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Cross-Curricular Goals

On this page you can find information about the different subjects, standards, objectives, and activities that are aligned to this project.

Science

Standard: NGSS - K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive. [Clarification Statement: Examples of patterns could include that animals need to take in food but plants do not; the different kinds of food needed by different types of animals; the requirement of plants to have light; and, that all living things need water.]

 

Objectives: Students will be able to:

  1. Classify animals according to where they live. 

  2. Research on where animals live and what they eat. (standard) 

  3. Group animals according to what they eat. 

  4. Identify patterns in the organized data, including that all animals eat food, some animals eat plants, some animals eat other animals, some animals eat both plants and animals, and no animals do not eat food.

 

Activities: 

  • The students will be broken up into smaller groups where they will do research on their group's chosen animal, doing research in terms of what the animal eats and needs in their enclosure.

  • With teacher guidance, the students will work on building a Venn Diagram where they will compare and contrast animals that eat plants, animals that eat other animals and animals that eat both plants and animals. 
     

Math

Standards: Common Core Math Standards

  1. CCSS.MATH.CONTENT.K.CC.A.3 - Write numbers from 0 to 20. Represent a number of objects with a written numeral 0-20 (with 0 representing a count of no objects).)

  2. CCSS.MATH.CONTENT.K.CC.B.4 - Understand the relationship between numbers and quantities; connect counting to cardinality.

  3. CCSS.MATH.CONTENT.K.CC.B.5 - Count to answer "how many?" questions about as many as 20 things arranged in a line, a rectangular array, or a circle, or as many as 10 things in a scattered configuration; given a number from 1-20, count out that many objects

 

Objectives: Students will be able to:​

  1. Count all the animals that are in the zoo.

  2. Write numbers from 0 to 20 based on the number of different animals, amount of legs, amount of tails, etc and represent the number of objects with a written numeral 0-20 (with 0 representing a count of no objects).

  3. Assess animals according to previous knowledge (animas have how many legs?)

  4. Group animals according to their food preferences and count the amount that there are.

  5. Understand the relationship between numbers and quantities for the different animals, amount of legs, amount of tails, etc.

 

Activities: 

  • After designing and creating their animals, students will be given "how many?" questions based on their artwork. They will answer questions such as “how many animals do you see?”, “how many tails do you see?”, “how many animals eat only plants?” (see science connection), and “how many trees are on the zoo?”(see engineering connection).

  • They will answer those questions when they go through the zoo and use an AR app (connection to technology). Also, students will need to write the numbers for each quantity to show the connection between art and math.

  • Students will choose any animal and make a video on their iPads showing them counting the amount of legs, eyes, tails, etc. They will post this video to SeeSaw to display their math understanding.

Art/Engineering

Standards: Visual Arts Standards

  1. VA:Cr2.3.Ka - Create art that represents natural and constructed environments.

  2. VA:Cn11.1.Ka - Identify the purpose of an artwork

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Objectives: Students will be able to:​

  1. Design a map of the overall zoo as a class.

  2. Design collaborative posters in smaller groups.

  3. Design the habitats and enclosures of the animals in the zoo out of physical materials.

  4. Decide which animals can be in the same enclosure based on habitat and the food they eat.

  5. Use digital tools to design an invitation to the zoo. 

  6. Organize information about each animal with guidance and support from an adult using digital tools to produce and publish writing.

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Activities Art: 

  • Students work as a group with support from the teacher to decide the layout of the zoo in order to make their map.

  • Students use posters, paint, stamps, markers, fabric or other materials to make 4 posters to hang around the school. (2 heterogeneous groups of 5)

  • Students use Canva or other design platforms to create evites to send to their parents, teachers, and school administrators. (1 group of 5)

  • Students will each draw, paint, or design their animal on a computer platform in order to display it using AR.

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Activities Engineering:

  • Students will design the enclosures and habitats of their animals using physical materials.  For example, for penguins students can make some glaciers out of any white material they want (white paper, a white sheet, styrofoam, etc.) with water.  They can use a trough or type of tub to put water in or they can decide to use light blue tissue paper or construction paper.  For lions, tigers, rhinos, they may want to design a fence with a mote as a barrier as the enclosure.

  • Students decide which types of enclosures they want to create (land, water, trees, rocks, cold, hot) and work together in collaborative groups.

English

Standards: Common Core ELA Standards for Literacy

  1. CCSS.ELA-LITERACY.L.K.1.C - Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; wish, wishes). 

  2. CCSS.ELA-LITERACY.L.K.5.A - Sort common objects into categories (e.g., shapes, foods) to gain a sense of the concepts the categories represent. They could sort the animals into categories like animals that live in water? Animals that live on land? 

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Objectives: Students will be able to:​

  1. Identify vocabulary that relates to zoos, such as “habitat”, “enclosure”, “zoo keeper”, animal names, tail, legs, stripes, etc.

  2. Use the vocabulary words to write a short description of the zoo animal and its enclosure. 

  3. Form regular plural nouns orally by adding /s/ or /es/ (e.g., dog, dogs; fox, foxes)

  4. Sort the animals into categories such as animals that live in water, animals that live on land, animals that eat plants, animals that eat other animals, etc.

 

Activities: 

  • Students will label the animals on the poster, writing their names using the correct singular and plural form. After labeling, students will use the vocabulary words to write a short description of the zoo animal and its enclosure. 

  • With the teacher's guidance and support, students will decide how the animals should be grouped depending on their eating (only plants, only animals, both) and habitats (in water, on land). Students will collaborate with their peers in order to sort it out. 

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