Zoo Diaries: Exploring Ecosystem Growth and Change
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Zoo Diaries: Exploring Ecosystem Growth and Change

Grade 7ScienceEnglish5 days
Zoo Diaries: Exploring Ecosystem Growth and Change is a project designed for 7th grade students that combines science and English subjects over a 5-week period. Students take on the role of young scientific journalists who visit a zoo to observe and document animal behaviors, adaptations, and ecological relationships in response to changes in the environment. They conduct interviews with zookeepers, analyze data collected during their visit, and write informative articles aimed at a young audience about their findings on animal growth and ecosystem changes. Through this project, learners enhance their observational, analytical, and communication skills, while gaining insights into ecological concepts and conservation efforts.
PBLEcosystemsScience CommunicationAnimal BehaviorData AnalysisJournalismConservation
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Inquiry Framework

Question Framework

Driving Question

The overarching question that guides the entire project.How can we, as young scientific journalists, observe and explore the concept of growth and change in animals at the zoo, and communicate our findings effectively in an engaging article for a kids science magazine?

Essential Questions

Supporting questions that break down major concepts.
  • How do animals adapt to changes in their environment?
  • What are the growth stages of various animals and plants observed at the zoo?
  • How does the interaction between different species at the zoo illustrate ecological relationships?
  • What role do zoos play in the conservation of endangered species and their natural habitats?
  • How can we effectively communicate scientific observations and research findings to a young audience?

Standards & Learning Goals

Learning Goals

By the end of this project, students will be able to:
  • Students will be able to write informative articles that effectively convey scientific observations and research about animal growth and change to a young audience.
  • Students will demonstrate an understanding of how resource availability affects organisms in ecosystems by analyzing data from their zoo observations.
  • Students will explain ecological relationships and predict interactions among species by examining zoo environments.
  • Students will develop skills in engaging with diverse groups through interviews and discussions with zookeepers and peers.
  • Students will enhance their analytical skills by connecting observed interactions in zoo environments to broader ecological concepts.

Common Core Standards

CCSS.ELA-LITERACY.W.7.2
Primary
Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.Reason: Students are tasked with writing informative articles for a kids science magazine, requiring them to select and organize relevant content about animals’ growth, change, and ecosystems.
CCSS.ELA-LITERACY.SL.7.1
Secondary
Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues.Reason: Students will interview zookeepers and collaborate on their articles, necessitating effective communication skills.
CCSS.ELA-LITERACY.RI.7.3
Supporting
Analyze the interactions between individuals, events, and ideas in a text.Reason: Students will need to examine the relationship between different species and their environments, similar to how they analyze interactions in a text.

Next Generation Science Standards

NGSS.MS-LS2-1
Primary
Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.Reason: Students will observe animals and their habitats, collecting data to understand how resource availability impacts these organisms.
NGSS.MS-LS2-2
Secondary
Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.Reason: The project explores ecological relationships at the zoo, requiring analysis of interactions among different species.

Entry Events

Events that will be used to introduce the project to students

Breaking News from the Zoo

Students are visited by a special presenter from the local news who has just returned from a startling discovery at the zoo. This guest, a zoologist wearing a reporter badge, explains how the ecosystem at the zoo is undergoing significant changes due to climate factors. They urgently need youthful science journalists to investigate, observe, and report on these changes for a broad audience of young readers.
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Portfolio Activities

Portfolio Activities

These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.
Activity 1

Zoo Observation Journal

Students will maintain a journal during their zoo visit, recording observations about animal behaviors, habitats, and interactions. This will help them gather preliminary data for their articles.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review the list of animals to observe and their respective habitats at the zoo.
2. During the zoo visit, note specific behaviors and interactions you observe for each animal.
3. Record any environmental factors or changes in the habitat that might influence animal behavior.

Final Product

What students will submit as the final product of the activityA comprehensive observation journal documenting animal behaviors and habitat conditions.

Alignment

How this activity aligns with the learning objectives & standardsAligns with NGSS.MS-LS2-1 as it involves collecting data to understand effects of resource availability and CCSS.ELA-LITERACY.RI.7.3 by examining relationships in environments.
Activity 2

Interview Insight Exchange

Students will prepare and conduct interviews with zookeepers to gain insights into animal care and environmental factors affecting the zoo's ecosystem.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Develop a list of questions focused on animal growth and change in the zoo environment.
2. Conduct interviews with zookeepers, taking detailed notes on their responses.
3. Summarize the insights and any new understanding gained from the interviews.

Final Product

What students will submit as the final product of the activityA summary report of interview findings highlighting key insights.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.SL.7.1 by engaging students in discussions with zookeepers.
Activity 3

Data Analysis Workshop

Using their observation journals and interview reports, students will analyze and interpret collected data to identify patterns and understand ecological relationships at the zoo.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Review observation journals and interview summaries to identify key themes and data points.
2. Use graphic organizers to visually map out interactions and relationships observed.
3. Discuss and conclude on how resource availability affects the observed organisms.

Final Product

What students will submit as the final product of the activityAn organized data portfolio identifying ecological relationships and resource impact.

Alignment

How this activity aligns with the learning objectives & standardsAddresses NGSS.MS-LS2-1 by analyzing data and NGSS.MS-LS2-2 by predicting interaction patterns.
Activity 4

Article Draft Creation

Students will draft their informative articles, using data from their journals, interviews, and analyses to convey the theme of growth and change in a way that is engaging for young readers.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Outline the structure of the article, including introduction, body, and conclusion.
2. Incorporate observation data and interview insights into explanations of growth and change.
3. Write a first draft focusing on clear, engaging language and factual accuracy.

Final Product

What students will submit as the final product of the activityA draft article ready for peer review focusing on animal growth and changes in the ecosystem.

Alignment

How this activity aligns with the learning objectives & standardsMeets CCSS.ELA-LITERACY.W.7.2 by organizing and drafting informative content.
Activity 5

Peer Review Session

In small groups, students will exchange their draft articles and provide constructive feedback to refine each other's work, focusing on clarity, engagement, and scientific accuracy.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Exchange draft articles with peers and review them carefully.
2. Provide feedback on areas of strength and opportunities for improvement, focusing on clarity and engagement.
3. Revise the draft based on peer feedback, enhancing clarity and factual precision.

Final Product

What students will submit as the final product of the activityA revised article draft incorporating peer feedback, ready for final edits.

Alignment

How this activity aligns with the learning objectives & standardsSupports CCSS.ELA-LITERACY.W.7.5 through developing writing with feedback to strengthen the article.
Activity 6

Final Article Publication

Students will finalize their articles based on peer feedback and submit for publication in the class's science magazine, integrating all elements of observation, data analysis, and narrative skill.

Steps

Here is some basic scaffolding to help students complete the activity.
1. Incorporate any final edits and ensure factual details are succinct and clear.
2. Design article layout, integrating visuals like graphs or drawings from the zoo.
3. Submit the complete article for inclusion in the classroom's science magazine.

Final Product

What students will submit as the final product of the activityA polished and published article in the class magazine, displaying understanding of animal growth, change, and ecosystems.

Alignment

How this activity aligns with the learning objectives & standardsConcludes alignment with CCSS.ELA-LITERACY.W.7.2 through final publication of a coherent informative text.
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Rubric & Reflection

Portfolio Rubric

Grading criteria for assessing the overall project portfolio

Zoo Journalism Project Rubric

Category 1

Scientific Observation & Data Collection

Evaluates the student's ability to observe scientific phenomena and collect data accurately during the zoo visit.
Criterion 1

Detail & Accuracy of Observations

Assesses how detailed and accurate the student's observational notes are in their journal.

Exemplary
4 Points

Notes are exceptionally detailed, accurate, and demonstrate a keen observation of animal behaviors and environmental context.

Proficient
3 Points

Notes are detailed and accurate, capturing most key aspects of animal behavior and environment.

Developing
2 Points

Notes contain some details but lack comprehensive accuracy and depth.

Beginning
1 Points

Notes lack detail and accuracy, showing minimal observation of animal behavior and environment.

Criterion 2

Relevance of Data Collected

Evaluates the relevance and potential use of collected data in understanding ecological concepts.

Exemplary
4 Points

Data collected is highly relevant and insightful, providing strong evidence for ecosystem analysis.

Proficient
3 Points

Data is relevant and provides good evidence for analysis.

Developing
2 Points

Data is somewhat relevant with limited utility for in-depth analysis.

Beginning
1 Points

Data relevance is minimal, contributing little to ecosystem understanding.

Category 2

Interview and Communication Skills

Assesses student effectiveness in preparing, conducting, and summarizing interview insights with zookeepers.
Criterion 1

Preparation and Question Design

Assesses the quality of questions prepared for the zookeeper interviews.

Exemplary
4 Points

Questions are well-researched, thorough, and specifically tailored to gain deep insights into animal growth and environmental changes.

Proficient
3 Points

Questions are thoughtfully prepared, covering main topics of interest effectively.

Developing
2 Points

Questions are basic and only partially address the interview focus.

Beginning
1 Points

Questions lack preparation and do not contribute effectively to gathering insights.

Criterion 2

Summary and Insights Gained

Evaluates the student's ability to summarize and reflect on information from interviews.

Exemplary
4 Points

Summary is comprehensive and reflects a deep understanding of insights gained from interviews.

Proficient
3 Points

Summary accurately captures main insights and shows good understanding.

Developing
2 Points

Summary captures some insights but lacks depth and clarity.

Beginning
1 Points

Summary is incomplete, reflecting minimal understanding of interview insights.

Category 3

Data Analysis and Interpretation

Evaluates student's ability to analyze collected data and interpret ecological relationships.
Criterion 1

Analysis of Patterns and Relationships

Assesses how well students identify and explain ecological patterns from their data.

Exemplary
4 Points

Analysis identifies complex patterns and relationships with clear, logical explanations.

Proficient
3 Points

Analysis identifies key patterns and relationships accurately.

Developing
2 Points

Analysis identifies some patterns with basic explanations.

Beginning
1 Points

Analysis lacks clarity in identifying patterns or relationships.

Category 4

Article Writing and Communication

Assesses student's ability to write clear, engaging, and informative articles for a young audience.
Criterion 1

Content Organization and Clarity

Evaluates the organization and clarity of the article structure, ensuring logical flow and clear message.

Exemplary
4 Points

Article organization is flawless, providing a clear, cohesive, and engaging narrative.

Proficient
3 Points

Article is well-organized and clear, with a logical progression of ideas.

Developing
2 Points

Article organization is basic, with some lack of clarity in ideas' progression.

Beginning
1 Points

Article lacks clear organization and logical flow of ideas.

Criterion 2

Engagement and Audience Appropriateness

Assesses the extent to which the article engages young readers and is tailored to their understanding level.

Exemplary
4 Points

Article is highly engaging and perfectly tailored to a young audience, with appropriate tone and language.

Proficient
3 Points

Article engages the audience well, with language and tone suitable for young readers.

Developing
2 Points

Article somewhat engages the audience, with occasional mismatches in tone or complexity.

Beginning
1 Points

Article fails to engage the audience, with tone and content not suitable for young readers.

Category 5

Peer Review and Revision

Assesses the student's ability to provide and integrate feedback for article improvement.
Criterion 1

Quality of Feedback to Peers

Evaluates how effectively a student provides constructive feedback to improve peers' articles.

Exemplary
4 Points

Feedback is highly constructive, specific, and contributes significantly to peers' improvement.

Proficient
3 Points

Feedback is constructive and specific, aiding peer improvement.

Developing
2 Points

Feedback lacks specificity and only somewhat aids improvement.

Beginning
1 Points

Feedback is minimal, lacks constructiveness, and does not aid improvement.

Criterion 2

Incorporation of Feedback

Evaluates how well students integrate peer feedback into their article revisions.

Exemplary
4 Points

Revisions are thorough, effectively incorporating peer feedback for significant improvements.

Proficient
3 Points

Revisions incorporate feedback efficiently, leading to visible improvements.

Developing
2 Points

Revisions incorporate some feedback but lack in leading to significant improvement.

Beginning
1 Points

Revisions show little incorporation of feedback, with minimal improvements.

Reflection Prompts

End-of-project reflection questions to get students to think about their learning
Question 1

Reflect on your experience as a young scientific journalist. What was the most rewarding part of observing and exploring the concept of growth and change in animals at the zoo?

Text
Required
Question 2

How confident are you in your ability to communicate scientific findings in an engaging manner after completing this project?

Scale
Required
Question 3

Which activity or phase of the project did you find most challenging, and how did you overcome any difficulties faced during this phase?

Text
Required
Question 4

Select the aspect of the project you felt most contributed to your understanding of ecological relationships or the impact of resource availability on organisms.

Multiple choice
Required
Options
Zoo Observation Journal
Interview Insight Exchange
Data Analysis Workshop
Article Draft Creation
Peer Review Session
Final Article Publication
Question 5

Reflect on your collaboration and communication skills throughout the project. How did engaging with zookeepers and peers impact your learning experience?

Text
Optional