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Contents : To Table of Contents BASIC INFORMATION Author of activity: Jennifer In-Albon Curriculum Unit Title: Primates of the World Activity Title: Phoenix Zoo Field Trip Integrated subjects: Math Science Children s ages/grades: 7-10 years of age/2-3 grade Implementation Time Frame: 5-6 hours Predominant teaching approach: Teacher directed field trip A. Briefly Describe the activity purpose: The purpose of this activity is to provide an opportunity for students to observe live primates and collect data about them. B. List the learning center/location of the activity: The students will take the field trip at the Phoenix Zoo. The review of the field trip and graphing activity will be done at their small group tables in the classroom. IDENTIFY THE DESIRED RESULTS C. Identify Main Concepts/ideas: Where do primates live What are some characteristics of primates Who studies primates D. Identify the specific learning goals: By visiting the Phoenix Zoo students will be able to observe primates and gather data about them. (cognitive language) By gathering information at the Phoenix Zoo students will engage in activities that field biologists do. (cognitive) By engaging in the graphing activity students will be able to make conclusions about how many primates the zoo has and what continents those primates are from. (cognitive) Arizona State Standards 3SC-F1. Identify occupations that require the application of science and technology PO 1. Describe occupations that require the application of science and technology 2M-F1. Collect and analyze data using the concepts of largest smallest most often least often and middle PO 1. Collect and record data 2M-F2. Construct read and interpreted displays of data to make valid decisions inferences and predictions. PO 1. Make and label a graph from organized data To Table of Contents To Table of Contents IDENTIFY ACCEPTABLE EVIDENCE E. Identify the evidence: The evidence that will demonstrate the understanding of the concepts and learning goals is the information that the students will verbally submit during the large group graphing exercise. The teacher will keep track during the activity to make sure that all students have submitted data. Additionally the KWL will be revisited and the students will make contributions to the L portion of the chart to convey what they learned. Additionally at the Phoenix Zoo photo journaling will occur to document the field trip. The photo journaling will be used for the Hyper Studio presentation during the celebration. IEP Adaptations: Tyler s data will reflect more basic concepts such as how many primates there were in a given exhibit. He will not be expected to gather information about where the primates live. No other adaptations are necessary. DETERMINE DEVELOPMENTAL APPROPRIATENESS F. Identify how this plan is child centered: This lesson is child centered because the students are engaging in a field trip to a facility that is geared toward learning for all ages. It is also child-centered because they are actively participating in gaining knowledge through observations about their environment. G. Identify the prerequisite knowledge & define adaptations: The students will need to be able to count and read the signs on the animal exhibits. Additionally they need to be able to write down this information and work together as a small group. IEP Adaptations: Due to Tyler s kindergarten equivalent academic areas he will not be required to read the signs. An adult can record the name of the primate or spell it for him and he can count the number of primates and record their number. H. Describe any management and organization issues: Field trips have management issues because of the excitement of the children and the liability factor in regards to bringing a large group of children off the school site. These issues can be fully addressed by having several parent volunteers or aides to assist with the field trip. Ideally the group of students should be split into their four groups of six and an adult be provided for each group. The teacher will also address safety and appropriate behavior before the field trip. IDENTIFY LEARNING MATERIALS AND INSTRUCTIONAL PROCEDURES I. List the activity materials: paper pens or pencils field trip permission slips (see attached) To Table of Contents To Table of Contents sack lunches J. Overview: The students will go on the field trip to the Phoenix Zoo and gather data about primates in small groups using their paper and pens/pencils. This data will be brought back to the classroom and recorded in a large group activity. J. Getting Started: Before the field trip the teacher will explain the rules about staying with your assigned group. The teacher will explain that the students must bring some paper and pencils and work together as a group at the zoo. The teacher will also talk about what scientists do in the field and how data is important in telling them information about how a

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