When was the last time your students got excited during a biology or life science lesson? Maybe it was when you taught them about the cell and its organelles--or maybe not. Well surely it was when you discussed sexual reproduction in flowers--not then either, huh? I know that science has my students' attention when a chorus of "ewwwwws" and "illlllllls" pour out during animal dissections or when everyone jumps out of their desks because a roach or other arthropod is making it's way across the floor. Why not use an instrument in your biology courses that captures all children's interest --animals. After all how can you have a b-i-o-l-o-g-y ( "bios" meaning life and "ology" the study of) class, when everything is either dead or depicted in a text?
Many of us remember or have heard of "cool" science teachers who had all those "neat" animals in their classrooms. You can be that science teacher and have those animals become more than just ornamental additions to your classroom by creating a classroom Zoo. Whether your zoo has one animal or fifty animals (as mine does), a classroom zoo is an excellent vehicle for exciting students about science, bringing life and respect for all life into a classroom and having students experience biological concepts at work.
I have had the most success with boa constrictors, box turtles, sliders, newts, salamanders, leopard and bullfrogs (and tadpoles), fiddler crabs, guppies, goldfish, tarantulas, skinks, rats and a talking parrot. You will need to experiment with what works best for you. Herptiles (reptiles and amphibians) are always my favorite in classrooms (and at home) because they require the least amount of attention--although they usually receive the most. Herptiles usually do not get too upset if you leave them over short vacations provided they are warm enough. However some of them might spend their vacations with responsible students who wish to take them home. The less ordinary animal you choose, the more interest will be generated.
Arthropods are terrific undemanding animals, and perfect if you prefer to look and not to hold. Tarantulas, scorpions, giant millipedes, hermit crabs and other arthropods are a lot safer than many people realize and they require a minimal amount of cost and care. Some of these phenomenal creatures fluoresce under black light and demonstrate rather remarkable biofacts when they molt their exoskeletons. Fish are not my personal favorites but they are very practical for classroom use, are cost effective (.07 -.25 cents for feeder goldfish) and can be easily maintained (change the water once every other week and there's no need for a filter). Turtles have always been favorites among kids, especially when they are fed garden-caught insects and worms, but they require a larger aquarium, preferably with a built-in drain unless you don't mind cleaning every other day. Small anoles and skinks are perfect to liven any terrarium and they can be fed live crickets once a week. If you keep mammals such as hamsters, gerbils, guinea pigs and rabbits--I recommend a classroom with good ventilation and lots of cedar chips to reduce unpleasant odor. Table 1 shows a variety of animals that can be kept in the classroom and some general information about them. Initial animal cost does not include cost of habitat set up. Food availability describes how easy it is to obtain and feed each group of animals, 1 indicating animals very easily fed due to infrequent feeding or nonperishable food items and 5 indicating animals that need to be fed fresh or live food almost daily. Hardiness describes the likelihood of survival when just the basic food and water needs are met. 1 denotes an animal that you would have to microwave to kill and 5 denotes and animal that is fairly fragile.
If you want to be adventurous, you can construct an ecosystem exhibit with a variety of animal and plant species--however that takes some research, time and a lot of patience. A miniature wetlands has been the most successful and rewarding ecosystem that I have assembled. It includes a variety of plants, amphibians, mollusks and arthropods, living in an aquarium with both wet and dry areas. When assembling a miniature ecosystem, the following points should be considered. Will the animals cohabitate harmoniously or will there be fierce competition or predation. Are any inhabitants potentially toxic or dangerous to other inhabitants. Are there enough hiding places and niches for each species and each animal. Will males fight in close proximity. How will animal wastes be managed. Reading will give you an idea of what animals you should start with. Any creditable pet shop will have books on how to care for the animal(s) you choose for your class and a list of helpful resource books is included in this article. However, I have found that the best teacher is actual experience so don't be discouraged if it takes a few tries to get your ecosystem right.
After you have your zoo up and running (hopefully not running away), you can invite other classes to visit your zoo and have your students--who are now experts on your collection--present the animals and the biological concepts that they have mastered. One of the best ways for them to learn something is to teach it themselves. The entertainment and educational advantages of your zoo cross all disciplinary boundaries . At Decatur High School the students that take my ecology class spend their first quarter learning about ecological and conservation issues and spend most of the second quarter presenting these topics to elementary and middle classes that come to visit us and our classroom zoo, the "Zooary". The students present each topic twice a week for about three weeks, and spend the remaining time researching and rehersing their next presentation. Most topics are on biomes such as "A Jouney into the Rainforest", "Impressive Prairies" and "Wonderful Wetlands". Information on available workshops is sent to all of the teachers in the school system inviting their classes to visit. Visits are arranged according to availability. Both the presenting and visiting students have enlightening experiences and the program has worked well so far.
A research activity will help your students become acquainted with biology or ecology and the animals(s) in your collection. Students can select or be assigned an animal from the classroom zoo to research individually or in cooperative groups. Research requirements can be adjusted to the level of the class, the topic focused on and how in depth the study will be. Enjoy your zoo and happy safari!
Provide the common and scientific name of the animal and a descriptive picture of the animal being studied.
Include the scientific name (Genus and species either italicized or underlined) and classification (family, order, class, phylum and kingdom) of your animal. Give a description of the distinguishing characteristics that classify your animal. Also include a list of related animals.
Include a diagram of areas in the world that are inhabited by your animal and a description of the biome in which they are typically found.
Describe the specific niche of the animal, any seasonal changes to that habitat, and animal adaptations to its specific habitat. Also describe any special behavioral, sensory, anatomical, chemical or physiological adaptations that your animals has to survive.
List the diet and nutrient requirement of animals in the wild and their comparative diet in captivity. List any animals that your animal preys on or is prey to. Include a diagram showing where your animal is in a food web.
Include the mating season of your animal, its age of sexual maturity, any mating rituals involved, the specific names for males, females and babies, the length of gestation, the average litter size, and family structure.
List life expectancy in the wild and in captivity.
Describe what economic or ecological effects your animal has on humans and whether your animal is threatened or has relatives that are threatened or endangered due to poaching, loss of habitat, pollution etc.
Include a list of the resources you used to write your report.
EXTENSIONS:
Resources
Grafton, Thurman F. (1979). Live Animals for the Biology Classroom.
American Biology Teacher 41 (7), 410-412.
Hewitt, Jef. (1991). Keeping Unusual Animals as Pets. New York. NY:
Sterling Publishing.
Kramer, David (1989). Animals in the Classroom. Redding, MA:
Addison-Wesley
Lowery, Lawrence F. (1985). The Everyday Science Sourcebook: Ideas for
Teaching in the Elementary and Middle School. 139-153. Palo Alto, CA:
Dale Seymour.
Orlans, F. Barbara. (1977). Animals Care from Protozoa to Small Mammals.
Menlo Park, CA: Addison-Wesley