The Zoo

1. The Zoo

2. YourTASK • Students will be in groups of four to create their very own brochure about the zoo! • Once you’ve been assigned your role, you will work together to get information. • The brochure should be fun and creative but informative about the zoo. Think of it this way…people coming in to the zoo will be getting YOUR brochure! • WORK TOGETHER!!

3. Process • Role One: Zookeeper • The zookeeper is in charge of gathering all the animals researched information to put together a brochure. • Role Two: Monkey • Role Three: Elephant • Role Four: Giraffe • Each animal is in charge of collecting information about their life in the zoo.

4. Questions • If you had to pick one animal from the zoo, which animal would you be and why? • Would you rather be an animal that lives in the water or on land and why? • What are the major parts of an elephant? • What is a monkeys environment like? • What’s the variety of sizes for a giraffes neck? • In your opinion, what is the purpose of a zoo?

5. CONGRATULATIONS! You’ve gathered all the important information about the zoo animals! Now the zookeeper will put all the information you just gathered and make a brochure for people who come to your zoo to look at.

6. Evaluation • Now that you have all the information about the animals, crate a brochure. • A brochure allows people to see what your zoo is all about! Make sure you include all the information you’ve collected and add pictures!

7. Standards • 12A — Students who meet the standard know and apply concepts that explain how living things function, adapt, and change. • Apply scientific inquiries or technological designs to introduce basic needs, characteristics and component parts of living things, comparing living and non-living things, describing basic needs and characteristics of living things, sorting the common key structures and functions for animal and plant groupings, classifying common animals by size, color, family units, and shape, and explaining the rationale for the grouping, or distinguishing common physical characteristics or structures for groupings of animals or plants with regard to seasonal, age changes and parent characteristics. • 12B — Students who meet the standard know and apply concepts that describe how living things interact with each other and with their environment. • Apply scientific inquiries or technological designs to explore the relationships of living things to their environment, identifying the common characteristics of habitats, matching the needs of organisms in local and global habitats. • Apply scientific inquiries or technological designs to explore how living things are dependent on one another for survival, identifying the survival needs of plants and animals, matching groupings of animals (e.g., lion's pride, gaggle of geese, herds, packs), predicting what would happen to organisms when their environmental resources are changed (i.e., seasonally or climatically), or explaining how humans adapt to their environments.

8. Further Study • Check out more fun facts about giraffes and other zoo animals! http://adminkids.sandiegozoo.org/animals/mammals/giraffe • Enjoy some crafty projects about the zoo! http://kids.sandiegozoo.org/ • Learn how science connects with the zoo! http://www.pitara.com/discover/earth/online.asp?story=100 • Shop here for a wide variety of zoo children’s books! http://www.amazon.com/Zoos-Animals-Childrens-Books/b?ie=UTF8&node=2869

9. Research • http://www.napleszoo.com/visitor_info/top-ten-questions.htm • http://www.americanzoos.info/Zoofacts.html • http://www.factzoo.com/