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Springer students present research-driven essays on zoos, form classroom advocacy group
Summary
Fifth graders at Springer Elementary shared a semester project that moved classroom opinion away from supporting zoos to opposing inhumane practices; students described research, peer editing and a classroom petition.
Springer Elementary fifth graders presented a research-based writing project to the Lhasa School District Board of Trustees, documenting how classroom investigation shifted many students’ opinions about keeping animals in zoos and led to a student-led petition and informal advocacy group.
Principal (Missus) March introduced the class and framed the project as an example of “deeper learning,” emphasizing student agency, inclusion and learning by doing. Teachers Brooke Bailey and Mr. Ramirez described the unit: students began with surveys, created class definitions, researched both sides of the argument, organized evidence on charts and Post-it notes, and used structured peer feedback techniques such as “two stars and one wish” and “rainbow editing.”
Students presented their findings and reflections. One student reported that an initial class survey showed “over 60% of us said that animals should be kept in zoos,” and that figure later shifted to 96% opposing zoos after research and classroom discussion. Pupils said sources that affected their views included reporting on an animal killing at the Copenhagen Zoo and broader statistics students found on European zoos’ practices.
Students described concrete classroom practices used to strengthen arguments: distinguishing substantiated claims from unsubstantiated ones, prioritizing strong evidence from experts and research, and peer-editing to improve clarity and mechanics. Several students said the project inspired them to form an “anti-animal-cruelty association,” collect signatures on a petition and plan — at least in the classroom — a peaceful protest.
The presentation emphasized pedagogy and student voice rather than district policy. The board did not vote on any district action related to the project during the meeting. Staff and trustees praised the students for critical thinking and civic engagement; no external advocacy activities beyond classroom organizing were announced.
Trustees and staff commended the teachers and students, highlighting inclusion and the use of evidence in opinion writing as classroom learning goals.
