The zoo is coming, the zoo is coming

The zoo is coming is a lesson that will give students an opportunity to write a letter to a fictional governor about the pros and cons of having a zoo come to their town.

A lesson plan for grade 4 English Language Arts, Information Skills, and Science

By steven sather

Learn more

• Polar Bears International factual information and maps of where polar bears can be located
• Scott Polar Research Institute easily understood information about polar bears for children

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• McDowell Nature Center and Nature Preserve: Discover local biodiversity and natural heritage through hands-on experiences in the natural world.
• Life cycle of painted lady butterflies: Students will make a chart of the life cycle of the painted lady butterflies that the class observes over a period of several days.

Related topics

• Learn more about biology and life science and science.

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Learning outcomes

Students will:

• Identify problems associated when an animal is removed from its natural habitat.
• Recognize how animals depend on their habitat for survival.

Teacher planning

Time required for lesson

2 hours

Materials/resources

• paper
• pencil or other writing tool

Technology resources

• computer
• printer
• word processing software
• internet access for research

Pre-activities

Habitat Lap Sit. (Project Wild: K–12 Activity Guide.)

Have students count off, “food, water, shelter, space (1, 2, 3, 4).” In order for animals to survive, they need these components. Have students form a circle, shoulder to shoulder. Students should then say their habitat name, “food, water, shelter, space” and continue around the circle until everyone has called out their habitat. Students will then turn to the right and take one step toward the center of the circle. They should be standing close together. Students will then place their hands on the shoulder of the person in front of them and then slowing sit down as you count to three. They should be sitting on the knees of the person behind them. It may or may not work the first time, but keep trying until it works.

Then remove one component, in this case, “space” (much like it would be if they were in a zoo). The circle should collapse. Ask the question, “Why did the circle collapse?” Return inside. This activity can also be found in a book titled New Games.

Activities

Day 1:

1. Read a letter (either one created by you or the sample letter) from the governor stating that a new zoo is being proposed for your area. Students will be given an opportunity to help decide which animals should be brought to the zoo.
2. Ask the question, “What happens when you take an animal from its natural habitat?” Record answers on chart paper.
3. Divide class into two groups. The pros (those who think it would be a good idea) and the cons (those who think animals should be left in their natural habitat).
4. Give some background information about polar bears. This should include facts such as size, weight, food eaten, shelter needed, ideal temperature and family structure using websites for research, particularly Polar Bears International.
5. Ask students to brainstorm (and record) as a group the best way to access information they need to support their position. This will end the first day’s lesson.

Day 2:

1. Read the following quotes (or any others that you may find)
   
   Kill Nothing but Time…
   Take Nothing but Pictures…
   Leave Nothing but Tracks…
   --Anonymous

   The greatness of a nation and its moral progress can be judged by the way its animals are treated.
   -Ghandi

2. Place the students back in groups, pros and cons. Brainstorm ways to access information to support their position.
3. Allow groups to find out as much as they can about their position utilizing the internet.
4. After retrieving information have students print off any info they think will help them. Allow time for the group to discuss what they have discovered.

Day 3:

1. Review the letter writing process (a second grade skill).
2. Have each group type a rough draft of their letter, utilizing Microsoft Word (or other word processing software). If two adults are present in the classroom, have each group share their letter with an adult. Discuss ways to make their position clearer and more effective. Allow time for revisions.
3. Have each group type a final draft.
4. Allow time for each group to read their positional letter to the rest of the class.
5. Ask the question, “What should we do next, which letter should we send to the governor?” Allow time for discussion.

Assessment

In a reflections journal, have students write any new thoughts or things they have learned from this experience.

Use a rubric to assess the group’s ability to state their position.

Supplemental information

From a recent five day workshop at the NC Zoo, we had the opportunity to see research being done on why polar bears “circle,” an activity which indicates that they are bored. Once a month, fourteen zoos across the United States are video taping polar bears every ten minutes from opening to closing. They hope to use this information to help design better habitats for polar bears.

The following books are good sources for information:

• The Polar Bear by Valerie Tracqui, 1994. A survival story about a mother and her two cubs.
• A Polar Bear Journey by Debbie Miller and Jon van Zyle, 1997. This book chronicles the first two years of two polar bears’ lives.
• Questions and Answers About Polar Animals by Michael Chinery, John Butler and Brian McIntyre, 1994. Colorful pictures and descriptions.
• Project Wild: K–12 Activity Guide. Council for Environmental Education, 1992.
• The New Games Book. New Games Foundation. (Note: this book is currently out of print, but can be purchased used at Amazon)

Attachments:

• Governor’s Letter
• Focus

Comments

This lesson was inspired from a workshop held at the NC Zoo, July 9–13. I particularly enjoyed learning about the habits of polar bears in captivity and what is being done about the situation.