This task was designed by a primary school teacher, for upper primary students. The task description is completely directed at the students, and the language is targeted to suit an average upper primary student's level.
The main learning areas this project covers are English, Maths and Environmental studies. Elements of the Creative Arts also come into play, with the majority of students asked to design and create.
The task requires students to design a zoo, from scratch. Students will be working in teams of 4. In order for this overwhelming task to be broken down for the students, they are given specific roles to complete:
Any online resources they will require to complete this project are provided, linked or embedded into the appropriate pages. However the students will require pencils and paper for rough drafts, various art materials if they decide to create handmade posters and maps, and possibly also the materials to create a 3D model of an enclosure, such as a cardboard box and natural resources like grass, sand, etc.
This project aims to help students develop their knowledge and skills in a variety of areas. Firstly, they will be practising their language skills, as all of the roles require students to read through their task description and comprehend their meaning. All of the roles require students to write, with the Zoo Keeper role requiring perhaps the most writing.
The Master Builder role incorporates Maths into its activity, specifically area and measurement. The Manager and Zoo Keeper roles have students researching animals and their habitats, thus developing their Environmental knowledge. And the Marketer, Manager and Master Builder are all required to create something, linking in the Creative Arts.
The task also encourages students to develop accountability in a group work situation. As each of the students' roles are so different yet vital to completing the project, if one student does not complete their work it will show. Therefore because they will be held accountable by their group, they are encouraged to produce higher quality work.
This task is designed to appeal to upper primary students and the difficulty is tailored to the average ability level of a student that age. The tasks are well within their capabilities. However there is no reason why the project couldn't be adapted for a different student demographic.
One way in which the task could be adapted for older or more capable students is to introduce an extra element to each of their roles. Asking them to look at the project with a certain perspective, and use higher order thinking skills like evaluation would expand this webquest to be relevant to more students.
Research and evaluate existing zoos from a:
- Conservation perspective: Looks at the value of endangered animals being kept in zoos, versus leaving animals in their natural habitats. Write a short report including findings from their research, and make a judgement.
- Efficiency perspective: evaluate the effectiveness of different zoo’s layouts using maps, and create a table of comparison to compare different features and help you decide on the most efficient layout.
- Safety perspective: research the best types of cages or barriers for keeping animals in and anything else out. Compile a list of the safest materials and designs, and then design one based on what you've learnt, labeling the safety features you've included.
- Profit perspective: How do zoos generate a profit? Look at the costs of running a zoo, versus the annual earnings, and create a budget projection which includes such costs as animal feed and care, employee wages, maintenance, advertising costs.
The main learning areas this project covers are English, Maths and Environmental studies. Elements of the Creative Arts also come into play, with the majority of students asked to design and create.
The task requires students to design a zoo, from scratch. Students will be working in teams of 4. In order for this overwhelming task to be broken down for the students, they are given specific roles to complete:
- One student will focus upon the animals to be housed in the zoo, they will be the Zoo Keeper.
- Another will be responsible for designing the layout of the zoo, working out the measurements and creating a map for tourists. This will be the Master Builder role.
- The next will be the Marketer, who will be tasked with creating advertising for the zoo to entice visitors.
- And finally, the Manager will focus on some of the finer details, such as naming the zoo and creating a logo, and also enclosure design.
Any online resources they will require to complete this project are provided, linked or embedded into the appropriate pages. However the students will require pencils and paper for rough drafts, various art materials if they decide to create handmade posters and maps, and possibly also the materials to create a 3D model of an enclosure, such as a cardboard box and natural resources like grass, sand, etc.
This project aims to help students develop their knowledge and skills in a variety of areas. Firstly, they will be practising their language skills, as all of the roles require students to read through their task description and comprehend their meaning. All of the roles require students to write, with the Zoo Keeper role requiring perhaps the most writing.
The Master Builder role incorporates Maths into its activity, specifically area and measurement. The Manager and Zoo Keeper roles have students researching animals and their habitats, thus developing their Environmental knowledge. And the Marketer, Manager and Master Builder are all required to create something, linking in the Creative Arts.
The task also encourages students to develop accountability in a group work situation. As each of the students' roles are so different yet vital to completing the project, if one student does not complete their work it will show. Therefore because they will be held accountable by their group, they are encouraged to produce higher quality work.
This task is designed to appeal to upper primary students and the difficulty is tailored to the average ability level of a student that age. The tasks are well within their capabilities. However there is no reason why the project couldn't be adapted for a different student demographic.
One way in which the task could be adapted for older or more capable students is to introduce an extra element to each of their roles. Asking them to look at the project with a certain perspective, and use higher order thinking skills like evaluation would expand this webquest to be relevant to more students.
Research and evaluate existing zoos from a:
- Conservation perspective: Looks at the value of endangered animals being kept in zoos, versus leaving animals in their natural habitats. Write a short report including findings from their research, and make a judgement.
- Efficiency perspective: evaluate the effectiveness of different zoo’s layouts using maps, and create a table of comparison to compare different features and help you decide on the most efficient layout.
- Safety perspective: research the best types of cages or barriers for keeping animals in and anything else out. Compile a list of the safest materials and designs, and then design one based on what you've learnt, labeling the safety features you've included.
- Profit perspective: How do zoos generate a profit? Look at the costs of running a zoo, versus the annual earnings, and create a budget projection which includes such costs as animal feed and care, employee wages, maintenance, advertising costs.