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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, 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 exercise, 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

English Language Arts (2004)

Grade 7

  • 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 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.
  • 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 2: Measurement - The learner will understand and use measurement concepts.

Science (2005)

Grade 6

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

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.