Is your student itching for real world problem-solving and a mini field trip? You’re hired, zookeeper!

The local zoo wants to add a new exhibit with an environment fit for the animal's needs and the zoo's layout and natural elements. In this three week class, students will become architects of their own zoo exhibit while becoming an expert on their animal. Students will practice identifying text structures, researching credible sources, organizing and planning, citing information, and writing expository text. Students will also combine their research with project-based learning to design their zoo enclosure in a STEM challenge. Students will use a variety of math skills to show off their new exhibit. 

This course is designed for students in the 4th grade. It would be a great fit for homeschool students who are looking to enhance their learning. See the course breakdown below:

- During week one, we will begin our study with a virtual field trip to the zoo and a read-aloud to study text features. Students will establish which animal they want to study and determine the required environment needed. All research sources will be given to students with QR codes and links. Students will provided with thought maps and organizers, available both digitally and for printing.

- During week two, students will further their research and design a tri- fold brochure for their zoo animal and habitat. Students will be challenged to organize their thinking and research. All supplies will be available to students and can be printed or completed digitally, if needed.

- During week three, students will create their zoo environments. Students can use common household objects or natural objects found outside. Examples will be provided. Please see the Supply List section for more details. 

The standards are Texas standards (TEKS), however all are included in Common Core State Standards. 
The standards covered are listed below:
ELAR:
4.10 (B) explain how the use of text structure contributes to the author's purpose; (C) analyze the author's use of print and graphic features to achieve specific purposes.
4:11 (A) generate and clarify questions on a topic for formal and informal inquiry; (B) develop and follow a research plan with adult assistance; (C) identify and gather relevant information from a variety of sources; (H) use an appropriate mode of delivery, whether written, oral, or multimodal, to present results.

SOCIAL STUDIES:
(6)  Geography. The student uses geographic tools to collect, analyze, and interpret data. The student is expected to:
(A)  apply geographic tools, including grid systems, legends, symbols, scales, and compass roses, to construct and interpret maps.
(21) Social studies skills. The student applies critical-thinking skills to organize and use information acquired from a variety of valid sources, including electronic technology. The student is expected to: (A) differentiate between, locate, and use valid primary and secondary sources such as computer software; interviews; biographies; oral, print, and visual material; documents; and artifacts to acquire information about the United States.

SCIENCE
(10) Organisms and environments. The student knows that organisms undergo similar life processes and have structures and behaviors that help them survive within their environment. The student is expected to: (A) explore how structures and functions enable organisms to survive in their environment;

MATH
4.1(A) apply mathematics to problems arising in everyday life, society, and the workplace;
4.8 (B): identify relative sizes of measurement units within the customary and metric systems;
4.8 (C): solve problems that deal with measurements of length, intervals of time, liquid volumes, mass, and money using addition, subtraction, multiplication, or division as appropriate.

Please contact me with any questions.