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Updated: Apr 2000 | Perth Zoo (Pre-Visit)

Perth Zoo (Post-Visit) Phase of Development: Early Childhood In this series of lessons I chose to focus on several outcome statements from the Curriculum Framework. Overarching Outcomes Curriculum Framework Values Statements 1. A pursuit of knowledge and a commitment to achievement of potential. Curriculum Framework Overarching Learning Outcomes 1. Students use language to understand, develop and communicate ideas and information and to interact with others. 2. Students select, integrate and apply numerical and spatial concepts and techniques. 3. Students recognise when and what information is needed, locate and obtain it from a range of sources and evaluate, use and share it with others. 4. Students select, use and adapt technologies. 5. Students describe and reason about patterns, structures and relationships in order to understand, interpret, justify and make predictions. 6. Students visualise consequences, think laterally, recognise opportunity and potential and are prepared to test options. 7. Students understand and appreciate the physical, biological and technological world and have the knowledge and skills and values to make decisions in relation to it. 12. Students are self-motivated and confident in their approach to learning and are able to work individually and collaboratively. I placed spotlights on several outcome statements from the Curriculum Framework and the Outcomes and Standards Framework. Of course, many other outcomes, from these and other learning areas, were also achieved during the course of the unit. Learning Area Outcomes Curriculum Framework Strand Statements Outcomes & Standards Framework English Writing Students write for a range of purposes and in a range of forms using conventions appropriate to audience, purpose and context. Reading Students read a wide range of texts with purpose, understanding and critical awareness. Listening Students listen with purpose, understanding and critical awareness in a wide range of situations. Speaking Students speak with purpose and effect in a wide range of contexts Speaking and Listening Students speak and listen with purpose, understanding and critical awareness in a wide range of contexts. Science Working Scientifically-Investigating Science Investigating Scientifically Students investigate to answer questions about the natural and technological world, using reflection and analysis to prepare a plan; to collect, process and interpret data; to communicate conclusions; and to evaluate their plan, procedures and findings. Life & Living Students understand their own biology and that of other living things, and recognise the interdependence of life. Natural and Processed Materials Students understand that the structure of materials determines their properties and that the processing of raw materials results in new materials with different properties and uses. Technology & Enterprise The Technology Process Students apply a technology process to create or modify products, processes, systems, services or environments to meet human needs and realise opportunities. Technology Skills Students apply organisational, operational and manipulative skills appropriate to using, developing and adapting technologies. Technology & Enterprise The Technology Process Students apply an understanding of how attitudes towards technology, its development and use are influenced, when they pursue and realise opportunities through the development and application of innovative strategies. They apply a technology process and appropriate technology skills to create or modify technologies to meet human needs. Information Students design, adapt, use and present information that is appropriate to achieving solutions to technology challenges. Technology Skills Students apply organisational, operational and manipulative skills appropriate to using, developing and adapting technologies. Information Students use appropriate technology skills when designing, adapting, using and presenting information to meet a technology need. Materials Students select and use materials that are appropriate to achieving solutions to technology challenges. Technology Skills Students apply organisational, operational and manipulative skills appropriate to using, developing and adapting technologies. Materials Students use appropriate technology skills when selecting and using materials which are appropriate to achieving intended solutions to meet a technology need. Mathematics Working Mathematically Students use mathematical thinking processes and skills in interpreting and dealing with mathematical and non-mathematical situations. Space Students describe and analyse mathematically the spatial features of objects, environments and movements. Measurement Students use direct and indirect measurement and estimation skills to describe, compare, evaluate, plan and construct. In the English Learning Area I focused on particular substrands of each strand. here for the relevant Descriptions of Substrand Statements. Since pre-primary children tend to be just beginning to demonstrate behaviours that show progress towards Level 1, I have found the Level 1 Strand Outcome Statements particularly relevant. Brief Description Context Learning Experiences Pre-Visit Lessons During the Visit   Before the Visit After the Visit 4 Student Examples Reflection Assessment Brief Description Having emailed the Perth Zoo with their questions about animals, children went on an excursion to the zoo and then returned and made drawings and models of their favourite animals. They used CD-ROMs and emails to the zoo to check on any details of their animals about which they were unsure. We then used a digital camera to take photos of the children's work and created a class book of the project. Purpose: To develop students' understandings of animals and their needs for shelter by having them create a drawing and a model of one animal and its enclosure. To focus on the skills and processes of the English (reading, writing, speaking and listening) and Maths (space and measurement) learning areas To help them progress towards achievement of relevant Level 1 Science, T&E, Maths and English outcomes To provide the children with an opportunity and purpose to use the Internet to send and receive email in order to enhance understanding of information technology, especially the interactive nature of the Internet. Context Author: Marie McMahon, Sorrento Primary School The School: Sorrento Primary School is a Perth metropolitan school in a middle-class coastal suburb. Class: Pre-Primary with 28 five-year-old students, working towards Level 1 in the English strands. Learning Technology: In the classroom we had a BBC computer which was used every day. It was accessed by all students either individually or in small groups so the children were all familiar with the keyboard. There was one computer accessible to the children with an internet connection, situated in the library, which was a short walk across the courtyard from my classroom. Teacher: Marie McMahon I have been teaching since 1992 but this was the first year that I used the Internet with my students, although I had been using the Internet at home since 1996. Currently teaching at Ellenbrook PS. Learning Experiences Pre-Visit Lessons here for a description of the series of lessons that preceded students' visit to the zoo, particularly the setting up of email contact. Before the Visit Before we left school for the zoo, I explained to the children that when they returned they would be making models of the zoo animals in their habitats. As a class we brainstormed what aspects they should take particular notice of, so that they would be able to make their models. We agreed on the following: the shapes of the animals. differences in size, including differences between adult and baby animals of the same species. any special features. their coverings (fur, feathers, scales, etc.). the enclosures (shelters). During the Visit For the zoo visit we had a ratio of 1 parent to 4 children, which allowed for more individual language experiences between the adult and the group. I briefed each parent and gave them all lists of focus points for discussion with their group based on the aspects that we had identified before leaving school, and a map of the zoo with some areas highlighted that the children had been eager to visit. Each group was able to move about and go wherever they liked stopping and seeing a wide range of animals. This worked well, because the zoo is such a big place that it is hard to see everything in one day. Because all groups had different experiences the children came back to school and made many different sorts of animals. We had some interesting discussions about the different experiences they had. Assessment I focused on the Science Life and Living, outcomes and the English Speaking and Listening Strand outcomes [link to final assessment table-page 4] as I monitored the children's understandings. here for a checklist to help me record my observations. After the Visit Back at school we discussed what students had observed on their visit. As agreed before the visit we discussed what they had observed about: the shapes of the animals. differences in size, including differences between adult and baby animals of the same species. any special feature. their coverings (fur, feathers, scales, etc.). the enclosures (shelters). Assessment I focused on the Science Life and Living Strand outcomes, the Maths Space and Measurement Strand outcomes and the English Speaking and Listening Strand outcomes as I monitored and kept anecdotal records of the students' understandings. here for an example of an anecdotal record form for this activity. Then each child chose a favourite animal, and the children drew plans of these animals so that they could later make papier maché models. They focused on making the drawings as accurate as possible, in terms of proportion, special features, coverings and enclosures. Those who needed help with details looked up information on a CD-ROM encyclopedia or contacted the Zoo by email again. For example, they emailed questions about the size of the enclosures and what the enclosures were made from. The children then set about making models of their zoo animals from paper maché, which took several weeks. We then made a mini zoo display by using whatever materials were available. Children's Self evaluation: The children evaluated their own processes in making their models and enclosures. For this evaluation the children looked at their finished designs and finished work and I asked them: Do you like the design? Does it look like your finished model/product/animal? Are you happy with the model/product/animal? Is there anything you like/dislike about the model/product/animal? What would you do next time to make it better? I then typed out their responses and published a page for each child. to see some children's pages. Most children were very happy with their work and had a favourite part, but some of the more advanced children were more critical of their work and suggested improvements. I always try to focus on positives. They then presented their models to the rest of the class and talked about what they liked and didn't like about their models and enclosures. Assessment Focused on: the Science Substrand outcomes and the T&E, Technology Process, Devising and Producing Substrand outcomes when monitoring children's drawings and models. the Maths strand outcomes (Working Mathematically 1, Space 1 and Measurement 1). the English Speaking and Listening Substrand (S&L1.3) when monitoring the students' discussion of their visit to the zoo. the English Reading (R1.1 and 1.2) and Writing (W1.2) Substrand outcomes when monitoring students' email correspondence with the zoo. the English Speaking and Listening Substrand (S&L1.3) and relevant Science and T&E outcomes when monitoring the children's oral reflections on their models. the final products of the animal, enclosure and typed statement was also assessed from the point of view of T & E and Maths. Follow-up Activity - Making a Class Book I had used a digital camera to take photographs of the children at different stages of the project-emailing, visiting the zoo, investigating, making the model, setting up the display. We then used these photos to make a class book about the processes involved in the project. We used a whole group language experience to provide the text for the book. Assessment: I focused on the relevant reading and writing substrand outcomes when monitoring students' work with the class book. Student Examples here for examples of work by two students. Assessment I monitored children's performance throughout the series of lessons. To determine whether they were working appropriately towards Level 1 in each learning area, I looked at the relevant outcome statements, along with criteria that I had developed for my anecdotal observations: Level 1 Substrand Outcome Statements My Criteria Science Life and Living 1: The student understands that people are examples of living things and that, like all living things, they change over time. Life and Living 1: * Do the children know that their personal needs are needs of other living things-such as the need to breathe, the need for shelter, the need for food? * Are the children able to identify the enclosures and shelters and match them with the animals that live in them? * Can they relate these to the shelters that people have? * Are the children able to observe and identify specific features of different animals? * Do they notice and discuss differences between adults and baby animals? * Can they see the same differences between adults and baby humans? Natural and Processed Materials: The student understands that different materials are used in life and materials can change. Natural and Processed Materials 1: * Are the children able to discuss the differences between man-made and natural features and materials used in the enclosures, shelters? Investigating Scientifically: The student focuses on a problem, responds to teacher's suggestions to carry out simple activities requiring observation and sharing of observations. Investigating Scientifically 1.1: * Are the children happy to tell about their own experiences in relation to the topic? * Are the children able to contribute to a list of what the class members know about a topic? * Can they form questions about what they would like to know more about? * Do they respond to the suggestions and questions of others? T&E Technology Process, Investigating Substrand: The student investigates the form and identifies the uses of everyday products. T&E Technology Process 1.1: * Do the children think about materials for making their models, and consider what makes them suitable? Devising Substrand: The student generates ideas for own designs, using trial and error, simple models and drawings. Technology Process 1.2: * Are the children able to generate ideas for designs, using trial error and simple drawings? Producing Substrand: The student undertakes simple production processes with care and safety. Technology Process 1.3: * Are the children able to use tools correctly and safely, and clean up afterwards? Evaluating Substrand: The student describes feelings about own design ideas, products and processes. Technology Process 1.4: * Are the children able to talk about their models and how they feel about them? Information, Nature Substrand: The Student understands that information can be presented and used in different ways. Information 1.1: * Do they use the information gathered from the zoo visit and zoo email and refer to it when making their animal? Information, Techniques Substrand: The student uses simple techniques to access, record and present information. Information 1.2: * Are the children interested in using the digital camera to photograph their work? Do they have a go? * Does the design (plan) and the animal model reflect the information gained throughout the planned experiences? Materials, Nature Substrand: The student understands that materials may be used for different purposes. Materials 1.1: * Can the children choose appropriate materials for different parts of the animal? * Do they talk about how each material represents that a particular part on the real animals? Materials, Techniques Substrand: The student uses equipment to safely manipulate and process common materials. Materials 1.2: * Are the children able to share and use appropriate equipment with care, when cutting, shaping and joining together the components of their animals? Mathematics Working Mathematically 1: The student talks about some of the ways numbers, shapes and time are used; with guidance poses questions which can be answered by classifying, matching, ordering or counting objects; represents mathematical questions by acting out a story, or showing it with objects or pictures; and begins to show some self-correcting behaviour. Mathematics Working Mathematically 1: * Could the children discuss and ask questions about the types of animals, their sizes and their types of habitat? * Were they able to see connections between particular types of animals? * Did they attempt to explain the numbers of one type of animal they saw? Space 1:: The student uses and interprets familiar everyday language for the position of things, their movements and paths between them; pays attention to shape when making or drawing things; repeats, reorients and turns over things when matching shapes and making pictures and patterns; and talks about likenesses and differences between things and begins to connect shape, movement and function. Space 1: * Are the children able to describe the shapes of different animals? * Can they describe the differences between adult and baby animals and between small and large animals? * Did they notice similar and different features of animals? * Did they notice ways animals moved and how that related to their shape? Measurement 1: The student understands everyday comparative language associated with length, mass, capacity and time; directly compares and orders 'straight' lengths and events in time; counts informal units to decide 'how many fit or match'; and makes estimates of size involving everyday movements and actions. Measurement 1: * Could the children discuss the numbers and sizes of animals and how this related to the sizes of their enclosures? * Were they able to think about how much food various animals might eat depending on their size? English Speaking & Listening, Conventions Substrand: The student draws on the linguistic structures and features of own variety of English when speaking and listening, and relies on simple sentences or uses simple connectives to link ideas. English Speaking & Listening 1.3: * When speaking, can the children use simple sentences and connections to link ideas? * Are the children able to draw on the linguistic structures and features of their own variety of English when speaking about the animals? * About their models? Reading, Use of Texts Substrand: The student roleplays being a competent reader and recognises familiar symbols. Reading 1.1: * Do the children role-play being competent readers of the book when it is completed? of emails sent and received? Reading, Contextual Understanding Substrand: The student makes connection between own knowledge and experience and the ideas, events and information in texts read aloud. Reading 1.2: * Can the students make connections between their own knowledge and experience and the ideas, events and information in texts read aloud? in the completed book? in emails? Writing, Contextual Understanding Substrand: The student recognises that writing is used by people to convey meanings to others. Writing 1.2: * Are the children interested in dictating and sending messages in order to find out more information? * In writing the class book to convey information? * Do they actually use the keyboard? * Do children understand that they can convey information about their project through the class book? Note: From these criteria it would be very easy to create anecdotal record sheets for particular activities. for a checklist for our discussion at the zoo. Reflection Children really love going to the Zoo. I have found this to be a very enjoyable program for all. From start to finish, it is several weeks though. When all of the animals are made, they can be put into a large display for a parent evening or something similar, with the shelters as part of the project. The children love making the display. The models need to be quite strong as they get some rough treatment when the children start playing with them. Marie McMahon mhi@vianet.net.au