Zoo Keepers

1. Question
Animals have external features that help
them to survive. Their external features
are similar to some animals yet different
from others. Why is that?
You will help the zoo keeper bring a new
animal to the zoo. You will need to
determine which section of the zoo the
animal will live in. How will the body
parts of the animal help you decide where
it will live in the zoo?

Image Source: clipart.com subscription

How do external features help us

classify animals?

2. Information
Sources

External Features
of Animals

Discovery Education:
Animal Features and
their function. Parts
2,3,4 Animal body
Coverings, Movement,
Eating

Image Source: subscription to

pebble.go.com

Image Source:
tumblebooks.com

3. Student Activity
Pick a character from the
animal section of Pixie
that you would like to put
in the zoo.
Use the graphic organizer to list the
external features of your
chosen animal.

Image Source: voki.com

4. Assessment Activity

You will use Pixie in helping

your animal inform the zoo
keeper where it should live in
the zoo.
Use the script to help you.
Click on the notepad at right
to view the script.
Be sure your animal tells the
zoo keeper what external
features help it adapt to its
new environment.
Click the map to enlarge the picture

5. Enrichment Activities

*NOTE: Optional if your

building subscribes to Bran Pop
Jr

Discover animal
features

=fun for all

=challenging

Discover animals in
their environment

Ask Yourself..
1. Did I follow directions?
2. Did I use the graphic organizer and the story script?
3. Am I happy with my finished product?

6. Teacher Support
Materials
First Grade and Library Media

MCCRS
CCSS.ELA-Literacy.SL1.4 Describe people, places, things, and events with relevant details, expressing ideas and feelings
clearly.
CCSS.ESLA-Literacy.W.1.8 With guidance and support from adults, recall information from experiences or gather
information from provided sources to answer a question.
Standards for the 21st Century Learner
1.1.6 Read, view, and listen for information presented in any format (e.g. textual, visual, media, digital) in order to make
inferences and gather meaning.
2.1.3 Use strategies to draw conclusions from information and apply knowledge to curricular areas, real-world
situations, and further investigations.
ISTE - National Educational Technology Standards for Students
3. Research and Information Fluency: Students apply digital tools to gather, evaluate, and use information. b. Locate,
organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media.
4. Critical Thinking, Problem Solving, and Decision Making: Students use critical thinking skills to plan and conduct
research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources. c.
Collect and analyze data to identify solutions and/or make informed decisions.

Time Frame:
3 30 minute
Differentiation strategies for this lesson: Direct
instruction will be needed and various points
throughout the slam dunk. Students will be able to
work independently when gaining background
knowledge and creating their final assessment. The
enrichment page has activities for various levels.
silver stars=
gold stars=
for everyone
challenge

Maryland State Library Curriculum

2.0 Locate and Evaluate Resources and Sources: Students will be able to follow an inquiry process to identify,
locate, evaluate, and select resources and sources in a wide variety of formats to meet the information need
in an ethical manner. (AASL 21st 1)
3.0 Find, Generate, Record, and Organize Data/Information: Students will be able to follow an inquiry process
to find, generate, record, and organize information relevant to the information need in an ethical manner.
(AASL 21st 1)
4.0 Interpret Recorded Data/Information: Students will be able to follow an inquiry process to interpret
recorded data/information to create new understandings and knowledge related to the information need in an
ethical manner. (AASL 21st 2)
5.0 Share Findings/Conclusions: Students will be able to follow an inquiry process to share
findings/conclusions in an appropriate format to support written, oral, and multimedia information products
and evaluate the products and the processes in an ethical manner.

Learning Styles addressed in this lesson: Visual,

Auditory, Kinesthetic, Reflective, Verbal
Notes to the teacher:

If you have access to microphones in your library, you will

be able to allow students to record their script on their
Pixie slide. You may want to do this as a class book or
project and put all of the presentations together into one
at the end.

Created by Brenda Chamberlain, Library Media Intern

Adapted with permission, BCPS