Internship - Zoo Unit

Woodland Forrest Elementary School
Teacher: Stephanie Goodwin

Assisting Teachers: Mrs. Glass and Ms. Fanning
Grade: Pre-Kindergarten
Date Implemented: April 9, 2012
Lesson Title: Z Is The Zoo
Pre-Kindergarten Performance Standards:
LL.P.1.1 Understand and follow spoken directions.
LL.P.1.2 Listen attentively to stories or class discussions.

Duration of the Lesson: Fifty-five Minutes
Classroom Learning Objectives:
Students will demonstrate their knowledge of the material by answering a
comprehension question from the book.
Students will demonstrate gross motor skills by zigzagging on the Z.
Materials:
Equity Sticks
My Trip To The Zoo by Mercer Mayer
Duct Tape Z (one the floor)
18 bags of ric rac
Cardstock Paper
Glue
Pencils
Extension Tracing Sheet
Assessment Checklist
Technology Resources Needed:
N/A
Sources:
Mrs. Beeler
Teacher Generated
Procedures:
Phase One:
a. Introduction- This week we are talking about the zoo. Since we studying the zoo
this week our letter we discussing is Z. During shared reading time we will have
read the book The Zoo Book by Jan Pfloog. This book introduces a few of the main
animals we would find at the zoo. To begin the lesson we will discuss what we see at
the zoo, what we eat at the zoo, and what zoo animals start with a Z. I will call on
the students using equity sticks.
b. Review- The teacher will review the information we discussed about the zoo before
beginning todays lesson on the letter Z. To begin todays lesson we will be learning
the letter Z cheer. After the letter Z cheer we will be reading another book about the
zoo, My Trip To The Zoo by Mercer Mayer. This story tells us all about what the little
critters saw when they visited the zoo. After reading the story I will assess the
students knowledge by having them tell me their favorite zoo animal that we talked
about in the story. The teacher will use equity sticks to call on the students.
Phase Two:
a. Teacher Presentation and Demonstration- The teacher will explain to the
students that this week our letter of the week is Z. Today we are going to be
completing an activity about the letter Z. To complete this activity the student will
have to learn a new vocabulary word, zigzag. The word zigzag means to turn sharp
corners. We might zigzag when we are writing the letter Z. We are going to practice
our zigzagging skills by walking on the letter Z that is taped to the floor. I will have
made a Z with duct tape on the floor prior to the lesson. I will line up the students
and we zigzag as we walk on the Z. After we complete the activity we will move onto
our next activity.
b. Guided and Independent Practice- For our next activity I will demonstrate each
step prior to the independent practice. Each student will be given a bag of ric rac, a
piece of construction paper, a glue stick, and a pencil. At the top of the page students
will be asked to write their name, trace the Zs, and lastly create Zs with their bag of
ric rac. Students will have to zigzag the ric rac to create the letter Z. Students will be
instructed to create and glue at least five Zs on their paper. After each child finishes
there will be an extension activity for them to complete.
Phase Three:
a. Summarization- After everyone has completed their ric rack Zs students will come
back to the rug and we will repeat the Z cheer we learned earlier in the lesson.
b. Conclusion- After reviewing the letter Z cheer we will practice our zigzagging skills
and return to the letter Z that is taped to the floor.
Assessment:
The students will be assessed using a checklist. The check list will have two
categories: participation and the Z activity.
Extension:
If students finish the Z activity early they will be given a tracing sheet with the
words: Zebra, Zoo, Zigzag, and Zero written on it. Students will be instructed to race
the words accurately.
Accommodations:
Students with special needs will have an adult in close proximity to them. There will
be an adult at each table to assist them in anyway.
MB, AG, and KC will be given physical and verbal prompts during all of the activities.

Lesson Title: Z Is For Zebra

Duration of the Lesson: One Hour
Students will demonstrate knowledge of zebras through comprehension questions
and facts from the story.
Students will demonstrate fine motor skills by using the glue accurately to glue
stripes on a zebra.
Materials:
Equity Sticks
Animals I See At The Zoo: Zebras by JoAnn Early Macken
Cardstock Paper
18 Zebra Cut Outs
18 bags of stripes/bobble eyes
Glue
Pencils
Coffee Filters
Extension Coloring Sheet
Checklist
18 Zebra Tails
Tape
A Zebra board
N/A
Sources:
Teacher Generated
http://www.kidzone.ws/prek_wrksht/learning-letters/z.htm
http://lynnetteart.blogspot.com/2011/12/pin-tail-on-zebra-birthday-party-
game.html
Procedures:
Phase One:
c. Introduction- The teacher will begin by reminding the students that this week we
are studying the zoo. What letter does the word zoo begin with everyone? During
shared reading time we will have read the book Animals in the Zoo by Allen Fowler.
We will discuss some of the animals we saw in the story. Today we are talking about
zebras. What letter does the word zebra begin with everyone? Z. During the story
will have discussed what zebras look like, where they live, and what they eat. I will
remind students that today we are going to be talking about an animal that starts
the letter Z, zebra. I will ask three students what they learned about zebras this
morning. I will use equity sticks to call on the students.
d. Review- The teacher will review the facts we learned about the zebra before
reading our book for todays lesson. Today we are going to be reading the book
Animals I See At The Zoo: Zebras by JoAnn Early Macken. We will discuss the
importance of accepting people for who they are not what they look like. This book
serves as a character book as well as a book about zebras. Afterwards we will begin
todays activity.
Phase Two:
c. Teacher Presentation and Demonstration- The teacher will explain to the
students that today each one of you is going to be giving a zebra his or her stripes.
The teacher will demonstrate each task prior to the students independent
instruction time on the rug. The teacher will show the students all of her materials
as she works.
d. Guided and Independent Practice- Each students will be given a piece of
construction paper, zebra cut out, bag of stripes (black/white), bobble eyes, glue,
and a pencil. Students will be instructed to write their name on the back of their
construction paper. Afterwards students will then glue their zebra cut out on the
construction paper. Students will then glue on their bobble eyes. Lastly, students
will take their stripes out of their bag and glue them on the zebra. As students finish
they will be given an extension activity.
Phase Three:
c. Summarization- After everyone has complete their zebra the students will come
back to the rug and we will have a discussion about being unique. Even though our
class made zebras today no one zebra looks exactly alike. Everyones stripes are a
different color, length, and or shape. Remind students that it is not what you look
like on the outside that counts it is what can be found on the inside.
d. Conclusion- To conclude todays lesson I have a game we are going to play. Today
we are going to be playing pin the tail on the zebra. Each child will be given a tail
with their name on it. Teachers will put a piece of tape on each students tail as it is
their turn to pin the tail on the zebra. When their tail is tapped students will put on a
mask and walk to the zebra and try to pin the zebras tail directly in the middle of
the zebras behind.
Assessment:
categories: participation and the zebra activity.
Extension:
If students finish the zebra activity early they will be given a coloring sheet with four
different z pictures printed on the paper. Students will color each of the words that
start with the letter z and trace the zs at the bottom of the page.
Accommodations:

Lesson Title: Monkey Math
M.P.3.1 Match, sort, place in a series, and regroup objects according to attributes (color,
shape, size, etc.).

M.P.3.2 Describe, duplicate, and extend simple patterns using a variety of materials or
objects.

Duration of the Lesson: Fifty Five Minutes
Students will demonstrate their knowledge of sorting and patterning using
monkeys.
Materials:
Equity Sticks
Five Little Monkeys Jumping on the Bed by Eileen Christelow
18 Sentence Strips
18 Bags of Monkeys
Glue
Pencils
Ihome
Ipod
Library Box
Checklist
Ihome
Ipod
Sources:
Mrs. Beeler
Teacher Generated

Procedures:
Phase One:
e. Introduction- To begin todays lesson remind students that this week we are
studying the zoo. What letter does the word zoo begin with? Yesterday, what animal
did we learn about? And what letter did it start with? Today we are going to be
learning about monkeys. What letter does the word monkey begin with? During
shared reading time we will have read the book Animals I See At The Zoo: Monkeys
by JoAnn Early Macken. While reading this book we will be learning about what
monkeys look like, what they eat, and the noises they make. I will be asking students
what they know and or what they learned about monkeys. I will be using equity
sticks to call on the students.
f. Review- The teacher will review the facts we learned about monkeys and then read
our book for todays lesson. The book we are reading today is called Five Little
Monkeys Jumping on the Bed by Eileen Christelow. During this story we will be
counting, adding, and subtracting. After the story we will be doing some basic
adding and subtracting verbally as a group. After our group discussion we will split
up into tables to complete todays activity.
Phase Two:
e. Teacher Presentation and Demonstration- The teacher will explain to the
students that today we are going to be sorting and patterning. The teacher will
demonstrate each task prior to the students independent instruction time on the
rug. The teacher will show the students all of her materials as she works.
f. Guided and Independent Practice- Each student will be given a sentence strip, bag
of multi-colored monkeys, a pencil, and glue. To begin students will write their name
one their sentence strip. To begin students will be sorting the monkeys by color-
there are three different colors to choose from. After sorting the monkeys students
will be instructed to make AB patterns and ABC patterns. Students will be instructed
to make at least three different patterns. Each time have students clear their
sentence strip. After students have mastered the patterning skill have them create
an AB or ABC pattern to glue onto their sentence strip. When students are finished
with this activity there will be an extension activity for them to complete.
Phase Three:
e. Summarization- After everyone has completed the math activity we will come back
to the rug and discuss the different patterns students made.
f. Conclusion- To conclude this lesson we will be singing the song Five Little Monkeys
Jumping on the Bed.
Assessment:
categories: participation and the Monkey Math activity.
Extension:
If students complete the monkey math activity early they will be allowed to sit on
the carpet and look at their library books.
Accommodations:

Lesson Title: Monkey Business

Students will demonstrate their knowledge of monkeys by verbally telling me one
fact about monkeys.
Students will demonstrate fine motor skills by using glue correctly when creating
their own Curious George.
Materials:
Equity Sticks
Curious George Feeds the Animals by Margret and H.A. Reys
18 Paper Plates
18 Zip lock material bags
18 Name Plates
Glue
Pencils
Extension Coloring Sheet
Checklist
A loaf of Monkey Bread
N/A
Sources:
Teacher Generated

Procedures:
Phase One:
g. Introduction- Remind students that this week we are studying the zoo. What letter
does the word zoo begin with? Today we have been learning about monkeys. What
letter does the word monkey begin with? I will ask five students what they have
learned about monkeys today. I will use equity sticks to call on students. Afterwards
I will ask students if they know any monkeys. It is then I will introduce Curious
George. I will give students background information on Curious George before
reading todays book.
h. Review- I will give students background information on Curious George before
reading todays book. Today we will be reading the book Curious George Feeds the
Animals by Margret and H.A. Reys. I will three students what they think this story is
about. I will use equity sticks to call on these students. I will then read the book
Curious Gorge Feeds the Animals. After I read the book we will be discussing how
Curious George is similar to other monkeys and how he is different than other
monkeys. After our discussion we will move onto todays activity.
Phase Two:
g. Teacher Presentation and Demonstration- The teacher will explain to the
students that today we are going making our own Curious George. The teacher will
h. Guided and Independent Practice- Each student will be given a plastic plate, a zip
lock bag of materials, glue, a pencil, and a name plate. To begin each student will
write their name on the back of their paper plate. Then students will be allowed to
take their materials out of their zip lock. Inside the zip lock there are two bobble
eyes, two ears, and a face. Students will be asked to glue on the face first. Teacher
may need to help some students center their face correctly. After the face is glued on
the students may glue on their eyes and ears. When students have put their monkey
together they will be asked to trace the name Curious George on the name plate.
After students have traced the name they will glue the name plate to the bottom of
the monkeys face. If students finish the Curious George Activity early they will have
an extension assignment.
Phase Three:
g. Summarization- To conclude this lesson we will discuss what we learned about
monkeys today. I will ask each child to tell me something they learned about a
monkey whether its what they look like, what they eat, where they live, and or the
noises they make.
h. Conclusion- To conclude this lesson I will ask students to tell me what monkeys
love to eat. When they respond with bananas I will tell them I have a special snake
for them today. I have made monkey bread to share with the class. Students will be
given a paper towel and one piece of monkey bread to enjoy!
Assessment:
The students will be assessed using a checklist. The check list will have three
categories: participation, completion of the Curious George Activity, and tracing
Curious Georges name accurately.
Extension:
If students finish the Curious George activity early they will be given a Curious
George Feeds the Animals coloring. Students will be instructed to write their name
on the paper and color the activity sheet.
Accommodations:
MB will need to have a gluten free substitute snack for Monkey Bread.

Lesson Title: Giraffes

Students will demonstrate knowledge of a giraffe by sharing a pre-assigned opinion
with the class.
Students will demonstrate fine motor skills by using the paint accurately.
Materials:
Equity Sticks
Helga High-Up by Marjorie Weinman Sharmat
18 Giraffe Cut outs
18 Ziploc material Bags
Scissors
Glue
Pencils
Colored Pencils
Four Paper Plates
Brown Paint
Extension Worksheet
Laptop
Internet Access
Checklist
Laptop- http://www.houstonzoo.org/african-forest/giraffes/
Internet Access
Sources:
Teacher Generated
Procedures:
Phase One:
i. Introduction- This week we have been talking about the zoo. What does the word
zoo begin with? Remind students that this week we are talking about the letter Z. So
far this week we have talked about zebras, monkeys, and other zoo animals. Today
we are going to be talking about a tall animal. This animal has yellow fur with brown
spots. I will call on five students to tell me what animal they think I am describing. I
will use equity sticks to call on the students. After the students have guess I am
talking about a giraffe we will move onto todays lesson. During shared reading we
will have read the book Animals I See at the Zoo: Giraffes by JoAnn Early Macken.
This book will teach us about what a giraffe looks like, how they use their long
necks, and how they use their dark tongues to eat leaves off the tops of trees. We
will use the equity sticks to call on students to tell me what they know or have
learned about giraffes. Remind the students that it is alright if they do not know
anything about giraffes. We come to school to learn and by the end of the day they
will know about little something about giraffes.
j. Review- This morning we are going to continue discussing and learning about
giraffes. We will begin the lesson by reading the book Helga High-Up by Marjorie
Weinman Sharmat. I will use the equity sticks to ask my students what they think
this book is about. I will pick three students to give me their predictions. After
reading the book we will discuss the events of the story and compare and contrast
how Helga is similar and different to other giraffes. After our discussion we will
begin todays activity.
Phase Two:
i. Teacher Presentation and Demonstration- The teacher will explain to the
students that today we are going making our own giraffe. The teacher will
j. Guided and Independent Practice- Each student will be given a giraffe cut out, a
zip lock material bag, glue, scissors, and pencil. Each table will be given a plastic
plate of brown paint. This activity does require teacher supervision at each table. To
begin students will receive their giraffe cut out and write their name on the back of
it. Afterwards students will be pull the materials out of their zip lock bag which
include: two ears, two bobble eyes, and a strip of brown paper. Students will glue on
the ears and eyes first. Second, students will snip the entire length of the brown
paper and then glue it to the neck of the giraffe. The brown snipped paper
represents his small mane on his neck. After the ears, eyes, and mane are in place we
can begin finger painting. Each table will be given a plastic plate of brown paint.
Students will take their pointer fingers into the brown paint and create the spots on
the giraffe. After students have finished making their giraffe they will be instructed
to complete an extension activity.
Phase Three:
i. Summarization- When all the students have completed the giraffe activity they will
return to the rug. We will then discuss what we would do if our necks were as long
as a giraffes neck. Each student will get the opportunity to voice their opinion.
j. Conclusion- To conclude this lesson I will pull up the Houston Zoos giraffe
webcam. The Houston Zoo is comprised of seven Masai giraffes, including four
males and three females. Inform the students that the Masai giraffes are not
endangered animals but there are less than 100 of them in North American zoos.
Assessment:
The students will be assessed using a checklist. The check list will have three
categories: participation, the giraffe activity, and giving one opinion about what they
would do if our necks were as long as a giraffes neck.
Extension:
If students finish the giraffe activity early they will be given a blank sheet of paper
and colored pencils. Students will be asked to trace the word giraffe three times and
then color a picture of the giraffe.

Accommodations:

Lesson Title: Sorting and Patterning with Bears
M.P.3.1 Match, sort, place in a series, and regroup objects according to attributes (color,
shape, size, etc.).

M.P.3.2 Describe, duplicate, and extend simple patterns using a variety of materials or
objects.

Duration of the Lesson: Fifty-five Minutes
Students will demonstrate their knowledge of bears by telling one fact they learned
about bears from todays lesson.
Students will demonstrate their knowledge of sorting and patterning by sorting
bears and creating AB and ABC patterns with them.
Materials:
Bears by Melvin and Gilda Berger
Construction Paper
18 Bear Sheets
Scissors
Crayons
Glue
Pencils
Extension Zoo Tracing Sheet
Checklist
N/A
Sources:
Teacher Generated

Procedures:
Phase One:
a. Introduction- This week we have been talking about the zoo. What does the word
zoo begin with? Remind students that this week we are talking about the letter Z.
During shared reading this morning we will have read the book The Furry Animal
Alphabet by Jerry Pallotta and Edgar Stewart. This book will introduce new zoo
animals to my students. Afterwards we will begin todays lesson on bears. So far this
week we have talked about zebras, monkeys, giraffes, and other zoo animals. Today
we are going to be talking about an animal that can have black, white, and or brown
fur. Bears! I will ask five students if they have ever seen a bear at the zoo, in the
mountains, on TV, or in a book. I will use equity sticks to call on students. I will then
ask my students what they know about bears. I will use equity sticks to call on the
students.
b. Review- Today we will be reading the book Bears by Melvin and Gilda Berger. Bears
is a non-fiction book about what bears eat, where they live, when they sleep, and
how they play. After the book I will ask students to tell me what they learned about
bears from the story. I will use equity sticks to call on students. After our discussion
we will begin todays activity.
Phase Two:
a. Teacher Presentation and Demonstration- The teacher will explain to the
students that today we are going to be sorting and patterning with bears. The
teacher will demonstrate each task prior to the students independent instruction
time on the rug. The teacher will show the students all of her materials as she works.
b. Guided and Independent Practice- Each student will be given a piece of
construction paper, a bear sheet, crayons, glue, scissors, and a pencil. To begin
students will be writing their name on their piece of construction paper. On the
piece of paper with the bear pictures. Students will be asked to color the first row
red, the second row blue, and the last row yellow. Students will then cut out each
bear. Then students may begin sorting their bears. The students will be asked to sort
their bears by color. Students will first sort their bags and then the students will be
asked to make an AB pattern. The teachers at each table will make sure each student
has accurately made an AB pattern before students can clear their strip. Students
will again sort their bears and then the students will be asked to make an ABC
pattern. The teachers at each table will make sure each student has accurately made
an ABC pattern before students can clear their strip. Afterwards students can create
their own pattern to glue to their piece of construction paper. After the students
finish their math activity they will be given an extension activity to complete.
Phase Three:
a. Summarization- When all the students have completed the math activity they will
return to the rug. We will then discuss what we have learned this week about
sorting and patterning.
b. Conclusion- To conclude this lesson we I will ask each child to share their bear
pattern with the class. I will chose the order of the students by using equity sticks.
Assessment:
categories: participation and completion of the activity.
Extension:
If students complete this activity early they will be tracing the following words:
Zebra, Monkey, Giraffe, and Bear. There will be images placed next to each word.
Students will then color the pictures as well.
Accommodations:

Lesson Title: We Are Going on a Bear Hunt

Students will demonstrate knowledge of the book by answering one question
accurately during our group discussion.
Students will demonstrate fine motor skills by using glue and paint appropriately.
Materials:
Equity Sticks
We Are Going On A Bear Hunt by Michael Rosen and Helen Oxenbury
Story Board Cards
18 Paper Plates
18 Material Bags
Glue
18 Paint Brushes
Extension Story Board Worksheet
Checklist
CD Player
CD
CD Player
CD
Sources:
Teacher Generated
Insert bear craft webpage
Procedures:
Phase One:
c. Introduction- This week we have been learning about the zoo. Today we have been
focusing on bears. This morning we read Bears by Melvin and Gilda Berger and then
completed a sorting/patterning activity. This afternoon we are going to continue
talking about bears. I will ask my students if they have ever been on a bear hunt. I
will use equity sticks to call on my students.
d. Review- The teacher will begin todays lesson by reading We Are Going On A Bear
Hunt by Michael Rosen and Helen Oxenbury. After reading the story we will be
making a story board as a class to work on comprehension. I will use equity sticks
to call on students during the story board activity. Afterwards students will be
placed at tables to complete our last activity for today.
Phase Two:
c. Teacher Presentation and Demonstration- The teacher will explain to the
students that today we are going to be making our own bear. The teacher will
d. Guided and Independent Practice- Each student will be given a paper plate, a zip
lock material bag, glue, a paint brush, and a pencil. To begin students will be writing
their name on the back of their paper plate. Students will first open their material
bag and glue on two eyes. Students will then glue on two eyes and lastly a nose.
Students will then be given their paint brush to paint their bear. Each table will be
given one bowl of puff paint. The paint we are using is puff paint. The puff paint will
be pre-mixed. This paint consist of shaving cream, glue, and brown food coloring.
The last step of this activity will be to paint their bear with puff paint. When
students finish this activity they will be given an extension activity.
Phase Three:
c. Summarization- After everyone has completed their caterpillar students will come
back to the rug and I will ask each student if after reading this story they would ever
go on a bear hunt with their family. I will use equity sticks to call on the students.
d. Conclusion- To conclude this lesson we will be singing and dancing to the song We
Are Going On A Bear Hunt. Students have prior knowledge of the words and
movements.
Assessment:
categories: Participation and the Art Activity.
Extension:
Students will be given a worksheet with pictures of each scene from the book.
Students will color these images. If time permits they may cut out each picture and
put them in order on a sentence strip. The class story board will be posted on the
white board to help students as needed.
Accommodations:

Internship - Zoo Unit

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Woodland Forrest Elementary School

Teacher: Stephanie Goodwin

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