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An Assessment Of The Zooreach! Program As A Model For The Development Of Informal Education Programs

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An Assessment Of The Zooreach! Program As A Model For The Development Of Informal Education Programs

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A Bell & Howell Information Company
300 North Zeeb Road. Ann Arbor. M i 48106-1346 USA
313/761-4700 800/521-0600
An Assessm ent of the ZooReachl Program as a Model for the
Development of Informal Education Programs
by
Lauren Joy Arenson
A Dissertation Presented to the
FACULTY OF THE GRADUATE SCHOOL
UNIVERSITY OF SOUTHERN CALIFORNIA
In Partial Fulfillment of the
Requirements for the Degree
DOCTOR OF PHILOSOPHY
(Education)
May 1995
Copyright 1995 Lauren Joy Arenson
UMI Number: 9616933
UMI Microform 9616933
Copyright 1996, by UMI Company. All rights reserved.
This microform edition is protected against unauthorized
copying under Title 17, United States Code.
UMI
300 North Zeeb Road
Ann Arbor, MI 48103
UNIVERSITY OF SOUTHERN CALIFORNIA
THE GRADUATE SCHOOL
UNIVERSITY PARK
LOS ANGELES, CALIFORNIA 90007
This dissertation, written by
Lauren Joy Arenson
under the direction of far. Dissertation
Committee, and approved by all its members,
has been presented to and accepted by The
Graduate School, in partial fulfillment of re
quirements for the degree of
Date . . 17,..1995
E
DOCTOR OF PHILOSOPHY
D ean o f G raduate Studies
C hairperson
DEDICATION
While the words in this m anuscript were inscribed with my pen,
the em otions associated with this paper com m enced with many family
members and friends who made the completion of this project possible.
To our friends who treated me as an independent thinker, even at an
extrem ely young age, I thank you for teaching me the meaning of
dedication and the value of following through with my dream s. To my
brothers and sister, Les, Lyndsey and Jonathan, your support has never
wavered--your love and support, even during the m ost trying of times,
have encouraged me to continue moving forward. To my Aunt, I thank
you for introducing me to the joyous world of reading. Miriam has
always taught me to formulate my own opinions and has even accepted
(reluctantly) my m ost liberal stream s of consciousness. To Marshall,
thank you for loving me enough to complete this incredible hurdle. And
to Phyllis Arenson and Wiebke Smart, w hose souls and kind memories
are incorporated into each aspect of my work, I thank you. Mom and
Papa, this one is for youl
ii
ACKNOWLEDGEMENTS
I would like to thank Dr. David Eskey for his hard work and
dedication to this project. I would also like to thank Dr. Kathleen Wulf
for her kind words and moral support. I appreciate all of the
encouragem ent they offered throughout my course of study.
TABLE OF CONTENTS
ESflS
DEDICATION ii
ACKNOWLEDGEMENTS iii
LIST OF TABLES vi
ABSTRACT, vii
ChaPlS!
I. THE PROBLEM 1
Background to the Problem
Purpose of the Study
Importance of the Study
Research Questions
Methodology
Methodological Assumptions
Delimitations
Limitations
Introduction
Everyday Misconceptions about Science
Versus Academic Science
Piaget's Research Influencing
the Informal Learning of Science
Vygotsky and the Acquisition of Scientific Knowledge
Situated Learning: Contextual Importance
to Acquiring Science
Informal Learning Principles in Practice
II. LITERATURE REVIEW 24
III. RESEARCH METHODOLOGY 54
Introduction
Population and Sample
Teacher Training for ZooReach! & Control Group Teachers
Teacher Training for Zoo Discovery Kit Teachers
Instrumentation
Data Collection
Data Analysis
IV. RESULTS ................................................................................. ............. 69
Introduction
Demographic Comparisons
Relationship of Field Trip Participation
and Teacher Training and Test Scores
Post Hoc
V. SUMMARY, FINDINGS, IMPLICATIONS
AND RECOMMENDATIONS............................................... ...............81
Introduction
Summary of the Study
Findings
Implications
Recommendations
BIBLIOGRAPHY.................................................................................... ........... 101
APPENDICES....................................................................................... ............ 114
Zoo Discovery Kit Curriculum
Animal Fact Sheets
Pre/ Post Examination
v
LIST OF TABLES
Table Eaflfi
1. Gender: Analysis of Population .........................................................70
2. Ethnicity: Analysis of Population ...................................................... 71
3. Pre and Post Total Scores .................................................................. 73
4. Comparison of Group Results ........................................................... 74
5. Pre and Post Teacher Dependent Scores ...................................... 76
6. Comparison of Teacher Dependent Scores ................................... 77
7. Pre and Post Student Dependent Scores ........................................79
8. Comparison of Student Dependent Scores ................................... 80
vi
ABSTRACT
As Assessm ent of the ZooReach! Program as a Model
for the Development of Informal Education Programs
The ability of young learners to acquire scientific concepts in informal
learning institutions such as museums, zoos, aquaria and science centers
is enhanced by using authentic investigative methods similar to those
employed by scientists. While formal learning presents decontextualized
information, oftentimes unrelated to the learner's daily activities, the
acquisition of scientific knowledge through informal learning techniques
presents practical problems whereby the learner attem pts to reach a
probable explanation for phenomena existing in the natural world. The
subject of this dissertation involves the ZooReach I program as an effective
model for future development of informal education programs. Distinctions
between formal and informal methods of learning are addressed, while the
literature pertaining to the acquisition of scientific concepts within the realm
of informal learning environments is reviewed, with special attention to the
theoretical principles associated with the Vygotskian zone of proximal
development and situated learning.
The ZooReachI program was designed for kindergarten, first and
second grade students living within financially disadvantaged areas
throughout Los Angeles. The purpose of the program is to heighten the
students' awareness of wildlife and to assist with their acquisition of related
concepts by allowing scientific study at the Los Angeles Zoo. The program
includes teacher training, curriculum materials, and hands-on objects used
while touring the facility. Written materials associated with this program
are included in the text.
In order to have established that the ZooReachI program effectively
assisted participants with the acquisition of presented scientific concepts,
an analysis of variance was employed to examine the relationships between
the dependent variables, Field Trip Participation and Method of Teacher
Training and the independent variable, Pre- and Post-test Scores. The
performances of three groups of students were compared by means of
scores on a pre- and a post-examination.
Results from this study may be applicable to other informal learning
institutions planning to implement similar science education programs.
Discussion of successful program components and ideas for future program
implementation are addressed.
CHAPTER ONE
THE PROBLEM
Background of the Problem
Recent events and related media coverage m ake it clear th at the
inner-city communities of Los Angeles stand divided and impoverished,
too often leaving the youth without hope. In an era of decreasing state
and federal support, many formal learning institutions in various
comm unities continually struggle to m eet the m ost basic educational
needs of their students. Thus, the schools m ost in need of providing
innovative, accessible educational experiences for their students often
are the least able to provide for such events. As a m eans of addressing
th e needs of the students enrolled in the Los Angeles county and city
public schools, informal learning centers, such as the Los Angeles Zoo,
offer hands-on experiences which may function to enhance the
traditional lesson plans being taught in the classroom . To further this
goal of educating impoverished students, the zoo seeks to increase
firsthand minority access to environmental and science education.
Although informal education often m eans the educative impact of
the hidden Curriculum found within traditional schools (Birney, 1989;
Beer, 1985; Cazden, 1982), this is not an appropriate definition to
describe w hat w as investigated in this study. Instead, the term
"informal education” refers in a broader sense to student-oriented
learning which takes place within goal-directed activities presented
outside the formal classroom. Thus, the concept can be used to denote
alternative learning m odes which include recreational, voluntary, and
perceptual experiences within a realistic context in which th e actual
process of investigation occurs.
Informal learning is commonly referred to as "observational
learning," which is obtained through watching and performing modeled
behavior {Scribner & Cole, 1973). The process of informal learning can
be contrasted with formal learning techniques, whereby information is
acquired primarily through verbal or written instructional stimuli,
rem oved from "the immediate context of socially relevant action"
(Bruner, 1966, p. 62). It has been suggested that the decontextualized
language and teaching m ethods employed in the traditional classroom
lack continuity with the daily living patterns of certain students and their
families. In short, the rules and cultural values found in formal learning
settin g s may stand in opposition to the teaching practices of many
cultural groups and lower income families residing in the United States
(Scribner & Cole, 1973). Such contrasting values betw een formal
learning styles and modeled behavioral techniques commonly result in a
2
perception of the formal classroom as a hostile environm ent (Chaiklin &
Lave, 1993; Lave & W enger, 1991; Scribner & Cole, 1973).
Informal learning is unique in that it is em bedded in the context of
natural activities. Thus, it is believed that informal learning occurs in
authentic, task-oriented settings in which participants learn by doing
(Cole, 1988; Falk, 1984; Gardner, 1991a; Guberman & Greenfield,
1991; Price-Williams & Gallimore, 1980). The acquisition of knowledge
often occurs m ost effectively under non-coercive circum stances which
are m ost often positive and characterized by intrinsic reinforcem ents.
While curricula material, formal objectives, and pre-approved lesson
plans exist in the traditional school, informal learning techniques allow
teachers to accom m odate the stu d en t's interests through the use of
hands-on interactives performed outside the traditional classroom .
Informal educational programs frequently focus on the
enhancem ent of the educational impact upon communities, families, and
the individual learner. Such learning generally occurs in settings which
are available to all community members, often involving the participation
of people from all age groups. Although informal learning institutions
issue no diplomas or credits, have no prerequisites for admission, or
provide no full-time study program s, evidence suggests th at such
institutions have a strong positive influence upon the education of
3
students. Data acquired informally can enrich learning, m ost notably in
areas of science, geography, and environmental education (Eratuuli &
Sneider, 1990; Falk, 1984). In short, informal learning institutions
supplem ent formal education by employing a variety of "teachers",
classroom materials, and activities to achieve effective, recreational, and
cognitive goals which are harmonious with the daily living strategies of
the lifelong learner.
Informal learning sites rely upon visual cues and educational
artifacts for conveying appropriate objectives. The term commonly used
to describe the manipulation of educationally-centered touchable objects
is "hands-on learning." The advantage of this teaching strategy is that,
through the manipulation of relevant objects, the participant plays an
active role in the learning process. This learning technique em pow ers
the participant through the voluntary acquisition of knowledge, while
sim ultaneously enhancing cognitive, psychom otor, and affective skills
(Lucas, 1983). Personal aw areness, curiosity, imagination, and
understanding of presented concepts tend to expand for participants of
all ages. Therefore, hands-on learning strategies help participants use
their sen ses in order to decipher the phenom ena which exist in the
natural world.
4
Falk reports that concrete examples of real world phenom ena,
posed within a realistic or situated context, affect student learning
(Balling, Falk & Aronson, 1983; Falk & Dierking, 1992). The novelty of
a setting and its relevance to the subject m atter can influence
educational outcom es, since the hands-on experience m akes the
student's activities appear less arbitrary. Thus, "the context provides a
rationale for undertaking the activities, cognitive and otherwise, to learn"
the subject m atter being presented (Balling, Falk & Aronson, 1983, p. 2).
It has been proposed that the learning which takes place outside of the
formal classroom , utilizing hands-on educational objects in a realistic
context, may increase the acquisition and understanding of scientific
principles.
The Los Angeles Zoo is a place to observe and study animals and
their corresponding habitats from around the world while providing a
healthy, positive, outdoor learning experience. Through innovative
educational a t r i a l s and programs, the zoo staff teaches its visitors the
connection betw een animals and hum ans, the importance of
conservation, and the need to maintain biodiversity. The ZooReachI
program at the Los Angeles Zoo exemplifies Scribner and Cole's
requirements for a successful informal learning program which include:
(1) them atic conversations of interest to the student, (2) pre-existing
5
knowledge of a subject connected to new incoming information, (3)
consideration of stu d en t's background knowledge w hen creating
curricula materials, and (4) learning occurring through action (Price-
Williams & Gallimore, 1980). In other w ords, the learning which takes
place at the zoo supplem ents the related concepts being addressed in
th e classroom curricula. Students are first introduced to specific
scientific concepts through formal teaching techniques which are then
reinforced during their field trip. Although the teacher at the zoo has a
general agenda, the focus is removed from direct teaching m ethods and
placed upon the stu d en ts' needs, their interactions with one another,
and the material being presented. Teaching in this m anner becom es an
active interaction betw een the students, the animals, and the
environment. The activities presented at the zoo, activities which utilize
the assistance of hands-on interactives to illustrate scientific concepts,
function to create the subjectivity which surrounds this learning process.
The Los Angeles Zoo offers a program entitled ZooReach!, an
educational program which contains several key com ponents working
together to blend excitem ent with learning. During each year of this
five-year program, funded through an ARCO Foundation grant of
$ 5 0 0 ,0 0 0 , ZooReach! will provide training workshops to participating
teachers. Training will focus upon environmental and science education
6
for kindergarten, first and second grade classroom teachers from
disadvantaged schools serving minority populations. Each half day
training class instructs teachers on how to properly use Zoo Discovery
Kits, which consist of specially designed hands-on educational materials
and activities that center around the lives of nine focus animals.
Teaching aids, such as a footprint from a rhinoceros, a piece of elephant
hair, or a 25-foot rope used to illustrate the distance of a kangaroo's
leap, are all included in this kit. To maximize the educational impact of
a class visit to the Zoo, all written materials associated with this
program are presented in Spanish and English.
Extending a child's positive educational experience to the
immediate family is perhaps one of the m ost distinctive aspects of the
ZooReachI program. By providing the family with a multi-lingual
outreach activity packet, known as the Family Safari Familiar, ZooReachI
can foster a critical, positive link betw een the school and the home
environment for members of Los Angeles' m ost financially disadvantaged
communities.
Following the field trip, to help reinforce the ideas and expand
upon concepts discussed while at the zoo, teachers are asked to refer
to a prepared set of lesson plans supplied by the zoo and designed by
teachers. Bi-annual new sletters are used to relay new information
7
pertaining to the zoo's program and curriculum, changes in the animal
collection, and testimonies from previous teachers who have participated
in the ZooReachI program.
The grant provides round trip bus transportation from participating
school sites to the zoo. Transportation is an integral part of the project,
as its inclusion reflects a pragmatic understanding of the current
financial constraints placed upon all participating schools.
The Los Angeles Zoo provides a unique environm ent in which to
conduct a study on informal learning techniques. In this study, the
ZooReachI program w as evaluated to determine if informal learning
strategies are effective in assisting students with the acquisition of
presented scientific concepts.
Purpose of the Study
The purpose of this study w as to determine the effectiveness of
the ZooReachI program as a m eans of acquiring scientific literacy for
disadvantaged students. Specifically, the effects of on-site zoo visits
com bined with strong teacher training were examined to evaluate the
ability of the informal training centers to act as scientific laboratories for
young students.
8
Importance of the Study
If the ZooReachI program is positively assisting participants to
acquire presented scientific concepts, then (1) the educational value of
this particular program would be validated, and (2) the program might
serve as a model for the development of similar programs at other
informal learning institutions.
All learners need an experiential base from which to begin their
learning/teaching process. One m ethod of achieving a unified
background of knowledge for all class participants is through illustrative,
common, educational experiences which incorporate successful hands-
on manipulation of them e-oriented objects. The promotion of learning
through interactive exhibitry specifically relating to the natural sciences
is often employed at museums of natural history, zoos, aquaria, cultural
centers, and even school libraries or discovery corners. Each of these
locations can potentially create unique enterprises by which to prom ote
scientific literacy (Krashen, 1992; Smith, 1988).
ZooReachI Program A spects
ZooReach! program aspects which may lead to its success can
possibly be generalized to other institutions of informal learning in order
to enrich science education. The following list of characteristics,
9
reviewed in accordance with the ZooReachI program, may serve as a
guideline for promoting and implementing successful informal learning
programs.
Site of visit. Informal learning centers allow students the
opportunity to interact with one another as young scientists conducting
research within a viable laboratory. Educationally effective programming
within informal learning institutions utilizes authentic tasks to immerse
students in the scientific domain and offers a multi-sensory approach to
learning outside the formal classroom (Price & Hein, 1991; Wright,
1980).
Hands-on learning. Through the manipulation of related
educational objects, the learner explores the subject material in an
engaging manner. This approach em pow ers students while effectively
com m unicating the principles and processes of science (Eratuuli &
Sneider, 1990).
Relationship betw een content and a a e . The program content is
directly targeted at the population being serviced. Effective
programming should be designed with (i) an understanding of child
development, (ii) an appreciation for the interests and an understanding
of th e specific needs of a given age level, (iii) and a com m itm ent to
extending the grade-related state curricula fram ework.
10
Flexibility. Programs m ust remain flexible at all tim es in order to
effectively service the diverse needs of a multi-cultural audience.
Curriculum and evaluation m aterials. The developm ent of lesson
plans and interdisciplinary classroom materials (to be utilized during art,
science, language, history, etc.) assist the teacher in presenting related
concepts to the class prior to the field trip. More of the teacher and
student needs will be accounted for if program staff collaborate with
classroom teachers during the developmental stage of the program (Price
& Hein, 1991).
Teacher training. Teacher orientation and w orkshops tend to
strengthen teacher commitment to the program. Tours of the facility,
dem onstrations of crafts and lesson plans, and the discussion of
evaluation techniques allow teachers to feel confident and comfortable
with the information to be presented.
Good teacher, good program . A well-prepared, enthusiastic
teacher is likely to generate a stronger com m itm ent to learn in the
students. Students with a greater understanding of the subject m atter
prior to the site visit seem to com prehend th at w hat they observe,
experience and conclude are valid scientific data. Prepared students, in
turn, actively participate and appear more involved in the process of
11
scientific inquiry than their counterparts (Balling, Falk & Aronson, 1983;
Balling & Falk, 1981; Kimche, 1978).
Size of group. While students tour the facility, small group
discussions can serve to positively influence learning. In such settings,
students are allotted more time to ask questions, to conduct interactive
learning through the use of related hands-on educational objects, and to
record and com pare data obtained during their visit.
Parental involvement. If scientific concepts are discussed in the
home, the student and participating family members all stand to increase
their level of civic scientific literacy (Lucas, 1983). Thus, programs
which illicit family involvement reach a larger audience and may increase
the level of com m itm ent and satisfaction the learner has tow ard the
program. Take-home packets and incentives for family interaction assist
students in presenting related scientific concepts in the hom e.
Transportation. Offering transportation to the institution may
alleviate additional financial burdens of local schools.
Evaluation. A num ber of approaches are required to assess
learning outside of the classroom. The instruments utilized m ust te s t the
use of scientific skills within a realistic context, as opposed to traditional
classroom m ethods of learning (Birney, 1989; Hein, 1987). Tools of
assessm ent are developmentally appropriate for specific age groups. In
12
order to satisfy these qualifications, innovative m eans of triangular
assessm ent are necessary.
Research Questions
This study seeks to answ er the following questions:
A. Are the ZooReachI program participants more likely to
correctly describe scientific concepts relating to the focus animals as
determ ined by the scores on the pre- and post-exam s than those
students who did not participate in this program or who did not visit the
zoo?
Hypothesis 1: There is a positive relationship betw een the ability
of the ZooReachI participants to recognize presented scientific concepts
and their scores on the pre- and post-examination. These scores will
illustrate that students do acquire the scientific concepts relating to the
nine focus animals addressed in the curriculum packet, teacher training
session, classroom lesson materials, and manipulatives present in the
Zoo Discovery Kit.
13
B. Does the m ethod of teacher training associated with the
ZooReachI program positively effect the participants' scores on the pre-
and post-examination?
Hypothesis 2: There is a positive relationship betw een the m ethod
of teacher training presented to the ZooReachI instructors and to those
teach ers who will not be visiting the zoo during this study and the
participants' scores on the pre- and post-exam ination. The m ethod of
teacher training will have an effect upon the stu d en ts' ability to acquire
scientific literacy.
Methodology
Subjects
Subjects for this study were 90 kindergarten, first and second
grade students from nine public schools within the Los Angeles Unified
School District. The majority of students were from minority families; all
families were within the lower socio-economic level.
14
Procedure
The data consisted of student responses to a pre- and a post
exam ination. The examination scores of the ZooReach! participants
(group one) were compared with the scores of students from tw o other
groups: (group two) those students being instructed by teachers using
Zoo Discovery Kits and utilizing the hands-on interactive materials while
at th e zoo; and students (group three) who were utilizing ZooReach!
classroom materials, learning from teachers who had com pleted the
ZooReachl teacher training workshop, yet not visiting the zoo at any
tim e during the duration of this study. In contrast to the ZooReachl
participants, group tw o students were instructed by teachers who
received a less detailed training workshop, conducted by 300 volunteers,
prior to the field trip. Group three served as a comparison group to help
evaluate the program 's effectiveness. The researcher com pared the
three groups using matched clusters of students to determine how much
of th e dem onstrated effect of the zoo experience w as caused by the
program rather than by other variables, such as maturation or history.
In order to m easure the acquisition of presented scientific
concepts in each individual student due to the experience he or she had
at the zoo, the researcher directed participating students to com plete a
pretest approximately three days before their expected field trip date and
15
an identical one approximately three days after the visit. For students
in the control group, the exam inations were conducted in the sam e
m anner but with no intervening experience at the zoo.
Further elaboration is needed to describe the participating teachers
in each of the three groups, in accordance with the aim of reaching and
instructing educators from disadvantaged urban schools across Los
Angeles, teachers qualifying for group one w ere invited to apply for the
program, with approval from the site principal, one time per year. Once
the application was completed, zoo staff, along with administrators from
the Los Angeles Unified School District and County Office of Education,
chose tw o teachers from seventy-tw o public elem entary schools to
participate in the program.
The second group consisted of teachers who signed up to attend
a half-day training workshop at the zoo on the use of Zoo Discovery
Kits. The focus of this training class w as on the various manipulatives
in the kit, rather than on the utilization of the zoo as a science learning
cen ter as found in the ZooReach! teacher training workshop. Teacher
training and participation in zoo tours were conducted by educational
volunteers, and generally touring does not exclusively target the nine
focus animals. The Spanish/English curriculum materials were dispersed
16
to each participating teacher, but family activity packets were not
distributed to participating students.
Group three consisted of teachers chosen randomly to participate
in the ZooReachl training workshop and to implement all associated
lesson plans. The students who were instructed by these teachers and
who comprised the control group did not visit the zoo while completing
this unit of study. Thus, the post-examinations of these students did not
reflect any influences due to experiences encountered while visiting the
zoo. All other factors are identical to those of the ZooReachl
participants.
Thirty students from three different schools were chosen randomly
to represent each of these three groups. All students were enrolled in
Los Angeles public schools, ranging from kindergarten through second
grade. The groups of participants were chosen for their similarity in
socio-economic levels, cultural backgrounds and knowledge of the
chosen subject m atter. A special se t of curriculum m aterials had been
developed to enhance the general classroom study of physical
adaptations and natural habitats relating to the nine focus animals. All
teachers began the program by participating in a half-day training
w orkshop which focused upon the presentation of environmental and
scientific educational materials for kindergarten, first, and second grade
17
stu d e n ts. The nine focus animals represented in the ZooReachl Kit—
gorillas, flamingos, capybara, alligators, elephants, rhinoceroses,
giraffes, sea lions, and kangaroos--were chosen because they are major
attractions at the zoo, and they also display various adaptations and
physical characteristics indicative of m ost wildlife.
The te st w as evaluated by a m ethod developed by a team of
evaluators involving a holistic scoring m ethod, w hereby points are
assigned to the pre- and post-exam inations according to predetermined
criteria. Each pre- and post-test was scored separately. After individual
scores were tabulated, the evaluator com pared the tw o scores. The
difference betw een scores w as attributed to the experiences obtained
during the zoo visit. The effect of associated classroom materials w as
noted in both pre- and post-examinations.
When judging the pre- and post-draw ings of the gorilla, alligator,
and flamingo, the evaluator focused upon the following characteristics:
Gorilla:
A ppearance
color-brow n, fur
arm s longer in proportion than legs
large chest plate (no fur)
huge belly area
pointed head crown
18
Behavior
gentle
no banging on chest
communal
Habitat
rock formation on sides and rear of exhibit
grass in front of exhibit
no bars around enclosure
often peacocks are around or inside enclosure
Food
vegetables, fruits
Alligator:
Appearance
color-green, scales (feels rough)
little to no m ovem ent
appear within w ater
long pointed snout
long tail for m ovem ent
eyes on side of head
legs out to sides of animal
Behavior
no m ovem ent unless animals are being fed (rats, fish)
tw o alligators in exhibit
Habitat
students look down into enclosure
fenced area
look down into pond area (1/2 circle in shape)
above (in center of exhibit) are planted materials
Flamingo:
Appearance
color-pink, feathers
often stand on one leg
appear to have bending knees (truly bending ankles)
larger bird-not flying
beak
full body
long neck
head often turned upside down
Behavior
communal
com m unicate (vocalize) betw een one another
Habitat
tw o exhibits, 1) waterfall and 2) pond area
both exhibits with hill as barrier
plants on foreground of each exhibit
Food
cereal eaten from tubs
A point system w as applied, with a maximum of tw o points
possible for each student drawing of the gorilla, flamingo and alligator.
The stu d en t earned one point for the correct response to the mammal
item, up to four points for correctly naming the animals, a maximum of
three points for correctly matching the appropriate body coverings, and
three possible points for matching the food source with the appropriate
focus animal. The highest total score on the examination was 17 points.
Data Analysis
Total te s t scores were analyzed with a mixed model analysis of
variance with Field Trip Participation and Method of Teacher Training as
between subject variables and Test (Pre and Post) as the within subject
variable.
20
Implications
The implications of this study may be far reaching in th at the
results may be applicable to other informal learning settings. If the
ZooReachl program can be shown to be an effective m eans of obtaining
scientific principles in an informal learning setting, one can reasonably
attribute its success to certain general characteristics of the program,
such as site of visit, hands-on learning m ethods and teacher training.
Methodological Assumptions
The following methodological assum ptions were implicit in this
investigation:
1. The population of 90 kindergarten, first and second grade
classes from nine schools w as adequate to support
generalizations from the research findings.
2. The participants provided honest responses.
3. The reliability and validity of the com parisons m ade
between the scores on the pre- and post-examinations were
sufficient to permit accurate assum ptions relating to the
effectiveness of the ZooReachl program and the validity of
informal learning as an effective m eans by which to
increase the acquisition of related scientific principles.
21
Delimitations
The following delimitations were noted:
1. The study sample was limited to participants of year one of
the ZooReach! program, the 1 9 9 3 -1 9 9 4 school year.
2. Each participating school w as servicing the needs of
financially disadvantaged students. Other types of schools
were not considered in this study.
3. This study did not focus upon any notions of hidden
curriculum within the traditional classroom , which often is
a topic of relevancy when investigating informal learning.
Limitations
The following limitations were noted:
1. It w as acknowledged th at the stu d en ts' pre- and post-test
results may have been influenced by experiences and
factors other than the content of this program.
2. It w as acknowledged th at the culture of each participant
may have influenced the manner in which he or she viewed
animals.
22
3. It w as acknowledged th at all effects of the ZooReachl
program may not yet have been fully apparent.
23
CHAPTER TWO
LITERATURE REVIEW
Introduction
The acquisition of scientific concepts is facilitated through
them atic conversations which link new data with the previous
experiences of each learner. Therefore, informal learning is supported
by the affective realm: curiosity is piqued and motivation enhanced
through hands-on experiences for exploration and discovery. The goal
of this review is to explore the literature pertaining to the acquisition of
scientific concepts within the realm of informal learning environm ents.
Informal Versus Formal Learning Settings
The acquisition of scientific concepts in relation to informal
learning refers specifically to the obtaining of knowledge within an
environm ent wherein learners do not intend to participate in a formal
instructional sequence. The learner's subsequent gain in knowledge is
generally not assessed through traditional m eans of qualitative
evaluation (Birney, 1989). In such settings as m useum s, zoos, aquaria
24
and science centers, students can learn by employing investigative
m ethods similar to those employed by scientists (Cole, 1988; Falk,
1992; Gardner, 1991a; Guberman & Greenfield, 1991; Houser, 1990;
Price-Williams & Gallimore, 1980). They can investigate the myriad of
phenomena present in the natural world, using authentic problem-solving
skills obtained through cooperative discourse, activity, and interaction
to study meaningful dilemmas and tasks (Brown, Collins & Duguid,
1989; Falk, 1984; Lave, 1991; Resnick, 1987b; Russell & Falk, 1994).
Informal scientific learning institutions can pose realistic questions
to their audiences in order to encourage their participation in personal
experiences pertaining to the sciences. Informal learning techniques
offer individuals of all ages the opportunity to m esh accurate scientific
data with their everyday lives. Since over 80% of the learning
throughout a learner's lifetime is achieved outside of the traditional
educational setting (Beer, 1984), these kinds of learning experiences can
make a major contribution to any learner's total education. Through the
scientific m ethods of inquiry, including observation, description,
m easurem ent and classification, informal learning practices facilitate a
deeper understanding of the phenomena which exist in the natural world
(Boram & Marek, 1991).
The term "science" has a variety of m eanings. For the sake of
25
this discussion, science is defined as the "human activity which involves
the integration of explorative and applicative m odes by which one
obtains an epistemological understanding of the world and universe"
(Barrentine, 1986, p. 497). The learning process by which an individual
m akes sense of his or her environm ent takes place within a social
context, wherein the learner's interactions and intentions are the
rudimentary com ponents in his or her construction of scientific literacy
(Houser, 1990; Maarschalk, 1988).
The learning of scientific concepts in informal settings is a life-long
achievem ent; acquisition of new knowledge occurs through actual
activities and contact with everyday practices which involve the
sciences. Lucas refers to this type of scientific learning as "civic
scientific literacy," or the ability to make the individual more aw are of
the physical sciences and related issues in a m anner in which he or she
may bring personal experiences into focus with an accurate
understanding of the subject m atter (Lucas, 1983). This definition
pertains to the majority of the general population who are significantly
impacted by the sciences in their everyday lives (Boram & Marek, 1991;
Yager, 1984). This kind of science acquisition does not necessarily
prepare the learner for a career in the sciences, but rather, provides "all
members of society with an understanding about scientific knowledge,
26
scientific skills, scientific com petencies, as well as socially and
scientifically desirable qualities of behavior" (Barrentine, 1986, p. 499).
Science is generally thought of as a subject which is learned only
in the school, but this is not so. Learning informally by responding to
such daily experiences as reading the new spaper, watching the media,
or visiting a m useum , m akes up the largest part of science acquisition
(Bitgood, Serreli & Thompson, 1994). Since information is conveyed in
the traditional classroom through abstract symbol system s independent
of the learner's personal experiences, the use of the senses tends to be
overshadow ed by discourse and information presented out of context
(Csikszentmihalyi, 1987). This stands in opposition to informal learning
techniques, which attem pt to integrate them atic conversations of
interest to the student with appropriate learning tools, utilized within an
authentic or realistic context. Informal learning principles link incoming
constructs with the learner's pre-existing personal experiences (Falk &
Dierking, 1992; Krashen, 1992). The following chart summarizes som e
of the differences betw een acquiring science through formal versus
informal learning environments (Beer, 1984; Boyd, 1993; Cole, 1990a;
Falk, 1984; Falk & Dierking, 1992; Falk, Koran & Dierking, 1986;
Gardner, 1991; Kimche, 1978; Lucas, 1983; Price-Williams & Gallimore,
1980; Resnick, 1987b; Russel & W est, 1994):
27
Informal Learning Formal Learning
Voluntary Compulsory
Haphazard, unstructured, Structured,
unsequenced sequenced
Non-assessed, A ssessed,
non-certificated certificated
Open-ended More closed
Learner-led Teacher-led
Learner-centered Teacher-centered
Cooperative problem Individual problem
solving solving
Lifelong learning Age specific
Outside of formal setting Classroom
Authentic context Institution based
Concepts explored in A bstract symbols to
context using real objects depict events/objects
Building multi-sensory Exposure through
experiences texts (sight only)
Learn by doing Learn through
linguistic
interpretation
New data linked to No link necessarily
personal experiences established
Unplanned experiences Planned activities
Many unintended outcom es Fewer unintended
outcom es
Social aspect central, Social aspect less
betw een participants significant
Undirected, less Legislated
controlled and directed
by legislature
short, while formal learning presents decontextualized
28
information, oftentim es unrelated to the learner's daily activities, the
acquisition of science through informal learning techniques presents
practical problems whereby the learner attem pts to reach a probable
explanation for phenomena existing in the natural world. Students utilize
hands-on materials and objects, working within a realistic setting, like
scientific researchers, in order to seek answ ers to questions about
witnessed phenomena which take place in the natural world (American
A ssociation for the Advancem ent of Science, 1989). Oppenheimer
(1968) summarizes his view of formal learning strategies by suggesting
th a t an explanation of theories relating to the fields of science and
technology without props, and occurring outside a scientific laboratory,
"can resem ble an attem pt to tell w hat it is like to swim without ever
letting a person near w ater" (p. 169).
Everyday M isconceptions About
Science Versus Academic Science
One of the dominant them es in science education research is the
investigation of the m ethods by which scientific concepts are acquired.
Recent research pertaining to this subject m atter points out that there is
a clear distinction betw een formal scientific learning and everyday
misconceptions about science, resulting in inaccurate interpretations of
29
scientific theory (Osborne & Wittrock, 1983). It has been found that
young children, prior to beginning formal schooling, develop rather
robust explanations for events which take place in the natural world.
Children's difficulties in learning science in the classroom derive in large
part from their failure to recognize and apply the relations betw een
formal rules taught in school and their own independently developed
intuitions (Resnick, 1987). The students' personal scientific notions,
also referred to as "children's science," oftentim es stand in opposition
to current acceptable scientific theories. Research suggests that
students of all ages are sometimes capable of answering exam questions
using accurate scientific information obtained in the classroom , yet still
relying upon personal theories in order to explain phenomena which exist
in the world (Bell & Freyberg, 1985; Kozulin, 1990; Osborne &
Freyberg, 1985; Osborne & Wittrock, 1983; Strike & Posner, 1984).
Everyday occurrences provide an array of experiences which can
lead children to construct meanings and explanations as to how and why
things behave as they do. This occurs because students acquire a
considerable am ount of knowledge about the natural and technical
worlds from their contact with the social and physical milieu (Bell &
Freyberg, 1985; Osborne & Freyberg, 1985). Moreover, the nature of
such views suggests that children do not have isolated ideas, but rather
30
"the ideas are part of conceptual structures which provide a sensible and
coherent understanding of the world from the child's point of view"
(Osborne & Wittrock, 1983, p. 490). In essence, students base early
scientific theories upon their personal observations, which may exist
prior to entering into the formal classroom. Students formulate rules to
persona! discoveries of specific scientific phenom ena in order to answ er
their questions. The addition of new scientific data may or may not fit
in with the learner's personal context. Thus, acceptance of proven
scientific theory may not influence the child's original explanation for the
phenom ena, or his or her scientific point of view.
Three aspects of children's learning often impinge upon formal
science learning. First, children often adopt meanings for words and
views about how and why things behave as they do. Second, the views
and meanings held by young children are som etim es uninfluenced by
exposure to science teaching, and last, exposure to classroom science
can result in changes in scientific ideas which were not expected by
teachers or curriculum developers (Osborne & Wittrock, 1983).
Therefore, it is important to note th at schools are not the fundam ental
providers of background knowledge of science. Students bring to formal
science lessons their own personal notions about the biological, physical
and technological worlds, for as scientists, they try to make sense of the
31
complex phenom ena experienced in their surroundings (Bell, 1987;
Osborne & Bell, 1983).
The role of formal learning institutions is not necessarily to present
and transm it scientific knowledge, but rather to assist students to
develop a m ethod by which they can enhance their understanding of
their world (Bell & Freyberg, 1985; Strike & Posner, 1984). The process
of creating this conceptual change from "children's science" to accurate
scientific theory involves (1) the constructing of a new idea about
science, generated by linking new incoming stimuli with existing
knowledge (Osborne & Wittrock, 1983) and (2) assisting students to
become receptive to assimilating new ideas about science into their own
belief system s (Bell & Freyberg, 1985; Strike & Posner, 1984). In short,
Bell (1987) states, "Helping students to change their ideas (toward
scientific ideas) involves helping them not only to construct new ideas
but also to accept them. As conceptual change can be threatening, we
need to take into account the feelings associated with the learning” (p.
51).
Personal theories, or "children's science" pertaining to the natural
w orld, may be challenged by allowing the learner to acquire scientific
com petency in a manner which is acceptable to m em bers of the
scientific community. Cole (1990a) points out th at Levin's research
32
dem onstrates how allowing students the opportunity to experience
science by engaging in the process of solving authentic problems of
interest to the learner, within a realistic or authentic context, in
combination with the "formula-mediated experience" of a classroom
lesson, may reduce inaccurate personal m isconceptions about science.
Thus, when given the opportunity to em ulate the cultural practices of a
scientist, the learner acquires knowledge by performing authentic tasks
indicative of the discipline. As quoted in Houser (1990), Bruner states,
"the schoolboy learning physics is a physicist, and it is easier for him to
learn physics behaving like a physicist than [in] doing som ething else"
(p. 49).
Piaget's Research Influenciing
The Informal Learning of Science
Jean Piaget believed th at the acquisition of all scientific
understanding is based upon the interaction betw een the outside world
and ideas which are held by the individual learner at any given moment
(Hein, 1985). Thus, children and adults bring meaning to their world,
known as construct theories, through active exchanges within his or her
surrounding environment, and interpret them within their personal
contexts of prior experiences. Piagetian psychologists suggest th at each
33
individual constructs his or her own m ethod of learning congruent with
their particular stage of developm ent (Bagchi & Yahya, 1992).
According to Piaget, the hierarchy of these developmental stag es, which
inform, limit and characterize the continuum of intellectual developm ent,
is the following: sensorimotor thought, preoperational thinking, concrete
operations and formal operational thought. Through th e process of
adaptation, the individual experiences cognitive conflict from the
interaction betw een information gathered from the outside world and
personal theories of the natural world, which the learner holds at that
given m om ent. Human intelligence is said to result from the
accom m odations m ade by the learner to accept new theoretical
perspectives (Bagchi & Yahya, 1992).
The notion of personal constructs influencing perceptions and
theories relating to the physical world is oftentim es taken into
consideration during th e implementation phase of new exhibitry at
informal science learning institutions (Bagchi & Yahya, 1992; Boram &
Marek, 1991; Falk & Balling, 1992; Hein, 1985; Feher & Rice, 1985).
According to Piagetian principles, effective informal learning settings can
assist children throughout the various phases of developm ent by testing
their personal theories relating to the natural world (Bagchi & Yahya,
1992). This is achieved by providing children with the following
34
experiences in both the physical and social realms during the learning
process (Bagchi & Yahya, 1992, p. 99):
1. Encourage children to create relationships (between) events
and objects;
2. Enable children of different ages to interact with materials
w ithout adult intervention;
3. Enable children to see clearly and immediately the effects of
their own actions;
4. Foster the ability to think of many ways of doing som ething
or of m any different w ays of using the sam e object;
5. Be physically involving for the child or produce som e
interesting payoff or effect;
6. Encourage problem solving by posing a challenge or
problem that is solved by making som ething happen;
7. Provide the opportunity for transforming rather than
comparing objects.
Vygotsky and the Acquisition of Scientific Knowledge
Understanding of science can be acquired in either the classroom
or through daily activities throughout one's lifetime. The study of
cognitive development, specifically relating to the acquisition of scientific
information, includes the investigation of the effect of formal schooling
and informal daily experiences and activities. In either formal or informal
learning settings, it is believed that a knowledgeable expert m ust be
present to assist with the perform ance level of the learner. Vygotsky
defined dichotomy as the relationship betw een the acquisition of
scientific concepts and everyday experiences.
35
Scientific concepts are conveyed in the highly structured and
specialized activities which take place in classroom instruction. Such
concepts are marked by hierarchical, logical organization. "The concepts
them selves do not necessarily relate to scientific knowledge--but their
organization is 'scientific' in the sense of formal, logical and
decontextualized structures" (Kozulin, 1990, p. 168). In contrast,
everyday experiences, more formally referred to as everyday com plexes,
em erge spontaneously from the child's own reflections on immediate
experiences. Experiences acquired in everyday life are rich in
experiential connotations, yet are unsystematic and are highly contextual
(Chaikin & Lave, 1993; Kozulin, 1990; Lave & W enger, 1991). Thus,
in order to start acquiring scientific concepts, a child should have
experience with generalizations. Such generalizations usually take the
form of spontaneous, everyday practices. Both scientific concepts and
everyday complexes are needed to achieve cognitive developm ent. The
term "concepts" has been reserved for formal learning structures while
"complexes” refers to the learner's random experiences acquired through
non-formal m ethods of learning.
Vygotsky established the interrelationship betw een scientific
concepts and everyday complexes by asking children questions
pertaining to these tw o different conceptual realms. The major
36
qualitative result of such studies suggests th at scientific concepts
develop more rapidly than everyday complexes (Kozulin, 1990).
Research has shown that children produced more correct answ ers when
responding to questions pertaining to concepts addressed in the
classroom , rather than those spontaneously acquired through daily
activity. Thus, Vygotsky concluded, if scientific concepts represent
education and everyday complexes represent developm ent, then
"education runs ahead of and supports development" (Kozulin, 1990, p.
168). Nevertheless, a direct interrelationship betw een scientific and
everyday learning exists: "It takes the interaction of scientific concepts,
which progress downw ard from em pty generalizations to greater
concreteness, with everyday concepts, which move upward tow ard
greater systematicity, to make up the development of a child's thought"
(Kozulin, 1990, p. 169).
A need exists for balance between everyday learning and scientific
data. At any given developmental moment, scientific concepts bring
system aticity, consciousness and hierarchical organization into the
child's thinking, which binds information to concrete life contexts.
Everyday com plexes infuse familiar, daily connections, rich with the
child's experiences. However, even though scientific concepts exist in
the classroom, such learning is no less natural for a child than everyday
37
learning, since the former reflects an important aspect of the child's life—
the system atic learning process which takes place betw een the learner
and an adult (W ertsch, 1985). It is the experiential information which
decreases the risk of scientific concepts remaining only em pty verbal
formulas applicable to a rather narrow range of topics, found only in the
traditional school.
Leontiev and Luria (1969) summarize specific features of
classroom teaching of scientific principles as opposed to everyday
learning, as seen by Vygotsky:
School education is qualitatively different from education in
the broad sense. At school the child is faced with a particular
task: to grasp the bases of scientific studies, i.e., a system of
scientific conceptions.
In the process of school education the child starts off from
w hat have becom e his own complex generalizations and
significances; but he does not so much proceed from them , as
proceed onto a new path together with them , onto the path of
intellectual analysis, comparison, unification, and establishm ent of
logical relations. He reasons, following the explanations given to
him and then reproducing new, for him, logical operations of
transition from one generalization to other generalizations. The
early concepts that have been built in the child in the process of
living and which w ere assisted by rapport with his social
environm ent (everyday learning) are now sw itched to a new
process, to a new specially cognitive relationship to the world,
and so in this process the child's concepts are transform ed and
their structure changes. In the developm ent of a child's
consciousness the grasping of the bases of a science-system of
concepts now takes the lead over concepts learned through daily
activity and imitation, (p. 348)
In short, the learning of scientific concepts in school relies upon the
38
previously developed everyday experiences, and this spontaneously
acquired knowledge m ediates the learning of incoming information.
Scientific concepts, in turn, build upon everyday com plexes, allowing for
th e formation of relationships betw een concepts based upon analytic
procedures (Panofsky, John-Steiner & Blackwell, 1990).
According to this notion of acquiring scientific concepts proposed by
Vygotsky, the essence of mental development which takes place within the
child's mind occurs through the process of socialization. Thus, all (earning
is socially m ediated. In other words, the process of making sense of the
natural world is shaped by one's interactions with, and perceptions of,
o n e 's environm ent {Houser, 1990). Vygotsky argued th at learning is
initiated through the interaction which takes place betw een th e learner and
th e environment. Cultural tools (including symbolic forms of speech) are
used to mediate interactions which take place betw een individuals. When
linguistic tools are integrated with the tools of a particular physical action,
full cognitive development can be reached {Kozulin, 1990; Marshall, 1992;
Tharp and Gallimore, 1988; W ertsch, 1895).
Vygotsky defines the use of language as "a psychological tool"
which ensures that meanings are shared throughout a culture. Therefore,
w ords that already have meanings for m ature m em bers of a culture are
shared with the learners through the process of interaction (Tudge, 1990).
39
Bell (1987) explains th at students are often confused by words used in
science classes, since the language is unclear or the words have more than
one meaning. The lack of clarity is com pounded in a classroom where the
science lesson is not visually demonstrated. In such instances, the learner
generally relies upon his personal theories rather than proven scientific
research, even if he or she can offer the correct response if tested in the
classroom .
Through informal instruction, information pertaining to cultural tools
and practices is transm itted from experienced m em bers to inexperienced
m em bers of the society. Therefore, a "teacher” is an individual who is
capable of assisting the student in the process of learning. The relationship
betw een the experienced and inexperienced may consist of a variety of
different individuals and their roles, such as caregiver and child, or scientist
and learner. The meeting point, or interaction between the tw o individuals,
provides for the developm ent of a cognitive skill which the student has
only partially m astered, but can successfully employ and internalize with
assistance from an expert within the discipline (Tharp & Gallimore, 1988).
During this phase of development, the m aster models appropriate problem
solving techniques for the student, while gradually assisting the learner's
extension of current skills to a higher level of com petency. Such guidance
perm its th e learner to engage in levels of an activity which could not be
40
achieved if he or she were performing the task alone (Lave & W enger,
1991;T udge, 1990; W ertsch, Minich & Arns, 1984).
If the essence of mental developm ent is in the socialization of the
child's mind, a belief accepted by Piaget and Vygotsky, then it could be
m isleading to focus assessm ent on the spontaneous form s of child
developm ent, rather than focusing upon the collaboration or contact
betw een the learner's everyday concepts and the scientific concepts
introduced by the expert. A true advance in th e child's reasoning could
then be operationalized as the difference betw een the child's independent
perform ance and his or her perform ance in cooperation with a
know ledgeable adult. The developmental potential reflected in this
difference is w hat is known as the zone of proximal developm ent (ZPD).
ZPD refers specifically to "the distance betw een the actual developmental
level as determined by independent problem solving and the level of
potential development as determined through problem solving under adult
guidance or in collaboration with more capable peers" (Cole, John-Steiner,
Scribner & Souberm an, 1978, p. 86). In other w ords, the ZPD defines
those functions that have not yet fully evolved, so that assistance from an
expert is still required. John-Steiner, Scribner and Souberman (1987) quote
Vygotsky; "The zone of proximal development defines those functions that
have not yet m atured but are in the process of m aturation, functions that
41
will m ature tomorrow but are currently in an embryonic state. These
functions could be term ed the 'b u d s' or 'flow ers' of developm ent rather
than the 'fruits' of developm ent” (p. 86).
It is essential to note, according to Vygotskian theory, the difference
betw een learning and development. According to this perspective,
"learning is not development; however, properly organized learning results
in m ental developm ent and sets in motion a variety of developmental
processes that would be impossible apart from learning" (Cole, John-
Steiner, Scribner & Souberm an, 1978, p. 90). Thus, learning is a
necessary and universal aspect of the process of developing culturally
organized, human psychological functions. The developm ental process,
which is not to be mistaken with Piaget's stag es of developm ent, lags
behind the learning process, resulting in the zone of proximal development.
The nature and path of developm ent are influenced by th e social
environment in which the instruction is provided. In other w ords, "just as
ontogenetic developm ent is dependent upon the broad social and cultural
conditions in society that have developed over time, so children's
m icrogenetic developm ent is dependent upon the particular interactions
they have with others" (Tudge, 1990, p. 158). Thus, developm ent is
context-dependent: an expert assists the learner with culturally appropriate
42
lessons in order to aid his or her cognitive developm ent (Panofsky, John-
Steiner & Blackwell, 1990).
Pleasures received from the social interaction between the expert and
the learner seem to lure the student into the language and cognition of the
scientific culture. In other words, through the interaction betw een the
learner and the expert, students are socialized into the culture of the
scientific field being investigated. Rogoff and Gardner (1984) state, "Social
interaction with people who are more expert in the use of material and
conceptual tools of the society is thus an important 'cultural amplifier' to
extend children's cognitive processes" (p. 97).
Situated Learning: Contextual Importance to Acquiring Science
While the primary concern of formal schooling is to transfer abstract,
decontextualized concepts in an ancillary environment with respect to w hat
is being learned, a specialized group of psychologists, known as situated
cognitivists, state that learning and cognition are fundam entally situated in
the activity in which knowledge is developed and deployed. In essence,
th ese theorists assum e th at informal learning environm ents are effective
because they offer authentic activities, context, and culture in which the
stu d en t can develop and acquire scientific theories (Brown, Collins &
Duguid, 1989).
43
Situated cognitivists postulate tw o com ponents for learning--the
agent (also referred to as th e learner or the actor) and the context.
Context is defined as the conditions under which the learning occurs
(Tamir, 1990-1991). An analysis of thinking, utilizing the perspective of
situated cognitivists, m ust describe both the abilities of the actor and all
relevant attributes of the environm ent, as perceived by him or her.
Information collected from the environment m ust be understood and
interpreted, through the perception of the learner, in order for him or her
to obtain knowledge. Knowledge is defined as "an active relationship
betw een an agent (learner) and the environment, and learning m ust take
place during the time the student is actively engaged in a complex, realistic
instructional context" (Young, 1989, p. 45).
One important assum ption of situated learning is that the stimulus
m ust attract the learner's interest. This is generally achieved through
association with the learner's previous experiences. Informal learning
educators attem pt to create exhibits and curricula based upon the goals
and interests of a multitude of learners. If this is achieved successfully, the
learner has a strong desire to becom e involved with the exhibitry
(Csikszentmihalyi, 1987). Thus, the motivational source within informal
learning environments is said to be intrinsic. That is, "there has to be
som ething about the activity itself, about the interaction, about the
44
encounter, which is so intriguing th at the person will w ant to focus
attention on it" (Csikszentmihalyi, 1987, p. 82). Due to intrinsic
motivators, the learner is drawn to engage in the activity with the level of
*' -S.
involvement necessary for learning to take place.
Jean Lave's work on everyday cognition, defining the m ethods by
which people solve the problems or tasks they encounter in their daily lives
(Guberman & Greenfield, 1991), highlights the importance of context to the
acquisition of knowledge. In her work, (Chaiklin & Lave, 1993; Lave &
W enger, 1991; Lave, 1988; Rogoff & Lave, 1984) context is broadly
defined to include people, m achines, artifacts, environm ents, shared
culture, understanding and m otivations (Young, 1989). Lave sta te s that
th e knowledge which is shared in an authentic context is constantly
changing, in a medium of socially, culturally, and historically ongoing
system s of activity betw een people who are struggling in situated w ays
with each other over the value of particular definitions to the
knowledgeability of the science (Chaiklin & Lave, 1993). In other words,
"theories of situated activity do not separate action, thought, feeling, and
value from their collective, cultural-historical forms of located, interested,
conflictual, meaningful activity" (Chaiklin & Lave, 1993, p. 7). Instead,
such theories focus upon everyday practice which provides perspectives
45
on learning and context which are harmonious with tasks em bedded in the
situational fram eworks for th at particular culture.
Situated learning calls for realistic tasks which are of interest to the
learner in order to create specific contexts in which "intelligent" activity,
or the ability to solve problems, becom es meaningful and appropriate.
Authentic activities are defined as the ordinary practices of th e culture,
which are accessible to community m em bers who move within the
designated social fram ework. The activities found within the scientific
domain are framed by culture. Meaning and purpose are socially
constructed through negotiations among present and past group m em bers
(Brown, Collins & Duguid, 1989).
While it is incorrect to assume that situated cognitivists believe only
true "scientists" can engage in scientific culture, such theorists do believe
that school activities fall outside of the scientific domain. Formal schooling
limits students to abstract concepts and self-contained exam ples rather
than exposing them to conceptual and material tools utilized in authentic
problem solving tasks. Therefore, many of the activities which students
undertake in the traditional classroom are not endorsed as authentic
practices performed by the scientific cultures to which they are attributed.
W hen authentic tasks are transferred to the classroom , their context is
inevitably transmuted, becoming classroom tasks within the school culture.
46
Thus, "Classroom procedures, as a result, are then applied to w hat have
becom e classroom tasks. The system of learning and using (and, of
course, testing) thereafter remains hermetically sealed within the self
confirm ing culture of the school. Consequently, contrary to the aim of
schooling, success within this culture often has little bearing on
performance" outside of the classroom (Brown, Collins & Duguid, 1989, p.
34).
Informal Learning Principles in Practice
The ability to solve real-life problems posed within an authentic
context, involving the stu d en t's interactions and intentions and engaging
him or her in collaborative interpersonal activities, is an accurate depiction
of th e goal of informal learning. Resnick highlights four broad, informal
learning characteristics which contrast with typical school learning: (1)
individual cognition in school versus shared cognition apparent in an
informal learning setting; (2) pure m entation in school versus tool
manipulation apparent in an informal learning setting; (3) symbol
manipulation in school versus contextualized reasoning apparent in an
informal learning setting; and (4) generalized learning in school versus
situation-specific com petencies apparent in an informal learning setting
(Resnick, 1987b).
47
The dominant form of school learning and performance focuses upon
th e individual. This em phasis on individual cognition found within the
school contrasts with the many experiences found outside the classroom ,
such as work, personal life and recreational activities, where students are
ultimately judged on their ability to reach solutions through collaborative
investigative techniques (Lave & W enger, 1991). Furthermore, a major
part of the core activity of schooling is designed as individual work,
including homework and in-class exercises. This stands in contrast to w hat
generally happens within informal contexts. In informal learning settings,
completed tasks are commonly a product of a collaborative effort, where
success depends upon the perform ances of many individuals working on
a variety of entities within the one project.
Traditional schools, for the m ost part, are institutions which value
pure m entation w ithout the aid of related hands-on artifacts or cultural
tools. This approach conflicts with the socio-historical tradition which
states that traditional schools should be founded upon "the structure and
developm ent of human processes (which) are determined by hum anity's
historically developing, culturally mediated practical activity," (Cole, 1988,
p. 137-138). According to the socio-historical school of thought, hum ans
live in a unique environm ent which has been created by the accum ulated
tool/culture-mediated interactions of prior generations, reaching back to the
48
earliest forms of our species. According to this premise, the function of
cultural tools is to coordinate human beings with the physical world and
with one another (Cole, 1990b; Cole, 1988; Gardner, 1991). In contrast
with the traditional school form at, mental activities, which can take place
through everyday complexes, are said to be intimately linked with tools
which, in turn, have the ability to shape resultant cognitive activity.
The knowledge conveyed in the classroom is often far removed from
any meaningful context because symbolic manipulation is valued over the
contextualized reasoning which is apparent in the informal learning setting.
In formal schooling, connections to real events and objects becom e
symbolized. Thus, information subsequently becom es lost, since the data
is not grounded in the logic of immediate situations. Rather than
concentrating on the transfer of knowledge through non-connected
symbols, informal learning strategies encourage and help students to make
better sense of their biological, physical and technical worlds, to connect
new information with pre-existing experiences, and to acquire a view of
science th at involves their everyday lives (Lucas, 1987).
A body of research by cognitive anthropologists, sociologists and
psychologists has examined cognitive performances in a number of settings
designed to replicate working scientific laboratories. These researchers
report that using tasks pertaining to the learner's interests and enabling the
49
student to be enculturated into the culture of the academ ic domain being
studied assist the student in learning the scientific concepts being
presented (Lave, 1988; Young, 1989). This notion stands in opposition to
the aim of traditional schools, in which general skills and knowledge take
priority over situation-specific com petencies found in informal teaching
strategies. Resnick (1987a) states, "As long as school focuses mainly on
individual forms of com petence, on tool-free perform ance, and on
decontextualized skills, educating people to be good learners in school
settings alone may not be sufficient to help them becom e strong out-of-
school learners" (p. 18).
Conclusion
The past decade has seen a proliferation of science and technology
centers which are designed to present scientific material in an
understandable fashion to learners of all ages while also satisfying the
general public's curiosity to learn about the future of science. Informal
science centers, that is, educational facilities which are located outside of
the formal school setting, provide the public with participatory exhibits and
experiences, together with accurate scientific interpretation of related
co n cep ts. Such science centers are playing an ever increasing role in
science education throughout the United States because of their m ethods
50
to promote the understanding and demonstration of contemporary scientific
concepts in an environment which is accessible to all m em bers of a
com m unity. Educational programs offered within informal settings are
powerful tools for enlightening students about the practices of science and
for helping the nation achieve ambitious national goals in m athem atics and
science education reform.
As informal learning environments becom e more w idespread and
visitor num bers continue to increase (Beer, 1984), th e contribution to
public science education and scientific literacy m ade by these informal
science institutions will increase. Indeed, conferences have recently been
held betw een formal and informal educators to devise a system whereby
informal learning institutions can play a significant role in the traditional
means of increasing scientific literacy. It has been recognized th at informal
science centers allow students the opportunity to explore and investigate
phenomena on their own in a manner which arises from their interest rather
than from an imposed lesson plan. Also, by making science relevant to the
everyday activities of each student, motivation is increased and personal
insights into the subject m atter being addressed are heightened.
Non-static collections, interactive exhibits, and multi-sensory
experiences make informal learning settings ideal environm ents for
effectively servicing a broad spectrum of community needs (Bitgood, Serrell
51
& Thom pson, 1994). In addition to increasing motivation and providing
enriched experiences for the learner, informal settings can also assist in
enabling teachers {through in-service and pre-service training) to
understand and to communicate scientific principles more effectively (Falk,
1984).
It has already been established that informal science centers are a
v a st resource for expanding the experiential background knowledge
necessary to educate students. Science centers can also be utilized as a
resource to provide interactive educational experiences, link diverse
constituencies, provide a range of resources, and dissem inate effective
teaching strategies (Franklin Institute, 1994). Informal science centers
have other unique assets which cannot be duplicated in the traditional
classroom setting. Portable exhibits, student kits, and related curriculum
materials can be distributed to schools in an attem pt to arouse the learner's
curiosity, and to create a more cohesive system for science teaching and
learning in and out of the traditional school setting (New York Hall of
Science, 1993).
Thus, it has been stated th at an integration of the tw o settings,
formal and informal learning environm ents, can lead to an effective m eans
to promote scientific literacy. As Alan J. Friedman{1993), Director of the
52
New York Hall of Science states,
In th e informal education world w e have som e tiny epiphanies to
offer, but rarely can we show th at we establish the connections to
sustained learning experiences. Schools have many sustained
learning opportunities to offer, but may lack a sufficient quantity of
tiny epiphanies to motivate children to sign on. (p. 25)
Developing closer links betw een the worlds of informal science learning
and formal science teaching may well be the m ost effective m eans of
promoting scientific literacy within the United States.
53
CHAPTER THREE
RESEARCH METHODOLOGY
Introduction
The purpose of this chapter is to describe th e m ethodology used
to investigate the effectiveness of the ZooReach! program as a m ethod
of acquiring scientific literacy for financially disadvantaged students in
kindergarten through second grades. The positive benefit of on-site zoo
visits, associated with strong teacher training and th e ability of informal
learning centers to act as scientific laboratories for young students, can
be a sse ssed by evaluating the participating stu d en ts' scores on a pre-
and a post-exam ination.
Population and Sample
The population chosen to participate in this study consisted of
ninety students from nine public schools in the Los Angeles area. Each
student completed a pre- and a post-examination to determine if informal
learning at the zoo, combined with strong teacher training program s,
effectively assisted with his or her acquisition of related scientific
concepts. All students w ere enrolled in kindergarten, first or second
grade.
54
The students in this study were subdivided into three groups,
depending upon their level of class instruction and their level of
participation in the program. All children were instructed first in the
classroom, using an identical curriculum packet presented by their own
teachers; however, the teachers had differing types of training regarding
the program, and not all students were able to visit the zoo. The
perform ances of the three groups of students were com pared with
scores on a pre- and a post-exam ination.
The first of the three groups consisted of students who received
high quality instruction, since their teachers had the benefit of a training
session conducted at the zoo by zoo staff. This group of students w as
also allowed to visit the zoo and to learn from the use of hands-on Zoo
Discovery Kits supplied by the zoo. This group will be referred to as the
ZooReach! program participants.
The second group of students also visited the zoo and used the
hands-on materials supplied in the Zoo Discovery Kits; how ever the
quality of their instruction differed because the teachers involved did not
have the benefit of zoo staff conducting their w orkshops. Instead,
volunteers conducted the workshops for these classroom teachers. This
group will be referred to as the Zoo Discovery Kit participants.
Unlike the previous tw o groups, the students of group three did
55
not visit the zoo and, thus, were not exposed to the hands-on
educational materials supplied in the Zoo Discovery Kits. The teachers
of this group did, however, participate in the ZooReach! teacher training
sessions; thus, they received high quality instruction during w orkshops
conducted by zoo staff representatives. This last group will be referred
to as the control group because they did not visit the zoo. Each of the
schools chosen to participate in this study serves financially
disadvantaged students in grades K-2. All participant teachers attended
the training workshop on their own persona! tim e. Thus, the level of
motivation w as consistent betw een all teachers.
Teacher Training for ZooReach! & Control Group Teachers
Teacher training workshops were conducted by the zoo staff
representatives responsible for the curriculum developm ent and
implementation of the ZooReach! program. The teachers from groups
one and three participated in these w orkshops and thus received high
quality instruction. These workshops took place during July and August,
1993. A maximum number of tw enty-five teachers were allowed to
participate in a workshop. The workshop w as three hours.
W orkshop leaders explained that the goal of the program w as to
teach students the scientific investigative techniques needed to study
56
wildlife within an active research setting, such as the Los Angeles Zoo.
T hese staff representatives also explained th at this goal could be
achieved through the use of the hands-on educational objects found in
th e Zoo Discovery Kits. Such materials allow students to collect
scientific data pertaining to the nine animals highlighted in the kit (gorilla,
flamingo, capybara, alligator, elephant, rhinoceros, giraffe, sea lion and
kangaroo).
Introduction
W orkshops com m enced with the distribution of curriculum
materials and corresponding classroom lesson plans relating to the nine
anim als presented in the Zoo Discovery Kit (Appendix II). Staff
representatives defined the tw o key terms associated with this program,
"adaptation" and "comparison," and explained th at students that
possess a clear understanding of these term s would benefit m ost from
th e program . "Adaptation" w as defined as a behavioral or physical
feature which helps an animal live. The workshop materials elucidated
how successful adaptations assist in decreasing the possibility of species
extinction. An example of adaptation for alligators is the placem ent of
their eyes, ears and nose, located prominently on the top of the head so
that they can navigate easily through the w ater. The sam e adaptations
have occurred in the capybara. Thus, a comparison betw een adaptive
57
features present in the capybara and the alligator had been established.
Zo9 Tour
Zoo staff representatives led tours for participating school teachers
throughout the zoo, focusing only on the nine Zoo Discovery Kit animals.
These workshop leaders presented only the information found in the
distributed classroom materials. Participating classroom teachers took
turns holding the kits and utilizing the hands-on educational objects
relating to the focus animals. Questions relating to these animals were
answ ered throughout the tour.
Classroom Activity/Scheduling Procedures
While enjoying a "capybara snack” of grapes and cantaloupe,
teachers com pleted an activity ("Bean Baby") described in detail in the
supplied lesson plans (Appendix I). Teachers w ere then requested to
chose a date for their students to visit the zoo. It w as explained th at all
bus arrangem ents were to be m ade by zoo staff representatives, since
bus service and zoo admission fees are free to ZooReach! participants.
Evaluation
Each teacher was issued an appropriate num ber of pre- and post
examinations to administer to his/her class. Once the stu d en ts' scores
from the examinations were tabulated, these results served as a m eans
58
to evaluate how each stu d en t's appreciation of the focus animals
changed from his or her experience at the zoo. Guidelines for
administering the examination were distributed to all teachers. The
guidelines were reviewed during the workshop, so th at all teachers had
a clear understanding of the m ethods by which to adm inister the
exam ination. Completed tests were returned to the zoo no more than
tw o w eeks after the scheduled field trip date.
Teacher Training for Zoo Discovery Kit Teachers
Teacher training workshops for group tw o were conducted by
docents who are volunteer staff representatives of the Los Angeles Zoo.
These workshops were offered each month throughout the 1993-1994
academic year. A maximum num ber of thirty teachers w ere allowed to
participate in a Zoo Discovery Kit teacher workshop. D ocents explained
th a t the goal of the two-hour workshop w as to provide classroom
teachers with accurate information about the nine focus animals (gorilla,
flamingo, capybara, alligator, elephant, rhinoceros, giraffe, sea lion, and
kangaroo) prior to leading a field trip to the zoo. Teachers participating
in th ese w orkshops received lower quality instruction than those
teach ers trained by zoo staff. Docents were not involved with the
development of the program and, thus, were unaw are of its intricacies.
59
Introduction
Workshops began with the distribution of curriculum materials and
corresponding classroom lesson plans relating to the nine animals
presented in the Zoo Discovery Kit. The docents took a few m om ents
to highlight som e of the physical and social characteristics of the
specific birds, reptiles and mammals discussed in the corresponding
curriculum. Docents explained that the tw o key term s to present to the
students were "adaptation" and "comparison." Comparisons were then
made betw een the three animal species represented in the kit as well as
betw een hum ans and the nine focus animals. In order to illustrate the
effectiveness of the distributed packet of written materials, docents
referred to the comparison chart located in the curriculum packet on
numerous occasions (Appendix I). However, there w as little elaboration
of these key concepts. Unlike the instruction given by zoo staff,
docents offered no definitions to the teachers participating in group tw o
of this study.
Zoo Tour
Docents led tours (with no more that eight teachers in each group)
throughout the zoo, focusing mainly on Zoo Discovery Kit animals, yet
stopping to feature other animals found along the pathw ay. Docents
60
presented num erous facts to the teachers, expanding upon th e data
presented in the curriculum packet. All hands-on educational materials
located within the kits were distributed and discussed while teachers
viewed the appropriate corresponding animal. Important landmarks,
such as snack stands and restroom s, were pointed out w henever
encountered during the tour.
Classroom Activity/Scheduling Procedures
All teachers returned to the classroom in order to com plete an
activity ("Bean Baby") described in detail in the supplied lesson plans.
The instructions pertaining to the Zoo Discovery Kit check-out
procedures were discussed. Time w as allotted for questions. In
conclusion, docents stressed th at schools participating in this program
were responsible for all expenses associated with the zoo field trip.
Evaluation
Participating teachers were mailed all evaluation m aterials and
related instruction sheets. A follow-up phone call w as m ade in order to
assure that each Zoo Discovery Kit teacher w as comfortable
administering the supplied exam inations. Completed student
examinations w ere returned to the zoo no more than tw o w eeks after
the scheduled field trip date.
61
Instrumentation
Each pre- and post-examination w as divided into tw o sections
(Appendix III). The test was designed to service the needs of pre-literate
students as well as students who spoke English as a second language.
In order to incorporate young learners with limited reading abilities into
this study, the examination requested all students to draw images of
specific animals at the zoo in Part I. A m atching section, Part II of the
examination, required students to pair focus animals with information
presented in the corresponding curriculum materials. T est items
dem onstrated stu d en ts' knowledge of species identification, animal
nam es, recognition of physical adaptations, and identification of
appropriate food sources.
In order to maintain consistency, each participating teacher w as
given written instructions for administering the pre- and the p o st
examination. Teachers were told to administer the pre-examination three
days prior to their zoo visit, and the post-exam ination three days after
their field trip date. The pre- and the post-exam inations w ere identical.
The results th at were accum ulated from these te sts were analyzed and
the differences in stu d en ts' perform ances were attributed to their level
of involvement with the program, including quality of teacher training
62
and stu d en ts' experiences had a t the zoo. Students were not to be
given a time limit by which to complete the pre- or the post-examination.
In order to decrease opportunities to trace illustrations which
appear in the examination which, in turn, might alter stu d en ts' results,
zoo staff representatives stressed to participating teachers the
im portance of separating the drawing section of the examination
(questions 1-3) from the matching test items (questions 4-7). Teacher
guidelines for administering the test stated that the drawing section of
the exam was to be administered first. Teachers were instructed to read
the directions for each te st item aloud to the class. When the drawing
section w as completed, teachers were instructed to collect Part I and to
distribute the matching section of the examination. Teachers were then
instructed to administer Part II page by page, keeping the whole class on
the sam e test item at all tim es.
The w ritten directions given to each teacher administering the
examination were as follows:
Materials Needed:
Drawing and Matching survey packet for each student.
Pencil or crayons as needed for completion of the examination.
Preparation:
Separate drawing section from the m atching section and
administer separately for the pre and post examinations.
63
Suggested Teacher Explanation;
"We are going to do some drawings and answ er a few questions.
We w ant to find out w hat students in our school know about the
anim als we studied. You need to put your nam e on the top of
each page.” Be sure the stu d en t's name is placed on all sections
of the examination.
"I will read each question aloud, and w e will all answ er the
questions on our own papers. Let's begin."
1. "The first question says, 'Draw this animal in the zoo.' In
this space you draw a gorilla."
Continue reading each question so th at all students can
understand and have an opportunity to answ er. If translation of
instructions is necessary, please do so. This will not alter
stu d en ts' results.
2. "Turn to the second page. 'Draw this animal in the zoo.' In
this space you draw an alligator."
3. "Turn to the third page. 'Draw this animal in the zoo.' In
this space you draw a flamingo."
"T hat's fine. Now we will collect all the papers."
Now collect all the stu d en ts' drawings and then distribute the
m atching section of the examination. Make sure the stu d en ts'
nam e is on the second section before proceeding. Ask students
to only complete one page at a time. The class will finish each
question before proceeding on to the next question. Again, the
translation of questions will not affect te st results.
4. "Look at this page. Which one of these is not a m am m al.
Put an X across the one animal that does not belong. The
animals are sea lion, alligator, kangaroo, gorilla."
5. "Go to th e next page. Match the animal with its name.
Draw a line from the animal to its name. The animal nam es
are rhino, elephant, flamingo, gorilla." Note: If students
need animal nam es translated, please do so, but do not
64
explain anything else about the animal. Then have the
stu d e n ts draw a line to the animal as in th e original
instruction.
6. "Go to the next page. M atch the animal with its body
covering. Draw a line from the animal to its covering."
7. "Go to the last page. M atch the animal with th e food it
eats. Draw a line from the animal to its food."
"T hat's fine. Now we will collect all of the papers."
Data Collection
Field trips were conducted at the Los Angeles Zoo from
December, 1993 through June, 1994. All participating teachers had
completed their appropriate training workshop a minimum of one month
before the scheduled field trip date. Students participating in this study
were representatives from Los Angeles' public schools servicing
financially disadvantaged students from kindergarten through second
grade. Each student participating in this study w as issued th e identical
pre- and post-examination.
The tabulation of scores obtained from the stu d en ts' te s ts were
evaluated by a m ethod developed by a team of evaluators involving a
holistic scoring m ethod, whereby points w ere assigned to the pre- and
the post-exam inations according to predeterm ined criteria described in
65
Chapter I. The point system applied offered a maximum of tw o points
possible for each student drawing of the gorilla, flamingo and alligator.
Each student earned one point for the correct response to the mammal
item, up to four points for correctly naming the animals, a maximum of
three points for correctly matching the appropriate body coverings, and
a possible three points for matching the food source with the appropriate
focus animal. The highest total score on the examination was 17 points.
Each pre- and post-examination w as scored separately. After
individual scores were tabulated, the evaluator com pared the tw o
scores. The difference betw een the scores w as attributed to the
experiences obtained through this program.
Data Analysis
The analysis of the data proceeded in accordance with the
purposes of the study.
Purpose 1: To establish th at the ZooReach! program can
effectively assist participants with the acquisition of presented scientific
concepts.
An analysis of variance (ANOVA) w as used to examine the
relationships betw een the dependent variables (Teacher Training and
Field Trip Participation) and the independent variable (Pre- and Post-test
66
Scores). ANOVA determines if the variability betw een the groups is
large enough in comparison with the variability within groups to justify
the inference that the means of the populations from which the different
groups were sampled are not all the sam e (Kelinger, 1986; Isaac &
Michael, 1981; Pedhazur, 1982). There are four assum ptions underlying
analysis of variance as a parametric technique (Isaac & Michael, 1981):
1. The contributions to variance in the total sam ple m ust be
additive.
2. The observations within sets m ust be mutually independent.
3. The variances within the experimentally hom ogeneous sets
m ust be approximately equal.
4. The variations within experimentally hom ogenous sets
should be from normally distributed populations, (p. 183)
The primary threats to the internal validity which may confound
the results of this specific study include the interaction betw een the
variables selection and maturation, selection and history, and selection
and testing. Threats to the external validity, which allows for valid
generalizations to other people and other situations for which the
subjects and settings of this study are presum ably representative,
include the interaction of selection and treatm ent and the interaction of
pretesting with treatm ent (Isaac & Michael, 1981). The reactive effects
of experimental procedures may also ham per the generalizability of this
study.
67
PURPOSE 2: To generalize the successful com ponents of the ZooReach!
program so that it m ay serve as a model for the developm ent of similar
program s at other informal learning institutions.
The characteristics which led to the success of ZooReach! will be
elaborated upon in the final chapter of the study. Perceived successes
of the ZooReachl program may be attributed to the following
com ponents: strong teacher training, hands-on educational materials,
and a visit to an informal learning center which models the use of proper
scientific m ethods of investigation for young learners.
68
CHAPTER FOUR
RESULTS
Introduction
This chapter will present the statistical results obtained from the
current investigation to determine if the ZooReach! program is an
effective m eans of increasing students' scientific literacy in grades
kindergarten through second.
Demographic Comparisons
To test for relationships between the dependent variables {Teacher
Training and Field Trip Participation) and the independent variable (Pre-
and Post-test Scores), a preliminary analysis of the data w as conducted
to determ ine if subjects were from the sam e population. Gender and
ethnicity were both investigated.
As can be seen in Table 1, a chi-square analysis determined that
no association existed betw een gender and group relationship, (2) =
0.271, p = .8731. As seen in Table 2, a chi-square analysis determined
that a significant relationship betw een ethnicity and group membership
69
Table 1
Gender: Analysis of Population
Frequency
G roup Male Fem ale Total
ZooReach! 18 12 3 0
Zoo D iscovery Kit 16 14 3 0
C ontrol G roup 17 13 3 0
Total 51 39 9 0
Table 2
Ethnicity: Analysis of Population
Frequency
Group
African
American
Asian
American Armenian Caucasian Latino Other Total
ZooReach) 4 2 0 2 22 0 30
Zoo Discovery
Kit
0 2 3 7 16 2 30
Control Group 2 1 0 0 27 0 30
Total 6 5 3 9 65 2 90
71
existed, (10) = 2 5 .867, b = -0039. A rationale for these significant
findings is discussed in the following chapter.
Relationship of Field Trip Participation
and Teacher Training and Test Scores
H 0 1 : There is no significant relationship between Field Trip Participation
and Test Scores.
H02: There is no significant relationship betw een Teacher Training and
Test Scores.
A mixed model analysis of variance w as used to examine the
relationships between Field Trip Participation, Teacher Training and Pre-
and Post-test Scores. The results from the three groups of students and
the differences in combined Total Scores is summarized in Tables 3 and
4. As can be seen, no significant difference existed among the three
groups on Total Scores, F (2,87) = 1.758, a = .1785. There w as a
significant difference betw een pre-examination and post-examination
Total Scores, F (1,87) = 6 7 .119, b = .0001. These results suggest
that the hypothesis w as confirmed. The positive benefit of the on-site
zoo visit as associated with strong teacher training did affect the
Table 3
Pre and Post Total Scores
ANOVA Table for a 2-Factor R epeated M easures ANOVA
Sum of Mean
Source df Squares Square F-Test p Value
Pre end Post
Total Scores
2 74.633 37.267 1.768 .1785
Subjects Within
Groups
87 1844.267 21.198 -- --
Repeated Measure
(B)
1 375.656 376.556 67.119 .0001
AB 2 113.644 66.822 10.155 .0001
B x Subjects
Within Groups
87 486.8 5.595 -- --
73
Table 4
Comparison of Group Results
G roup
P retest
S core (N)
P o stte st
Score (N) A verage (N)
ZooReach! 7 .7 3 3 3 0 1 2 .8 6 7 3 0 1 0 .3 60
Zoo D iscovery
Kit
1 0 .8 3 3 3 0 12 .7 3 0 1 1 .7 6 7 60
Control G roup 1 0 .7 30 1 2 .3 6 7 3 0 1 1 .5 3 3 60
A verage 9 .7 5 6 1 2 .6 4 4 1 1 .2
Total 9 0 9 0 1 8 0
74
stu d en ts' ability to acquire related scientific concepts.
Post Hoc
An analysis of the Total Scores suggests that som e te st items
could possibly be teacher influenced, thus influencing stu d en ts' answ ers
to the examination items. These items, referred to as teacher dependent
te st item s, include question 4 ("Which is not a m am m al?”), question 5
("Match the animal with its nam e.”), question 6 ("Match the animal with
its body covering."), and question 7 ("Match the animal with the food
it eats."). Independent of teacher influence were te st items th at reflect
solely student outcomes. These te st items include questions 1 through
3, requesting students to draw their own depiction of the gorilla,
alligator and flamingo as seen in the zoo. Two mixed model analyses of
variance were performed. The first model analyzed Field Trip
Participation and Pre- and P osttest Scores that only reflected teacher
dependent te st item s. The second model analyzed Field Trip
Participation by Pre- and P osttest Scores on items independent of
teacher influence. Results of these analyses can be found in Tables 5
and 6.
As can be seen in Tables 5 and 6, no significant difference existed
among the three groups on teacher dependent scores, F (2,87) = 1.221,
75
Table 5
Pre and Post Teacher Dependent Scores
ANOVA Table for a 2-Factor Repeated M easures ANOVA
Source df
Sum of
Squares
Mean
Square F-Test p Value
Pre and Post Teacher
Dependent Scores
2 24.433 12.217 1.221 .3000
Subjects Within Groups 87 870.567 10.007 -- --
Repeated Measure (B ) 1 121.689 121.689 25.723 .0001
AB 2 47.744 23.872 5.046 .0084
B x Subjects
Within Groups
87 411.567 4.731 - -
76
Table 6
Comparison of Teacher Dependent Scores
Group
Pretest
Score (N)
P osttest
Score (N) Average (N)
ZooReach! 6.6 30 9.7 3 0 8 .1 5 60
Zoo Discovery
Kit
8 .4 3 3 30 9.3 30 8 .8 6 7 60
Control Group 8.5 30 9 .4 6 7 3 0 8 .9 8 3 60
Average 7 .8 4 4 9.489 8 .6 6 7
Total 90 90 180
77
{ 2 = -3. There w as a significant difference betw een pre-examination and
post-exam ination teacher dependent scores, F (1,87) = 2 5 .7 2 3 , a =
.0 0 0 1 . There w as a significant interaction among the three groups of
students and pre-examination and post-exam ination teacher dependent
scores, F (2,87) = 5 .0 4 6 , a = .0084.
As can be seen in Tables 7 and 8, the findings for teacher
independent scores w ere similar. More specifically, no significant
difference existed among the three groups on the teacher independent
scores, F (2,87) = 2 .1 9 6 , a = .1173. There w as a significant
difference betw een pre-examination and post-exam ination teacher
independent scores, F (1,87) = 7 0 .2 6 4 , a = .0001. A significant
interaction w as found among the three groups of students and pre
examination and post-examination teacher independent scores, F (2,87)
= 5.511, a = .0056. Integrating these findings, one can conclude that
teach er dependent items appear to make no difference in Total Test
Scores.
78
Table 7
Pre and Post Student Dependent Scores
ANOVA T able for a 2 -F acto r R ep eated M easu res ANOVA
Source df
Sum of
Squares
Mean
Square F-Test p Value
Pre and Post Student
Dependent Scores
2 18.744 9.372 2.196 0 .1173
Subjects Within Groups 87 8 70.567 10.007 -- --
Repeated Measure IB) 1 121.689 121.689 25.723 0.0001
AB 2 4 7 .7 4 4 23.872 5.046 0 .0 0 8 4
B x Subjects
Within Groups
87 411.567 4.731 - --
79
Table 8
Comparison of Student Dependent Scores
Group
Pretest
Score (N)
P osttest
Score IN) Average (N)
ZooReach! 1.133 30 3 .0 30 2 .0 6 7 60
Zoo Discovery
Kit
2.3 30 3 .4 3 0 2 .85 60
Control Group 2.2 30 2.9 30 2 .5 5 60
Average 1.878 3.1 2 .4 8 9
Total 90 90 180
80
CHAPTER FIVE
SUMMARY, FINDINGS, IMPLICATIONS AND RECOMMENDATIONS
Introduction
This chapter summarizes the results from the current investigation
into the effectiveness of the ZooReach I program and discusses the need
for future research to define effective program com ponents applicable
to similar informal science education programs.
Summary of the Study
The ability of young learners to acquire scientific concepts in
informal learning institutions such as m useum s, zoos, aquaria and
science centers is enhanced by using investigative m ethods similar to
th o se employed by scientists. While formal learning presents
decontextualized information, oftentimes unrelated to the learner's daily
activities, the acquisition of scientific knowledge through informal
learning techniques presents practical problems whereby th e learner
attem pts to reach a probable explanation for phenom ena existing in the
natural world. Students utilize hands-on objects, working within
81
authentic laboratory settings, like scientific researchers, in order to seek
answers to questions about w itnessed phenom ena which take place in
the natural world. In such settings, the learner is encouraged to model
the behavior of a knowledgeable expert available to assist him or her as
performer.
The ZooReach! program was created to teach students the
scientific investigative techniques needed to study wildlife within an
active research setting. This program w as designed for kindergarten,
first and second grade students living within financially disadvantaged
areas throughout Los Angeles. The purpose of the program is to service
the needs of students, schools, and families of various communities by
heightening their aw areness of wildlife and assisting with their
acquisition of scientific knowledge. The program provides teacher
training, curriculum materials, and hands-on objects used while students
tour the zoo.
S tudents participating in this study were subdivided into three
groups, depending upon their level of class instruction and their level of
participation in this program. All children w ere instructed first in the
classroom , using an identical curriculum packet presented by their
teachers; however, the teachers had differing levels of training for the
program, and not all students were able to visit the zoo. The
82
perform ances of the three groups of students w ere com pared with
scores on a pre- and a post-examination.
Thirty students were chosen randomly to represent each of the
three participant groups. Ninety students in total participated in this
stud y. The groups of participants were chosen for their similarity in
socio-economic levels, cultural backgrounds and previous knowledge of
th e chosen subject m atter. Student responses to a pre- and post
examination were analyzed. The examination scores of the ZooReach!
participants (group one) were com pared with the scores of students
from tw o other groups: those participants (group two) instructed by
teachers who utilized the hands-on interactive materials while at the zoo,
known as the Zoo Discovery Kit participants, and those students (group
three) participating in the control group who did not visit the zoo
throughout the duration of this study but w ere instructed by teachers
who had completed the ZooReach! teacher training workshop. Thus, the
students in groups one and three were instructed by teachers w ho had
taken part in detailed training workshops, whereas the students in group
tw o w ere instructed by teachers who had taken part in a m uch less
detailed training workshop prior to their field trip.
In order to have established th at the ZooReach! program
effectively assisted participants with the acquisition of presented
83
scientific concepts, the researcher employed an analysis of variance to
examine the relationships betw een the dependent variables, Field Trip
Participation and Method of Teacher Training and the independent
variable, Pre- and Post-test Scores. The positive benefit of on-site zoo
visits, associated with strong teacher training and th e ability of informal
learning centers to act as scientific laboratories for young students, w as
also assessed through student scores. It w as determined group one's
improvement outweighed that of groups tw o and three, thus suggesting
that informal learning centers can effectively act as scientific laboratories
to educate young learners.
The implications of this study may be far reaching in th at the
results may be applicable to other informal learning institutions planning
to implement similar science education programs. Since the ZooReach!
program has statistically proven to be an effective m ethod of teaching
scientific principles to young learners, one can reasonably attribute its
su c c e ss to certain general characteristics of the program. Thus, the
ZooReach! program may serve as a model for other institutions since it
has proven to successfully educate students within an informal learning
setting.
84
Findings
The purpose of this investigation w as to determine if the science
education program at the Los Angeles Zoo served as an effective m eans
of increasing students' scientific literacy in grades kindergarten through
second. The components which m ade up the ZooReach I program were
then investigated in relation to their potential for promoting successful
science education programs at other informal learning institutions.
A preliminary analysis w as conducted to determine if subjects in
the three participating groups were from the sam e population. While no
association existed between gender and group relationship, a significant
relationship w as established betw een ethnicity and group membership.
The ethnic differentiation betw een participating students is som ew hat
indicative of the diversity present in the public schools of Los Angeles.
Thus, statistical significance may be attributed to the variety of cultures
represented in this study and within th e public schools.
This study included a high percentage of Latino students (72% )
and a significantly smaller percentage of Caucasian students (10% );
other ethnic groups, such as African Americans, Armenians, Asians and
Native Americans were represented in smaller num bers. The sampling
of students participating in the study is only partly representative of the
overall population of Los Angeles. According to Sutton (1994), in the
85
1990 census the Los Angeles population ethnicity w as 40% Latino,
37% Caucasian, 13% African-American, 9% Asian/Pacific Islander, and
.5% Native American. Thus, study participants' ethnicity may have
affected the results, causing a significant relationship betw een ethnicity
and group membership. The statistical findings from this investigation
disproved the null hypotheses which stated th at there is no significant
relationship betw een Field Trip Participation, Teacher Training and Test
Scores. The research established that students who participated in the
field trip experience scored higher overall on the examination than the
students that did not visit the zoo. It w as also determined that students
instructed by teachers who com pleted the detailed training workshop
scored higher than their counterparts. Students in group one performed
more favorably on the post-examination than students in groups tw o and
three. Their increase in score from pre- to post-examination is attributed
to field trip participation and the detailed training offered to their
teachers.
Upon scoring the examinations, the researcher saw evidence that
some teachers were allowing students to trace illustrations from Part II
of the te s t in response to te st items requesting th at students draw
animals as they appear in the zoo. In one class, up to 40% of the
stu d en ts' responses to te s t items 1 through 3 were nothing more than
86
traced figures. Thus, the need for an investigation into teacher
influences upon stu d en ts' scores becam e apparent.
While a need existed to te st w hether teachers influenced student
performance, an analysis of student Test Scores suggested that teachers
did not influence the overall perform ance on the pre- and post
exam ination. The post hoc research results were congruent with the
previously mentioned finding, that an on-site zoo visit supplem ented by
strong teacher training positively affected the students' ability to acquire
scientific knowledge. Therefore, teacher influences did not affect
students' total scores.
Implications
A goal of this study was to compare formal, school-based learning
and informal learning practices. Schools represent specialized se ts of
educational experiences which are often discontinuous with everyday life
and promote ways of learning and thinking which counter the nurturing
practices found in daily activities. Formal learning prom otes teacher-
directed strategies for learning, whereby information is acquired primarily
through verbal or written instructional stimuli. In contrast, informal
learning settings promote multi-sensory experiences directed at student-
oriented learning techniques presented outside of the formal classroom .
87
Thus, informal learning institutions, such as museums, zoos, aquaria and
science centers, provide a realistic context in which to practice the
actual processes of scientific investigation. Scribner and Cole describe
informal learning as transm itting (Scribner & Cole, 1973)
traditional knowledge and skills with a highly positive social value;
th e learning is not depersonalized but continues to be bound up
with the social statu s of the persons acting as teachers; and it is
bounded learning in the sense that it deals with a dem arcated set
of activities or skills with the result that the learning processes are
inseparably related to the given body of material [being conveyed
to the learner], (p. 555)
ZooReach! proved to be an authentic context in which students
were given the opportunity to actively engage in defining scientific
phenomena and, through collaborative activities, utilize the Los Angeles
Zoo to learn the scientific investigative techniques needed to study
wildlife within an active research setting. The following list of
characteristics which have contributed to the program 's success may
serve in the promotion and implementation of other informal learning
program s intended to enrich science education program s for young
learners. It is important to note that these characteristics have proven
to be effective for servicing an audience of urban, multi-cultural students
enrolled in kindergarten through second grades.
88
Site of visit
Informal learning centers allow students the opportunity to interact
with one another as young scientists, conducting research within a
viable laboratory. Educationally effective programming within informal
learning institutions utilizes authentic tasks to immerse students in the
scientific domain, while offering a multi-sensory approach to learning
outside of the formal classroom (Price & Hein, 1991; Wright, 1980). It
has been show n th at visits to institutions outside of the formal school
setting increase motivation and positive attitudes tow ard science
learning and reinforce lessons taught in the classroom (Price & Hein,
1991). Prior research has suggested that elem entary school students
w ho participated in multi-sensory lessons at m useum s and zoos
assimilated material more thoroughly than those students who
participated only in classroom activities (Balling & Falk, 1983; Price &
Hein, 1991).
Situated cognitivists hypothesize th at performing a learning task
in a relevant context makes the students' activities appear less arbitrary
and more scientifically relevant. Thus, "the context provides a rationale
for undertaking the activities, cognitive or otherw ise, to learn" (Balling
& Falk, 1983, p. 2) about the subject m atter being addressed. In
contrast, learning in the classroom setting may hinder the developm ent
89
of scientific understanding since it lacks real-world context and
imm ediate application and practice. The lack of both an authentic
context and the manipulation of hands-on educational objects may lead
to low motivation levels for school learning {Balling & Falk, 1983).
Hands-on learning
Through the manipulation of related educational objects, the
learner can explore the information being presented in an engaging
manner. This approach em pow ers students while effectively
com m unicating the principles and processes of science (Eratuuli &
Sneider, 1990). Simultaneously, the use of authentic scientific
instrum ents allows the student to practice the discipline in a m anner
similar to a real scientist. Thus, by utilizing an array of authentic tools,
the student has greater success in acquiring biological and environmental
concepts.
Research suggests that multi-sensory, hands-on experiences
provide students with concrete w ays to assimilate and to apply the
com plex concepts being presented (Wright, 1980). It has been
hypothesized th at the use of hands-on educational objects contributes
to perm anency in learning and provides experiences th at assist in
cognitive, psychomotor and affective learning (Wright, 1980). Therefore,
90
it appears that the more direct experiences students have in deciphering
natural phenom ena, the better their understanding of the events which
take place in the natural world.
Relationship betw een content and aae
The program content should directly target the population being
served. Effective programming should be designed with (i) an
understanding of child development, (ii) an appreciation for the interests
and an understanding of the specific needs of a given age level, and (iii)
a commitment to extending the grade-related state curricula fram ework
by incorporating multi-cultural and interdisciplinary lesson plans
w henever possible.
Flexibility
Programs m ust remain flexible at all tim es in order to effectively
service the diverse needs of a multi-cultural audience. Informal science
settings are extremely diverse, reflecting the wide range of opportunities
offered at informal learning institutions. It is impossible to service the
needs of all students. Thus, it is essential to target an audience and to
focus resources to service the specific needs of the chosen population.
91
Curriculum and evaluation materials
The developm ent of lesson plans and interdisciplinary classroom
m aterials (to be utilized during art, science, language, history, etc.)
should assist the teacher in presenting related concepts to the class prior
to the field trip. Teacher and student needs will be accounted for if the
program staff collaborate with classroom teachers during the
developmental stage of the program (Price & Hein, 1991). By working
directly with classroom teachers, program staff will develop a deeper
understanding of the children's view of science, which may assist in the
difficult process of teaching students to accept scientifically proven
concepts. Teacher motivation also increases when he or she becom es
involved in the developmental stages of the accompanying curriculum
and assessm ent materials (Balling, Falk & Aronson, 1983).
Teacher training
Teacher orientation and workshops tend to strengthen teacher
com m itm ent to the program. Tours of the facility, dem onstrations of
crafts and lesson plans, and discussion of evaluation techniques allow
participating teachers to feel confident and comfortable with the
information to be presented. W orkshops which are held at the field trip
location may assist teachers to become more comfortable at the site and
92
develop relevant activities for classroom learning (Balling, Falk &
Aronson, 1983).
Teachers who have attended hands-on training sessions attribute
a gain in confidence to their enrollment in the w orkshop. A study
conducted by the Program Evaluation and Research Group at Lesley
College concluded th at participation in such workshops at informal
learning institutions across the nation lead many teachers to increase the
am ount of time spent on science instruction in the classroom . It w as
suggested that as teachers becam e more interested in science, so did
their students. "Teachers, observing how enthusiastic their students
were about the new hands-on science, did more of it in their classroom "
(Price & Hein, 1991, p. 516).
One intention of teacher training workshops is that they m ay offer
the opportunity for teachers to learn from one another about successful
classroom activities and effective means to positively convey the subject
matter. Yet, training workshops should also focus on modeling informal
m ethods of teaching and illustrating general aims which should be
reached when presenting science education program s. In other words,
teachers should be shown the importance of promoting student-oriented
learning through goal-directed activities w here the learning process is
assisted by students observing the investigative techniques
93
dem onstrated by an expert. All teachers participating in training
workshops should be asked to prom ote th e following goats se t forth for
informal learning institutions (Bell, 1987):
(1) To help the students make better sense of their biological,
physical and technological worlds;
(2) To encourage students to keep on asking questions about
their world and to help them seek answ ers to those
questions;
(3) To help students to be responsible for their own learning;
(4) To prom ote a view of science as a human activity which
plays an active role in our daily lives, (p. 53)
Good teacher, good program
A well prepared, enthusiastic teacher is likely to generate a
stronger commitment to leam in the students. One study suggests th at
the level of student curiosity is directly proportional to the interest level
of th e teacher (Price & Hein, 1991). Thus, students who have been
prepared for the field trip by an enthusiastic teacher willing to respond
to their interests and questions tend to concentrate better and to learn
more from the experience. Students with a greater understanding of the
subject m atter prior to the site visit also seem to com prehend th at w hat
they observe, experience and conclude are valid scientific data.
Prepared students, in turn, actively participate and appear more involved
in the process of scientific inquiry than their counterparts (Balling, Falk
& Aronson, 1983; Falk, 1981; Kimche, 1978).
94
Size Qf g roup
While informal learning institutions encourage group learning, small
group discussions, while students tour the facility, can serve to
positively influence the learning process (Price & Hein, 1991). By
organizing students into groups of eight to ten students per each adult
to u r guide, teachers allotted students more time to ask questions, to
conduct interactive learning through the use of related hands-on
educational objects, and to record and com pare data obtained during
their field trip experience. Small groups are also more m anageable for
the expert leading the field trip group, since he or she may allot time for
direct contact with each student.
Parental involvement
If scientific concepts are discussed in the hom e, the student and
participating family members all stand to increase their level of scientific
literacy (Lucas, 1983). Thus, programs which elicit family involvement
reach a larger audience and may increase the level of com m itm ent and
satisfaction the learner has tow ard the program. It is beneficial to ask
relatives of participating students to assist as chaperons or as active tour
group leaders during the field trip. Teachers should conduct a training
session for these individuals prior to the scheduled trip date so th at they
95
may feel confident in disseminating information to th e students.
The informal learning institution should support the connection
between the school, the family and the institution by waiving admission
fees for adults actively participating in the school program. Additional
m eans to connect the field trip experience with the hom e may be by
supplying take home packets and by offering incentives to parents
presenting related scientific concepts in the home.
Transportation
Due to currently inflated transportation costs and cuts in financial
resources, careful consideration is being taken by school administrators
before authorizing out-of-school educational experiences (Smith, 1994;
W right, 1980). Offering transportation to the institution may alleviate
additional financial burdens upon local schools as well as dem onstrate
the institution's com m itm ent to its community.
Evaluation
A number of approaches are required to assess learning outside of
the classroom . The instrum ents utilized m ust te st the use of scientific
skills within an active laboratory setting, as opposed to traditional
classroom m ethods of learning which te s t for stu d en ts' aw areness of
96
presented decontextualized stimuli (Birney, 1989; Hein, 1987). Tools of
a ssessm en t m ust also be developm ental^ appropriate for specific age
groups. In order to satisfy these qualifications, innovative m eans of
triangular assessm ent are necessary.
The program evaluator in an informal learning setting m ust
carefully plan to incorporate into the data collection all outcom es,
including observable, affective behavioral changes, which are directly
related to the field trip experience. This may be achieved through
observations of students during their tour of the facility, direct
communication with teachers both prior to and after the field trip date,
phone interviews with parents and planned visits to the classroom .
Recommendations
This study provided evidence that informal learning institutions
assist students in kindergarten through second grade with their
acquisition of scientific knowledge. Pre- and post-exam ination scores
were utilized as a m eans to support the idea th at hands-on experiences
in an active laboratory setting provide young learners with concrete
w ays to apply complex theories concerning wildlife.
It appears that the m ost effective com ponents of the ZooReach!
program were: (1) the zoo visit; (2) the use of hands-on educational
97
materials; (3) the teacher training workshop; and (4) the participation of
family members in the program. Yet, the overall value of each of these
com ponents cannot be substantiated solely based upon this study.
More research is needed in order to clearly understand the effects each
com ponent may have upon the students participating in science
programs presented at informal learning institutions.
Learning within an authentic setting appears to be an essential
com ponent influencing the learner's ability to acquire scientific
knowledge. Informal science settings appear to be successful due to
their student-directed learning techniques which pose practical
explanations for phenom ena which exist in the natural world. In such
settin g s as m useum s, zoos, aquaria and science centers, students are
offered the opportunity to investigate natural phenom ena, as scientists
do, so that they may assimilate accepted scientific theories while
teachers work to dispel their personal views of science. While
researchers investigating the benefits of learning outside of the
classroom seem to conflict in their statistical findings, more research is
necessary in order to determine if an increase in cognitive, affective and
psychomotor skills can be attributed to such an experience. Also, very
few studies discuss the impact which field trips have upon classroom
study. This topic needs to be addressed in order to determine the long-
98
term effects which field trip experiences have upon learning in the formal
setting.
It has been stated th at "the strong suit of m useum s is not in
transmitting nuggets of information, but in motivating, stimulating and
exciting people” (Hicks, 1986, p. 33). Excitement can be generated
through the use of hands-on educational materials. Motivation levels
also tend to increase when using appropriate tools to investigate natural
phenom ena. While it has been show n th at such objects add to the
stu d en ts' multi-sensory learning experience in informal learning
institutions, similar artifacts are generally not found in the school.
Additional research is necessary to substantiate hands-on learning as a
viable technique to incorporate into classroom science.
Informal learning settings educate teachers to model scientific
behavior, with the purpose of assisting the perform ance level of each
learner. In training workshops conducted at informal learning
institutions, teachers are taught how to conduct them selves in ways
which will assist with the expansion of the stu d en ts' zone of proximal
developm ent. W orkshop participants are expected to pose authentic
issues and to illustrate appropriate tools which are needed in order to
reach scientifically acceptable conclusions. If the teacher successfully
promotes multi-sensory learning, utilizing hands-on educational objects
99
and precise scientific m eans of investigation (preferably spending som e
time within an active laboratory setting), each student stands an
excellent chance of transcending his or her view of science. Further
research is necessary to illustrate the effectiveness of teacher training
program s within informal learning settings.
The goal of education programs a t informal learning institutions
should m atch the needs of surrounding communities. One obvious need
is to extend family involvement the learning scientific principles. The
ZooReachl program addressed this need by promoting family
involvement in the field trip experience. While this study did not focus
upon the impact which family involvement had on the stu d en ts' learning
process, investigation into this subject m atter is essential.
This study offered a listing of characteristics which may be
generalized to other informal learning institutions implementing similar
science education programs for young learners. It would be beneficial
to com pare these findings with statistical results from other studies to
see if conclusions can be generalized to students participating in similar
science programs throughout the nation. Further research is necessary
to substantiate the level of knowledge acquired by multi-cultural
students of all ages in informal learning institutions.
100
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113
APPENDIX I
ZO O D IS C O V E R Y
Dear Teacher;
The main goal of the Zoo Discovery Kit program is to provide preschool through second grade
teachers tools which enable them to become knowledgeable tour guides for their students during their
field trip to the Los Angeles Zoo. The three main objectives are: I1J Students will recognize the nine
animals that are featured in the Zoo Discovery Kit. 12) Students will understand and recognize the
adaptations of those animals, (3) Students will understand behaviors that are sometimes unique to
those animals presented. The concepts and activities in this curriculum enhance and introduce many
of the themes featured in the Zoo Discovery Kit. They may be used as pre and post visit experiences.
HOW TO U SE THIS CURRICULUM:
Many different th em es such as h abitat, m am m al/bird/reptile com parisons, and locom otion are featured
throughout th e Zoo Discovery Kit. To aid you in your classroom , th e first page of th e curriculum
contains a C O M PA RE AND C O N TR A ST C H A R T with additional inform ation, body dim ensions,
and ’ statu s in th e wild* for each of th e nine anim als featured. The ch a rt is designed to aid you in
selecting classroom activities. Example: If you are doing an activity on n e s ts, th e ch art will identify
the flamingo, th e alligator and the gorilla as n e s t builders. Each of th e se animal w orksheets contain
activities about nests.
The animal w orksheets are split into tw o distinct pages: Animal A ctivities and Animal Facts. The
activities are divided into three specific categories:
DISCUSSION: This provides you w ith som e animal fac ts and discussion starters.
CRAFT: The crafts explained here are designed to not only be enjoyable for the stu d en ts and
reinforce som e of the animal co n cep ts presented but to also be ’ te ac h er user friendly.* Som e of the
crafts included are a habitat collage, papier m aeh e rhinoceros horn and an elephant ear cutout.
GROUP: The group activities range from a role play of a typical day in th e life of a gorilla to
designing a lifesize alligator. Som e are quiet, som e are definitely not quiet.
The Animal F act sh e et is filled w ith further inform ation on the featured anim al such as: BODY
FA CTS, H A B ITA T and D IE T A N D F E E D IN G .
The final page is a G LOSSARY of im portant term s. These term s are found in bold letters on th e
Animal Fact pages.
Thank you for choosing th e Los A ngeles Zoo a s an educational science reso u rce.
Enjoy your adventure w ith th e Zoo Discovery program .
Correlated to the 1330 Science Framework tor California Public Schools
Funded by the Joseph Drown Foundation and The ARCO Foundation
Copyright 1331,1933 lo s Angelas Zoo
These metenets may be reproduced tor educational purposes.
115
116
COMPARE AND CONTRAST CHART
FLAMINGO
Ammkaa
AU fG ATOR SEA LION
A M k 4 n a* t
CAPYBARA
lam* Ama*#
KANGAROO
Am*a*a
GORILLA
AtHu
RHINOCEROS
A*k*
GIRAFFE
AfHea
ELEPHANT
AAt, Ahk»
DIET
Harbfvora
4 4 4 4 4 4
Carrtfvera
♦ ♦
O n riiat
4
HABITAT
fliW m t 4
♦
OarotMfub
4 4
foraat 4 4
S iv p n h 4 4 4 Alriean
Oca an 4
♦ ♦ 4
BODY COVERINGS
Fnrh»a ♦
5<*iM ♦
FuM * 4 4 4 4 4 4 4
LOCOMOTION
f* f ♦
WaA on (oat • 4 4 4
W alk on krucklaa 4
WaA on t**t ♦ 4 4 4
Swkn 4 4
• M op 4
EGGS ♦ •
NEST ♦ ♦ 4
BODY SIZE lavarago m aW I
Haight Aangtti 5 0 “ 13 fast
i
l (
1 10
to
5 3 “/B0“ 5'B* 5 '6 “ 10* 17' 10'
W M gfct kilba 1 B ibs 4 7 5 lbs 6 0 0 lbs 141 lbs 2 0 0 tbs 3 7 5 tbs 2 9 0 0 lbs 4 ,0 0 0 tbs 7 to o t |
E ndangaiid«E Thraaianad»T T- T 4 E E E E |
F E A T U R E D A N IM A L A C T IV IT IE S
Discussion: m a m m a l , b ir d o r r e p t il e ?
— . . . List th e Zoo D iscovery Kit anim als on th e board. Ask
ic > ( O 1 ' I . your stu d e n ts if th e y know w h a t th e s e anim als are.
/jl i 1 tf,ey know w hich one is a bird? W hich one is a
_ _ / I y \ .( \ reptile? W hich o n e s are m am m als? W hat are th e
. , |f r j j j ! differences b e tw e e n th e s e anim als? Birds are th e
\L— only anim als th a t hav e fe a th e rs. Reptiles are th e
\ C / \ only anim als th a t are cold blooded, breathe air, and
\ J } / have dry sc ales th a t usually cov er th eir bodies.
I 7) (C ( M am m als have fur or hair and th eir bab ies drink their
m o th e r's milk.
CraSt: A WORLD OF HABITATS COLLAGE
Inform ation:
A h a b ita t is th e physical living place of a sp ecies- or its environm ent. Exam ple: th e h a b ita t of th e Asian
ele p h a n t is th e rain fo re s t and d en se sc ru b area of S o u th e a s t A sia.th e h ab itat of th e California s e a lion
is th e o cean an d co a sta l sh o re s of California.
Materials:
* C ray o n s, m arkers, co n stru c tio n p aper, tissu e p ap er, c u t up p ieces o f m aterial, glue, a w orld m ap and
p ictu res of each of th e Z oo D iscovery Kit anim als
W h at to do:
► D iscu ss w ith th e children th a t anim als, like people, co m e from different p arts of th e w orld and live in
different h ab itats.
► Using th e m ap on th e back, s h o w w h ere th e featu re d anim als live o n th e m ap.
► D iscuss e ach an im als’ h a b ita t.
► Using th e collage m aterials, hav e th e children c re a te th e h ab itats th ey live In and o n e or m ore of th e
fe a tu re d an im als' h a b ita ts.
.Group: habitat circles
All anim als have basic n eed s: food, sunlight, w ater,
air, and sp a c e . T h ese n eed s are found and m et in
m any different kinds of habitats'. S ee above craft
activity for further inform ation o n h a b ita ts. C hoose
an animal and its h a b ita t for each group of five or six
children. A ssign each child in th a t group a basic
anim al n eed . Exam ple: O ne g roup rep re sen ts th e
w e ste rn low land gorilla. T here is sunlight, w ater, aii,
s p a c e (tropical rain fo rests), and food (vegetation).
This is a healthy h ab itat. W h at w ould happen if you
a s th e te a c h e r cam e in a s th e grow ing hum an
population and c u t do w n th e tim b er for your ow n
u se ? W h a t h a p p en s to th e gorilla? W h at h ap p en s if
o th e r anim al n e e d s are tak en aw ay ?
117
F E A T U R E D A N IM A L IN F O R M A T IO N
BODY FACTS:
There are five classes of anim als: Pisces (fish). Amphibia, Reptilia, Aves(birds), and Mammalia.
M ammals, birds and reptiles are featured in the Zoo Discovery Kit. Each class has unique
characteristics and som e th a t are commonly held w ith other classes. Example: M ost m am m als bear
live young, how ever, the echidna is a m ammal from A ustralia th a t lays eggs, like all birds and som e
reptiles.
M am m als: M ammals have fur or hair at som e tim e during their developm ent. They breathe air w ith
their lungs, have a four-cham bered heart, are w arm -blooded, m ost bear live young and the young are
nourished by their m o th er's milk.
Birds: All birds have fea th ers. Their skeleton is delicate and strong. They are w arm -blooded and
have hard-shelled eggs. M any have the ability to fly.
Reptiles: Reptiles have dry scales th a t are not th e sam e as fish. They shed their scales periodically.
S om etim es all at once, som etim es in bits and p ieces. They are cold-blooded and their eggs are
som etim es soft and som etim es hard-shelled.
HABITAT: Six out of th e nine animals featured in th e Zoo Discovery Kit are either endangered
or threatened. H abitat alteration or destruction is th e leading cause of the rapidly dwindling
population and ultim ate extinction of animals and plants. People alter habitats by converting land to
m ore im m ediately productive u ses like farm land, or to build factories, and housing sites for the
growing hum an population. W hen this occurs, th e reso u rces needed by anim als and plants in th at
habitat m ay be destroyed.
MORE: The 1990 S cience Pram ew ork for California Public Schools recognizes th e im portance of
respecting nature and conserving natural resources, habitats and species. Even a t th e kindergarten
level, it is recom m ended th a t stu d e n ts understand th a t "hum an practices can affect th e well-being
of other species in th e environm ent. [They] should resp e ct living things and foster their survival (p.
141)."
M odern zoos also recognize th e im portance of conserving resources, habitats and sp ecies. Many of
th e anim als and plants exhibited a t a zoo or aquarium are part of special breeding program s called
'S p e c ie s Survival Plans," or SSP. The zoos' responsibility is to care for a species by providing it w ith
its living requirem ents, protecting and conserving it and prom oting captive breeding. Som e SSP
program s are so su ccessfu l th a t m any species are now being reintroduced into protected reserves
in th e wild. This has occurred w ith the Arabian oryx, Bali m ynah, golden lion tam arin, and California
condor.
A zoo has four prim ary functions: (1) education, (2) conservation, (3) research, and (4) recreation.
W hen all four functions are addressed, a facility is established th a t m eets the need s of both the
anim als and plants on exhibit and the visitors.
S tu d e n ts can also conserve anim als, p la n ts and habitats by recycling household m aterials such as
glass, paper and alum inum can s. This sa v e s both landfill sp a ce and the raw resources used to
produce the m aterials • like sand tree s, and bauxite ore. S tu d en ts can also contribute volunteer tim e
and, through classroom fundraisers, financial support to organizations dedicated to conserving
species and resources.
118
FLAM INGO
Discussion: w h y d o f l a m i n g o ' s k n e e s b e n d t h e o t h e r w a y ?
When you look a: a flamingo, it seem s that their
knees are bending backwards. W hat you are
actually looking at are their ankles. A flamingo's
knees are higher up and hidden underneath their
feathers. Their long legs bend the same way ours
do, but their body parts are just in different
proportions. Flamingos also walk on their toes. Ask
your students to imagine that they are flamingos.
Where are their ankles? Where are their knees? Can
they walk on their toes?
Craft: pa pier m a c h e egg
Information: Flamingos are birds. Alt birds lay hard*
shelled eggs. Eggs come in many different sizes.
The largest is the ostrich. 8 inches, and the smallest
is the vervain hummingbird. 0.4 inches.
Materials:
► Balloons, 6‘x1‘ strips of newspaper, liquid starch,
bowls, paint, pin
W hat to do:
* • Blow up the balloons to the appropriate egg size.
» Cover the eggs with new spaper dipped in liquid
starch: make about three layers, letting each layer
dry before applying the next
► After ail layers are dry, take a pin and pop the
balloon inside.
* Paint the egg white.
FURTHER ACTIVITIES:
Make a flamingo nest with papier mache or clay.
One chalky white 2 1/2 x3 2/3 inch egg is laid in a
nest that is 6-8 inches tall with a 12 inch
diameter on top. The nest looks like a thin volcano.
Life Size
•=ss-yi&
Group: d a n c e like a fl a m in g o !
Flamingos stand on their toes. To feed, they
‘ dance* or ‘ m arch' in the mudflats or shallow lakes
to stir up the tiny plants and animals that lie at the
bottom. Then they bend over so their bills are
underwater and upside-down!
Everyone stand on your toes like a flamingo! Now
dance around in a circle to stir up the mud. Stop
dancing, bend over and pretend your arm is the long
neck and bill of a flamingo. Make sure your arm and
fingers are shaped correctly, and begin to eat!
FLAM ING O FA CTS
BODY FACTS: Like all birds, flamingos grow feathers, a characteristic that distinguishes birds frcrr.
all other animals. Feathers help a bird fly by creating "lift" to get it off the ground and enable it to
maneuver in flight. Feathers also protect the bird's skin and regulate body temperature. Brightly cslcred
feathers may serve a social function by aiding in recognition and courtship behavior. Most birds' bones
have air pockets inside that keep the bird light for flight.
DIMENSIONS: Height: 36-50 inches
Weight: male 8 lbs., female 6 1/2 lbs.
Wingspan: 60 inches
NESTING FACTS: A flamingo's nest is made of mud and vegetation. The nest is 6-12 inches
high. Only one egg is produced and it is laid in the 12 inch hollow area in the top of the nest. The base
of the nest is 17 -20 inches in diameter. Both sexes incubate the egg alternately for 28-32 days. The
young remain in the nest for 5-8 days. It then joins a group of chicks called a creche. After 75-77 days
the young flamingos are able to fly.
DIET AND FEEDING: Like all birds, flamingos have bills and no teeth. Flamingos feed by filtering
tiny plants and animals out of the water and mud it scoops up in its bill. A flamingo bill is very large and
bent downward. When held upside-down in the water, the flamingo's large tongue pumps the water and
mud through a 'filter* which collects the food. In the wild, flamingos feed upon tiny plants like algae and
diatoms and tiny animals like worms, insect larvae and crustaceans. Some of the food contains high
am ounts of natural pigments called carotenes that turn the flamingo pink and red as new feathers grow
in. Since these birds are fed pelleted food at the Zoo. they are given a natural red color supplement called
Roxanthin to maintain their pink feathers.
HABITAT: Flamingos are found worldwide near warm, tropical lakes and salt lagoons. It is the rich
bottom ooze of the w ater that supplies it with food and the mudflats that supply it with nesting sites.
120
A LLIG A TOR
Discussion: W H O BUILDS NESTS?
H
Birds are not the only animals that build nests. Can
you think of any other animal that might build a
nest? Some wasps make paper nests: some bees
make wax nests: and rabbits build nests by digging
shallow holes in the ground and lining them with fur.
What do birds use to make nests? Alligators make
nests too! An alligator uses its front and back legs
to build a nest made of mud and plants. She lays
20-60 eggs and then covers them up. The female
alligator then guards the eggs for about tw o months.
When she hears the young alligators calling as they
start to hatch, she digs them out and carries them in
her mouth to the water.
Craft: build a n a llig a to r n e s t a n d h a b it a t d io r a m a
Information: See WHO BUILDS NESTS? above for
facts on alligator nests.
Materials:
» Clay, plants, sand, shoe box, crayons, glue, glue
brushes.
W hat to Do:
► Shape clay, plant parts, and sand into an
alligator's nest.
» For older children, add a clay alligator, eggs,
swam p area, etc. to diorama.
► Paint clay with glue to give it a little glaze and to
strengthen the figures.
FURTHER ACTIVITIES: Create a classroom swamp filled with your dioramas and give "swamp tours" to
students from other classrooms.
Group: m a k e a n a llig a to r
Take a piece of butcher paper about 7 feet long.
Using the alligator illustration as a guide, draw the
outline .of the alligator with the appropriate
dimensions. Color in the alligator with paint or
crayons. Have students compare the alligator body
parts with their own. Where are its eyes and nose?
How big are its legs? What is its skin like? How
does it compare in size to the students?
A LLIG A TO R FA C TS
BODY FACTS: Like all reptiles, alligator skin is covered with rows of scales. The scales are made
of keratin, the sam e protein that forms human hair and fingernails. This thick covering protects the body
from the effects of both water and sun. Alligator leather, however, is in part the reason for its tenuous
ecological status as a threatened species under state and federal law. The hides are valued commercially
for leather products such as wallets, handbags, and shoes. An alligator's body design is well adapted for
life in an aquatic environment. Its eyes, ears, and nostrils are located on the top of the head, enabling
it to breathe and sense its environment when almost totally submerged. The alligator's strong tail is
moved from side to side to propel the animals through the water. The digits (fingers and toes) are webbed
and its short but strong limbs are used as rudders when swimming. A n alligator's m outh has powerful
muscles that will snap its jaws shut when it captures its prey, however, the muscles to open its mouth
are weak. A man could easily hold an alligator's mouth shut, but watch out if he lets go!
DIET AND FEEDING: Not known for having a finicky appetite, an alligator will eat live prey or
scavenge on a variety of animals including insects, fish, birds, and mammals. Although it has a mouthful
of teeth, the alligator does not chew its food. Instead, the teeth are used for seizing, tearing, crushing,
or positioning the food so that it can be easily swallowed.
HABITAT: American alligators live in the semi-tropical coastal marshes and sw am ps of the South.
They are actually beneficial to the environment. Their movements open channels through sw am ps and
marshes, creating passages for other aquatic animals. During the dry season, alligators dig "gator holes."
The water that fills these pools provides a water source and habitats for other wildlife.
The way to tell an alligator from a crocodile is to look at their large snouts. The alligator has a broader,
flatter snout, and the crocodile has a more triangular shaped, pointed snout. They both have powerful
tails and leathery hides with scales.
As a group, fossil evidence indicates that alligators and crocodiles have roamed the earth for a t least 200
million years-having survived the "Age of the Dinosaurs" more than 70 million years ago.
122
S E A L IO N
Discussion: l i f e i n t h e w a t e r
Craft: s e a l io n / b o d y t r a c in g
M aterials:
► Butcher paper, crayons/m arkers/paint, sea lion
picture for each pair of children
W hat to Do:
► Trace partner's body on the butcher paper.
► Have your students look at the sea lion
illustration and com pare Its body parts to theirs.
W hat would they need to do if they w ere to
change them selves into a sea lion?
► Turn the paper sidew ays and, using the crayons
and m arkers, ask the stu d en ts to change
them selves into sea lions. W hat needs to be
different? Does anything sta y the sam e?
► Color in the sea lion.
► R epeat the process w ith the other partner.
Ask your students:
What would your life be like if you spent it in the
water? What part of your body would you use to
help you swim? How would you change your
body to better suit a water life? How would you
protect yourself? What do people use to spend
long periods of time under the water?
► M asks or swimm ing goggles for eyes
► Snorkeling gear, oxygen tank or nostrils moved
to the top of your head
► W etsuit to protect you body from the
w ater and to prevent h eat loss
► Modified m outh parts {bigger te e th and stronger
jaws) to catch food
Group: be a s e a lio n
W hen sea lions are in the w ater, they move their
front flippers up and dow n in a "flying" motion.
They use their back flippers as a rudder. W hen
they are on land they turn their front flippers
forward and stick them out. They walk on all four
flippers and are very agile on land. Ask your
students to pretend th a t they are sea lions. Have
them move their bodies as a se a lion would on
land, then in the w ater. W hat do they sound like?
W hat do they eat? How do they get their food?
123
S E A L IO N F A C T S
BODY FACTS; S ea lions and seals belong to an order of m am m als called Pinnipeds, which
m eans "feather-footed." T hese air-breathing animals have bodies th a t are modified for swimming.
S tream lined bodies and fin-like fee t help them live successfully in the w ater. They have a thick layer
of fat. called blubber, under th e skin th a t serves three main functions: (1) insulation, (2) padding and
buoyancy, and (3) sto rag e of food energy (such as for a nursing fem ale). Short, thick hair is kept
w aterproof by oil th a t is se crete d by sw e a t glands. W hen a sea lion dives, its inner ears and nostrils
close. Tears continually w ash over the eyes to protect them . W hiskers (vibrissae) along the upper
lip are extrem ely sensitive as a tactile organ and help a se a lion sen se fish in darker and deeper
w a te rs. Generally, you can tell if you are looking at a sea lion or a seal by looking a t their ears. If
th ere are ears on the outside, then it is a sea lion. Seals have internal ears.
DIMENSIONS: Height: m ale 6 '6 " , fem ale 6'
W eight: m ale 6 0 5 lbs., fem ale 2 0 0 lbs.
DIET A N D FEEDING: In the wild, sea lions are opportunistic feeders but usually eat fish,
c ru sta ce an s, or w hatever they can catch. They will eat during the day or night. In the Zoo each sea
lion is fed about 10 lbs of sm elt, 2 lbs of herring and 2 lbs of m ackerel every day. This is divided into
tw o feedings.
SOCIAL: On land, sea lions spend their time in breeding areas w ith th e fe m a le s grouped together
in harem s w ith one dom inant bull. The bulls patrol their territories on land and in the w ater. They
participate in ritualized fighting th a t includes staring, lunging at an o p p o n en t's flippers, shaking their
h ea d s, and barking. They will establish their territory after th e fem ales have had their p ups and hold
th a t area for about 27 days. Then they return to the w ate r until the next breeding seaso n w ith
occasional re sts on land.
124
CAPYBARA
Discussion: p a d d l i n g c a p y b a r a s
The body of the capybara is well designed for a
watery life. Its webbed feet and strong legs help it
swim well. In a bucket of water, have a student-
paddle with one hand, fingers together. Then have
him try it with his fingers spread apart. Now take a
plastic coffee can lid and strap it to the student's
palm. Now have him paddle again. Which would be
the best adaptation strategy for an animal that spent
much of its life in the w ater? Why? Now look at the
capybara's head. Where are its eyes, ears, and
nose? A capybara can keep its whole body
underwater with only the top of its head sticking out
and still see hear and breathe! Have your students
look at a picture of an alligator and compare the two
animals' adaptations for the water.
Cra£t: n o c a n in e s fo r c a p y b a r a s
Information:
Capybaras have long teeth that never stop growing.
To keep them from becoming too big, they chew on
hard surfaces to grind down teeth that are too long.
These long teeth help them chew the plants they eat
each day.
Materials:
► Crayons, scissors, copies of the capybara face
showing its teeth, and tape.
W hat to do:
► Color in the capybara.
► Cut out the illustration of the capybara and the
tooth.
► To dem onstrate how th e capybara's teeth grow
continuously, tape the extra tooth to the back of the
capybara's mouth so it can move up and down.
► Show the children how the capybara's teeth grow
and how they can grind them down on sharp
surfaces.
► Have the children com pare their own teeth with the
capybara.
Group: t a k e a c a p y b a r a t o lunch
In the wild, capybaras munch on aquatic plants and
grasses near the w ater's muddy edge. In the Zoo,
capybaras are fed fresh vegetables, fruits and alfalfa
(hay). Make a Capybara Menu filled with your own
fruit and vegetable choices to have a capybara lunch
or snack. Invite the children to bring one or two of
the items listed and...invite a capybara to lunch!
125
CAPYBARA FA CTS
BODY FACTS! Largest of all rodents, capybaras can grow to the size of a small pig! Their partially
webbed feet allow them to swim strongly as well as walk on muddy ground. When submerged in w ate.,
only their eyes, ears and nostrils may be seen. When danger is sensed, they may stay under water for
several minutes before coming up for air. Their incisor teeth are coated with enamel only on the front
surface, so when they are ground down, the teeth wear unevenly and become chisel shaped. The cheek
teeth as well as the indsors of the capybara grow continuously.
DIMENSIONS: Height: 50*60 inches (to shoulder)
Weight: 77-141 lbs
Length: 42-53 inches
DIET: In the wild, the diet of the capybaras comes from the aquatic plants found along the banks of
the rivers and swamps.- They may also graze on grasses, other grains, melons and squash. The
capybaras at the Zoo are fed hay, along with fresh vegetables and fruits.
HABITAT: Capybaras live in aquatic environments, in and near the rivers and sw am ps of South
America. They are active primarily in the morning and evening and rest during the day in grasses or
muddy pools.
MORE: Capybaras resemble guinea pigs, a rodent from Peru. Both the guinea pig and the capybara
produce young which are self-sufficient shortly after birth. Capybaras live in family groups or bands of
up to tw enty animals.
126
127
K A N G A R O O
Discussion: p o c k e t p a l s
Kangaroos are a special kind of mammal. When
kangaroo babies are born, they crawl up their
m other's fur into the warm, dark pouch. Sometimes,
in our own backyards, we see or hear th e kangaroo's
cousin. It is the size of a cat, has a long tail without
any hair on it,a long snout and is grey and white. It
is called an opossum . The opossum mother has a
pouch like the kangaroo, and in it she may carry
tw elve tiny babies. An opossum com es out at night
and feeds or. just about anything. Sometimes it will
even eat cat food or garbage. Discuss other
similarities and differences betw een the kangaroo
and the opossum . Which animal hops better?
Which can climb a tree?
Craft: bean b a b ie s
Information:
Kangaroos have babies the size of beans. The
babies are called "joeys* and w hen they are bom,
they crawl up their m other's fur and into the warm,
dark pouch. Joeys stay in th e pouch 7-8 m onths
growing and drinking their m other's milk.
Materials:
► Brown Paper Lunch Bags, string, yam or ribbon,
dried Lima beans, staples or glue
W hat to do:
► Fold rim of paper bag over to make a collar and
slide the string w aist band under it.
► Secure the w aistband with staples or glue.
► Tie the "pouches’ around th e students w aists.
► Give each student a Lima bean baby or "joey."
FURTHER ACTIVITIES: Spend the day as a
"marsupial mom."
Group: let' s g o t o t h e h o p
Get ready for a kangaroo relay race! Kangaroos
move by hopping. Big feet, long hind legs and a tail
used for balance help them move quickly. Kangaroos
are the faste st marsupials, reaching a speed of
twenty-five miles per hour! Stretch a 25 foot piece
of tape on th e floor. This is how long a kangaroo
can jump while running at its top speed. Challenge
your students to com pare tneir hopping ability to a
kangaroo's.
128
K A N G A R O O FA C T S
BODY FACTS: Kangaroos belong to an order of mammals called Marsupials. In m ost marsupials,
the females have abdominal pouches in which the embryonic young continue their developr ent after birth.
Kangaroos are the best known of the marsupials. Their long feet have earned them the name Macropod,
which literally means "big-footed." Kangaroos move by hopping. W hen they are at rest, their body is
positioned like a tripod, using the hind legs and tail. Kangaroos also walk on all ’ fives." The front legs
and tail support the body while the hind feet are moved forw ard,.
DIMENSIONS: Height: 5 ’ 6"
Weight: up to 200 lbs.
Tail Length: 3’ 6"
BABY FACTS: At birth, the tiny, one month old kangaroo embryo em erges from its m other's body
and slowly climbs up her abdom en and into her pouch. Once inside the pouch, the newborn latches onto
a te at (nipple) which swells inside its mouth. Newborn marsupials do not have the capacity to suck.
Muscular action from the teats squirts milk into their m outh. Newborns are about the size of a Lima bean.
A baby kangaroo usually spends 7-3 m onths living and growing inside its m others pouch. The baby then
becom es active outside the pouch returning only to feed. Great grey kangaroos generally give birth to one
infant at a time, but tw ins have been known to occur.
HABITAT: Marsupials are distributed in Australia, Asia, South and North America. Australia boasts
the greatest number and diversity, while the United S tates is home to only one species, the common or
Virginian opossum . Mexico and Central America also have other opossum s. Marsupials are the m ost
numerous mammals in Australian and they have adapted them selves to many different habitats and
niches. Some run, while others jump, burrow, climb trees and even swim. Some are carnivorous (meat-
eating), while others are insectivorous (insen-eating) or herbivorous (plant-eating).
MORE: Kangaroos are herbivorous, grazing on grasses. They are known to invade the pastures of
cattle and sheep; subsequently, som e ranchers consider them pests. The great grey kangaroo (highlighted
in the Zoo Discovery Program) w as only recently removed from the "threatened" status list. Its soft thick
fur is valued for several products.
Males are called "bucks’ or "boom ers," females "does," juveniles "fliers” and babies "joeys.”
129
GORILLA
Discussion: g i v e t h e m a h a n o
Gorillas and humans have many similarities. Have
the students compare their body pans with a gorilla
(see dimensions). W hat is the sam e and what is
different? An adult male gorilla’s arm span is 8'
long. How does that compare to the students? Now
focus on the hands of both. How many similarities
can they identify? How big are their hands in
comparison? Gorilla's hands have fingerprints just
like our hands do. The gorilla, like many other
primates, also has an opposable thumb. This enables
it to grasp onto objects. W hat can your students
hold using their thumb? A crayon? A pencil? W hat
can they hold without their thumb? The thumb helps
the gorilla use their hands in many different ways.
They can hold their food like we do, build a nast, and
groom their family and friends.
Cra£t: n e s t in g g o r il la s
Information:
Gorillas spend m ost of their day foraging for food
and at night they build nests. These nests are made
from branches and leaves from their immediate
surroundings. Because the gorillas travel as they
forage in the day time, they make new nests each,
night.
Materials:
► Shredded new spaper in long strips
W hat to do:
► Split the children into gorilla troops .
► Spread the new spaper about the room and ask the'
children to build a gorilla nest.
► This may be combined with the group activity.
Group: g o r illa g r o o m e r s
Gorilla mothers will often groom their babies. They
will pick through the hair and remove dry skin, dirt,
or bits of grass. Grooming is very relaxing-almost
like having som eone rub your back. Grooming isn’t
just for babies though, everyone in the gorilla family
participates in grooming. It is a very important
aspect of the social activities of the gorilla troop.
Grooming displays friendships, submission and
dominance,, and family bonds. Split your students
into gorilla troops and take them through a typical
gorilla day complete with foraging, grooming, eating,
moving about, playing and building nests.
130
GORILLA FA CTS
BODY FACTS: The gorilla belongs to a group known as primates. Primates are distinguished from
other mammals by the following features: (1) the ability to grasp things wit*- ..ands, (2) greater intelligence
due to enlargement of the cerebral cortex, (3) refined stereoscopic vision with improved depth perception,
(4) flat naiis rather than claws (in most species), (5) intense and extended nurturing of the young.
Primates are very diverse, they can be categorized into four main groups, prosimians, New World
monkeys. Old World monkeys, apes and homo sapiens/humans. Apes represent the m ost advanced
primates. They differ from the others by (1) larger size, (2) lack of an external tail, (3) long arms and less
pronounced muzzles, (4) more upright body posture, (5) longer intervals between giving birth and longer
periods for nurturing their young. The gorilla, orangutan, and chimpanzee are considered the ’great apes’
and all are endangered.
DIMENSIONS: Height: 5'6*
Weight: 310-400 lbs
HABITAT: The mountain gorilla lives in tw o areas: the Virunga population straddles the boundaries
of Zaire, Rwanda and Uganda and the Bwinde Forest population is found in southw estern Uganda. The
eastern lowland gorilla is located in small pockets of tropical rainforest areas of eastern Zaire. The
western lowland gorilla (which is in the Zoo) is found in tropical rainforests in eastern Nigeria, Cameroon;
southwestern Central African Republic, Equatorial Guinea, Republic of the Congo, Gabon and Cabinda.
MORE: The gorilla lives in groups called troops and spends most of its time on the ground, although
juveniles may be seen playing in trees. Each troop is led by a silverback male who protects and keeps the
group together. The ’ King Kong* type of aggression is rarely seen; gorillas are typically quiet and gentle.
Males will beat their chests as part, of a ritual that sometimes includes hooting and thumping on the
ground. This behavior is not clearly understood but seems to reflect excitement).
131

G IR A F F E
D iscussion: TO U G H TO N G U ES
Ask the students how long they think their tongues are. As big as their pointer finger? Now, using a
ruler, string, or yam, m easure out 18 inches on the board. This is how long a giraffe's tongue is! Discuss
with the students w hat they use their tongues for. Giraffe's use their long, thick tongues in many
different w ays. They reach up high into the whistling-thorn acacia trees and. w ithout hurting their
tongues, they pull off the best leaves to eat.
CraSt: a h er d o f g ir a f f e s in 3-d
Information: Giraffes are social anrmals. The
females and young giraffes stay together in one herd
and the males are solitary.
Materials: Crayons, markers, picture of giraffe,
butcher paper, newspaper, and stapler.
W hat to do:
► Split the children into partners. For younger
children, the students can decorate a few giraffes
and the teacher can put them together.
► Using the giraffe illustration, draw the front and
back of a six foot baby giraffe on separate sheets of
butcher paper.
► Have the children color the tw o sides of the giraffe
and then cut them out.
► Place the tw o sides together and staple the edges
together. Once about half of the giraffe is stapled,
start stuffing it with crumpled up newspaper.
Continue stuffing until the whole giraffe is filled and
stapled.
► When the giraffes are finished, place them on the
wall around your room and you have a herd of
giraffes.
G roup: p r e d a t o r a n d prey
Read this interactive predator and prey story to your
students while they are relaxing.
You a n a Bon just waking up from a nap. You stntch your strong
logs, give a big yawn and show your sharp tooth. You a n hungry
and decide to look for something to oat. Close by, then are some
giraffes with their babies. The babies a n big but they are young.
You know you could catch one. You get down low and start
sneaking up on them in the gnss. Then is one young ginffa that
has wandered away from its mother. Now is your chance. You
start a slow jog towards the baby. As you get closer, the baby
seas you and jumps into a run. You start chasing it as fast as you
can. The baby is running for its hiding place in a thorny bush.
You a n very dose to the long tegs of the baby g'mtfe. You reach
■ out your strong paw with its sharp daws.,.Now you a n a baby
giraffe with your mother. You love to run with your long legs.
Sometimes you Bke to took around and wander a little from the
other ginffes. Suddenly you see a lion coming towards you. You
jump and start running as fast as you can. Can you gat to a
hiding place? Can you run fast enough? The lion is getting
closer, its daws a n almost touching you. You see the other
giraffes, if only you could get closer to them you know you might
be safe. You're almost there. You see your mother. Wilt she be
able to protect you? The lion reaches out its paw...
Noto is a good opportunity to discuss how the
students might end this story.
133
G IR A FFE FACTS
BODY FACTS: Giraffes are the tallest of all land mammals. Adult males can grow to 17' tall.
Giraffes have many interesting adaptations that enable it to not only escape competition for food but also
from predators. With their long legs and neck, they can reach up to the leaves that are out of reach for
all other browsing animals. Their 18” muscular tongue can gather and pluck leaves from the trees They
also have prehensile lips that aid in browsing. Their tall legs enable them to see any kind of danger from
a long distance. Giraffes can quickly escape danger by running up to 35 mph. If escape is impossible,
the giraffe has a powerful kick that can decapitate a lion. Like the human finger print, each giraffe has
its own unique set of spots, and each subspecies of the giraffe may be differentiated by their spot pattern.
The giraffes here at the Zoo are Masai giraffes.
DIMENSIONS: Height: 17'
Weight: 4.000 lbs
HABITAT: The Masai giraff.es are found in the African savannahs in Kenya and Tanzania.
DIET AND FEEDING: Giraffes may browse 16 to 29 hours a day on a diet which includes eaves,
twigs, bark, flowers, and fruit. The whistling-thorn acacia tree is their favorite. If enough fresh browse
is available, they can go without water for several months.
MORE: A baby giraffe is about 6’ tall when it is bom. The first month of its life it is hidden by its
mother for imprinting and mutual recognition when it joins the rest of the herd. When it gets older it joins
a group of calves with one cow staying behind white the others feed. A calf will remain in the nursery
herd for about one year. Giraffes communicate through the movement and carriage of their tail and
occasionally through vocalization.
134
RH IN O CERO S
Discussion: YOU'RE ALL EARS!
m
4^
Like the gorilla, we depend on our eyesight to learn
w hat's going on around us. Our vision is better than
our sense of smell or hearing. The rhinoceros is
different. Its senses of smell and hearing are better
than its eyesight. Have students close their eyes
and rest their heads on their desks. Without giving
away your position, make sounds from various
locations in the classroom. When students hear
each sound, have them point in the direction from
which they think the sound originated. Now have
the students place their hands in a cup shape behind
their ears. Make the same sounds again and ask the
students to listen with their new "ears." What is the
difference? Look at the rhinoceros' ears. Why are
they bigger than ours? How does this help the
rhinoceros in the wild?
Craft: h o n k y o u r o w n h o r n
Information:
The rhinoceros' horn is actually made up of the same
material as human hair, keratin. Horns grow just like
fingr mails, and can be worn down by rubbing.
Mati rials;
► Liquid starch, strips of newspaper, bowls, empty
toilet paper rolls, and yarn or string
W hat to do:
► Follow the Flamingo Egg directions on how to use
papier mache.
► Cover the toilet paper roll with 6*7 papier mache
layers.
► Now make the tip more pointed than the rest of the
horn by adding layers to the top.
► Make sure you leave space down a t the bottom for
tw o holes to place the string for a headband.
► Paint when dry if desired.
► Tie the string through the holes and place around
head.
Group: RHINOCEROS m a t h t r a c k s
Take the rhinoceros track, place math equations in
the center and, using the RHINOCEROS FACT SHEET
on the next page, place rhinoceros facts on the back.
Place the tracks around the room on the floor with
start and finish areas. In partners, the students
travel around the room answering math equations
while following the rhinoceros footprints. After each
equation is answered correctly, the children flip over
the card and discover a new fact about the
rhinoceros. Try other animal tracks with more facts,
conservation ideas, or an environmental problem that
leads to a solution at the finish.
135
R H IN O C E R O S FA C TS
BO DYFACTS: All five species of rhinoceros belong to an order of m ammals known as odd-toed
ungulates. A rhinoceros has three toes. These ungulates are hoofed mammals with flat-topped or ridged
teeth for chewing plants. The rhinoceros has no incisors. So/he species have canines. The Indian
rhinoceros has lower canines that are like tusks. The rhinoceros is a m assive animal and. depending on
the species, has one or tw o horns on its head. The black rhinoceros has been called "hook-lipped,’
referring to the pointed and prehensile upper lip which can curl around a leafy branch.
DIMENSIONS: Height: 4 ' 6*- 5'
Weight: 2100-2900 lbs
Length: 9' 6 ’- 11'
DIETANDFEEDINGirhe black rhinoceros feed primarily on plants, including thorny and leathery
ones. It uses its prehensile lip to reach out for plants it eats. The food is chew ed with the rhinoceros'
flat, molar-like teeth.
H A B IT A T rrh e black rhinoceros lives in the grasslands, brushlands and m arshes of Central, East and
South Africa. Partially nocturnal and solitary, the black rhinoceros spends m uch of the day resting on the
ground or wallowing in muddy water to protect its skin from biting insects. In the wild, the oxpecker, a
small African bird, may be seen atop its back feeding on ticks and other insects.
MORE: Years of hunting have caused the decline of rhinoceros populations throughout all ranges.
Asian superstition suggests that the horn has medicinal and even aphrodisiac qualities. In som e Middle
Eastern countries, the rhinoceros' horn is carved into dagger handles. Its skin is used to make shields and
whips, and even its blood and urine are thought to have magical properties. Although four out five
rhinoceros species are listed as endangered, illegal poaching still occurs on a large scale.
136
RHINO TRACKS
1. Three (3) Toes
2. Five (5) Kinds (species)
3. Up with a finger (black rhino)
4. Hunted for their horns
5. Horns are made of hair-like material (keratin)
6. . Herbivore (vegetarian)
7. I have thick skin
8. Mud and w ater keep me cool (I don't sweat)
9. I w restle with my horn
10. My neighbors are Gazelles and Giraffes
11. I live in Africa
12. I live in Asia
13. I can chase away predators
14. My babies nurse for more than one year
15. I live in the forest (Asian)
16. I live on open plains (African)
17. I like to be near water
18. I am endangered
ELEPH A N T
D l S C t l S S i O f i : Enormous Elephant Appetites
Craft: eleph a n t e a r s
Information:
Elephants have large ears which help them hear,
keep their bodies cool, help them communicate
socially, and keep away flies. The easiest way to tell
an African from an Asian elephant, is to look at their
ears. An African elephant has ears that are larger
and som ewhat shaped in the size of Africa. The
Asian elephants ears are smaller.
Materials:
► Scissors, crayons or markers, construction paper,
stapler or tape, reproduced elephant ears for each
child
What to do:
► Have children cut out elephant ears and a headband
from the construction paper.
► Secure the ears onto the headband.
► Now you can have a herd of elephants.
In the wild, an elephant eats up to 400 lbs of grass,
leaves, shoots, bark, and shrubs in a day. How
much do the students weigh? How many would it
take to add up to 400 lbs? Each day in the Zoo, one
elephant eats a whole box of carrots, a bale of hay,
fruits, and vegetables. Elephants also drink about 50
gallons of water each day. T hat's about 100 plastic
soda bottles. In a year, an elephant eats enough hay
<30,000 lbs) to fill an entire classroom (measuring
3Q 'x20'x10') to the ceiling! Also in a year, an
elephant will eat 9,200 carrots. 4,000 apples and
2,000 lbs of grain.
Group: belt a big s e a s t
Elephants are the largest land animals in the world.
They have the biggest brain (12 lbs), the thickest
skin ( 1 inchl and its trunk is the longest nose (8
feet)I Using the body dimensions on the next page,
label them on your classroom wall so students can
compare these m easurem ents with their own. The
girth of an elephant is about 16'. Place a 16'
"waistbelt" of string or yarn in a circle on the
classroom floor. See how many students it takes to
fit inside.
138
E LEPH A N T FA C TS
BOOT FACTS: The tw o species of elephant, African and Asian, are the largest land animals in
the world. An Asian elephant bull, male, m ay achieve a height of ten feet at the shoulder and weight of
a-6 tons. An African bull may surpass that by weighing in at 7 tons.
The trunk is actually a combination of the upper lip and nose. It is prehensile, able to grasp, and sensitive
enough to pick up a single blade of grass, while strong enough to pick up a heavy log. An elephant can
draw in four gallons of w ater in its trunk before squirting it into its mouth for a drink. The elephant also
uses the trunk to spray its body with water and dirt, protecting the skin from insect bites and exposure
to the sun.
The bulls have a pair of upper, ever-growing tusks (modified incisorsl extending on either side of the trunk.
Female African elephants grow tusks while female Asians do not. Six large ridged molars are located in
each half of the upper and lower jaws, but only one is used at a time. These are used for grinding
vegetation. Forming a succession at the back of the jaw, they migrate forward and push out worn out
or broken predecessors. When the last molar moves forward at age 28-30, it m ust last the rest of the
elephant's life lup to 60 or 70 years). Otherwise, The animal can no longer chew effectively and may
starve.
An elephant walks on its toes. The sole of each foot is made of thick elastic pads which flatten to form
a flexible pad with each step. Nails are located on the front of the foot.
DIMENSIONS: Height: 8 feet
Weight: 11,000 lbs
Length: 18-21 feet
DIET: An elephant will spend sixteen hours each day foraging for grasses, leaves, fruits, shrubs, and
bark. Average daily consumption is between 300 to 400 lbs of food and fifty gallons of water.
H ABITAT: The Asian elephant occupies forests and semi-open or dense scrub with access to water
and shade. They live in Srilanka, India, Nepal, Bangladesh, Burma. Maiasia and Sumatra.
The African elephant lives in the savannahs, dense scrub, and forest areas of central, southern and
eastern Africa.
MORE: An elephant society is matriarchal, meaning that its activities are coordinated by an older,
experienced female or cow . Members are supportive of each other. A calf may be nursed by any
lactating female and adolescents will "babysit.* Bulls leave the family herd around the age of 10-15 to
join a loosely structured bull herd or become semi-solitary.
Habitat alteration in Africa and Asia, coupled with the demands of the ivory trade, threaten the survival
of both species.
140
adaptation:
aquatic:
blubber:
boom er:
b row se:
buck:
bull:
carnivorous:
co n serv e:
e n d an g ered :
environm ent:
hab itat:
harem :
herbivorous:
im printing:
incisors:
insectiv o ro u s:
joey:
keratin:
m acropod:
m arsupial:
m atriarchal:
N ew W orld:
GLOSSARY
characteristics, both physical and behavioral, which allow an animal to succeed in
its environment/habitat
plants or animals with a watery environment
layer of fat beneath the skin, well developed in sea lions, seals and whales
male kangaroo
plant material which is cut and provided fresh to herbivorous zoo animals
male deer, may also be used to refer to males of other species
male bovine (cow-like animal) or male elephant, may also be used to refer to males
of other species
flesh eating
to keep from being lost (becoming extinct)
in danger of becoming extinct. Animals may be endangered for many reasons
including: habitat destruction, disease, and poaching
natural surroundings
a natural living space to which an animals is adapted and in which rt is typically
found
a group of female animals that live with one breeding male
plant eating
for an animal to mark or fix upon a human usually as a "parent*
front cutting teeth
insect eating
baby kangaroo, other other marsupial
fibrous protein which forms horn, hair, feathers, nails and claws
the family of kangaroos, including wallabies
animal with embryonic young and usually a pouch where the young develops
group ruled by the femalefsl
animals found in North and South America, New World monkeys are characterized
by nostrils which are wide open and far apart and by the presence of a prehensile
tail in some species
141
G L O S S A R Y c o n tin u e d
Old W orld:
om nivorous:
p rehensile:
pup:
recycle:
reso u rce:
th re a te n e d :
tu sk :
animals found in Asia and Africa, Old World monkeys are characterized by nostrils
which are narrow and close together and by the presence of ischial callosities (hard
sitting pad) in some species
plant and flesh eating
adapted for grasping
young wolf, dog, sea lion or seal
to pass again through a cycle of changes or treatm ents, such as the industrial
processes to reuse glass or plastic
a source of supply or support; fresh or additional stock: something in reserve and
ready if needed
likely to become endangered if current uses or situation is not changed
a long projecting tooth, such as found on an elephant
142
APPENDIX II
Hot Pink M amingos
Fluorescent Feathers
Instead of hair, birds have feathers. Feathers help a bird fly and protect it
against the weather. The flamingo has lots of pink feathers all over its tall body.
Feathers work the same as velcro on tennis shoes. C arefully to u c h th e
p in k fe a th er. Tiny "hooks" keep each part of the feather locked together. This
helps the whole feather stay neat. U se th e m ag n ify in g glass to look a t
th ese "hooks".
Who's Who?
The flamingo has webbed feet and long legs th at help it stand in shallow
water. Sometimes the flamingo stands on only one leg. C an y o u s ta n d like
th a t? The colored band you see on the flamingo’ s leg is an identification tag. It
helps the animal keeper know which bird is which. S tu d y th e leg b an d . This is
what it looks like close-up.
E ating D inner U pside-down
The flamingo eats upside-down! Look at its strange bill. To eat, the flamingo
bends over so the bill is underwater. W ater flows into the bill and the tongue
pushes the w ater out through something (openings in comb-like ridges along the
bill’ s edge) th at works like a strainer. This "strainer" collects
tiny plants, insects, and shelled animals (like little
snails and shrimp) which is w hat the flamingo
eats. T ouch th e k itc h e n stra in e r. It works
the same way the flamingo's bill does!
Baby Bird
Look a t th e p ic tu re of th e
flam ingo chick. Parents take good care of
their chicks.
7 0 n
Los Angeles Zoo
fondad bjr tM D rw n FwitdatiMi
m ■ — * — — * — • - 1 • i in iiw
144
I FLAMINGOS DE COLOR ROSA ENCENDIDO!
PLUMAS FLUORESCENTES
En vez de pelo. los pajaros tienen plumas. Las plumas le ayudan aI pajaro a
volar y lo protegen del tiempo. El flamingo tlene muchas plumas color de
rosa por todo su cuerpo alto.
Las plumas funcionan de la misma manera que el
"velcro" en los zapatos tenis. Toca cuidadosaxnente
la pluma color rosa. Pequeflos "ganchos" mantlenen
unldos a cada una de las partes de la pluma. Esto
ayuda a que toda la pluma se mantenga ordenada.
Usa la lupa para ver estos "ganchos".
o 9 di£n e s guifiN?
El flamingo tiene una membrana entre los dedos de
las patas y las piemas largas para poder par arse en
agua poca profunda. A veces el flamingo se para en
una sola piema. &Puedes pararte asi? La cinta de
color que ves en la piema del flamingo es una cinta
de ldentlficacion. Le sirve al guardian de animales
para saber cual pajaro es. Estudla la cinta de la
piem a. Asi se ve de cerca.
COMIENDO LA CENA AL REVES
jEl flamingo come al revesl Mira su pico raro. Para
comer, el flamingo se agacha para meter el pico
debajo del agua. El agua entra al pico y con la lengua
la empuja por algo (aperturas que parecen un peine
en el filo del pico) que se parece un colador. Este
"colador" colecciona pequexiisimas plantas. insectos,
y animales conchudos (como caracoles y camarones)
que es lo que come el flamingo. Toca el colador de
cocina. [Funciona igual que el pico del flamingo!
PA jaro behE
Mira el retrato del polllto flamingo. Los padres cuidan bien a sus pollitos.
Producido con fondos de la Fnndaddn Joseph Drown
145
Alligators Make Good Moms!
■ « i ■d|M ■■
Alligators were around when dinosaurs roamed the earth!
Scaly Skin
The alligator is a reptile. This means that its body is covered with hard scales,
and not hair or feathers. The scales are made of the same material as your hair
and fingernails. Scales protect the alligator’ s body from the water and the hot sun.
Thick bony plates give the back of the alligator even more protection. Feel the
scales on the alligator hide (skin). What do they feel like?
The alligator spends some time on land and some in water.
It eats meat and uses cone-
shaped teeth in its long
snout to catch food. Why
do you think the
alligator doesn’ t
move in
the water?
Alligator Nurseries
An alligator mother builds a nest on land by piling up a mound of leaves,
grasses, sticks and d irt She may lay between 20 and 60 eggs in her nest, and then
covers them with more leaves and grass. It takes 60 to 70 days for the eggs to
hatch, and the mother guards the nest the whole time. When the eggs hatch the
young alligators call out to their mother. She opens the nest to let them crawl out.
Young alligators stay close to their mother for up to three years and males
may grow up to be as long as sixteen feet! Look a t the picture of the alligator
m other and h e r young. How big do you think an alligator egg might be?
Let’s find out...
Z o o
P.S. Alligators, like all anim als and people,
deserve to be treated w ith respect. It is
not nice to throw coins a t them .
Los Angeles Zoo
Junim i by the itm ph Drawn NwUiOm
146
(LAS CAIMANES SON BUENAS MAMAS!
Los caimanes estaban aqui cuando los dlnosaurios andaban por la tierra!
P lE L ESCAMOSA
El caiman es un reptil. Esto qulere decir que su cuerpo esta cublerto de
escamas duras, en vez de pelo o plumas. Las escamas son del mlsmo
material que tu pelo o tus unas. Las escamas protegen el cuerpo del caimAn
del agua y del sol callente. Laminas gruesas y huesudas le protegen aun mas
la espalda al caimAn. Toca las escamas en el cuero de caixnAn (piel). £Como
se sienten?
El calm An, se pasa.una parte, del. tlempo..en la tierra y otra parte en el agua.
Come came y usa los dlentes en forma de cono dentro de su hocico largo
para capturar su comlda. ^Porque crees que el caiman no se mueve dentro
del agua?
C r ia d e r o s d e c a im a n e s
Una madre caimAn amontona hojas, pasto, palos y tierra para hacer un nldo
en la tierra. Puede poner entre 20 y 60 huevos en su nldo y luego los cubre
con mAs hojas y pasto. Se tarda de 60 a 70 dias para que los calmAnes
salgan del huevo. y durante todo ese tlempo la madre culda el nldo. Cuando
salen los pequerios calmAnes de los huevos. le llaman a su madre. Ella les
abre el nldo para que salgan. |Los pequeftos calmAnes no se despegan de su
madre hasta por tres ahos y los machos pueden crecer hasta dieclsels pies
de largo! Mira el retrato de la mamA a im in con sus pequehos.
iQ ue tan grande plensas que puede ser un huevo de caimAn? Vamos a
investlgarlo . . .
P.D. Los calmAnes. al lgual que los animales y las personas, merecen que se
les trate con respeto. No es bueno tirarles con monedas.
Pradoddo eon fondoa de la Fundaddn Joseph Drawn
147
F lippers and F ur
Flipper Fingers
The sea lion spends almost all of its time in the water. It pulls itself
rapidly through seaweed and surf with powerful front flippers and steers with
its rear flippers. Look at the picture of flipper bones. How many "fingers"
does a sea lion have? Can you feel the bones in your fingers?
Sleek and Swift
The sea lion is a streamlined speeder. It is a mammal, and its body is
covered with fur. Special layers of fat, called blubber, are under the skin.
Blubber helps keep the sea lion warm in cold water. Feel the piece of foam.
It is almost the same color and thickness as sea lion blubber. Fur covered skin
also helps keep the sea lion warm. What do you wear when you are cold?
So far, we have touched a feather from a bird and scales from a reptile. Now
feel the hair (fur) of a sea lion.
Sea lions are very agile in and out of water. On land they can move
around easily. In water they swim and turn very quickly. Their long flexible
necks and sharp pointed teeth help them catch fish to eat.
Com ing U p for A ir.
Since the sea lion is a mammal, it breathes air. It cannot breathe
underwater like a fish. Touch your nostrils (holes in your nose). Are they
opened or closed? A sea lion’s nostrils are always closed - except for when it
is breathing. Why do you think this happens? After the sea lion dives, count
how long it stays underwater before coming up for a breath. When it
breathes out, listen for the sound of air rushing out of its nostrils. How long
can you hold your breath?
148
A l e t a s y P e l a j e
Dedos dc Alecas
H I Icon maxi no se pasa casi todo el tiempo en el agua. Se mueve
rapidamence por las algas marinas y por el oleaje con sus poderosas aletas
delanceras y navega con sus aletas traseras. Mira el dibujo de los huesos de aleta.
tus dedos?
A Jisado y V e lo z
El ledn marino es un animal veloz y perfilado. Es mamifero y su cuerpo esta
cubierto de pelo. Tiene capas de grasa especiales debajo de la piel. Las capas de
grasa le ayudan a mantenetse caliente en el agua frfa. Toca el pedazo de espuma
de cauclio. Casi es el mismo colory gruesura como las capas de grasa del ledn
marino. La piel cubierta de pelo tambidn ayuda a mantener caliente al ledn
marino. jQud usas tu cuando tienes Trio? Hasta ahora, hemos cocado una pluma
de un pajaro y las escalas de un repcil. Ahora toca el pelo del leon marino.
Los leones maiinos son muy agiles dentro y fuera del agua. Por tierra se
pueden mover fadlmente. En el agua nadan y se dan la vuelta muy rapidamente.
Sus pescuezos largos y sus dientes afilados les ayudan a pescar para comer.
Saiiendo a Tomar Aire
Como el ledn marino es mamifero, respira aire. No puede respirar debajo
del agua como el pez. Toca las fosas de tu nariz (los agujericos de tu nariz). ^Estan
abiercas o cerradas? Las fosas nasales del leon marino siempre estin cerradas -
ex cep to cuando esta respirando. ;Porque crees que ocurre isco? D espues que
saite el leon marino al agua, cuenta el num ero de segundos que se esta debajo
del agua antes de salir a respirar aire. Cuando expire, escucha el sonido del aire
que sale de repence de sus fosas nasales. ;C ulnto tiempo aguanras tu sin respirar?
_zoo
D s c o ^ y
Los Angeles Zoo
Giant Guinea Pigs
Fat Rats
The capybara looks
like a guinea pig (in
fact, it is related to
them, as well as to
hamsters and mice). It
is, however, much larger. A
capybara weighs more than you do
and probably as much as your father!
Rodents Take the Plunge
The capybara spends much of its time
swimming in water and lives near the
edge of rivers or lakes. Since it spends
so much time in water, its feet are
webbed - almost like a duck’ s! P ass
aro u n d the m odel of the foot. Describe what you see. This foot
model is actually from a beaver. (Footnote for adults: a beaver has more webbing
and less pronounced toe structure than a capybara).
A capybara family lives together as a group. When mothers give birth, they
have two or more babies.
Like the seal, the capybara is a mammal.. It breathes air and is covered with
hair. How is its body different from a seal’ s? When it swims, only its ears, eyes
and nose show above the water! Look a t th e p ictu re of the sw im m ing
capybara.
Capybara Snacks
The capybara is a plant eater. In the wild it eats the plants growing in or near
the water. In the 2 0 0 , the capybara is fed lettuce, raw vegetables, fruits, and
special biscuits. How is the capybara’ s diet like yours?
The cap ybaras sh are th e ir exhibit
w ith ro sy pelicans w ho also like
the w ater. H ow a re th e pelican s'
feet like th e capybaras*?
Zon
Los Angeles Zoo
P«a4*4bjr the Jeeepfc Diewa reandaiua
150
CONEJTLLOS DE INDIAS GIGANTES
R a t a s g o r d a s
El caplbara se parece a un conejillo de indias (de hecho. es pariente de
ellos, al lgual que de los hamsters y ratones). Pero es mucho mas grande.
jUn caplbara pesa mas que tu y probablemente tanto como tu padre!
LOS ROEDORES SE LANZAN AL AGUA
El caplbara se pasa mucho tiempo nadando en el agua y vive cerca de las
orlUas de los lagos o rios. En vista de que pasa tanto tiempo en el agua. sus
patas ttenen membranas entre los dedos - icasl como las de un pato! Mira el
xnodelo de la pata y p&salo a los demds. Describe lo que ves. Este modelo de
una pata en realidad es el-de un-castor.’ (nota para los adultos: el castor tiene
m&s membrana y la estructura de los dedos es menos pronunciada que la del
caplbara).
La famllia caplbara vlve Junta en un grupo. Cuando las madres paren, tiene
dos o mas bebes.
Tal como la foca. el capibara es un mamifero. Resplra aire y estd cubierto de
pelo. iCdmo es dlferente su cuerpo al de la foca? iCuando nada. solo sus
orejas. ojos y nariz salen del agua! Mira el retrato del caplbara nadando.
LOS BOCADILLOS DEL CAPIBARA
El capibara come plantas. En las reglones salvajes se come las plantas que
crecen cerca o dentro del agua. En el zoologico. el caplbara se alimenta de
lechuga. verduras crudas. frutas. y bizcochos especiales. ^En que se parece
la dieta del capibara a la tuya?
Los capibaras comparten su exposicidn con los pelicanos rosas a los que
tambien les gusta el agua. £En que se parecen las patas del pelicano a las del
caplbara?
Produddo con fondos de U Fnndaddn Joseph Drown
Life in a Pouch
A Baby Named “ Joey”
M ake a pouch w ith y o u r h an d s an d re s t them on y o u r low er stom ach.
Now you are a kangaroo mother! A kangaroo baby spends lots of time in a pouch
on its mother’ s belly! The baby is called a “ joey” and at
birth it is the size of your thumbnail. Its crawls up
through its mother’ s fur into the warm, dark pouch. There
it will stay for a long time, drinking its mother’ s milk and
growing bigger. C arefully hold th e clay m odel of a
joey. This is what the great gray kangaroo’ s joey looks
like when it first crawls into the pouch.
Cribs in a Pocket
P lace y o u r fin g er in the p o uch modeL A
great gray kangaroo joey spends seven months
nestled inside its mother’ s pouch. Why do you
think the skin around the pouch can stretch?
Look fo r joeys in the pouches of th e
g re a t gray kangaroos.
Hop Hop Hop
Like the seal and
capybara, the kangaroo is
a mammal. What is its
skin covered with? Some
kinds of kangaroo are small
and others are large, but what
do they all share in common? W ith tw o children,
s tre tc h th e rope all the w ay out. This is how far the
great gray kangaroo can hop (25 feet)! Like a rabbit, the
kangaroo has very big feet.
7cm
Ear notching is a way for
animal keepers to identify
individual kangaroos. Each
kangaroo has a different set LosAngeles Zoo
(placement) of notches. r » M b r t k . j ~ , k Orvwa feondamn
• mte
152
LA VTDA DENTRO DE UNA BOLSA
UN w ra fr l l a m a d o p e q u e n o j o s £
Haz una bolsa con tus manos y descdnsalas en la parte baja de tu vientre.
(Ahora eres madre cangurol |E1 pequeno canguro se pasa mucho tiempo
dentro de una bolsa que tiene la madre en su panza! Al bebe se le llama
"Joey" ("pequeno Jose") y al nacer es del tamano de la una de tu dedo gordo.
Se arrastra por el pelaje de su madre hasta llagar a la bolsa tibia y oscura.
Alii se quedara por mucho tiempo. tomandose la lecha de su madre y
creciendo. Toma cuidadosamente el model de barro del pequeno canguro
"Joey". Asi es el canguro bebe "Joey" del gran canguro gris al momento de
arrastrarse por primera vez hasta meterse a la bolsa de su madre.
CUNAS EN EL BOLSILLO
Pon un dedo dentro del modelo de la bolsa. El canguro bebe "Joey" del gran
canguro gris se pasa slete meses acurrucado adentro de la bolsa de su mama.
c,Porque crees que la piel alrededor de la bolsa se puede estirar? Busca a los
"joeys" dentro de las bolsas de los grandes canguros grises.
Br in c o b r ev c o b r in c o
Tal como la foca y el capibara. el canguro es un mamifero. ^De que esta
cubierto su piel? Algunos tipos de canguros son pequerios y otros son
grandes. pero £que es lo que todos tienen en comun? Con dos nlfios o ninas
estlxen el cord6n hasta donde se pueda. [Asi de lejos puede brincar el gran
canguro gris (25 pies)! Igual como el conejo, el canguro tiene una pata muy
grande.
Las m uescas (cortadas) en
las orejas son una de las
m a n eras en que los
guardianes de anim ales
identifican a cada canguro.
Cada canguro tien e una
serie (colocacldn) diferente
de muescas
Prododdo con fondos de la FundadOn Joseph Drown
153
Gorilla Handshakes
A Gentle Mammal
Although large, the lowland gorilla is a gentle and very sm art primate. It
spends the day either in trees or on the ground. At night a gorilla builds a bed of
leaves.
Like all mammals, a gorilla has hair. Its hair is thick and black or brown.
Have You Ever Shaken Hands 'with a Gorilla?
The gorilla’ s arms, are very strong and very long. S p read y o u r arm s all the
w ay out. Now w ith tw o children, stre tch the ro p e all th e w ay out. If an
adult male gorilla stretched his arms all the way out, they would reach this far
(eight feet)! A gorilla walks with the knuckles of the hands resting on the ground.
This is called knuckle-walking. Try to knuckle-w alk!
A gorilla hand almost looks like a person’ s hand, except that it is much larger
and has shorter fingers and thumbs. Place yo u r h a n d on top o f th e gorilla
h a n d p rin t. Which hand is bigger?
All in the Family
The gorilla lives in a close family group. The male (boy) gorilla is bigger than
female (girl) gorilla. A male gorilla can weigh almost 600 pounds! An older male
has silver-gray hair on his back. He is called a “silverback.” Look a t th e gorillas
in the exhibit. Which gorillas do you see: a mother with baby? a silverback?
Look a t the p ic tu re o f ^ A
The gorilla eats plan
gorilla m enu card. Th
stalks, berries, fruit, and
In the zoo the gorilla is g
browse (twigs and leaves
upon), vegetables, fruits,
flowers, and special bisci
called “monkey chow.” P.
Salad, Anyone?
around the monkey chow
biscuit. The gorilla spen
a lot of time chewing a
meal. Afterwards, it
takes a long rest.
154
LOS SALUDO S DEL GORILA
UN M AHlFERO AMABLE
Aunque es grande, el gorila de tierra baja es un primate amable y muy
Inteligente. Se pasa todo el dia en los arboles o en el suelo. De noche hace
una cama de hojas.
Como todos los mamiferos, el gorila tiene pelo. Su pelo es grueso y negro o
cafe.
^ACASO TU HAZ SALUDADO a UN GORILA?
Los brazos del gorila son fuertes y-muy largos. Abre los brazos y extifcndelos
e o m p le ta m e n te . Abora, con dos ninos o nlhas e stira la cuerda
c o m p le ta m e n te . 3Si un gorila macho adulto abriera los brazos
eompletamente. serian igual de largos (ocho pies)! £ 1 gorila camina sobre
los Jarretes de sus manos que descansan sobre el suelo. A esto se le llama
caminar sobre los jarretes. |Tu trata de camlnar sobre los nudUlos!
La mano del gorila se parece mucho a la mano de una persona, solo que es
mucho mas grande y tiene los dedos y los dedos gordos m&s cortos. Pon la
mano encima de la huella del gorila. T o d o q u e d a e n l a f a m it. ta
El gorila vive en un grupo de familia muy unido. El gorila macho (hombre)
es mds grande que la hembra (mujer). [El gorila varon puede pesar casi 600
libras! El varon mds vieJo tiene pelo gris plateado en su eupalda. A 6 1 se le
llama "espalda plateada". Mira los gorilas en la exposicidn * . ^Cuales de los
gorilas puedes ver: una madre con su pequeno? <^U n espalda plateada? Mira
el retrato de la madre gorila y el beb6 .
^ALGUIEN 9 UIERE ENSALADA?
El gorila come plantas en vez de came. Mira la taijeta del menfr del gorila.
El gorila se alimenta de hojas, tallos. moras, frutas. y hasta corteza. En el
zoologlco al gorila se le da ramoneo (hojas y ram itas para que paste),
vegetales, frutas, flores y blzcochos especiales llamados "comida de changos".
Mira y pasa el bizcocho de comida de changos a los demds. El gorila se pasa
mucho tiempo mastlcando su comida. Despues, se toma un largo descanso.
Pxodnddo con fondos de la Fnndacidn Joseph Drown
155
Meet the Rhinoceros
Horns of Hair
The rhinoceros is a big animal with a big head! It is almost as big as a small
car! On its head are one or two horns, depending upon what kind of rhinoceros it is.
How many horns does the black rhinoceros have? The horn really is not a horn. It
is made of the same material as your fingernails and hair. Look a t th e p ic tu re of
th e rhinoceros h o rn an d th e n feel y o u r fingernail. That is what the horn
feels like.
A Sad Story
Sadly for the rhinoceros, some people think the hom is a medicine th at will
cure everything. This is not true. People kill the rhinoceros to get the hom to make
medicine and to decorate the handles of daggers (small swords). There are not
many rhinoceros left in the world, but some people are still killing them.
Big Foot!
The rhinocero has short, thick legs. The foot is very wide because a rhinoceros
is very heavy! Feel th e foot im p ressio n as it is passed aro u n d . Compare your
toes does a rhinoceros have on its foot? How
many do you have?
Rhino Features
The black rhinoceros has very tough
skin. The edge of its ear is lined with hair,
but only a few hairs are found on the rest of
its body. It does not see very well, but it has
very good hearing. Study the rhinoceros’
ears. Do they move? Cup y o u r ow n ears
w ith y o u r h an d s. Now your ears are
shaped like a rhinoceros’. How does this help
your hearing?
own foot to the rhinoceros’. Which is larger? How many
toes does a rhinoceros have on its foot? How
N. many do you have?
Los Angeles Zoo
F u M by U m Jwtph Draws ftu d atiM
TE PRESENTO AL RINOCERONTE
CUERNOS DE PELO
jEl rinoceronte es un animal grande con una cabeza grande! ;Es casi tan
grande como un pequeno automovil! En la cabeza tiene uno o dos cueraos,
segun el tipo de rinoceronte que sea. ^Cuantos cuemos tiene el rinoceronte
negro? El cuemo en realldad no es un cuemo. Esta hecho del mlsmo
material como tus urias o tu cabello. Mira el retrato del cuem o del
rinoceronte y luego siente cdmo es tu una. Asi se siente el cuemo.
UN CUENTO TRISTE
Es triste para el-rinoceronte." que algunas personas creen que el cuemo es
una medicina que lo cura todo. Esto no es cierto. La gente m ata a los
rinocerontes para quitarles el cuemo para hacer medicina y para decorar los
mangos de las dagas (espadas pequenas). No quedan muchos rinocerontes
en el mundo. pero algunas personas los siguen matando.
|D E p a t a s g r a n d e s !
El rinoceronte tiene las patas cortas y gruesas. iLa pata es muy ancha porque
el rinoceronte es muy pesado! Siente cdmo es la Im presldn de la pata
cuando la revisen en el grupo. Compara tu pie a la pata del rinoceronte.
^Cual es mas grande? ^Cuantos dedos tiene el rinoceronte en su pata?
^Cuantos tienes tu?
L a s f a c c io n e s d e l r in o
El rinoceronte negro tiene la piel muy aspera. El filo de las orejas esta
forrado de pelos, pero en el resto del cuerpo solo tiene unos cuantos pelos.
No puede mirar muy bien. pero si oye muy bien. Estudia las orejas del
rinoceronte. detxds de tus orejas. Ahora tus orejas tienen la mlsma forma que las del
rinoceronte. iComo te ayuda esto a oir?
Produddo con fondos de la Fundaddn Joseph Drown
Giant Giraffe
No Nonsense Neck
When you see how long the giraffe's neck is you
may wonder how many bones (vertebrae) it contains.
You might think it has hundreds of neckbones!
Surprise! Even though the giraffe’s neck is much
longer than yours, it has only seven bones. That’s the
same number of neck bones that you have.
Trem endous T ongue
Because the giraffe eats leaves from the tops of
trees, it sometimes has to reach a long way to get its
food. It has a very long tongue to help it stay well fed.
The giraffe’s tongue is 18" long and can grab onto a
branch and pull off all the leaves! How far can you stick
out your tongue? Examine the model of the tongue.
See how far it would hang out of your mouth!
The roof of the giraffe’s mouth is padded because
sometimes the giraffe oats long sharp thorns along with
its leaves and twigs.
G iant F in g erp rin ts
Each giraffe’s body markings-are different No
two animals are marked with the same pattern. This is
a way to identify individual giraffes.
W ho’s W ho?
Both male and female giraffes have horns. But
you can tell the difference? There is no hair on the tips
of male horns.
Big Baby! Big B abysitter!
When a giraffe is bom, it is six feet tall! Hold up
the six foot rope and compare your height to the
height of a baby giraffe.
When giraffe mothers go out to find food they
leave their babies in a nursery under the supervision of
a responsible young adult, like a babysitter!
La Jirafa G igante
Un Pescuezo Laxgisimo
Cuando miras el tamano del pescuezo de la jirafa quizas quieras saber
cuantos huesos (vertebras) contiene. jQuizas piensas que tiene cientos de huesos
en el pescuezo!
;Sorpresa! A unque el pescuezo de la jirafa es m ucho m is largo que el tuyo,
solo tiene siete huesos. El m ism o num ero de huesos que tienes tu en el pescuezo.
Tremenda Lengua
Como la jirafa come hojas de las partes mas alt as de los arboles, a veces tiene
que alcanzar muy alto para conseguir su comida. Tiene una lengua muy larga
para ayudarle a comer bien. jLa lengua de la jirafa es de 1 8 " pul gad as de largo y
puede aganar una rama de arbol y quitarle todas las hojas! ^cuanto puedes sacar la
lengua tu? Estudia el modelo de la lengua. ;Mira que tanto saldria de tu boca!
El cielo de la boca de la jirafa esta foriado porque a veces la jirafa se come
unas espinas largas y filosas ju n to con las hojas y palitos.
Huellas Digitales Gigantes
Las manchas del cuerpo de cada jirafa son diferentes. N o hay dos animales
que tengan las mismas manchas. Este es un modo para identificar a cada jirafa.
^Quien es Quien?
Tanto la hem bra como el macho de las jirafas tienen cuernos. ^Pero acaso
puedes distinguir cual es cual? Las punt as de los cuernos del macho no tienen
pelo.
jUn Bebe Grande! jUn Ninero Grande!
jC uando nace una jirafa, m ide seis pies de altura! Sosten u n a c u e rd a de seis
p ies de largo y c o m p arala a la altu ra de u n a jirafa bebe.
;Cuando las madres jirafas salen a buscar comida, dejan a sus bebes en un
criadero bajo la supervision de un adulto joven responsable, como ninero!
Los A ngeles Zoo
F u t M by the Fm iUhm a
zoo
Life Among Giants
What’ s So Special About Elephants?
The elephant is the largest animal on land. It is very tall and veiy heavy! A
male (boy) African elephant can weigh as much as 300 children put together
(13,000 pounds)!
The elephant lives in areas that can
get very hot. To cool, down, it will rest in
the shade and fan its big ears to get rid
of the extra heat in its body. The trunk
is actually a long nose and upper lip.
How do you think an elephant uses its
trunk?
Like the rhinoceros, the elephant has
thick skin and flattened, padded feet.
Elephant hair is like stiff wire. F eel th e
sam ple. The elephant is a mammal. How
is it like a kangaroo, capybara, and gorilla?
How is it different from a flamingo and
alligator?
Another Sad Story
Can you see the elephant’ s tusks?
Tusks are actually teeth. Sadly, some
people have killed many elephants so they
can get the ivory tusks. The ivory is carved
into jewelry and sold. Now there are very
few elephants left in the world, and some
people are still killing them. Why do you think elephants need to be protected?
Some elephants have long tusks, like th e one show n in the p h o tograph.
Most of the zoo’ s elephants have very small tusks.
A FRICA N
ASIA N
Family Matters
Elephants live together in groups called herds.
A herd is usually made up of females (mothers) and
their young calves. When the boy calves get older,
they leave their mother’ s herd to join or form another.
The mothers take very good care of their calves. How
does your mother take care of you?
Z b o
Los Angeles Zoo
Ftu4ad by tfw Df**n foondifiaa
, « u r n i w w t a m U i w M f
160
LA VIDA ENTRE LOS GIGANTES
iPO R gU fe SON TAN ESPEC1 ALES LOS ELEFANTES?
El elefante es el animal mas grande que existe en la -tierra. jEs muy alto y
muy pesadol [Un elefante africano macho (varon) podria llegar a pesar igual
que 300 nirios Juntas (13,000 libras)!
El elefante vive en zonas que se ponen muy calientes. Para refrescarse.
descansa en la sombra y se abaniquea con sus grandes orejas para quitarse el
calor excesivo del cuerpo. Su trompa en realidad es una nariz larga y un
labio superior. iCdmo crees que usa su trompa el elefante?
Igual que el rinoceronte, el elefante tiene la piel gruesa y las patas planas y
con almohadllla en la planta. El pelo de elefante se siente como alambre
duro. El elefante es un mamifero. Toca la xnuestra ^En que se parece al
canguro. o al capibara y al gorila? iComo es diferente al flamingo y al
caiman?
O n to CUENTO TRISTE
iPuedes ver los colmillos del elefante? En realidad los colmillos son
dientes. Es triste. pero algunas personas han matado a muchos elefantes
para qultarles los colmillos de marfU. El marfil lo labran para hacer joyeria y
luego se vende. Ahora quedan muy pocos elefantes en el mundo, y algunas
personas todavia los siguen matando. iPorque crees que los elefantes se
deben proteger?
Algunos elefantes tienen colmillos largos* como el que se ve en el retrato.
Casi todos los elefantes del zoologico tienen colmillos muy pequenos.
A s u r rr o d e f a m il ia
Los elefantes viven Juntos en grupos que se llaman manadas. Una manada
por lo general esta compuesta de hembras (madres) y sus crias jovenes.
Cuando los crias varones crecen mas, dejan la manada de sus madres y se
unen a otra manada o form an una separada. Las madres cuidan muy bien a
sus crias. iComo te cuida tu madre a ti?
Producldo con fondos de la Fondaddn Joseph Drown
161
APPENDIX III
Name____________
1. Draw this animal in the zoo.
gorilla
2. Draw this animal in the zoo.
alligator
164
Draw this animal in the zoo.
flamingo
4. Which is noi a mammal? Put an X
across the one that does not belong.
sea lion alligator
kangaroo gorilla
166
5. Match the animal with its name. Draw
a line from the animal to its name.
rhino
elephant
flamingo
gorilla
167
6. Match the animal with its body
covering. Draw a line from the animal
to the covering.
168
7. Match the animal with the food it eats.
Draw a line from the animal to its food.
169

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Asset Metadata

Creator Arenson, Lauren Joy (author)

Core Title An Assessment Of The Zooreach! Program As A Model For The Development Of Informal Education Programs

Degree Doctor of Philosophy

Degree Program Education

Publisher University of Southern California (original), University of Southern California. Libraries (digital)

Tag education, elementary,education, sciences,OAI-PMH Harvest

Language English

Contributor Digitized by ProQuest (provenance)

Advisor Eskey, David E. (committee chair), Parham, Linda Diane (committee member), Wulf, Kathleen M. (committee member)

Permanent Link (DOI) https://doi.org/10.25549/usctheses-c20-598581

Unique identifier UC11226942

Identifier 9616933.pdf (filename),usctheses-c20-598581 (legacy record id)

Legacy Identifier 9616933.pdf

Dmrecord 598581

Document Type Dissertation

Rights Arenson, Lauren Joy

Type texts

Source University of Southern California (contributing entity), University of Southern California Dissertations and Theses (collection)

Access Conditions The author retains rights to his/her dissertation, thesis or other graduate work according to U.S. copyright law. Electronic access is being provided by the USC Libraries in agreement with the au...

Repository Name University of Southern California Digital Library

Repository Location USC Digital Library, University of Southern California, University Park Campus, Los Angeles, California 90089, USA