Potter Park Zoo: Sensational Zoo

SUBJECTS

TEACHER

GRADE

DATE

Life Sciences

Megan Nico

3rd Grade

April 7, 2015

Language Arts
Arts Integration
OVERVIEW
As a part of a series of lessons, students will be able to gain informal learning experiences in the
science, technology, engineering, and mathematics (STEM) fields of study, by visiting local institutions
and businesses.
In this lesson, students will be able to identify important traits and characteristics of a variety of
mammalian species, including ways in which they utilize their senses to interact with the environment
around them. This lesson builds on previous life science lessons about molecules and organisms.
TEACHER GUIDE
OBJECTIVES

(1) Language Arts: Read a Variety of Books about Animals at the Zoo

Students will be able to identify important traits and characteristics of a specific

mammal species by reading a nonfiction book, informational text, and/or expository
passage.
(2) Life Sciences: Potter Park Zoo, Lansing, MI

Students will be able to identify specific traits or characteristics of a variety of

different animal species by listening to presentations by staff at the zoo and by
reading about them at the different exhibits.
(3) Arts-Integrated Lesson: Which Mammal Am I?

Students will be able to create a visual representation of a mammal they chose to

research, both in the classroom and on the classroom field trip to Potter Park Zoo,
which will include clues they provide about the mammal and an original drawing of
the mammal.

STANDARDS

(1) Next Generation Science Standards:

Next Generation Science Standards

1-LS1 From Molecules to Organisms: Structures and Processes

LS1.A: Structure and Function
All organisms have external parts. Different animals use their body parts in
different ways to see, hear, grasp objects, protect themselves, move from place to
place, and seek, find, and take in food, water and air. Plants also have different
parts (roots, stems, leaves, flowers, fruits) that help them survive and grow. (1LS1-1)
LS1.D: Information Processing
Animals have body parts that capture and convey different kinds of information
needed for growth and survival. Animals respond to these inputs with behaviors
that help them survive. Plants also respond to some external inputs. (1-LS1-1)
(2) Grade Level Content Expectations (GLCEs): Michigan

Michigan Department of Education: Content Expectations: Science

S.IP.03.11 Make purposeful observation of the natural world using the appropriate
senses.
S.IP.03.12 Generate questions based on observations.
S.IA.03.12 Share ideas about science through purposeful conversation in
collaborative groups.

TEACHER GUIDE
S.IA.03.13 Communicate and present findings of observations and investigations.
S.RS.03.11 Demonstrate scientific concepts through various illustrations,
performances, models, exhibits, and activities.
L.OL.03.32 Identify and compare structures in animals used for controlling body
temperature, support, movement, food-getting, and protection (for example: fur,
wings, teeth, scales).
L.OL.03.42 Classify animals on the basis of observable physical characteristics
(backbone, body coverings, limbs).
(3) Common Core State Standards:

Common Core State Standards: English Language Arts

English Language Arts Standards Reading: Informational Text Grade 3
CCSS.ELA-Literacy.RI.3.1: Ask and answer questions to demonstrate
understanding of a text, referring explicitly to the text as the basis for the
answers.
CCSS.ELA-Literacy.RI.3.5: Use text features and search tools (e.g., key words,
sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

English Language Arts Standards Writing Grade 3

CCSS.ELA-Literacy.W.3.2: Write informative/explanatory texts to examine a topic
and convey ideas and information clearly.
CCSS.ELA-Literacy.W.3.2.a: Introduce a topic and group related information
together; include illustrations when useful to aiding comprehension.
CCSS.ELA-Literacy.W.3.7: Conduct short research projects that build knowledge
about a topic.
CCSS.ELA-Literacy.W.3.8: Recall information from experiences or gather
information from print and digital sources; take brief notes on sources and sort
evidence into provided categories.
(4) Michigan Department of Education: Standards (Arts: Arts Standards)

Michigan Department of Education: Standards

Arts: Arts Standards (PDF)
ART.VA.II.3.5: Create artwork that aesthetically and creatively conveys an idea.
ART.VA.III.3.5: Discuss how personal experiences influence the creation of art.
ART.VA.V.3.4: Illustrate connections between the visual arts and other curriculum
through student artwork.
ACTIVITY

(1) Language Arts: Research a Mammal

Provide a variety of books for students to read, which include information about one
or more mammalian species. Book selection should include mammals featured in the
exhibits at Potter Park Zoo. Refer to the list of mammals on the Potter Park Zoo
website.
Potter Park Zoo: Mammals

Instruct students to record key traits and characteristics of the mammal species they
have chosen to research in the Topic 6 Ideas graphic organizer provided by
EdHelper.com.

Instruct students to write down things they still want to know about the mammal they
chose to research after reading a book about the mammal, by writing them down in
the What I Want to Know column of the Know/Found Out graphic organizer
provided by EdHelper.com.

EdHelper.com: General Graphic Organizers

Topic 6 Ideas
Know/Found Out

Generate a classroom discussion and ask students to share one interesting thing they
learned about their mammal species when they were reading.
(2) Life Sciences: Potter Park Zoo, Lansing, MI

Embark on the classroom field trip to Potter Park Zoo and experience the Sensational
Zoo tour/program.

Potter Park Zoo: Tours and Programs

Sensational Zoo
2

TEACHER GUIDE

In this program, students will learn all about how animals see, hear, smell, taste,
and touch in ways that help them survive in the wild. They'll see examples of
different birds, reptiles, and mammals that use these senses in extraordinary ways
and how their bodies physically adapt to accommodate their lifestyles. (Potter Park
Zoo: Tours and Programs)
Instruct students to think about what they wrote in the What I Want to Know
column of the Know/Found Out graphic organizer sheet and record notes in the
What I Found Out column as they hear, see, or read things about their mammal
species at the zoo.
EdHelper.com: General Graphic Organizers
Know/Found Out

(3) Arts-Integrated Lesson: Which Mammal Am I?

Instruct students to utilize the information they obtained from their reading prior to
the classroom field trip to Potter Park Zoo, as well as the information they received at
the zoo, to create a visual representation of the mammal they chose to research by
using the Which Mammal Am I? art project template provided by EdHelper.com.

EdHelper.com: Art Projects

Which Mammal am I? (grades 3-5)

Once students are finished with their art projects, instruct students to share them
with their table groups by taking turns reading the clues out loud and asking the other
students at their table groups to guess their mammal species.

REQUIREMENTS

RESOURCES

Variety of Books about Animals at the Zoo

Next Generation Science Standards

Based on the list of mammal exhibits at Potter Park

Zoo (which can be found by visiting their website)

EdHelper.com: Graphic Organizers

Topic 6 Ideas

Know/Found Out

EdHelper.com: Art Project Template

Which Mammal am I? (grades 3-5)

Pencils and Erasers

Michigan Department of Education:

Curriculum Subjects
Michigan Department of Education: Content
Standards: Grade Level Content Expectations
(GLCEs): Science
Common Core State Standards
Michigan Department of Education:
Standards (Arts: Arts Standards)
Potter Park Zoo: Tours and Programs

Markers and Colored Pencils