Introduction
Students will become "zookeepers". They will visit https://kids.sandiegozoo.org/animals and learn about what kinds of animals are in the zoo.
Task
Group Task- After each student completes their independent jobs, they will need to come together as a group and each discuss their jobs together. After they have discussed their jobs, they can either create a children's book on StoryJumper and present it to the class or create a Popplet, where they will focus on the zoo and tell us facts about the zoo and zoo animals. If they choose to create a children's book, they will need to make it an informational book. They will need to make it at least ten pages long. Each student in the group should create two pages each at least that describe their job and the animals they worked with. They will also need a cover. Together, they will need to come up with a title. When the story is complete, they should have a cover, pages on each students jobs, and a back cover. If they choose to create this they will have to display it for the class to see and then read it to the class. The second option for the group project is for them to create a Popplet. A Popplet allows them to pop off ideas about a certain topic. If my students choose to create a Popplet their main topic will be Zoo Animals. They will have to pop off ideas about the zoo animals they worked with and what their jobs were with those animals. They will present their Popplet to the class.
Process
Four jobs
Job 1- Food and Groom King/Queen- This student will research animals that live in the zoo. They will find out about all of the animals’ diets and when they get fed. They will create and adhere to the animals feeding schedule. They will also research if the animal gets bathed and groomed and find out when and how often that should take place. This student will use https://www.thrillist.com/eat/nation/zoo-animal-diets-what-does-a-tiger-eat to research and find about zoo animals diets.
Job 2- “Sweeper”- This student will research animals that live in the zoo. After researching about which animals live in the zoo, their next step will be to see when cages and habitat areas need to be cleaned. They should also research training cages and when they need to be cleaned and how to clean the habitats. This student will use https://www.zookeepers.eu/framework/area-3-environmental-management/3-3-cleaning/ to research and find out about animals habitats and how and what to clean.
Job 3- How to train the animals- This student will also research animals that live in the zoo. After finding out about that the student will need to find out what kind of training the animals need to have. They need to research what kind of behaviors and activities they will perform. This student will use https://seaworld.org/animals/all-about/training/benefits-of-animal-training/ to research and find out about how to train zoo animals and what programs to use and look at.
Job 4- Educator- This student will also research animals that live in the zoo. After learning about which animals live in the zoo, they will need to be educated about those animals so that they can explain to people about them. They need to be bale to have a conversation with anyone that comes to visit the zoo. This student will use https://kidskonnect.com/animals/zoo/ to learn all about zoo animals.
Evaluation
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Preparedness |
Student is completely prepared and has obviously rehearsed. |
Student seems pretty prepared but might have needed a couple more rehearsals. |
The student is somewhat prepared, but it is clear that rehearsal was lacking. |
Student does not seem at all prepared to present. |
|
Listens to Other Presentations |
Listens intently. Does not make distracting noises or movements. |
Listens intently but has one distracting noise or movement. |
Sometimes does not appear to be listening but is not distracting. |
Sometimes does not appear to be listening and has distracting noises or movements. |
|
Stays on Topic |
Stays on topic all (100%) of the time. |
Stays on topic most (99-90%) of the time. |
Stays on topic some (89%-75%) of the time. |
It was hard to tell what the topic was. |
|
Content |
Shows a full understanding of the topic. |
Shows a good understanding of the topic. |
Shows a good understanding of parts of the topic. |
Does not seem to understand the topic very well. |
|
Collaboration with Peers |
Almost always listens to, shares with, and supports the efforts of others in the group. Tries to keep people working well together. |
Usually listens to, shares with, and supports the efforts of others in the group. Does not cause \"waves\" in the group. |
Often listens to, shares with, and supports the efforts of others in the group but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others in the group. Often is not a good team member. |
Individual-
|
|
CATEGORY |
4 |
3 |
2 |
1 |
|
Contributions |
Routinely provides useful ideas when participating in the group and in classroom discussion. A definite leader who contributes a lot of effort. |
Usually provides useful ideas when participating in the group and in classroom discussion. A strong group member who tries hard! |
Sometimes provides useful ideas when participating in the group and in classroom discussion. A satisfactory group member who does what is required. |
Rarely provides useful ideas when participating in the group and in classroom discussion. May refuse to participate. |
|
Quality of Work |
Provides work of the highest quality. |
Provides high quality work. |
Provides work that occasionally needs to be checked/redone by other group members to ensure quality. |
Provides work that usually needs to be checked/redone by others to ensure quality. |
|
Focus on the task |
Consistently stays focused on the task and what needs to be done. Very self-directed. |
Focuses on the task and what needs to be done most of the time. Other group members can count on this person. |
Focuses on the task and what needs to be done some of the time. Other group members must sometimes nag, prod, and remind to keep this person on-task. |
Rarely focuses on the task and what needs to be done. Lets others do the work. |
|
Preparedness |
Brings needed materials to class and is always ready to work. |
Almost always brings needed materials to class and is ready to work. |
Almost always brings needed materials but sometimes needs to settle down and get to work |
Often forgets needed materials or is rarely ready to get to work. |
|
Working with Others |
Almost always listens to, shares with, and supports the efforts of others. Tries to keep people working well together. |
Usually listens to, shares, with, and supports the efforts of others. Does not cause \"waves\" in the group. |
Often listens to, shares with, and supports the efforts of others, but sometimes is not a good team member. |
Rarely listens to, shares with, and supports the efforts of others. Often is not a good team player. |
Conclusion
After doing these jobs and learning all about zoo animals and about working at the zoo, students will then share their knowledge with the entire class. This will help students with future group projects. This will also give students experience with web tools that they are not used to using. This will give students the opportunity to work with and learn how to use tools for future use. Students will know all about the zoo and be able to go to the zoo and tell the workers about the animals.