AUSTRALIAN ZOO PROJECT

I. Topic/Grade Level: Area and Perimeter/ Writing and Research Grade 3

II. Standards: [Identify the standards you wil be addressing in your lesson].

Represent and interpret data.

CCSS.MATH.CONTENT.3.MD.B.3
Draw a scaled picture graph and a scaled bar graph to represent a data set with several
categories. Solve one- and two-step "how many more" and "how many less" problems using
information presented in scaled bar graphs. For example, draw a bar graph in which each
square in the bar graph might represent 5 pets.

CCSS.MATH.CONTENT.3.MD.C.5
Recognize area as an attribute of plane figures and understand concepts of area
measurement.

CCSS.MATH.CONTENT.3.MD.C.7
Relate area to the operations of multiplication and addition.

CCSS.ELA-LITERACY.W.3.2
Write informative/explanatory texts to examine a topic and convey ideas and information
clearly.

CCSS.ELA-LITERACY.W.3.7
Conduct short research projects that build knowledge about a topic.

CCSS.ELA-LITERACY.SL.3.4
Report on a topic or text, tell a story, or recount an experience with appropriate facts and
relevant, descriptive details, speaking clearly at an understandable pace.

III. Goals and Student Learning Outcomes (Objectives):

Write the Goal, and then list the Student Learning Outcomes under that specific goal.

Goal 1: Students will _

 Define perimeter.
 Recognize the difference between perimeter and area.
 Explain the formula for finding the area of a square.
 Compute the area of a square, given the length of one side.
 Explain the formula for finding the area of a rectangle.
 Compute the area of a rectangle, given its dimensions.
 Compute the missing dimension of a rectangle, given the area and the other dimension.
 Apply formulas to complete five interactive exercises.
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IV. Learning Environment(s):
 Face to face and online learning

V. Resources:
 Online

VI. Diversity / Differentiation:

The project can be easily differentiated by changing the amount of enclosures that each
student needs to include in their project. For example, the more enclosures, the higher the
degree of difficulty.
 _The dollar amounts for floor coverings can also be changed to include cents (decimal
points) to increase the degree of difficulty.

VII. Technology Inclusion:
 Online research, Google, Google Classroom

VIII. Prior Knowledge: Prior to this lesson, students have: reviewed, learned,
identified, etc
Students have reviewed area and perimeter and how to calculate it. Also multi
step math problems solving adding, subtracting and multiplying. Also, research
on Australian animals and their habitats.

IX. Procedures:

1. Lesson Introduction / Anticipatory Set:

This is a project that teaches the students all about Area & Perimeter in a fun and engaging
manner.

Teaching points throughout the project include:

 _Drawing and measuring straight lines on graph paper

 _Calculating Area & Perimeter of basic squares
 _Colour coding and the purpose of keys on maps
 _Multiplication and application to real life examples using money
 _Research of Australian Animals and their habitats
 _Persuasive and informative writing
 _Written presentation skills
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 _Oral presentation skills

2. Direct Instruction:
Project will be presented in a PowerPoint and also examples will be given on how to
research. Teacher will show examples on the overhead of calculating Area and Perimeter
and students will follow along and work in Groups to work together and solve area and
perimeter problems.

3. Student Interaction with lesson content / Guided Practice:

 _Calculate the area and perimeter of each enclosure in your zoo as well as the overall
size of your zoo.
 _Calculate the cost to cover the floor of your zoo and its enclosures – for example, water,
grass, dirt, concrete etc
 _Create a blurb that would go on the brochure for your zoo.
 _Combine all elements (map, costing and blurb) to create a brochure for your zoo.
 _Present your Australian Zoo brochure to the class.

4. Independent Practice:

Work as an individual to design and create your very own Australian Zoo.
Your zoo needs to house up to 4 kinds of Australian animals.
You are to design, cost and create a brochure for your zoo.
You will draw up the plans for your Australia Zoo using 1cm x 1cm graph paper.
The zoo must contain:
 _At least 4 enclosures for 4 different types of Australian animals
 _Pathways that run in between the enclosures
 _A toilet block for visitors
 _A shed where all the food is kept for the animals

PLEASE NOTE: This is the bare minimum, any extra enhancements and detail would add to
the overall grade of your project.
You will need to make sure that:
 _All enclosure walls are clearly marked with their length.
 _All measurements are exact / drawn to scale.
 _Any toilets, sheds, additional extras are labelled clearly.

You need to break your zoo down into separate areas and colour code your map to show the
different floor coverings. A key should be created for the map to show what type of floor the
different colours represent.
 _The cost of each different floor covering is listed below. You can choose how you want to
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cover the floor of your zoo to suit each animal.
 _On a separate piece of paper you need to work out what it would cost to cover the floor
of your zoo and surrounds in various floor coverings. (concrete, grass, wood, dirt, water etc).
 _You can then work out the cost of each area of the zoo separately. You can then add it all
together to work out the cost of your entire zoo.

Day:2

Students are to produce a brochure about their Zoo. It must include all of the following:
 _An exciting name for your Zoo
 _Your blurb that you wrote in Part 4 – explaining why your Zoo is so great.
 _A picture of the map of your Zoo (your teacher can photocopy/scan your map for you.
 _The measurements (area and perimeter) that you worked out in Part 2.
 _The cost of your zoo that you worked out in Part 3.

5. Review / Closure:
Students will present their broshures and findings to the class.

6. Presentations:
Students will present with Document camera to show calculations and work for zoo. They
will also present their brochures to the class as an oral presentation.

X. Evaluation/Assessment:
1. Formative Assessment will be done as I walk around and check on calculations
while zoos are being put together.
2. The summative assessment is turning in the project and presenting.

Assessment Wow! Doing Well Got There On the Way

Rubric -
Format The map The map contains the The map contains The map contains
contains the bare minimum and the bare minimum the some of the
bare minimum some extra that was bare minimum
and lots of enhancements. requested of that was
extra them. requested of
additions. them.
Measurements All Most measure-ments Some measure- Some measure-
measurements are exact, to scale and ments are exact, ments are exact,
are exact, to are clearly marked. to scale and are not to scale.
scale and are marked.
clearly marked.
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Presentation All lines are All lines are ruled and Some lines are Some lines are
ruled and clear, with some ruled, with some ruled, with no
clear, with all enclosures, buildings or enclosures, build- enclosures, build-
enclosures, path-ways marked. ings or pathways ings or pathways
build-ings or marked. marked.
pathways
marked.

XI. Risk Analysis: none

XII. References: In APA, cite your references used in this lesson. This includes
textbooks, other literature, videos, websites, and any other sources.

English Language Arts Standards. Grade 3. (n.d.). Retrieved October 26, 2017, from
http://www.corestandards.org/ELA-Literacy/SL/3/