RECORDING OUR LEARNING 
ABOUT ANIMALS

AT THE ZOO

The children had many opportunities to record their learning about animals.  While we were still at the Zoo, the children wrote facts following each animal encounter as well as other observations and/or information that they had collected. 

 Each of the children had their own "Scientist Book" which they could document their learning through writing, illustrating. sketching or diagramming.

AT SCHOOL

Even though our week at the Zoo passed quickly, our learning carried over into the classroom for several weeks and even months later.  The children were very excited about continuing to research animals as well as apply the information/facts that they had already gathered  We continued to investigate the characteristics of the various animal categories (fish, mammals, birds, amphibians, reptiles and insects).  The children were encouraged to investigate questions such as "What makes a fish a fish?" and "How can you tell a certain animal belongs to a specific animal category or "family?"  The children, independently as well as a full class, used a wide variety of resources (books, internet, magazines, etc) to find out and record these characteristics.  The information was recorded in the form of posters or personal reference books. 

The children, individually and as a class look at a variety of reference materials in search of characteristics that define each animal category.  The recorded the information on large classroom posters and also searched for pictures in magazines and flyers.

The children looked and read lots of books about fish and then recorded facts such as "Fish do not have lungs", "All fish have gills that they breath through" and "Fish live in an aquatic environment" into a personal book.  They also made an illustration that "showed" each fact.

Following our week at the Zoo, each child was given a large sheet of chart paper onto which they summarized/recorded their learning.  The children talked about things such as what they did, what they learned, things they liked and things they didn't like.

For several weeks before we went to Zoo School, we took some time to gather some information about the different primate groups (Cotton-Topped Tamarins, Red-Fronted Lemurs, Spider Monkeys, Squirrel Monkeys, White-Handed Gibbons) that the children had been assigned.  The children collected information about these animals' HABITAT, APPEARANCE, FOOD and OTHER FACTS.  The children recorded their learning in personal books and included illustrations, sketches and labeled diagrams.

AT HOME

The children also extended their learning at home.  They were given an opportunity to gather information about (research) about the characteristics that define REPTILES and as an extension, they were encouraged to research a reptile of their choice.  They were encouraged to use books and technology to assist them in this process.  After collecting the information the children were encouraged to organize their learning into a format (poster, book) that they could share/present to their classmates.  The children were very excited about this project and even more excited about presenting to their classmates.  Our learning about animals continues to grow and expand!!

AT HOME RESEARCH PROJECTS

Parent Feedback: "She was so excited, she spent the entire Thursday afternoon working on it"

Student Feedback: "My sister helped me find the pictures on the computer but I did the poster by myself.  I like (this reptile) because I like the colours on it."