Perimeter and Area Around the North Carolina Zoo

The day before you are to begin “Perimeter and Area Around North Carolina Zoo,” have the following (or create your own) four Venn Diagrams made and posted on your walls (have new copies for each class).

1. Do you have any pets?, yes or no.
2. Do you have dogs, cats, others (if other please list the animal along the bottom of the page).
3. Which type of animal do you like more birds, reptiles, amphibians?
4. Would you prefer to see a live koala bear on television or hold one in your arms?

As the student arrive in class ask them to circle the room and answer each Venn Diagram. Read each and answer what is true about themselves with a “X”. Once completed have groups of 2 or 3 students discuss then write down conclusions they can make about the whole class by looking at the Venn Diagrams. Share their conclusions.

The second half of the day before you are to begin “Perimeter and Area Around North Carolina Zoo,” have the students form into groups of 2 or 3. Give each group a blank sheet of paper. Ask them to draw a circle in the center of the paper and write the name of a geometric shape in the circle (teacher assigns different shape to each group: square, rectangle, triangle, trapezoid, pentagon, rhombus, etc.). Then ask the groups to write down “What makes a (rectangle) a (rectangle) ?” in spokes off the circle. Have each group share with the class and ask if anyone can think of any additions.

Point to the banner posted at the front of the room. “Before we begin to answer that question, we will ponder even larger questions, learn useful formulas and calculations, and gather useful information from other living animals. Let’s get started with our first broader question: What needs do plants and animals have? To help answer this . . .”

• hand each group a blank sheet of paper
• ask them to draw a 2-overlapping-circle Venn Diagram
• label one circle plants, the other animals
• have each group fill in as much as they can
• if students have questions, have them write them at the bottom of the paper
• have groups share what they wrote, including questions
• after listening have them add to their list of questions if they have any
• post the Venn Diagrams on a classroom wall (start as close to the banner as possible, then each time there is something new to post, post it next to the last ones, that way the room will be filled with a visual sequence of the students thinking/learning process

“Great pondering! Now, what about a plant, what about an animal affects the type of space (including its size) they need to live in . . .”

• on a lined sheet of paper have the students make two columns, labeled Plants, Animals
• ask each group to list how plants needs/animal needs affect the space they live in. Encourage them to include any specific examples
• have each group fill in as much as they can
• if students have questions, have them write their questions at the bottom of the paper
• have groups share what they wrote, including questions
• after listening have them add to their list of questions if they have any
• post the lists

“Today we looked at broad sweeping questions about plants and animals. To help us work closer to our Question (point to banner), tomorrow we, being animals ourselves, will look at four specific animals.”

Suggested homework: Begin your “My-Must-Needs-to-Live” list. Spend at least 15 minutes thinking. You will be adding and subtracting from this list, so be sure to keep in an easy to find (home and school), safe place!

• over the next two weeks remind the students of thinking about and adding to this list
• over the first week, ask students to look for and save a box between the size of a shoe box and copy paper box (have boxes to show the students), catalogs of all sorts, toilet paper and paper towel tubes, empty and washed milk cartons - reusable objects they might use in the model they later create
• teachers have different thoughts on when to handout project descriptions, try handing it out early (in this first week) telling students it isn’t possible to do, but is possible to think about See Attachment model-handout.pdf or model-handout.html

“Yesterday we began our thinking about How Much Space Do You Need? We looked at general needs of plants and animals and then how these needs affected the type of space a plant or animal lives in. Today we will look more closely at four specific animals. I want you to watch this video very closely. The video is very short, has much to tell you, so keep your eyes and mind open. As you watch, think about what you see and what it tells you about each animals needs and the space it lives in.”

Show the video once

“As I said, it is a very short video! Now let’s see if we can come up with the names of the four animals.”

• give each group one sheet of paper, draw two lines to split the page into fourths
• write an animal’s name in each quarter
• ask the students to write down any needs for each animal and the space in which the animal lives, that was shown in the video

“I’ll now play the video again. It will play over and over, so you can watch, write down another observation and watch again. If any questions about an animal arise, be sure to jot those down, too.”

• play the video for a couple minutes
• have groups share what they saw and questions they have

“This starts your research on these four animals. For the rest of today and tomorrow you will do further research on one of the animals.”

• give each group one of the four animals
• by the end of class tomorrow they will have a neat list of their animal’s needs, facts of their animal, about the space they live in, and a bibliography of where they found their information
• regroup with seven minutes left in class

“You’re all underway on your research. To help keep your group work together and available, I have a binder for each group. The binder will stay at school on these shelves. This is where you will keep all your pertinent work on your animal. Open the front. The first thing you see is the grade sheet (See Attachment: zoo_assessment.pdf or zoo_assessment.html) for your group work.”

• read over the grade sheet
• have groups write their name in the binder and assessment sheet

“You have all found some interesting facts about your animal, its needs and the space it lives in. Today we will begin to look more closely at the size of the space, by starting with perimeter. This work will be kept in your math binder, instead of your group animal binder.”

At some point this day, hand each student a ruler and ask them to measure the length and width of their book, their desk, your desk - this gives you a quick look at how well each student measures distance - and use these as examples for perimeter.

Be sure some of your example/practice problems have decimals, some have fractions - this gives you a quick look at how well each student adds with decimals and fractions and tells you whether or not you need to review.

“As you look about the room you see that each wall has a piece of paper taped to it. On the paper you see a large letter and the length of the wall. Let’s start by using the information on the labels to find the perimeter of our room.”

• hand each student a sheet of graph paper
• on the back of the graph paper ask them to calculate the perimeter of the classroom

“We are going to take this room with these labels and measurements and shrink it down to fit on your sheet of paper. You will make a scale drawing of our room. Scale drawings look just like the perimeter of our room in miniature. To do this first the scale is decided. For today, since we are using 1/4 inch grid graph paper, we are going to use the scale 1/4 inch = 1 foot of the room, abbreviated to 1/4 inch = 1 foot. Write the scale at the bottom of your page. . . “

• together draw one side of the room, then let the students complete the room on their own
• remind them to label each side with the appropriate letter and to title their scale drawing

“These look great, just like an architect! It looks like we’re ready to look at scale drawings of your animals enclosures at the NC Zoo! The drawings we will use to find the perimeter of the animal enclosures were made from the real blue prints (directions architects make for the builders to follow) of each enclosure at the NC Zoo. They are measured to scale. For example, at the bottom of the page on the African Bullfrog drawing see 1/2 inch = 1 foot. That is short way of letting us and the builders know that a half inch on the drawing represents one foot of the actual enclosure at the zoo. How about the African Elephant drawing where it says 1 inch = 100 feet? and the California Sea Lion 1/8 inch = 1 foot ? Now, let’s find the perimeters!”

• hand out one animal enclosure’s drawing at a time (See Attachments). As a student finishes one give him or her the next sheet: first the African Bullfrog, second Abyssinian Colobus. There are various ways you can give the dimensions to the students: give them a copy of the dimensions (See Attachment enclosure_dimensions.pdf or enclosure_dimensions.html) or write the dimensions on the drawings before copying them for the students or have the students figure out the length of each side using the scale written on all but the Abyssinian Colobus
• remind the students of neat and tidy presentation.

  1st: Formula
  2nd: Plug (insert values with units)
  3rd: Chug (show calculations)
  4th: Word sentence answer

• when all students have completed the first enclosure ask for a volunteer to read his or her word sentence answer and share how they arrived at their answer, then ask if anyone approached it differently and share how
• repeat with the Abyssinian Colobus

“We have calculated two of the four perimeters. Tonight, continue on the same sheet of paper and find the perimeter of the African Elephant and California Sea Lion’s enclosures!”

Suggested Homework:
If you choose not to use this as homework, incorporate it into a class lesson so these will be included in the group animal binders

1. Find the perimeter of the elephant’s and sea lion’s enclosures.
2. Place the actual perimeters in ascending order.

“Yesterday we started getting an idea of the size, how big, our animals’ enclosures are at the NC Zoo. Believe it or not, yesterday brought us one step closer to answering our question (point to the banner)! Of the four animals, who has the smallest perimeter?, second smallest?, third smallest? and largest? (Write the list on the board). Looking at this list, what comparisons can you make between animal size and length of its perimeter, the animal’s water needs and length of its perimeter, the animal’s mode of locomotion and the length of its perimeter, the animal’s social needs and the length of its perimeter. Now think about yourself, do you have a better idea of what length perimeter your enclosure needs to be?

“We have compared the animals’ perimeters to each other. Here are some questions I would like you as groups to answer that compare your animal’s and our classroom’s perimeters. When you have finished, place your work in your group binder.”

• ask the groups to find and record (showing work)
  1. Which is longer, the classroom’s or their animal enclosure’s perimeter?
  2. How much longer?
  3. How many times longer?
• with the ratio “length of animal : length of perimeter”, have each student use proportions to find the student’s perimeter proportional to the animal’s perimeter

Suggested Homework:
If you choose not to use this as homework, incorporate it into a class lesson so these will be included in the group animal binders

1. Draw three different polygons with the perimeter equal to your perimeter proportional to your animal’s perimeter.
2. Does this length perimeter look like a reasonable size space for you to live in? Be sure to share your thoughts in words!

Be sure some of your example/practice problems have decimals, some have fractions - this gives you a quick look at how well each student multiples with decimals and fractions and tells you whether or not you need to review.

“As you look about the room you see that the wall labels have reappeared. Today we will use them to find the area of our room and then our animal enclosure at the zoo! “

• have students open to the scale drawings they made of the classroom
• on a clean sheet of paper have them calculate the area of the room
• have students open to each of the animal enclosure’s drawing and find the area of each, first the African Bullfrog, second Abyssinian Colobus, third the African Elephant
• remind the students of neat and tidy presentations

  1st: Formula
  2nd: Plug (insert values with units)
  3rd: Chug (show calculations)
  4th: Word sentence answer

• when all students have completed the first enclosure ask for a volunteer to read their word sentence answer and share how they arrived at their answer, then ask if anyone approached it differently and share how.

repeat with the Abyssinian Colobus and African Elephant

“We have calculated three of the four areas. Tonight, continue on the same sheet of paper and find the area of the California Sea Lion’s enclosure!”

Suggested Homework:
If you choose not to use this as homework, incorporate it into a class lesson so these will be included in the group animal binders

1. Find the area of the sea lion’s enclosure.
2. Place the actual areas in ascending order.

“Yesterday we started getting a clearer idea of the size our animals’ enclosures are at the NC Zoo. Believe it or not, yesterday brought us another huge step closer to answering our question (point to the banner)! Of the four animals, who has the smallest area?, second smallest?, third smallest? and largest? (Write the list on the board). Looking at this list, what comparisons can you make between animal size and its enclosure’s area, the animal’s water needs and ts enclosure’s area, the animal’s mode of locomotion and ts enclosure’s area, the animal’s social needs and ts enclosure’s area. Now think about yourself, do you have a better idea of what area your enclosure needs to be?

We have compared the animals’ area to each other. Here are some questions I would like you as groups to answer that compare your animal’s and our classroom’s area. When you have finished, place your work in your group binder.”

• ask the groups to find and record (showing work)
  1. Which is larger, the classroom’s or their animal enclosure’s area?
  2. How much larger?
  3. How many times larger?
• with the ratio “length of animal : animal’s area”, have each student use proportions to find the student’s area proportional to the animal’s area

Suggested Homework:
If you choose not to use this as homework, incorporate it into a class lesson so these will be included in the group animal binders

1. Draw three different polygons with the area equal to your area proportional to your animal’s area.
2. Does this area look like a reasonable size space for you to live in? Be sure to share your thoughts in words!

“Today is the day you will polish your group animal binder! Tomorrow is the day to hand them in! To polish your binder first have each of you, independently, look over each page (take a page out and pass it around). If you see possible changes, lightly write change in side column. After everyone has seen every page, as a group look at each page, make group decisions and decide who will be responsible for making the change. Then make the needed changes. Next, if possible, see if there is another group done with their changes, and exchange binders. Critique the other group’s binder, writing your comments on a separate sheet of paper. I am looking forward to tomorrow and seeing each of you proudly handing in your binders!”

“It’s time! Tomorrow we go to the zoo! To be sure we are all ready, let’s look over your data sheets, go over how we expect all of us to behave and remind ourselves of what time we are to meet, where and what we need to bring.”

• hand out “Collecting Your Ideas” and a copy of the Data Sheets See Attachment “zoo_data_sheet.html or zoo_data_sheet.pdf”
• carefully go over what is expected of each and every student to write on the data sheets
• make a list of expectations you have of their behavior

remind them of when they are to arrive at school, where they are to go, what they are to bring to school the next day and any other special “Zoo Info” they need to remember.

“Remember, as you are touring the zoo you are gathering ideas of your You Exhibit. Stay Focused. To the zoo!”

“Yesterday you collected and recorded many incredible ideas for your You exhibit! Thanks for making my day so special by being such respectful, responsible people! Today you will begin with shaping your ideas - the scale drawing of your You Exhibit. This is the time to put together all that we have done since you first saw the question (point to the banner). The only size restriction is that your area must be between the size of the African Bullfrog’s and the African Elephant’s enclosure. You have today, tonight and tomorrow’s class to finalize your scale drawing. Happy planning!”

• hand each student a sheet of paper and ruler
• before they begin, remind them to read over the model handout and the assessment sheet

Suggested Homework:

1. work on your scale drawing
2. measure and record the size of your box (length, width and height)

As student’s finish their drawings help students decide on a scale for 1/4 inch (scale drawing) = how many inches on their model.

“It’s that time. You are now ready to bring together your “My-Must-Needs-to-Live” list, with the ideas you collected at the zoo, with your scale drawing. It’s time to begin building your model. You have one week to complete this as homework. No other homework will be given. Remember to take your scale drawings home, you are now builders and the drawings are your blue print. Each day, be sure to read over the model handout and assessment, before you begin building. Keep what’s needed in mind. We’ll end each class with questions, so be sure to write questions down and bring them the next day to class. I think you will be the ones to answer each other’s questions.”