1

Let’s Build a Zoo!

I can’t quite believe I have now been travelling around Australia in a little van for nearly a whole year! We have travelled the length of the East Coast and have made some unforgettable memories! But as you can see, I haven’t exactly been neck deep in environmental education. Teaching it that is, as I can safely say I have learnt a great deal on my journey from zoos, trips and lots of fascinating people.

This is why I decided to dedicate the last 4 months of our first year in Australia to continue in teaching and trying to be a part of the animal education industry. After lots of enquiring, emailing applying and not much luck, I got my first job in Australia! I was now a kids club attendant at Sea World Resort, Gold Coast. No it wasn’t actually teaching environmental education, but it was a foot in the door in a huge tourism company with 2 different animal parks (Sea World and Paradise Country), so I was a really happy bunny!

As the job was casual, I searched for a day job with a guaranteed income. I replied to an add looking for a home school teacher 3 days a week (perfect!) and this is where I met the wonderful Milly and her family. Milly is 11 and wasn’t getting on too well in school, so mum wanted someone to go back over year 5 with her, focusing the work on her specific interests and needs. Much to my delight, Milly loves animals, so this is where the topic ‘Let’s Build a Zoo!’ was born! I worked really hard in planning a topic where Zoos and animal education were involved in as many usual school subjects as possible, linking closely to the year 5 Australian Curriculum. (http://www.acara.edu.au/verve/_resources/Content_for_Year_5_-_Learning_area_content_descriptions.pdf)
I was really proud of the outcome, Milly did some fantastic work and we both really enjoyed the topic. Therefore I thought I would share it with you all on here in case anyone would like to use this topic, or any of the individual lessons in their teaching!

Literacy
In literacy we firstly looked at the non-fiction topic of information texts. Milly’s overall task was to create a sign for an animal enclosure in her zoo.
To become familiar with information texts we looked at many animal fact books, aimed at different audiences, to look at common features. We then looked in more detail at how to use these features in the text. E.g. Captions, titles, sub headings, bullet points etc. To help Milly picture what an animal enclosure sign in particular might need to include, we took a trip to Sea World to have a look! Milly took pictures of the enclosure signs she liked and pointed out all the text features we had been studying.
Back in the classroom Milly chose her animal to create a sign about, stingrays, and then carried out lots of research, both in books and online. After creating a plan together she independently created her information sign. This was the finished result, I know I’d like to see that hanging up in a zoo!!
13351099_10209760825716908_1821011777_o

The second literacy text was persuasive writing. Again we looked at all the features of a persuasive writing text, and learnt them in detail. Together we planned and practiced writing a persuasive writing piece. Her independent work for this text study was to write a piece either for or against zoos, she chose to write for zoos (phew!). Together we researched many arguments as to why a zoo is good and important. Milly was then able to independently plan and write an effective piece of persuasive writing.

Maths
There were so many year 5 study areas that we were able to cover in a zoo topic! First of all we looked at graphs, this would link to our scientific study (see science).
Secondly we studied area and perimeter. By doing this we were able to map out the size of our zoo, the size of the different animal enclosures, and then how to best fit those enclosures into our zoo.
Lastly, and Milly’s personal favourite study, was money. We looked at the financial costs of running a zoo. We worked out how many enclosures, staff and facilities our zoo could have with a given budget. We decided on pricings for entry, gifts and food based on our visit to Sea World and finally how many people would need to visit the zoo a day to be able to make a profit.

Science
When I first arrived, Milly had just gotten a new kitten, so I spotted a brilliant investigation opportunity. We planned a scientific investigation to measure the  kittens growth and then measured his weight and length for the next 8 weeks (the kitten was often not best pleased with our project!). We then plotted our results on a graph and concluded what we had discovered. We then also discussed how this could inform us when raising cubs of big cats in our zoo.
During this time we also looked at animal adaptations. As well as discussing different adaptations we also carried out experiments to help Milly physically see the benefit of the adaptation. My favourite being; 1.putting your hand in oil in an ice bucket to demonstrate the effectiveness of blubber. 2. making giraffe spit out of corn starch and water, to demonstrate how they are able to eat leaves off of spiky trees! We also touched on evolution and natural selection, but this is an incredibly hard topic for adults to grasp, let alone 11 year olds!

Art
Again this study was inspired by our trip to Sea World. Milly was fascinated by the little penguins, so we decided to design an enclosure! Milly researched, in great detail, what little penguins need to survive, and what other little penguin enclosures look like. I then helped her with a design and she got making. I could not have been more pleased with the outcome! We even got the approval of some little penguin zookeepers!!
13351247_10209760827756959_636336945_o

Geography
After a reminder on what a continent is and where places are on a world map, we researched using books, the internet, and documentaries, animals from Europe and North America (these are the two continents recommended for study in the curriculum). Milly then made a lovely fact file about the animals she had learnt about.

Milly then noticed that a threat common to a lot of these animals was direct or indirect poisoning. Therefore, using her information and persuasive text knowledge, made a poster to inform people about the dangers of animal poisoning.
13383902_10209760826196920_1229031308_o

I really have loved my time teaching Milly, and I am proud of how successful this topic has been. She has really enjoyed it and has come on in leaps and bounds. Obviously this was just a snapshot of the work, so if you would like any more detail or copies of planning please feel free to ask! As always please feel free to share to anyone you think may find this useful.

Our following topic was dinosaurs (also super fun!) so to finish, here is a picture of us on my last day, sporting some pretty scary masks!!
Speak soon, lots of love 🙂 x
13383705_10209760827836961_1819189991_o

 

 

Advertisements
1

Woodland Wonderers

As we get older we forget the joys of just being able to experience an environment, big or small, and just explore. The answer to most questions can be presented far too easily with a lazy click of a mouse. Therefore it is essential that even in this modern, technology and concrete filled world that we let children immerse and discover.

In light of this I decided to use a lesson on ‘materials and their properties’, with my 30 year 1s, as a perfect opportunity to let the children explore their environment and ‘work scientifically’.
This lesson relied heavily on 2 resources: 1. egg boxes 2. whatever mother nature provides in the local field/wood/park. After an introduction on materials and their properties; how do our clothes feel? Etc., children were given an egg box in chosen mixed ability pairs. In each section of this egg box was a label of a different material property, using language they will have used in the intro.  E.g. Soft, hard, rough, smooth and spikey!
I then took the children to the school’s small tree covered area, asked them to find things to go in the different sections and just let them go and explore!

IMG_3411

The children were completely engaged! So much so that when one or two of them slipped down the bank you did not hear the crying that you would expect, instead they just got up, dusted the mud off, and carried on. The variety of things that the children found amazed me. Smooth chestnuts, their spikey shells, soft flowers, hard wood, grass, stones, moss and much more.

IMG_3417

Once back in the classroom this variety of materials and the children’s enthusiasm made for a fascinating discussion. We were able to ask why? Why is the wood hard? Why does the flower need to be soft? Why is the chestnut’s shell spikey?

I can honestly say I think this is one of my favourite lessons I have ever taught. The next day I taught it to the other year 1 class who seemed to enjoy it just as much.

Working in a non classroom environment allows you to see your children in a completely different light and could just be the moment where the one child who cant stand a pencil and paper, absolutely blossoms.

IMG_3415