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Language Arts
4. “Elmer’s Elephant
Extravaganza” (p. 2-3)
5. “Sentence Puzzle” (p. 4)
6. “The Lion in the Den” (p. 5-7)
Math
7. “Origami Art” (p. 8)
8. “Zebra Stripe Subtraction” (p.
9-10)
9. “Doubles!Doubles!” (p.11-13)
Science
10. “Art and Nature” (p. 14-16)
11. “Animals in the Zoo” (p. 17-
18)
12. “Sound Sorts” (p. 19-20)
Social Studies
1. “Animals, Animals” (p. 21-
22)
2. “Zookeeper, Zookeeper” (p.
23-24)
3. “Going to the Zoo” (p. 25)
A Trip to the
ZOO!
2
Name of Activity: “Elmer’s Elephant Extravaganza”
Content Area and Related Area(s) of Integration: Language Arts – Art
GLE: (R1I.1.b) Identify connections between (b) text to self (text ideas and own experiences).
Materials:
Day 1
o Elmer by David McKee
o “Exciting Elephants” writing page for each student
o Pencil for each student
Day 2
o Elmer’s Special Day by David McKee
o White paper for each student
o Assorted colors of construction paper (to share; one sheet per student)
o One sheet of black construction paper for each student
o Crayons for students to share
o Scissors for students to share
o Glue for students to share
o Oil pastels for students to share
Procedures:
Day 1
o Read Elmer by David McKee.
o Discuss story elements as a class.
o Have students think about a time they saw an elephant.
o Have students close their eyes and tell them to picture that time in their minds. Count to ten.
o Students will then complete the “Exciting Elephants” writing page.
Day 2
o Read Elmer’s Special Day by David McKee.
o Explain that the class will be making its own elephant parade.
o Show an example of the teacher’s completed elephant car.
o Have students draw and color their own elephants on white paper.
o Have students cut out and glue the elephant onto their colored piece of construction paper.
o Students will then decorate and cut the top of the car.
o Finally, students will cut several strips and two circles out of black construction paper to create
the car bars and wheels. Students will attach several strips and the two wheels to the colored
construction paper, on top of the white elephant, with glue.
Assessment Methods:
Teacher assessment: Did the students’ “Exciting Elephants” writing include a connection between the
book and their lives?
Student assessment: Which was your favorite of the two Elmer books we read? Why?
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Name: _____________________________
“Exciting Elephants”
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Name of Activity: “Sentence Puzzle”
Content Area and Related Area(s) of Integration: Language Arts – Movement
GLE: (R1H.1.f) Develop and apply post-reading skills after reading or read-alouds to respond to text: (f)
analyze.
Materials:
Snakes by Gail Gibbons
“I hiss like a snake.” word cards
“I slither like a snake.” word cards
“I have scales like a snake.” word cards
“I am long like a snake.” word cards
Pocket chart
Procedures:
Read Snakes by Gail Gibbons
Discuss the different types of snakes from the book.
Discuss/speculate which of these types of snakes could be found at the zoo.
Divide the class into four groups. Give each group one set of word cards.
Explain to students that each group has a different sentence about snakes. There is one word per card
and one card per student.
Students are to each hold a card and work together as a group to get their bodies in the correct order so
that the sentence makes sense.
The group that gets their sentence in the correct order the fastest is the winner for that round and will get
to do their choice of a brain break video
(http://www.youtube.com/playlist?list=PLDB1773CB4DE1FC04).
Continue playing until each group has “won” and had a chance to choose and participate in a brain break
video.
Once the groups have “won,” they are to put their word cards in order in the pocket chart on the wall.
Assessment Methods:
Teacher assessment: Teacher will observe students working to get the word cards in the correct order
and see them analyzing and making sense of the sentence.
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Student assessment: Students will assess their own learning by putting their name in the appropriate
light on the stoplight. (RED – STOP! I don’t get it; YELLOW – SLOW DOWN! I am working on it;
GREEN – GO! I got it!)
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Name of Activity: “The Lion in the Den”
Content Area and Related Area(s) of Integration: Language Arts – Music
GLE: (R2B.1) Recognizes rhythm, rhyme, and alliteration in read-aloud experiences and independent reading.
Materials:
Copy of “The Lion in the Den” song for each student
The Cat in the Habitat Flap Book by Tish Rabe
“Topic” page for each student
Pencil for each student
Procedures:
Read The Cat in the Habitat Flap Book by Tish Rabe
Discuss the animals and their habitats that were in the book.
Give each student a copy of the song.
Sing through it once to demonstrate for the students.
Sing the song together as a class.
Tell students that at the end of the unit there will be a project that they will be doing.
Explain that they will be recreating a zoo animal habitat using whatever materials they can find (in class
and at home).
Have students fill out the “Topic” page stating what animal they choose to do a project on.
Assessment Methods:
Teacher assessment: Teacher will assess student recognition of rhymes by questioning them after
singing the song.
Student assessment: Students will write one sentence stating which animal in the song was their
favorite.
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“The Lion in the Den” (To the tune of “The Farmer in the Dell”)
The lion in the den,
The lion in the den,
Lee-lo the leerio,
The lion in the den.
The rhino in the savanna,
The rhino in the savanna,
Ree-ro the reerio,
The rhino in the savanna.
The ape in the forest,
The ape in the forest,
A-O the a-eeio,
The ape in the forest.
The jaguar in the rain forest,
The jaguar in the rain forest,
Jee-jo the jeerio,
The jaguar in the rain forest.
The zebra in the woodlands,
The zebra in the woodlands,
Zee-zo the zeerio,
The zebra in the woodlands.
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Name: ____________________________
“Topic”
My/animal/topic/is///////////
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It/lives/in//////////////////
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Name of Activity: “Origami Art”
Content Area and Related Area(s) of Integration: Math – Art
GLE: (GSR3C.1) Recognize shapes that have symmetry.
Materials:
Sadako and the Thousand Paper Cranes by Eleanor Coerr
Origami how-to books (several different ones)
Copies from origami books for each student without a book
Three colorful origami paper sheets for each student
Crayons for each student
White paper for each student
Document camera
Procedures:
Ask if anyone has ever heard of origami before.
Tell students that origami is Japanese paper folding that takes into account math concepts such as lines,
shapes, symmetry, and angle.
Read Sadako and the Thousand Paper Cranes by Eleanor Coerr.
Discuss the story.
Explain to students that they will each be getting a book (or a copy of a book) that shows step by step
how to create something using origami.
Choose a design and demonstrate to the class using the document camera.
Give each student a book and three sheets of origami paper.
Allow 30 minutes to work on creating up to three (at least one) origami creations.
Once completed students will share what they made, telling what it is and why they chose it. Teacher
should prompt using questions about symmetry. (Students who made more than one creation will choose
their favorite and share about it.)
Students will then draw a picture on white paper of their creation in an appropriate setting – one that
makes sense. For example, if a student created a crane, s/he should draw it in a pond or other body of
water.
Allow up to 30 minutes for students to complete this. (If students do not finish in this time, allow them
to work on it anytime they are caught up on other work.)
Display these drawings throughout the classroom once they are all completed.
Assessment Methods:
Teacher assessment: Teacher will observe student learning during the share time and in the way
students talk about symmetry.
Student assessment: Students will choose their favorite of three origami creations to draw a picture of.
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Name of Activity: “Zebra Stripe Subtraction”
Content Area and Related Area(s) of Integration: Math – Movement
GLE: (AR2A.1) Using addition or subtraction, represent a mathematical situation as an expression or number
sentence.
Materials:
Life-size black zebra cardboard cutout
20 white paint sticks
Velcro dots
8 zebra story problems dealing with subtraction
Dry erase board for each student
Dry erase marker for each student
Paper towel for each student
Procedures:
Explain to students that they will be practicing subtraction story problems with Zack the Zebra. (Bring
in Zack.)
Divide the class into eight groups of three.
Explain that in each group two students will be Zack’s stripes and one student will be the recorder.
Read a word problem.
o “Zack the Zebra had eight (8) stripes. He sneezed and three (3) stripes fell off! How many stripes
did Zack have left?”
Have Student One put up 8 paint stick stripes and explain why. The recorder should write this on the
board while students at their desks are writing on their dry erase boards.
Have Student Two take away 3 stripes and explain why. The recorder and students should write this on
the boards.
Go through all the story problems making sure that all groups get a chance with Zack the Zebra.
Assessment Methods:
Teacher assessment: Teacher will observe students work with story problems on the white boards.
Student assessment: Students will show understanding by giving a “thumbs up” or a “thumbs down”
when asked if they understood story problems better after this activity.
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Zebra Story Problems
Zack the Zebra had 8 stripes. He sneezed and 3 fell
off! How many stripes does Zack have left?
Zack the Zebra had 10 stripes. Zelda the Zebra only
had 7. How many more stripes did Zack have than
Zelda?
Zack had 5 stripes. Leo the Lion gave him 2 stripes for
his birthday. Lily the Lion gave him the rest. How
many stripes did Lily give Zack?
Zack had 4 stripes on the first day of summer. By the
end of summer he had a total of 12 stripes! How many
stripes did Zack get during summer break?
Zack had 12 stripes. He got stuck in a dust storm.
When it was over he only had 6 stripes. How many
stripes did Zack lose in the dust storm?
Zack had 11 stripes yesterday. Today he only has 9.
How many stripes did Zack lose?
Zack had 9 stripes total. He got 5 from Wally the
Wildebeest. How many stripes did he get from Wilma
the Wildebeest?
Zack had 2 stripes left. Yesterday he had 10 stripes.
The rest rubbed off in his sleep last night! How many
stripes rubbed off of Zack?
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Name of Activity: “Doubles! Doubles!”
Content Area and Related Area(s) of Integration: Math – Music
GLE: (NO3B.1) Use strategies to develop fluency with basic number relationships of addition and subtraction
for sums up to 20.
Materials:
“Zoo Doubles” worksheet for each student
Animal sheets for each student
Scissors for each student
Glue for each student
Pencil for each student
Procedures:
Watch YouTube video “Doubles! Doubles! (I Can Add Doubles!) song.”
Talk about what “doubles” are.
Listen to the song again, encouraging students to sing along. (You sing along, too!)
Explain “Zoo Doubles” worksheet:
o Students will fill in the answer with a pencil BEFORE using scissors and glue.
o Students will cut apart the animal page and affix the appropriate number of animals in the box.
Keep the song playing softly in the background while students are working.
Assessment Methods:
Teacher assessment: Teacher will assess learning on the “Zoo Doubles” worksheet.
Student assessment: Students will assess learning by writing their own number sentence using doubles
on the back of their worksheets.
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Name: _______________________________
“Zoo Doubles” Directions: Complete the problems using the animal sheet. Cut out and glue the correct number of animals to make the
number sentence true.
1. 2 + ___ = 4
2. 5 + ___ = 10
3. 1 + ___ = 2
4. 4 + ___ = 8
5. 3 + ___ = 6
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Name of Activity: “Art and Nature”
Content Area and Related Area(s) of Integration: Science – Art
GLE: (S3.1D.1.b) Identify and compare the physical structures of a variety of animals (e.g., sensory organs,
beaks, appendages, body covering).
Materials:
Variety of artist renderings that depict lions
Variety of photographs of lions
“Let’s See…” worksheet for each student
“Lion’s Face” assessment sheet for each student
Procedures:
View gallery of images of artists’ renderings of lions.
Discuss what was seen.
View gallery of real-life photos of lions.
Discuss similarities and differences and materials used by the artists in each group of photos. Ask
students if they think photography is a form of art.
Give each student a worksheet.
Have students spend ten minutes answering the questions.
Go over it together, allowing all students who want to share time to do so.
Assessment Methods:
Teacher assessment: Teacher will assess learning on the “Let’s See…” worksheet.
Student assessment: Students will draw and label the parts of a lion’s face.
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Name: _____________________________
“Let’s See…”
Lions/use/these/to/see./What/
are/they?////////////////////
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Lions/use/these/to/hear./What
/are/they?///////////////////
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Lions/use/this/to/smell/with.
/What/is/it?/////////////////
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Lions/use/this/to/eat/and/roa
r/with./What//is/it?/////////
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Name: _____________________________
“Lion’s Face”
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Name of Activity: “Animals in the Zoo!”
Content Area and Related Area(s) of Integration: Science – Movement
GLE: (S3.1D.1.b) Identify and compare the physical structures of a variety of animals (e.g., sensory organs,
beaks, appendages, body covering).
Materials:
“Animals in the Zoo” script for each student
Prop bag with appropriate pieces for the activity
Procedures:
Explain to students that they will be performing a skit about zoo animals in groups.
Divide the class into groups (evenly as possible), and give each student a script.
Assign numbers to the groups and allow each to spend time planning their performance using props
from the prop bag.
Allow 20 minutes for planning and preparations.
Groups will perform in numerical order.
Assessment Methods:
Teacher assessment: Teacher will see student learning in their performances of animal characteristics.
Student assessment: Students will state one characteristic of any of the animals from the skit before
moving on to the next thing.
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Name of Activity: “Sound Sorts”
Content Area and Related Area(s) of Integration: Science – Music
GLE: (S3.1D.1.d) Identify the relationships between the physical structures of animals and the function of
those structures (e.g., taking in water, support, movement, obtaining food, reproduction).
Materials:
Polar Bear, Polar Bear What Do You Hear? by Eric Carle
Keyboard or other device with sound clips of animal sounds
“Animal Sounds” checklist for each student
Pencil for each student
Procedures:
Read Polar Bear, Polar Bear What Do You Hear? by Eric Carle.
Ask students if they know any other animal sounds. Allow time for responses.
Explain to students that they will be given the opportunity to hear many different animal sounds. They
will each be given an “Animal Sounds” checklist to use during the listening.
Go over the directions on the checklist with the students.
Play animal sounds two times.
Go over the checklist, having student raise their hands when asked if they heard each animal on the
checklist.
Discuss any disagreements and ask students how they distinguished what sound was what animal.
Explain that all but two animals should be checked.
Assessment Methods:
Teacher assessment: Assessment will be seen on the checklist and through the discussion afterwards.
Student assessment: Students will choose their favorite animal sound and write one or two sentences
about why that animal makes that sounds.
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Name: ____________________________
“Animal Sounds Checklist”
Lion
Zebra
Giraffe
Rhinoceros
Hippopotamus
Snake
Monkey
Tiger
Hyena
Penguin
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Name of Activity: “Animals, Animals”
Content Area and Related Area(s) of Integration: Social Studies – Art
GLE: (6A.1) Explain how people have common physical, social, and emotional needs.
Materials:
Animals, Animals by Eric Carle
Document camera
Map of the world for each student
Pencil for each student
Sticky note for each student
Procedures:
Introduce Animals, Animals by Eric Carle to students. Read a few poems.
Using the document camera, show each page and discuss the animals that are shown.
Discuss how these illustrations might have been created.
Have students name as many animals as they remember from the book.
Ask students if all these animals live in the same environment. Allow time for responses.
Give each student a world map.
Explain that students will be labeling the environments on the map where the named animals could be
found.
Model using an octopus and ocean with the document camera.
Allow students to try on their own to label the map.
Go through each named animal so that students understand where each animal lives.
Allow students to draw the animals on their maps with whatever time remains.
Assessment Methods:
Teacher assessment: Teacher will see learning in discussion of world map labeling.
Student assessment: Students will give teacher a or on a sticky note with their name on it, showing
what they feel their level of understanding is.
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Name of Activity: “Zookeeper, Zookeeper”
Content Area and Related Area(s) of Integration: Social Studies – Movement
GLE: (6A.1) Explain how people have common physical, social, and emotional needs.
Materials:
If You Were a…Zookeeper by Virginia Schomp
“Zookeepers” sentence template for every two students
Pencil for every two students
Procedures:
Ask students to tell you what our basic needs are – what all of us (as humans) need to survive. (Food,
water, shelter, clothing).
Talk about the different possible ways those needs are met. Start by giving an example.
Explain that zoo animals are always caged up and cannot meet their own needs so someone else has to
do it for them.
Read If You Were a…Zookeeper by Virginia Schomp.
Discuss the many jobs the zookeeper has.
Group students into pairs before explaining the activity.
Give groups a “Zookeepers” sentence template and pencil.
Explanation:
o Each pair of students will be given 15 minutes to come up with one thing they would like to do
as zookeeper.
o One student will fill in the sentence template.
o Students will then create a pantomime based on what they chose and act it out for the class.
o The main rule is that there is no talking during a pantomime.
o After the task has been guessed (or revealed), students will explain why it was chosen. Why do
they think it will be fun?
Ask students about what other jobs there might be at a zoo (vet, janitor, etc.).
Ask what kinds of jobs there are at the school. Explain that just like at school, the zoo has many people
who work to keep things going to that the animals are taken care of and people can go to the zoo and
have a great time.
Assessment Methods:
Teacher assessment: Learning will be assessed through observation of pantomimes.
Student assessment: Students will clap to let the teacher know their level of understanding. (3 claps – I
get it! 2 claps – I need some help with it! 1 clap – I am stuck; I don’t get it!)
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Name: ________________________
“Zookeepers Sentence”
Zookeepers ________________ and __________________
would ___________________________________________
_________________________________________________
_________________________________________________
Name: ________________________
“Zookeepers Sentence”
Zookeepers ________________ and __________________
would ___________________________________________
_________________________________________________
_________________________________________________
26
Name of Activity: “Going to the Zoo”
Content Area and Related Area(s) of Integration: Social Studies – Music
GLE: (6A.1) Explain how people have common physical, social, and emotional needs.
Materials:
Dear Zoo by Rod Campbell
Lyrics to the YouTube song for each student
Document camera
Procedures:
Watch YouTube video “We're Going to the Zoo - Children Love to Sing Kids Songs”
Explain that the zoo employees work really hard to recreate an environment and community as close to
what would be found in the wild.
Read Dear Zoo by Rod Campbell and have students listen carefully for the different animals the book
mentions.
Ask students about a few of the animals and the reasons they kept getting sent back.
Explain to students that we will be writing our own song about the zoo based on animals from the book.
Use the same describing words from the book in the basic song template. This is a class activity.
Use the document camera so that everyone can see the new lyrics and then sing the new song together.
Assessment Methods:
Teacher assessment: Teacher will assess learning through observing students’ ability to recreate the
song using different animals found in different environments.
Student assessment: Students will give a “thumbs up” or “thumbs down” to express their
understanding.
27
References
(n.d.). Retrieved April 7, 2013, from Peter, Paul, and Mary: http://www.peterpaulandmary.com/music/f-10-
07.htm
(n.d.). Retrieved April 2, 2013, from The Elementary Art Room!: http://elementaryartroom.blogspot.com/
(n.d.). Retrieved April 3, 2013, from Pinterest: www.pinterest.com
(n.d.). Retrieved April 2013, from YouTube: www.youtube.com
Cornett, C. (2011). Creating Meaning Through Literature and the Arts: Arts Integration for Classroom
Teachers. Boston, MA: Pearson.
Jordan, K. &. (2003). Zipping Around the Zoo. Huntington Beach, CA: Creative Teaching Press.
28
Overall Unit Evaluation
I would choose to have students create a diorama of a zoo animal habitat. In the Language Arts – Music
section of the unit the students choose an animal that they would like to create a habitat for. They will be given
plenty of class time to work on/complete this assignment. They will be encouraged to work on it at home, with
whomever they live with, but knowing that many students will not have that type of environment at home will
allow me to build in lots of time to work on it in class, with whatever materials are available in the classroom.
Once the diorama is complete, students will give an oral presentation about the animal they chose and
why and about the habitat itself. The unit will provide plenty of information about animals at the zoo and even
some about where they live in the wild. Students should have little-to-no problem acquiring the information
needed to complete the diorama and oral presentation both. If students feel comfortable with the idea, I would
want to have them present their information and habitats to other classrooms.
Students might assess their overall learning from the unit by writing a brief (two-to-three sentences)
response on a 3x5 notecard telling what their favorite part of the unit was. They would also be asked to state one
thing they learned from another student’s presentation/diorama. I would also want students to be able to tell me
one thing that they might want to change or take out of the unit. Constructive criticism is good from many
different points of view, including for the teacher.
