Okay, I know that title is cheesy…

We took our freshmen students to the zoo last week for their first class field trip and I loved how it wasn’t just a field trip related to one content area, but in our planning we managed to relate it to every class. Here is the link to the assignment: Zoo Student Handout and the explanation is below…just in case you’re going to the zoo anytime soon with students and want to do a similar activity. 🙂

To begin the zoo experience, the biology teacher asked students to research one animal that is at our local zoo and find out how much land area and resources the animal needs to live a healthy life (they have been studying health and wellness recently in biology). Then, in math I had students do this Estimation 180 as a warm up to review how we could estimate lengths and sizes. I explained that at the zoo, they will be using their estimation skills and area calculations to confirm or deny that their chosen animal has enough space. When we got to the zoo, students split up into groups to explore the zoo with the land and resources in mind. The math part of the assignment at the zoo also had students draw the enclosure using points, lines, planes, rays, and line segments if they were in geometry, and write/solve a linear equation about their day at the zoo if they were in Algebra. For the WorldEng (World Geography and English) portion, students were asked to reflect about borders and responsibility of the zoo to protect animal’s habitats. When we returned to school, students read an article about the city’s limitations of our zoo and the historical implications of the area. The next day in their Digital Interactive Media class (DIM), students wrote a blog post about their experience. They were asked to summarize the experience, discuss the area calculations and findings, and respond to some challenging questions about the zoo which forced them to consider multiple perspectives.

I’m looking forward to more opportunities that we can create interdisciplinary learning for students.