By Vicki, Cara, Tina, Krista, and Dana

•Introduce the field trip to a class after a study of animals and their habitats•Driving Question: -What is the most suitable habitat for (4) animals? Basic Objectives:

-To learn about animals -To explore multiple habitats and the animals that live in them -To view animals in a natural environment

-Field trip reiterates previous study• Basic Outcomes: -Students will be able to identify at least 5 different habitats

-Students will be able to distinguish animals by their habitats-Students will gain knowledge of all types of animals

Important terms to learn during Zoo fieldtrip:•Habitat: the natural environment of an organism; place that is natural for the life and growth of an organism: a tropical habitat.

Seen where every animal can be found (exhibits reflect natural habitats)

•Ecosystem:system formed by the interaction of a community of organisms with their environment.

As seen on rainforest board- or other boards that describe animals within a given habitat

•Adaptation:the ability of a species to survive in a particular ecological niche, esp. because of alterations of form or behavior brought about through natural selection.

The red panda whose tail was cut off- learned to live without it. Or snow rabbits who gradually turned white

•Camouflage:Protective coloring or another feature that conceals an animal and enables it to blend into its surroundings

chameleon found in the desert exhibit

•Climate:The general or average weather conditions of a certain region, including temperature, rainfall, and wind.

Each board talks about the climate of the particular region where the animal is found

•Nocturnal:active at night Bats and owls are nocturnal, hang upside down during the day-sleeping

• Endangered: a species threatened with extinction; anyone or anything whose continued existence is threatened

The red panda was endangered as well as the tiger

**These terms can be learned throughout the trip to the zoo, if they are introduced to the class appropriately prior to the trip and become familiar with the terms, because they will be looking for these vocabulary words in their zoo experience. The zoo field trip just puts these words in perspective for the children because they get to see actual examples.**

(application found in Fieldtrip)

Why learn these terms??-Vocabulary that students will encounter in their daily lives. -Common vocabulary when talking about animals and even people in some

cases as well (such as habitats, ecosystems, camouflage, etc.) -Helps kids develop scientific vocabulary

The zoo is a great place to learn more details about animals, especially through signs like these that give surprising facts that average people wouldn’t know.

This one says: “Every animal that enters the zoo spends at least 30 days in quarantine to keep from transmitting diseases to other animals.”

Our first animal at the zoo: Penguins!• These birds agilely swim around in cold water• The water is cold because penguins are used to living in cold weather• We learned about our first habitat: cold places such as the Arctic where these penguins can be found!

We learned a lot of information about apes just by asking the zoologist that was present near the exhibit. Each exhibit also has information boards that explain fun facts about each animal.

•Zoo cost: For a group of 40 students, there would be no cost. It is free admission with pre-registration. (We would have to plan the fieldtrip after November 1st.) • Chaperones needed!!! To meet safety precautions, at least one chaperone is needed per 10 students. The parents will be asked if they are available on the permission slip.• Mode of Transportation: we would utilize the Lamer’s Bus Co. This cost-affordable company aids to the many needs of schools in the Milwaukee area. [www.golamers.com]

• To find accurate prices, a teacher would fill out a form to receive a quota within 24- 48 hours. The price would be divided among the students and noted on the permission slip.

•This form will be distributed to each student 3 weeks prior to the trip.• Students will then have precisely one week to turn in all forms and money •Permission Slip• Accommodations: The parent has the option to fill out any special accommodations their student may need. Since the permission slip is due 2 weeks before the trip, the teacher will be able to make special arrangements to meet the accommodations of each student.• For any student who has an IEP, the teacher will take it upon her/himself to make sure needs are met.

• Before leaving, the teacher will briefly review the rules on the bus -Stay with partner-Stay seated-Stay in single file when exiting or entering bus-Keep voices at an indoor level

• Teacher will make sure each student is accounted for before leaving school or the zoo itself (head count)•Various checkpoints and meeting times will be set prior to group split up to make sure that all students are safe at all times.

Teacher Led Scavenger Hunt: Students can go on a scavenger hunt to find animals that match the terms being studied. For example, students search for an animal that is endangered, why it is endangered, and how this species is being preserved. Students can find this information by looking at information guides that are located by the habitat of each animal. Students can also search for an animal that lives in different types of habitats such as: aquatic, desert, polar, etc. Students can then brainstorm about specific qualities they think these animals have that allow them to adapt and survive in their specific environment. This field trip can play an important part in the learning process to help students deepen their understanding of what kind of animals live in certain habitats and how they adapt to these environments for survival. Students will further explore different habitats and learn about new different animals that exist there. Students also learn more about what animals are at risk due to endangerment and the reasoning this is occurring.

Option #2: Use a Zoo Resource Program. We would choose Homes & Hideaways •This program explores characteristics of coral reefs, polar regions, deserts and rainforests and how animals are suited to live in those places. The students are then assessed by making a home for an animal of their choice.

Standards

Some other programs available:•Feeding Frenzy•Wisconsin Safari•Animals in Winter•Animal Adaptation Lab•Predator and Prey Game

Assessment: The students would be assessed on their success in finding all of the main components of the scavenger hunt. Students will then be assessed on their participation in a discussion in the classroom of their findings.

Checklist:The student finds 5 animals that are endangered.The student explains why this animal is at risk. What are the main factors that play a

role in risk of this animal becoming extinct?The student finds what is being done to save these species.The student finds 3 animals that live in the following habitats: aquatic, rainforest,

desert, polar.The student extends off of one of the animals in each of these habitats and explains

what specific features allow the animal to adapt to their environment.The student engages in a class discussion of their findings on the field trip.

Habitat Show and Tell: Upon completing student animal habitats, the assessment will require that the students are able to defend and explain why the animal they chose will survive in the respected habitat.

Reflection: Choose one animal other than your own presented animal and reflect on a former misconception you had about the habitat or the animal itself.

Reference Books:•Zoo Animals (Eye Openers S.) (Paperback) by Jane Yorke • The Penguin Atlas of Endangered Species: A Worldwide Guide to Plants and Animals (Paperback) by Richard MacKay• The Illustrated Encyclopedia of Animals: In Nature & Myth (Hardcover) by Fran Pickering

Stories: Stories from zoo keeper, personal reflections from trip

Trade Books:•Crinkleroots Guide To Knowing Animal Habitats By: Jim Arnosky•The Magic School Bus on the Ocean Floor (Magic School Bus Series)by Joanna Cole, Bruce Degen, Bruce Degen (Illustrator), Bruce Degen (Illustrator) Textbooks:

•Integrated Principles of Zoology (Hardcover) by Jr., Cleveland P Hickman, Larry S Roberts, Allan Larson, Helen I'Anson, Jr., Cleveland Hickman, Larry Roberts

Websites: Zoo Animal Lessons(good for lesson planning)

Discover Animals!

Milwaukee County Zoo

English lesson: writing a description about a habitat and an animal that lives in the habitat. Or maybe writing a creative story incorporating a particular animal or habitat.

  

Art Lesson: Use different media (Paints, crayons, computer graphics, photography, sculpture, ceramics, etc.) to display representations of their favorite animals at the zoo.

History Lesson: Research the past of an endangered animal. Or Research the importance of a particular animal to a certain culture (i.e. Camels, for desert-dwellers).

     

Geography Lesson: research places of habitats and importance of habitat conservation

Math habitat problem: Figure out the number of animals in a certain area (average number of animals per sq. mi.), or how long it might take for a certain animal to become endangered if X number of animals are killed every year.

Art at the Zoo!!! You can use this painting of cranes as an example for an art project.

What did you realize about your own knowledge of the topic as you proceeded? -The zoo is not just a place to view animals, but also a place to learn new

facts, especially from boards, zookeepers, exhibits, etc. -The zoo allows you to take a look at real animals and see things that you

wouldn’t get to normally see, thereby clearing up confusion/misconceptions about certain animals (Ex. Misconception: Polar bears are white. Fact: Polar Bears are not starkly white, but rather a cream color or even yellowish. Polar bears also have black skin to absorb heat. The long white hairs protect the skin and allow for insulation and buoyancy in water.)What did this tell you about the way children might learn? -They might take in new facts that they find interesting

For example, one particular fact we remember from the giraffe signs was that each giraffe has different spots that act like our fingerprints. Cool facts = memory

-While students are having fun going through the habitats and taking a look at animals, they are learning without even realizing it.