Hello, agents! Double-O STEM here with an important mission. Dylan needs your help with a problem at the local zoo.
Think about these questions as you watch the video. Write answers in your Double-O STEM Club notebook.
In this Zoo Animal Enclosure case, learners will use library resources to complete the following tasks listed below. The learner version of the case can be found using this link.
Learners will need a place to take notes as they brainstorm and research solutions to the problem. Although questions are presented in the agent section of the online chapter, this course also includes a downloadable handbook for each case with brief activity descriptions, questions, thinking prompts, and white space for taking notes. This is presented as an "agent handbook," as learners are acting as new agents helping the main character with the mission/problem. Librarians may choose to download and print this handbook for learners or have them do it. Alternatively, librarians may decide to have learners type answers on a computer or provide learners with a folder in which to place the printouts or spiral notebook in which to write answers, sketch ideas, etc.
The following link to the handbook is also available to students in their student version of this book.
Double-O STEM Club Agent Handbook: Zoo Animal Enclosures
For your convenience, the student version of each activity is located in the "Think," "Create," and "Share & Grow" sections of this book.
Learning Objectives
Next Generation Science Standards (NGSS) - Engineering
American Association of School Librarians (AASL) Standards - Inquiry
Learning Activities
In this case, the Double-O STEM Club’s mission is to design a mixed species enclosure for some of the new large and small zoo animals that will be arriving. The mixed enclosure design needs to mimic the animal’s natural habitat and accommodate their lifestyle and behavioral needs. During this activity, Double-O STEM Club agents will identify and describe the main problem presented in the video, discuss possible solutions with peers, and formulate research questions based on identified problem(s) and prior knowledge.
Materials
Setup
This activity includes whole-class and group discussion. Set up an area that allows the librarian to introduce the case and share examples. Provide agents with notebooks and writing instruments and encourage them to capture ideas (through words and illustrations) as they work on this case. Allow agents to brainstorm problems associated with the case and questions that may require additional research. Capture main ideas on a whiteboard, easel pad, or other medium. Be sure to ask agents if there are aspects of other cases they have completed that might apply in this case.
Activity 1: Discussion
Now that you have seen the video, work with other Double-O STEM Club agents to think about the problem and a solution.
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering:
American Association of School Librarians Standards - Inquiry:
In this Double-O STEM Club activity, agents will research specific information about the habitat and needs of the two animals - one large and one small - that they chose from the case. For example, learners may ask the following: where they live; the climate of those locations; the flora and fauna native to those locations; their diet, and others. They will use their research skills to write questions, conduct research, and share their findings with others. agents should receive instruction about how to answer their questions using library resources (e.g. reference and circulation materials, databases, Internet searches).
Materials
Setup
Prior to the lesson, set up a seating arrangement that allows for whole class and small group discussion. First, individuals/small groups need to select which two animals they will choose to research for their mixed species enclosure area - one large and one small. Remind agents about the example in the case of the giraffes living with the golden lion tamarins to help them get started. Then, help them to write research questions about their specific animals’ natural habitats and behaviors. At the end, bring the individuals/small groups back together to share and discuss findings.
Activity 2: Animal Habitats Research
Choose two animals, one large and one small, to design a mixed-species enclosure. Research their natural habitats and lifestyle needs. Talk with your fellow agents about the best places to search for your answers. Take notes and share them with other Double-O STEM Club agents.
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
Now that Double-O STEM Club agents have chosen two animals for the mixed species enclosure and researched about their habitats and lifestyle needs, they will use this information to begin designing a mixed enclosure space evaluation checklist. A draft evaluation checklist or rubric should be developed to help agents know what they should strive to accomplish as they develop and test prototypes. At a minimum, evaluation criteria should emphasize design constraints for their spaces, including what vegetation and animals are able to survive in their local climate (e.g., African fig trees may be native to their animals’ habitat, but they might not survive in the agents' local climate).
Materials
Setup
Prior to the lesson, set up a seating arrangement that allows for whole class and small group discussion. First, individuals/small groups need to revisit the flora and fauna of their animals’ natural habitat that they already researched. Then, help them to write research questions about what constraints they might have trying to replicate that habitat in their local climate. They also need to write research questions related to the constraints of the design based on visibility and safety for zoo visitors. At the end, bring the individuals/small groups back together to present their findings and discuss what it means for their design challenge.
Activity 3: Prototype Design Criteria
Now that you have chosen two animals for the mixed species enclosure and researched about their habitats and lifestyle needs, you will use this information to begin designing a mixed enclosure space evaluation checklist. Try to create 8-12 items for your checklist.
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
Prior to developing a prototype, Double-O STEM Club agents should take some time to plan it. They should consider the following questions:
Using either a piece of paper or a computer application, the groups should develop a detailed schematic for their zoo enclosure. They should use the results from their research and their evaluation checklist to help them consider ideas/details. Remind agents to keep track of their design decisions in their handbooks.
Materials
Setup
This activity includes small and whole group discussion. Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Focus the seating arrangement so agents have space to draw but can still see each other in classroom and small group discussions.
Activity 4: Animal Enclosure Schematic
Before developing a prototype, take some time to plan it. Take notes as you think about and discuss the questions on the right with the other Double-O STEM Club agents. Create a schematic (a drawing that represents what you want to build) of your zoo enclosure.
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
In this activity, Double-O STEM Club agents will use materials provided in the library to create a prototype diorama for a mixed species zoo enclosure that is specific to the two animals they chose (Note: While dioramas are encouraged, groups can get creative with their prototypes based on the resources they have available. Agents should document rationales for design decisions and be encouraged to brainstorm and share ideas with other groups. They should be able to defend their design decisions based on the information and constraints found during their research.
Materials
Setup
This activity is largely hands-on. Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around a hands-on activity. Make sure there is ample space for agents to cut, fold, tape, and glue materials together. Organize craft materials so they are in a central location with easy access to agents. You may want to begin this lesson by reviewing some design techniques to help insulate and support structures. Encourage agents to document ideas in their notebooks. Also encourage them to refer to notebooks for design ideas from past sessions. Be sure to use the camera to capture work samples and design processes during the session.
Activity 5: Animal Enclosure Prototype
Time to start building! Use the materials that you chose in the last step to create a prototype (an example for testing). Don’t worry about it looking nice. Focus on how it meets your criteria. Someone in your group should write down the design decisions your team makes along the way.
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
In the test phase activity, Double-O STEM Club agents will share their designs with the other members of the Club and/or other library patrons for peer review. Have agents describe their mixed species enclosure design and the design decisions they used to develop it. Peer reviewers will have time to ask questions and make suggestions about the design. Librarians may need to help agents prepare questions that they will ask other individuals/groups regarding their designs based on design constraints and other criteria.
Based on the results of the peer reviews, agents will revise their prototype for a final showcase in the next activity. Agents should record their revisions and the rationale for each to support the justification for their final design.
Materials
Setup
This activity includes individual and group presentation. Prior to the lesson, set up a space for each individual or group to be able to present their poster board prototype. Provide agents or other guest reviewers with notebooks, summaries of evaluation criteria for their prototypes, and questions they may want to ask about each design. Before beginning the presentations, librarians should work with the agents in a group to review the design criteria and constraints and prepare agents for evaluating each other’s work.
Activity 6: Prototype Testing
Now, we need you to put your designs to the test. You will present your designs to Double-O STEM Club members and library guests. During your presentation, explain your design decisions. Answer any questions they have about the design. Ask them for suggestions on how to improve the design. One agent from the group should record the outcomes in your notebook.
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
Based on the prototype testing in the last activity, Double-O STEM Club agents will revise their prototype for a final showcase in the next activity. Agents should record their revisions and rationales to support the justification for their final design.
Materials
Setup
This activity includes individual and group work. Prior to the lesson, set up a space for each individual or group to be able to discuss the results of their prototype testing. Agents should review their notes from the testing to guide their revision discussions. They should be given time and resources to make any revisions to their design. Encourage agents to record their revisions and rationale for each revision based on feedback from the testing stage. Remind them that they will need to justify each design decision.
Activity 7: Prototype Revisions
With feedback from others, it is time to revise your design. Based on the questions and suggestions from your prototype testing presentation, how will you revise?
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
After initial peer/patron/expert reviews, Double-O STEM Club agents will showcase their best prototype and the design decisions/ideas, and tests that led them to their solution. Have agents describe their prototype, the design decisions they used to develop it, how testing and reflection improved their product, and how they would continue to perfect the model if given the chance. Use this session to focus on celebrating accomplishments and creative thinking.
Materials
Setup
This activity includes individual and group discussion. Prior to the lesson, set up a seating arrangement that allows for whole and small group discussion around group presentations. Make sure to decorate the presentation space with celebration materials. Provide agents with their notebooks, photographs and videos of prototypes and testing examples, summaries of evaluation criteria for their prototypes, and a copy of their best prototype. Also provide tools for groups to develop a short presentation about their work.
Activity 8: Showcase & Reflection
Good job, agents! I know I could count on you to solve Dylan’s zoo enclosure problem. Now it is time to share your designs. As a group, you will present your revised prototype and your design decisions.
Guiding Questions:
Learning Objectives
Next Generation Science Standards - Engineering
American Association of School Librarians Standards - Inquiry
Celebration
Terrific zoo animal enclosures, agents! Watch the video below to wrap up this Double-O STEM Club mission.
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Access it online or download it at https://edtechbooks.org/double_o_stem/ZooAnimalEnclosures.