May/June 2017 – Vol. 29 No. 7

Getting’ WILD at the Zoo!

Posted: Tuesday, October 7th, 2014

by Joanne Michael

I am a big animal lover and have been ever since I was a little girl growing up in Seattle. My father was an ornithologist by hobby and I grew up with neighbors knocking at our door, stunned bird in a box after flying into a window. As an adult, I worked as a ZooCamp Instructor at the Los Angeles Zoo for a summer and during school breaks, and then went through the Docent Program, graduating in spring, 2012. To say I enjoy being around animals is an understatement!

Since becoming a docent, my eyes have been opened to how much science can be taught in the zoo that is beyond the obvious. As a docent, I lead student groups of anywhere between four and ten kids (and hopefully a parent chaperone or two) around the zoo, teaching them information about what they are studying in class, what they had covered earlier in the year, or introducing concepts for them to get excited about when they return to their classroom. Even though docents must go through a year of structured classes and exams, and continue to do yearly review tests, a lot of the information that I teach the kids can be easily learned by any classroom teacher when not in a classroom or traditional campus setting.

For example, before going on your next field trip, see if your zoo has a docent program that can escort your students around the park. Most locations have some form of this, and the docents truly love to educate kids – that is why they are there! Slightly older students, e.g. 3rd grade and higher, seem to get the most out of the experience but obviously any student enjoys a personalized tour. If a docent-led tour is unavailable, make yourself and your chaperones mini docents! Although at first glance some of the following activities may seem young, trust me- I have done this with high school students, and they all love it!

If you’re leading your own group, prepare by grabbing a bag – paper lunch sacks, grocery bags, anything that is relatively small will work. In the bag put a quarter, a piece of sandpaper (ideally 50-grit), and a piece of leather. If your students see a marsupial (e.g. koala, kangaroo, possum, sugar glider, etc.), show the kids the quarter. Marsupials begin life even smaller than the diameter of the quarter, but they wiggle themselves into a pouch on the mother where they will continue to grow until they are large enough to survive. In the pouch is a teat for the baby to receive milk, and the milk actually changes as the baby matures. The baby can be in the pouch for many weeks before a zoo employee will discover it is there! Ask the students to consider how that could be a benefit to the animal? Could it be a disadvantage?

Almost all zoos have felines – animals such as jaguars, tigers, lions, and servals. Spend a minute watching the cats walk around their environment. If possible, take a look at the food that the cats are eating, or see if you can find bones. Ask the students to think about what cats (like their cats at home) eat? They only eat meat, and for this reason we call them carnivores. If cats only eat meat, how do they get it off of the bone? Show them the sandpaper and allow them to feel it, even GENTLY slide it against the back of their hand. Tell the students that cats have tongues that are super rough like this sandpaper, and so they actually will lick the meat right off of the bone!

When the students see a reptile such as a turtle, crocodile, alligator, or snake, ask them if they know that these animals lay eggs. Some may know, but most probably won’t be aware. Tell them that these animals lay their eggs in holes, and ask why would they do that? Is that a good idea, or bad idea? Tell the students that in addition to the holes, these reptiles’ eggs are much more leathery than the eggs we have in our refrigerator, and show them the piece of leather. Would this protect the animal completely? Why is this a good idea? When could it be a disadvantage for the animal?

Out in an open field and studying birds? If you have room, get a long (3 feet or so) piece of nylon rope, and fray one of the ends. Hold the rope by the middle, and swing the non-frayed end over your head in a circle. It should make a whirring noise. Switch ends, and swing the frayed end. It shouldn’t make any noise – why is that? The ends of the rope break up the airflow around the rope, so it doesn’t make the whistle noise. Similarly, if one person jumped into the middle of a deep puddle- there would be a big wave all the way out. If a whole bunch of people jumped into the same big puddle at the same time, there wouldn’t be a single wave out- there would be lots and lots of smaller waves. For birds of prey (falcons, eagles, ospreys), the edges of their wings are frayed like the rope, and so when they fly, it makes almost no noise. Most other birds don’t have this adaptation – how come?

In closing, by doing very short, two-minute demonstrations at the zoo, your students will get a much more memorable experience. Not only will they begin seeing the animals through new eyes, but will start to make connections between different species of animals, giving you a better foundation when you return to your school classroom.

Written by Joanne Michael

Joanne Michael

Joanne Michael is a K-5 Science Specialist for Manhattan Beach Unified and is a CSTA member.

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CSTA Annual Conference Early Bird Rates End July 14

Posted: Wednesday, July 12th, 2017

by Jessica Sawko

Teachers engaged in workshop activity

Teachers engaging in hands-on learning during a workshop at the 2016 CSTA conference.

Don’t miss your chance to register at the early bird rate for the 2017 CSTA Conference – the early-bird rate closes July 14. Need ideas on how to secure funding for your participation? Visit our website for suggestions, a budget planning tool, and downloadable justification letter to share with your admin. Want to take advantage of the early rate – but know your district will pay eventually? Register online today and CSTA will reimburse you when we receive payment from your district/employer. (For more information on how that works contact Zi Stair in the office for details – 916-979-7004 or zi@cascience.org.)

New Information Now Available On-line:

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

Goodbye Outgoing and Welcome Incoming CSTA Board Members

Posted: Wednesday, July 12th, 2017

Jill Grace

Jill Grace, CSTA President, 2017-2019

On July 1, 2017 five CSTA members concluded their service and four new board members joined the ranks of the CSTA Board of Directors. CSTA is so grateful for all the volunteer board of directors who contribute hours upon hours of time and energy to advance the work of the association. At the June 3 board meeting, CSTA was able to say goodbye to the outgoing board members and welcome the incoming members.

This new year also brings with it a new president for CSTA. As of July 1, 2017 Jill Grace is the president of the California Science Teachers Association. Jill is a graduate of California State University, Long Beach, a former middle school science teacher, and is currently a Regional Director with the K-12 Alliance @ WestEd where she works with California NGSS K-8 Early Implementation Initiative districts and charter networks in the San Diego area.

Outgoing Board Members

  • Laura Henriques (President-Elect: 2011 – 2013, President: 2013 – 2015, Past President: 2015 – 2017)
  • Valerie Joyner (Region 1 Director: 2009 – 2013, Primary Director: 2013 – 2017)
  • Mary Whaley (Informal Science Education Director: 2013 – 2017)
  • Sue Campbell (Middle School/Jr. High Director: 2015 – 2017)
  • Marcus Tessier (2-Year College Director: 2015 – 2017)

Learn More…

Written by California Science Teachers Association

California Science Teachers Association

CSTA represents science educators statewide—in every science discipline at every grade level, Kindergarten through University.

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Posted: Wednesday, July 12th, 2017

by Huda Ali Gubary and Susheela Nath

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Written by NGSS Early Implementer

NGSS Early Implementer

In 2015 CSTA began to publish a series of articles written by teachers participating in the California NGSS k-8 Early Implementation Initiative. This article was written by an educator(s) participating in the initiative. CSTA thanks them for their contributions and for sharing their experience with the science teaching community.

State Schools Chief Tom Torlakson Unveils Updated Recommended Literature List

Posted: Wednesday, July 12th, 2017

SACRAMENTO—State Superintendent of Public Instruction Tom Torlakson unveiled an addition of 285 award-winning titles to the Recommended Literature: Prekindergarten Through Grade Twelve list.

“The books our students read help broaden their perspectives, enhance their knowledge, and fire their imaginations,” Torlakson said. “The addition of these award-winning titles represents the state’s continued commitment to the interests and engagement of California’s young readers.”

The Recommended Literature: Prekindergarten Through Grade Twelve list is a collection of more than 8,000 titles of recommended reading for children and adolescents. Reflecting contemporary and classic titles, including California authors, this online list provides an exciting range of literature that students should be reading at school and for pleasure. Works include fiction, nonfiction, poetry, and drama to provide for a variety of tastes, interests, and abilities. Learn More…

Written by Guest Contributor

From time to time CSTA receives contributions from guest contributors. The opinions and views expressed by these contributors are not necessarily those of CSTA. By publishing these articles CSTA does not make any endorsements or statements of support of the author or their contribution, either explicit or implicit. All links to outside sources are subject to CSTA’s Disclaimer Policy: http://www.classroomscience.org/disclaimer.

Teaching Science in the Time of Alternative Facts – Why NGSS Can Help (somewhat)

Posted: Wednesday, July 12th, 2017

by Peter A’Hearn

The father of one of my students gave me a book: In the Beginning: Compelling Evidence for Creation and the Flood by Walt Brown, Ph. D. He had heard that I was teaching Plate Tectonics and wanted me to consider another perspective. The book offered the idea that the evidence for plate tectonics could be better understood if we considered the idea that beneath the continent of Pangaea was a huge underground layer of water that suddenly burst forth from a rift between the now continents of Africa and South America. The waters shot up and the continents hydroplaned apart on the water layer to their current positions. The force of the movement pushed up great mountain ranges which are still settling to this day, resulting in earthquakes along the margins of continents. This had happened about 6,000 years ago and created a great worldwide flood. Learn More…

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Written by Peter AHearn

Peter AHearn

Peter A’Hearn is the Region 4 Director for CSTA.