  • 3—Includes essential information.
  • 2—Includes some essential information.
  • 1—Includes little essential information.

Language Arts—Essay/Presentation

Rate each of the following features on a scale of 1–4: focus, organization, support and elaboration, style, conventions, and presentation.

Supplemental information

Attachments:

North Carolina Curriculum Alignment

Information Skills (2000)

Grade 7

  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.02: Produce media in various formats (print, graphical, audio, video, multimedia) appropriate to audience and purpose.

Grade 8

  • Goal 5: The learner will COMMUNICATE reading, listening, and viewing experiences.
    • Objective 5.03: Describe, support an opinion, and/or persuade an audience using a variety of media formats (print, graphical, audio, video, multimedia).

Social Studies (2003)

Grade 7

  • Goal 2: The learner will assess the relationship between physical environment and cultural characteristics of selected societies and regions of Africa, Asia, and Australia.
    • Objective 2.02: Describe factors that influence changes in distribution patterns of population, resources, and climate in selected regions of Africa, Asia, and Australia and evaluate their impact on the environment.
  • Goal 3: The learner will analyze the impact of interactions between humans and their physical environments in Africa, Asia, and Australia.
    • Objective 3.02: Describe the environmental impact of regional activities such as deforestation, urbanization, and industrialization and evaluate their significance to the global community.
  • Goal 5: The learner will evaluate the varied ways people of Africa, Asia, and Australia make decisions about the allocation and use of economic resources.
    • Objective 5.03: Explain how the allocation of scarce resources requires economic systems to make basic decisions regarding the production and distribution of goods and services, and evaluate the impact on the standard of living in selected societies and regions of Africa, Asia, and Australia.
  • Goal 10: The learner will compare the rights and civic responsibilities of individuals in political structures in Africa, Asia, and Australia.
    • Objective 10.03: Describe rights and responsibilities of citizens in selected contemporary societies in Africa, Asia, and Australia, comparing them to each other and to the United States.
  • Goal 11: The learner will recognize the common characteristics of different cultures in Africa, Asia, and Australia.
    • Objective 11.02: Examine the basic needs and wants of all human beings and assess the influence of factors such as environment, values, and beliefs in creating different cultural responses.

Computer Technology Skills (2005)

Grade 7

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.04: Recognize and discuss how Copyright Laws protect ownership of intellectual property and identify and discuss consequences of misuse. Strand - Societal/Ethical Issues
  • Goal 3: The learner will use a variety of technologies to access, analyze, interpret, synthesize, apply, and communicate information.
    • Objective 3.10: Select, evaluate, and use a variety of digital resources and information to research and present findings about Eastern Hemisphere: Africa, Asia, and Australia. Strand - Telecommunications/Internet

Grade 8

  • Goal 1: The learner will understand important issues of a technology-based society and will exhibit ethical behavior in the use of computer and other technologies.
    • Objective 1.04: Recognize and discuss how Copyright Laws protect ownership of intellectual property and identify and discuss consequences of misuse. Strand - Societal/Ethical Issues

English Language Arts (2004)

Grade 7

  • Goal 2: The learner will synthesize and use information from a variety of sources.
    • Objective 2.01: Respond to informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • analyzing the characteristics of informational works.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences and/or conclusions.
      • generating questions.
    • Objective 2.02: Use multiple sources of print and non-print information in designing and developing informational materials (such as brochures, newsletters and informercials) through:
      • identifying and using appropriate primary and secondary sources.
      • comparing, contrasting, and evaluating information from different sources about the same topic.
      • evaluating information for extraneous details, inconsistencies, relevant facts, and organization.
  • Goal 3: The learner will refine the understanding and use of argument.
    • Objective 3.03: Create arguments that evaluate by:
      • understand the importance of establishing a firm judgment.
      • justifying the judgment with logical, relevant reasons, clear examples, and supporting details.
      • creating an organizing structure appropriate to purpose, audience, and context.

Grade 8

  • Goal 2: The learner will use and evaluate information from a variety of sources.
    • Objective 2.01: Analyze and evaluate informational materials that are read, heard, and/or viewed by:
      • monitoring comprehension for understanding of what is read, heard and/or viewed.
      • recognizing the characteristics of informational materials.
      • summarizing information.
      • determining the importance of information.
      • making connections to related topics/information.
      • drawing inferences.
      • generating questions.
      • extending ideas.
    • Objective 2.02: Use multiple sources of print and non-print information to explore and create research products in both written and presentational forms by:
      • determining purpose, audience, and context.
      • understnaing the focus.
      • recognizing and/or choosing a relevant topic.
      • recognizing and/or selecting presentational format (e.g., video, essay, interactive technology) appropriate to audience.
      • evaluating information for extraneous detail, inconsistencies, relevant facts, and organization.
      • researching and organizing information to achieve purpose.
      • using notes and/or memory aids to structure information.
      • supporting ideas with examples, definitions, analogies, and direct references to primary and secondary sources.
      • noting and/or citing sources used.
      • recognizing the use of and/or employing graphics such as charts, diagrams,and graphs to enhance the communication of information.
  • Goal 3: The learner will continue to refine the understanding and use of argument.
    • Objective 3.03: Evaluate and create arguments that persuade by:
      • understanding the importance of the engagement of audience by establishing a context, creating a persona, and otherwise developing interest.
      • noting and/or developing a controlling idea that makes a clear and knowledgeable judgment.
      • arranging details, reasons, and examples effectively and persuasively.
      • anticipating and addressing reader/listener concerns and counterarguments.
      • recognizing and/or creating an organizing structure appropriate to purpose, audience, and context.

Mathematics (2004)

Grade 7

  • Goal 1: Number and Operations - The learner will understand and compute with rational numbers.
    • Objective 1.01: Develop and use ratios, proportions, and percents to solve problems.
    • Objective 1.03: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including box plots and histograms) to solve problems.
  • Goal 5: Algebra - The learner will demonstrate an understanding of linear relations and fundamental algebraic concepts.
    • Objective 5.04: Develop fluency in the use of formulas to solve problems.

Grade 8

  • Goal 1: Number and Operations -The learner will understand and compute with real numbers.
    • Objective 1.01: Develop number sense for the real numbers.
      • Define and use irrational numbers.
      • Compare and order.
      • Use estimates of irrational numbers in appropriate situations.
    • Objective 1.02: Develop flexibility in solving problems by selecting strategies and using mental computation, estimation, calculators or computers, and paper and pencil.
  • Goal 2: Measurement - The learner will understand and use measurement concepts.
  • Goal 3: Geometry - The learner will understand and use properties and relationships in geometry.
  • Goal 4: Data Analysis and Probability - The learner will understand and use graphs and data analysis.
    • Objective 4.01: Collect, organize, analyze, and display data (including scatterplots) to solve problems.
  • Goal 5: Algebra - The learner will understand and use linear relations and functions.
    • Objective 5.01: Develop an understanding of function.
      • Translate among verbal, tabular, graphic, and algebraic representations of functions.
      • Identify relations and functions as linear or nonlinear.
      • Find, identify, and interpret the slope (rate of change) and intercepts of a linear relation.
      • Interpret and compare properties of linear functions from tables, graphs, or equations.

Science (2005)

Grade 6

  • Goal 7: The learner will conduct investigations and use technologies and information systems to build an understanding of population dynamics.