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Zoo Animal Enclosures

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.

  1. Why were the giraffes relocated?
  2. What is happening to the giraffes’ old enclosure?
  3. What are the details of your mission? 
Image preview of a YouTube video

Watch on YouTube https://edtechbooks.org/-DeLx

After you watch the video, click the activity links below to start this mission.
 
Getting Started
 

In this Zoo Animal Enclosure case, you will use library resources to:

  • Watch the case introduction video and identify the main character's problem.
  • Research and brainstorm enclosures based on specific animal habitats and needs.
  • Design and develop a basic zoo enclosure prototype.
  • Gather feedback throughout the process and incorporate as needed.
  • Reflect on the process, findings, successes, and failures of the prototypes.

Below is a link to your agent handbook where you can take notes as you brainstorm and research solutions to Dylan's problem with your fellow Double-O STEM Club agents.

Double-O STEM Club Agent Handbook: Zoo Animal Enclosures

Learning Activities

Think

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:

  • What is the main problem?
  • What other problems did you notice?
  • What research questions need to be answered to help you design a solution?

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will articulate questions suitable for library research based on identified problems in the case.

Next Generation Science Standards - Engineering:

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.

American Association of School Librarians Standards - Inquiry:

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning

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:

  • What information do you need to help Dylan?
  • What questions will you consider answering through research?
  • Where should you find the information?
  • What search terms would help you find the best information?
  • How do you know your sources are good? Write down your notes. 

Learning Objectives

  • The agent will describe the main problem associated with the presented case.
  • The agent will articulate questions suitable for library research based on identified problems in the case.
  • The agent will determine parameters for what a successful solution to the problem entails in light of the contextual constraints.
  • The agent will use library databases and circulation materials to examine identified research questions.
  • Using library resources and the Internet, research information about the natural habitats of the two animals you chose (e.g., where do they live; what is the climate there; what is the flora (plants) and fauna (animals); what do they eat?
  • Using library resources and the Internet, research information about the lifestyle, behaviors, and movements of your animal that may impact enclosure design (e.g., height, width, climbing areas).
  • The agent will share his or her findings with others.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

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:

  • What are the space requirements for each animal?
  • Can feeders and veterinarians access the animals easily?
  • Will zoo patrons have a good view to observe the animals?
  • What vegetation is able to survive in your local climate? (e.g., African fig trees may be native to their animals’ habitat, but they might not survive in your local climate).
  • What animals are able to survive in your local climate?
  • Are the elements of the habitats of each animal safe for both animals together in the enclosure?

Learning Objectives

  • Based on conducted research, describe what plants and animals from your animals’ habitat could survive in your climate.
  • Describe options the zoo might take to simulate these plants/animals or alter conditions to help them thrive in your enclosure.  
  • Describe problems and possible solutions with making your animals visible to visitors at the zoo.
  • Develop a list of criteria necessary for the animals to function well within the zoo.  
    • The agent will write questions suitable for library research related to the natural habitats, lifestyle behaviors, and movements of the animals he or she chose.
    • The agent will use library databases and circulation materials to examine identified research questions
    • The agent will share his or her findings with the others.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.A.1: Learners display curiosity and initiative by formulating questions about a personal interest or a curricular topic.
  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

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:

  • What will you build?
  • What will it look like?
  • How large will it be?
  • What will it hold?
  • How will veterinarians, trainers, gardeners, and cleaners enter the area?
  • How will visitors observe the area?
  • How will your animals interact with the environment around them?

Learning Objectives

  • The agent will hypothesize one or more solutions to an identified problem in the case based on findings from conducted library research.
  • The agent will develop a list of criteria based on their analysis of research to help guide the creation of a prototype.
  • The agent will create a detailed schematic of the space that includes labels.

Next Generation Science Standards - Engineering

  • 3-5 ETS1-1 Engineering Design: Define a simple design problem reflecting a need or want that includes criteria for success and constraints on time, cost, or materials.
  • 3-5-ETS1-2 Engineering Design: generate and compare multiple possible solutions for a problem and compare constraints and success criteria.

American Association of School Librarians Standards - Inquiry

  • A.A.2: Learners display curiosity and initiative by recalling prior and background knowledge as context for new meaning.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

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:

  • Do you think your design will work to solve Dylan’s issue?
  • Why or why not?
  • What did you learn from making the prototype?

Learning Objectives

  • The agent will develop instruments to collect data regarding identified problems/solutions.
  • The agent will collect, analyze, and reflect on data from developed instruments.
  • The agent will revise work based on analyzed data and feedback.
  • The agent will identify benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.B.2: Learners engage with new knowledge by following a process that includes devising and implementing a plan to fill knowledge gaps.
  • A.B.3: Learners engage with new knowledge by following a process that includes generating products that illustrate learning.
  • A.C.3: Learners adapt, communicate, and exchange learning products with others in a cycle that includes acting on feedback to improve. 
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

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:

  • What questions did they ask?
  • What suggestion did they make?
  • If you were to try it again, what would you do? Why would that be a better solution?
  • Do you need more information to design something that would solve Dylan’s problem? 

Learning Objectives

  • The agent(s) will describe their solution to the main problem associated with the presented case.
  • The agent(s) will identify the benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

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:

  • What were the suggestions from your prototype testing?
  • How will you revise based on the feedback you received?
  • What did you learn from testing?

Learning Objectives

  • The agent will collect, analyze, and reflect on data from developed instruments.
  • The agent will revise work based on analyzed data and feedback.
  • The agent will identify benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

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:

  • Why did you make the package the way you did?
  • How did you improve your design based on your testing?

Learning Objectives

  • The agent will describe their solution to the main problem associated with the presented case.
  • The agent will identify the benefits and limitations of their prototype using evaluation criteria.

Next Generation Science Standards - Engineering

American Association of School Librarians Standards - Inquiry

  • A.C.1: Learners adapt, communicate, and exchange learning products with others in a cycle that includes interacting with content presented by others.
  • A.D.1-4: Learners participate in an ongoing inquiry-based process by continually seeking knowledge, engaging in sustained inquiry, enacting new understanding through real-world connections, and using reflection to guide informed decisions.

Celebration

Terrific zoo animal enclosures, agents! Watch the video below to wrap up this Double-O STEM Club mission.

Image preview of a YouTube video

Watch on YouTube https://edtechbooks.org/-nTEa