Case Study 4: CMFK Trip to the Columbian Park Zoo

Learning Goals

To understand and appreciate biological relationships.

Learning how to observe and record scientific information

Objectives

Given an animal from the Columbian Park Zoo, students will be able to identify 4
ways that the animal is adapted to its natural environment without error.

Standards

4.3.2 Observe, compare and record the physical characteristics of living plants or
animals from widely different environments. Describe how each plant or animal is
adapted to its environment.

Learners

4th graders

Learning Environment

The Columbian Park Zoo and meeting room

Overview

Students will create a booklet to record the natural and zoo habitats of 4 specific
animals that are located at the Columbian Park Zoo. They will be able to observe
the animals in person, and make connections on how that animal adapts to its
natural environment

Lesson Content

Animals and their adaptions to the environment, as well as the recording of

scientific observations.

Materials

Paper (printer or construction)

Coloring materials
Pencils
Staples (or hole punchers with ribbon)
Projector
Computer
Key drive with PowerPoint

Procedure

1. Go to the Columbian Park Zoo in West Lafayette, and bring everyone to the
meeting room
2. Have mentees put together a record book
a. Play video to see how the booklets are made and used. Instructions are elaborated
below in the case of technical difficulties
Take 3 sheets of paper and fold them in half like a book (hamburger style).
Bind them together with staples, or punch holes in them and string through the
ribbon
Turn them horizontally so they open towards you like a calendar. Label the top
section of each page with an animals name and Natural Habitat for one animal,
and the bottom section as Zoo Habitat for the same animal. See step 5 for the list
of animals. The last page will be saved as a reflection space
3. Have students draw pictures of what they think the natural habitats look like for the
4 animals.
a. Tell them to focus on how animals are adapted to their environment through food

sources habitat and shelters.

b. Pull up the PowerPoint of pictures and talk about a couple animals as examples to
help mentees form their pictures and records.
c. Tell them to label their pictures and record their thoughts.
4. Divide students up into 4 even groups, and assign each group to a different animal
to start at, and then follow the order of the list. These orders should lessen traffic at
specific exhibits.
a. At these exhibits, students get 5 minutes to make a sketch of what the animals zoo
environments look like, and write down the information (food source, shelter, and
surroundings)
b. Tell student mentors to reference the information plates at the exhibit , and help
their students find the correct information.
c. Place one mentor per group in charge of time, and navigation to the next exhibit.
5. Go to 4 specific exhibits.
a. Penguins
b. Prairie dogs
c. Galapagos tortoise
d. River otter
6. Students will return and have a discussion about the characteristics of each animal
and its environment and how they relate to one another.
a. Ask questions like: why couldnt a prairie dog live in a penguins environment? What
would the prairie dog have to change in order to live there?
b. It might be helpful to reference the PowerPoint again
7. Students write a reflection about what they learned, observed, what they think is
different between the 2 habitats, and how they felt about what they found.
Assessment
References

Students will write a reflection on what they have learned and what they took away
from the experience. A prompt will be provided to guide their thoughts.

http://www.lafayette.in.gov/520/Columbian-Park-Zoo
Eichinger, D. (2014). Plants and Animals. In BIOL 206 Biology for
Elementary School Teachers (Vol, 3 p. 106). LAD Custom Publishing.