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Our Day at Brookfield Zoo:An Interdisciplinary Field TripMelissa TomanyKari PedziwiatrUniversity of St. FrancisSpring 2012Classroom Management and DisciplineProfessor Evans

Calculations: Transportation:

120 students + 12 chaperones = 132 total

# of benches per school bus = 24; # of passengers per bench = 2

# of passengers per bus = 48 (132/48=2.75)

# of buses needed = 3Creekside Elementary to Brookfield Zoo = 25.3 milesCost per hour = $36.48; Total number of hours = 6Cost per mile = $0.96Parking per bus = $12.00; parking for 3 buses = $36.00 (3 x $12)Hourly cost of one bus = ($36.48 x 6 hours) = $218.88Mileage cost of one bus = ($0.96 x 25.3) = $24.29Total cost of one bus = ($218.88 + $24.29) = $243.17Total cost of 3 buses = ($243.17 x 3) = $729.51Total cost of buses & parking = $729.51 + $36.00 = $765.51

Total cost per student = ($765.51/120 students) = $6.38

Information taken from: https://www.brookfieldzoo.org/shell/?shttplink=../pgpages/pagegen.280.aspx

Brookfield Zoo Field Trip Cost:

Total cost for buses = $729.51

Brookfield Zoo Admission (including teachers + chaperones) = Free

(Illinois students on a field trip are free every day. With your school reservation, all adult supervisors are also free.) 

Total cost per student = $6.38

(round up to $7.00 per student)

Letter to PrincipalDear Kevin Slattery,

The 4 th grade team has been studying animal species and conservation in social studies and science during this quarter. Students have started to become more familiar with diff erent types of animal species along with conservation topics as well.

We as a team would like to take our students to Brookfi eld Zoo to put our studies into practice. There are several programs off ered at Brookfi eld Zoo that will allow students to see live animals along with a program discussing the importance of conservation at the zoo.

For this fi eld trip, students will be allowed hands on experiences at several diff erent parts of the zoo that will help to continue understanding of the content being taught in class. Students will also be allowed to pick the types of animals that they see at the zoo which in turn allows students more independence in making their own decisions based upon their own interests.

Once we have arrived at the zoo. Each chaperone will have their own individual itinerary which will include where their group will visit for the day, a copy of the park rules and Creekside school rules, along with a map of the zoo.

We would like to take this fi eld trip on Wednesday, April 25 th, 2012. Since admission into the park is free of charge, it will only cost $7.00 for transportation to and from the park. Thank you for taking the time to consider this fi eld as an option for the 4 th grade students to take.

Sincerely,

The Fourth Grade team

Group 1: Monkeys

Miss Liss Chaperone One Chaperone TwoPiper Ashlyn Brooke

Bryce Hudson Asher

Sienna Hadley Summer

Justin Josiah Jake

Katherine Kate Alexa

Ryder Brandon Jason

Paige Violet Abby

Bryson Jace Jeremiah

Sadie Penelope Juliana

Nathaniel Micah Hayden

Brookfield Zoo requires a minimum of one chaperon to every ten students. Due to the ties to the curriculum, each of the 120 students will be with a teacher, even if it was not there teacher. Therefore the students will be groups of thirty with one teacher and two additional chaperons.

Group 2: Bears

Miss Pedziwiatr Chaperone Three Chaperone Four

Eva Jocelyn Jordyn

Xavier Adrian Miles

Maria Jasmine Alexandra

Bentley Sebastian Carson

Nevaeh Mackenzie Bailey

Riley Adam Aaron

Morgan Caroline Julia

Sean Brody Julian

Kendall Nora Reagan

Nolan Blake Cole

Each group will visit tropic world to tie into their science curriculum on primates and Adventures with Agua to tie into their lessons on conservation in social studies. The choice of group will be determined by the survey students took during class. Being that it would be very difficult for students to see every exhibit at the zoo, it is important that students are grouped so that each student may see as much of what they want to see at the zoo as they can.

Group 3: Lions

Teacher Three Chaperone Five Chaperone Six

Stella Aria Harper

Jordan Parker Colton

Kennedy Liliana Lauren

Ian Dominic Tristan

Gianna Victoria Molly

Alex Charlie Cooper

Annabelle Brianna Taylor

Thomas Colin Chase

Kayla Scarlett Sydney

Hunter Austin Oliver

Group 4: GiraffesTeacher Four Chaperone Seven Chaperone Eight

Lucy Evelyn Alyssa

Jonathan David Isaac

Maya Savannah Audrey

Levi Zachary Max

Allison Isabelle Makayla

Isaiah Grayson Joseph

Keira Alexis Samantha

John Anthony Eli

Leah Ellie Lillian

Christopher Samuel Henry

The names of the students are not real. They are taken from the list of the 100 most popular baby names for 2011. Any resemblance to a class of students is merely coincidental. (http://www.babycenter.com/top-baby-names-2011)

Itinerary for Field Trip:Arrange groups 9:00am

Board Bus 9:15am

Attendance 9:20am

Arrive at Brookfield Zoo 9:55am

Get into animal groups 10:00am

Enter Zoo 10:00-10:05am

Explore the Zoo in Animal groups (See animal group for Zoo Itinerary)

10:05am-2:00pm

Board Bus 2:10pm

Attendance 2:15pm

Arrive back at Creekside 3:00pm

Return to classrooms 3:05pm

Grand discussion 3:10pm-3:40pm

Place Time Animals You’ll See Photo Opportunity

Tropic World 10:10-10:30am Baboons, Gorillas, Lions, Monkeys, Otter, Hippos

Yes

Adventures w/ Aqua 10:30-10:40am -- YesThe Swamp 10:40-11:00am Heron, Otter, Alligator,

Turtles

Reptiles/birds or feathers and scales

11:10-11:25 Monitor, Partridge, Kingfisher, Mynah or Roadrunner, Quail, Frog, Condor

Bathroom Break 11:25-11:40am --The Living Coast 11:40-12:00pm Penguins Lunch 12:00-12:30 --Regenstein Woods 12:30-12:45 Gray WolfGreat Bear Wilderness

12:45-1:00pm Bison, Bald Eagle, Grizzly Bear, Wolf, Polar Bear

Pachyderm House 1:00pm-1:15pm Tapir, Hippo, RhinoHoofed Animals 1:15-1:40pm Addax, Camel, Zebra,

HorseBathroom Break 1:45-2:00pm --Exit Brookfield Zoo 2:00-2:10pm -- Monkeys:

Creekside ElementaryField Trip Permission Form

March 19 t h, 2012

Dear Parent(s) or Guardian(s),

On Wednesday, April 25 t h, 2012, the fourth grade team will be taking a fi eld trip to Brookfi eld Zoo in Brookfi eld, IL. Students in the 4 t h grade have been learned about diff erent types of animals in science and social studies. Students are also learning about conservation in social studies. At Brookfi eld Zoo, they provide hands on activities to do with the students depending on the interest the students have about certain animals. Brookfi eld Zoo also provides a program that talks about conservation and how to conserve while at Brookfi eld Zoo.

Students will be able to choose from a list of animals to see depending on their interest. There will be four separate groups of animals to choose from so it is guaranteed that your child with see at least one animal that they want to during the trip. For more information about Brookfi eld Zoo, please visit their website at: http://www.czs.org/czs/Brookfi eld/Zoo-Home.aspx

Admission into the park is free and students will be required to bring a sack lunch for the day. Students will depart from Creekside at 9:15am and return at 3:05pm. The only required cost for the fi eld trip is $7.00 which will help pay for transportation to the Zoo.

Please fi ll out the following forms and return with your child along with the $7.00 in an envelope clearly marked with the name of the student on the front. Please return the two forms and money no later than Monday, April 4 t h. If you would like to be a chaperone for this fi eld trip, please contact Ms. Pedziwiatr at teacher1@creekside.edu or Melissa Tomany at teacher2@creekside.edu.

Have a great day!

The Fourth Grade Team

PLAINFIELD COMMUNITY CONSOLIDATED SCHOOL DISTRICT #202

TRIP CONSENT FORM

I hereby give permission and consent for my son/daughter, ________________________

to part icipate in the ___________________________________________(activity)

on ____________, sponsored by Plainf ield Community Consolidated School Distr ict #202

and to be transported by: ( ) School Bus ( ) Van ( ) Private Vehicle

1. CONDUCT: I understand that my student must comply with the provisions of the

Student Handbook and other rules of conduct established by the School Distr ict

while part icipating in the above-mentioned act ivity. I have discussed this

requirement with my student.

2. EMERGENCY MEDICAL AID: I hereby give permission for the School Distr ict to

secure whatever emergency treatment that my child needs in connection with the

activity. ( ) Yes ( ) No

If I am away from home during the t ime of the act ivity, I can be reached at:

_____________________________ ____________________________

(address) (telephone) Permission Slip (part 1)

Other health information about my child, of importance to the activity:

Signed: ____________________________________ ______________________

Parent or Guardian Signature Date

__________________________________________ ______________________

Parent or Guardian Signature Date

Adopted: December 16, 1996

*Please send to school with your child or fax to the school off ice.

Permission Slip (part 2)

Standards connected to content:STATE GOAL 3: Write to communicate for a variety of purposes.

A. Use correct grammar, spell ing, punctuation, capitalization and structure.

3.A.2 Write paragraphs that include a variety of sentence types; appropriate use of

the eight parts of speech; and accurate spelling, capitalization and punctuation.

B. Compose well-organized and coherent writing for specific pur poses and

audiences.

3.B.2a Generate and organize ideas using a variety of planning strategies (e.g.,

mapping, outlining, drafting).

3.B.2b Establish central idea, organization, elaboration and unity in relation to

purpose and audience.

3.B.2c Expand ideas by using modifiers, subordination and standard para graph

organization.

3.B.2d Edit documents for clarity, subjectivity, pronoun-antecedent agreement,

adverb and adjective agreement and verb tense; proofread for spelling,

capitalization and punctuation; and ensure that documents are formatted in final

form for submission and/or publication.

C. Communicate ideas in writing to accomplish a variety of purposes.

3.C.2a Write for a variety of purposes and for specified audiences in a variety of

forms including narrative (e.g., fiction, autobiography), expository (e.g., reports,

essays) and persua sive writings (e.g., editorials, advertisements).

3.C.2b Produce and format compositions for specified audiences using available

technology.

Content Connection:

Project: Informative Writing

The day before the field trip students will be given a choice of three animals by the teacher. These animals will be ones that they will see at the zoo. Each student will fill out a KWL chart on one of the three animals. Students who finish early will fill out the second and third charts as time allows.

The day after the field trip students will finish their KWL chart. Students who filled out more than one chart may choose which animal to complete. They will then write an informative one page essay about the animal they chose. These documents will be proof read and edited by the student and teacher and published in a class book for future fourth grade classes. Each student and teacher will receive a copy of the book.

STATE GOAL 10: Collect, organize and analyze data using statistical methods; predict results; and interpret uncertainty using concepts of probability.

A. Organize, describe and make predictions from existing data.10.A.2a Organize and display data using pictures, tallies, tables,

charts, bar graphs, line graphs, line plots and stem-and-leaf graphs.

B. Formulate questions, design data collection methods, gather and analyze data and communicate findings.

10.B.2b Collect, organize and display data using tables, charts, bar graphs, line graphs, circle graphs, line plots and stem-and-leaf graphs.

10.B.2d Interpret results or make relevant decisions based on the data gathered.

C. Determine, describe and apply the probabilities of events.10.C.2a Calculate the probability of a simple event.10.C.2b Compare the likelihood of events in terms of certain, more

likely, less likely or impossible.10.C.2c Determine the probability of an event involving “and”, “or”

or “not”.

Content Connection:

The day before the field trip students will find out what their animal group is.

Each class will do two math project one using probability and one using

charting. Activity One: Probability

Students will figure the probability of ending up in each group. (1 in 4)

Students will figure out the probability of ending up in Monkeys or

Giraffes.

Students will figure out the probability of ending up in Monkeys or

Giraffes or Bears.

Students will figure out the probability of ending up in Monkeys or Bears

or Giraffes or Lions.

Students will figure out the probability of ending up in Monkeys and

Lions.

Students will discuss which events are more or less likely. Activity Two: Charting

Students in each class will find out which group they are in, Monkeys,

Lions, Bears, or Giraffes.

Each class will chart their groups on the board using post it notes. The

students will then compare and contrast the information on the chart as a

whole class.

Each student will then write one paragraph comparing information on the

chart. They will use the words equal, more than, and less than in their

paragraph.

STATE GOAL 12: Understand the fundamental concepts, principles and interconnections of the life, physical and earth/space sciences.

A. Know and apply concepts that explain how living things func tion, adapt and change.

12.A.2a Describe simple life cycles of plants and animals and the similarities and differences in their offspring.

12.A.1b Categorize living organisms using a variety of observable features (e.g., size, color, shape, backbone).

B. Know and apply concepts that describe how living things interact with each other and with their environ ment.

12.B.2b Identify physical features of plants and animals that help them live in different environments (e.g., specialized teeth for eating certain foods, thorns for protection, insulation for cold temperature).

Content Connection: In Science students will be discussing primates.

Students will learn what makes a primate a primate.

After the trip to the zoo students will complete a Venn diagram comparing and contrasting human beings to one of the primates they saw at the zoo. Students will also compare and contrast a small primate (i.e. monkey or tamarin), a medium size primate (i.e. baboon, chimpanzee), and a large primate (i.e. gorilla).

Differences and Similarities among primates will be the second half of our grand conversation.

STATE GOAL 17: Understand world geography and the

effects of geography on society, with an emphasis on the

United States. A. Locate, describe and explain places, regions and

features on the Earth. 17.A.2a Compare the physical character istics of places

including soils, land forms, vegetation, wildlife, climate, natural

hazards. B. Analyze and explain characteristics and interactions of

the Earth’s physical systems. 17.B.2b Explain how physical and living components interact

in a variety of ecosystems including desert, prairie, flood plain,

forest, tundra. C. Understand relationships between geographic factors

and society. 17.C.2c Explain how human activity affects the environment.

Content Connection: During Social Studies we will be discussing

conservation and how human activity can affect a variety of environments before the field trip. In our unit, we will discuss water conservation, endangered species, and how to be a conservationist. Students will be expected to find things relating to conservation on their trip to the zoo. They will have a scavenger hunt list and to complete as they tour the zoo. Each list will have ten things.

Students must write a note of what they found be it an animal or location on their list. There will be a teacher in each group who will draw attention to things students may write on their list. Each student must fill out at least five to receive full credit. Students who fill out eight or more will receive a conservation leader certificate. Students will hand in the scavenger hunts when they arrive back to the school. Part of the grand discussion will focus on conservation.

Refl ection: Melissa

This experience has been wonderful. I found the project to be extremely fun. It allowed me to be creative and I have never had an easier time putting my thoughts into words.

I love the Brookfi eld Zoo. I went often as a child and became a member in 2009. In 2010 I found out that the zoo has many teacher resources and off ers free admission to Illinois schools for scheduled fi eld trips. As a future teacher I could not wait until I had my own class and could take them to the zoo. I was excited to be able to plan the trip sooner than I thought and the only disappointment is that I do not have a class to take on the trip.

I found the zoo easy to tie to the standards and curriculum. The thing I found diffi cult was focusing on what activities I wanted to do. As I narrowed down the activities I realized I was able to refi ne my ideas and come up with some projects that will be both interesting and engaging

I really enjoyed planning the individual group itineraries, though that was the most challenging. I did not want 120 students trying to use the same bathroom at the same time so I carefully planned so that they would have lunch and bathroom breaks in shifts at varying locations. I especially wanted to make sure the fi nal bathroom break was at four diff erent locations.

The cost calculation was fairly simple. The one thing I did not like was to typing my math. I have always done a great deal of math in my head and I have never been good about writing down all of the steps.

I was also excited about all of the help the zoo gave me. They directed me to a schedule created for students who have diffi culty with transitioning and even gave me extra maps to use for our resource packet. I was shocked to fi nd out the zoo normally does not give the full color maps to everyone in a school group. Knowing that the one thing I would remember would be to go ahead of time and request enough so that each teacher and chaperone could have a full color copy.

In conclusion, this was a fun and exciting project. I would recommend the Brookfi eld Zoo to any teacher and hope to take my class there in the future.

Refl ection: Kari

At fi rst I was very hesitant on choosing Brookfi eld Zoo as my fi eldtrip choice. I do not know very much about animals and I myself do not go to the zoo very often. After doing my research however, I found that the zoo is a great place to take any age of students because it off ers so much to them. It is also very easy to connect content to diff erent programs they off er at the zoo. Another thing I thought was really cool was that the zoo doesn’t charge an admission price to get in for students. This is extremely benefi cial for schools that do not have much of a budget to use for fi eld trips.

In terms of doing this project, I would have to say it was much more diffi cult than I thought it would be. I have planned fi eld trips in the past for another job I have but it was not anywhere near as diffi cult. It is also diffi cult to plan this project with another person so I couldn’t imagine trying to plan a trip with an entire team.

Time management would defi nitely be one of my biggest obstacles with planning a fi eld trip. Looking at the requirement s from Brookfi eld Zoo, it would defi nitely take months to make sure everything was submitted on time.

Knowing what I know now I would defi nitely take a trip to the zoo with my students. I feel like they have a lot to off er. Even though I am not a big animal person, if it helped connect to the content that was being discussed in class, I would take one for the team.

I think that this project is very good for IFE students to do since it really is not something you think about until you become a teacher. I am glad I had the experience of planning my own fi eld trip before I have to do it again when I am an actual teacher.