Download Pre and Post Trip Guide

Pre and Post Trip Guide
The information we provide is a way to prepare your classroom for their experience in the park. Take the time
to use the ideas to become familiar with the animals that will be featured in the animal talk presentations and
other animals featured throughout the park.
Grades K – 2
GPS: SKL1, SKL2, S1L1, S2L1
SSS: SC.K.P.14, SC.1.L.14, SC.1.L.16, SC.1.L.17, SC.2.N.1, SC.2.L.14, SC.2.L.17, SC.3.L.14
COS: K6, K7, 1.4, 2.6
Grades 3 – 5
GPS: S3L1, S4L2, S5L1, S5L2
SSS: SC.3.L.15, SC.3.L.17, SC.4.L.16, SC.4.L.17, SC.5.L.14, SC.5.L.15, SC.5.L.17
COS: 3.7, 3.8, 4.5, 4.6, 5.9
Grades 6 – 8
GPS: S7L1, S7L3, S7L5
SSS: SC.6.L.14, SC.6.L.15, SC.7.L.15, SC.7.L.16, SC.7.L.17
COS: 7.5, 7.6
Classification of Animals
Directions:
Pair the students up with a partner.
Use the Venn Diagram that is provided to record the following information:
1. Look at your partner. Make notes about your partner’s appearance, mannerisms, and unusual
characteristics. On the left side of the diagram, write your information.
2. On the right side of the diagram, write information about yourself that your partner placed in the
left side of the diagram.
3. In the middle of the diagram, make notes that the two of you have in common. How are the two of
you alike?
4. In the notes at the bottom, write what attributes to the similarities and the differences that are
recorded in the diagram.
Partner
Yourself
Notes:
Come together as a class and compare diagrams. Discuss your notes and the importance of our similarities and
differences as human beings.
AR Reading Assignment
Directions:
Choose an informational text or non – fiction AR book about your favorite animal from your reading level.
Use the KWL chart provided to record the following information:
1. In the What You Know section of the chart, write information about the subject of your book that you
know before you read.
2. In the What You Want to Learn section on the chart, write information you want to know about the
subject of your book.
3. In the What I Have Learned section on the chart, record information from what you have read that
answers your questions from the other two sections of your chart.
4. In the Notes section of your chart, record any information that needs to be further researched to find
your answers that were not covered in your AR book.
Know
Notes:________________
Take a test on your AR book.
Want
Learn
Zoos Around the World
Directions:
Use the internet in your classroom, school, library, or house to find different web cams at various zoos. Pick
two of your favorite sites and choose an animal to observe and complete the Observational Guide page
provided.
Web sites:
www.zoo.atlanta.org
www.sandiego.zoo.org
www.alaskazoo.org
www.natzoo.si.edu
www.mbayaq.org
dsc.discovery.com
www.indyzoo.com
www.shamu.com
Panda cam
Live cams (polar bears. apes, elephant, panda)
Bear cam
Smithsonian national zoo
Monterey Bay Aquarium
Discovery Channel live cam, squid cam
Zoo and gardens, web cams- elephant, rhino
San Diego – Shamu cam
Observational Guide:
Record the information needed for reference purposes. Then fill out the guide about the behaviors or activity
that was observed.
Type of behavior
What was observed
Compare and Contrast
Compare your information with other students in your class and notice similarities and differences in
observations.
Your discovery:
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Directions:
1. During Writer’s Workshop, write about a new species of animal that you have discovered.
2. Your writing can be in the form of a diary entry, newspaper article, scientific journal magazine, or a
letter to a friend or colleague.
3. Decide what form of writing you want to use.
4. Include information about the species of animal, traits, behaviors, environment, observations, and
phylum the animal would be grouped in.
5. Write about how this discovery could be beneficial to other scientists, teachers, and the environment.
6. Name your animal and make a definition for publication in the dictionary.
7. Draw a picture of your discovery with your dictionary entry.
Adaptation
Map skills:
Directions:
You will need a map of the United States or of the World. Pick to places on the map that are in opposite areas
of the country or world. You will be recording observational notes on the Venn Diagram provided for you.
On the map locate two places that are in opposite locations from each other. They can be differences in
terrain, climate, altitude, or environment.
Use the Venn Diagram to record observations about the two locations. How would you dress? Is the area
congested or rural? Would public transportation be provided or do I need to supply my own? What types of
natural disasters would be prevalent in the area? What recreational activities could you do? What type of
house would you live in? What is the culture like?
Next compare the two areas and look for similarities and record them. In the notes section, write any
information that would allow you to make a decision on a place to live one over the other.
Venn Diagram
Area 1
Area 2
Area
Area
1:
Notes:
Compare your notes with other students in the classroom.
2:
Science
Directions:
Students will use a common household AC adapter to observe and record information. Find a Game Boy SP,
tape recorder, radio, or computer AC adapter.
Use a 3x5 card or post it note to record information for the following questions.
What is the purpose of an AC adapter?
Can the item using the AC adapter still work without the adapter?
What happens when the item uses the AC adapter?
Can the item use another source of power to make it work?
The Class will discuss the purpose of the AC adapter and what the students have recorded in their notes.
Discuss the purpose of a power source adapter and how animals need to use adaptation in order to survive
their climates, environment, and extinction.
Program in the Park
When the weather changes during the seasons, how do you change what you wear?
Can you always find your favorite fruits in the store during the year? Are some fruits not available at certain
times of the year?
If you were to move to the North Pole in February, how would you have to dress?
Adaptation:
Adaptation allows living things to adjust to the environment that surrounds them. Animals need adaptation
skills for survival. Animals use various forms of adaptation. There are six types: structural, protective, mimicry,
behavior, migration, and hibernation.
Structural adaptation involves the changing of an animal’s body for survival. It could include changes in their
teeth, body coverings, and movement. Their teeth adaptation allows them to eat the various foods available in
their environment. Body covering could include scales, hair, spines, and feathers. They may need to adapt due
to the climate of the area or the terrain. Movement changes would include animals that need to move from
their environment in search of food or lodging. For example, birds will molt (loose feathers) when the weather
changes.
Protective coloration allows the animal to blend into the environment, also known as camouflage. Camouflage
can be the color of an animal or the body structure of the animal. A timber rattler would have more dark
green and brown colors, verses an eastern diamond back rattlesnake that is light tan with dark tan markings.
Mimicry gives the animal a look, sound, or action that confuses its predator to leave it alone. Mimicry allows
the animal to be confused with a dangerous or poisonous animal and to escape its predator. For example, the
viceroy butterfly resembles a monarch butterfly which keeps birds from trying to eat them because of the
taste.
Behavioral adaptations can be for social or protective reasons. They are activities that help an animal survive
and they can be learned or instinctive. For example an opossum will play dead when approached.
Migration takes place when animals move from one region to another and then back to the original location.
They may move to find a better climate, food, a safe place to live or raise their young, or to go back to where
they were born. Salmon fish will swim from the area where they are born to the ocean and then at the end of
their life, they swim upstream to return to location they were born so they can die.
Hibernation is the ability for an animal to fall into a deep sleep in which the body temperature drops to about
the temperature of the environment. The animal will live off the fat that has been stored in the body for this
sleep. Bats, woodchucks, snakes, and bears are all examples.
Example with resident animal:
Bring out an animal and discuss the various adaptations that the animal uses for survival and why it is
important.
Adaptation is an important part of an animal’s life cycle. It allows for survival of the species and the
importance of that species on the environment. We can choose how we adapt and overcome our various
roadblocks in life, but animals have to depend on their skills of adaptation for survival.
Notes:
Map Skills
Directions:
You will need to choose an animal that can be tracked by the internet. Using a map, you will track the
migration patterns of your animal.
Choose a web site that will allow you to track the migration patterns of an animal. Suggested sites:
www.learner.org/jnorth/
Teacher’s resources
www.uaf.edu/index.html
Research
www.whale.wheelock.edu/Welcome.html Satellite Tracking Program
Choose an animal to track.
Bald eagle
Manatee
Robin
Hummingbird
Loon
Sea Lion
Barn Swallow
Canadian Goose
Red Winded Blackbird
Caribou
Oriole
Wildebeest
Salmon
Walrus
Sea Turtle
Gray Whale
Monarch Butterfly
Whooping Crane
Use a map of the region your animal migrates.
Make indications on your map where the animals started, traveled, and ended. Place the dates beside
the indication.
Discuss as a class, everyone’s animal and migration patterns.
Discuss how changes in environment could cause differences in the pattern. What can you do to
preserve these patterns?
Writer’s Workshop
Directions:
You are a marine biologist about to embark on a six month expedition. You will be tracking the migratory
patterns of the Gray Whale. Write about your scientific mission. What is your purpose? What scientific
evidence will you collect? How long will it take? What supplies will you need? Where will you be? What are
your goals?
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Acquisition Lesson Plan
Name:
Duration:
Standard:
Topic:
ESSENTIAL QUESTION:
What do students need to learn to be able to answer the Essential Question?
Assessment Prompt 1:
Assessment Prompt ___:
Assessment Prompt ___:
Activating Strategy:
Key vocabulary to preview:
Teaching Strategies:
Graphic Organizer:
Instruction:
AP#1:
AP#2:
AP#3:
Assignment:
Summarizing Strategy:
Established Goals: State Standards
Kindergarten:
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Georgia - SKL1. Students will sort living organisms and non-living materials into groups by observable
physical attributes. b. Students will group animals according to their observable features such as
appearance, size, motion, where it lives, etc. (Example: A green frog has four legs and hops. A rabbit
also hops.)
SKL2. Students will compare the similarities and differences in groups of organisms. a. Explain the
similarities and differences in animals. (color, size, appearance, etc.)
SKCS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things
in terms of number, shape, texture, size, weight, color, and motion.
ELAKLSV. The student uses oral and visual skills to communicate. The student: a. Listens and speaks
appropriately with peers and adults.
Florida – SC.K.L.14. Organization and Development of Living Organisms 1. Recognize the five senses
and related body parts. 3. Observe plants and animals, describe how they are alike and how they are
different in the way they look and in the things they do.
1st Grade:
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Georgia - S1L1. Students will investigate the characteristics and basic needs of plants and animals. b.
Identify the basic needs of an animal – air, water, food, shelter.
d. Compare and describe various
animals – appearance, motion, growth, basic needs.
S1CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare
things in terms of number, shape, texture, size, weight, color, and motion. c. Use simple pictographs
and bar graphs to communicate data.
ELA1LSV1. The student uses oral and visual strategies to communicate. The student: d. Increases
vocabulary to reflect a growing range of interests and knowledge.
Florida – SC.1.L.14 Organization and Development of Living Organisms.1. Make observations of living
things and their environment using the five senses. 3. Differentiate between living and nonliving things.
SC.1.L.16 Heredity and Reproduction 1. Make observations that animals closely resemble their parents,
but variations exist among individuals within a population.
SC.1.L.17 Interdependence 1. Through observations, recognize that all animals need the basic
necessities of air, water, food, and space.
2nd Grade:
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Georgia - SCL1. Students will investigate the life cycles of different living organisms. a. Determine the
sequence of the life cycle of common animals in your area: a mammal such as a cat or dog or
classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
S2CS5. Students will communicate scientific ideas and activities clearly. a. describe and compare things
in terms of number, shape, texture, size, weight, color, and motion. c. Use simple pictographs and bar
graphs to communicate data.
ELA2R3. The student acquires and uses grade – level words to communicate effectively. The student:
d. Determines the meaning of unknown words on the basis of context.
Florida – SC.2.L.14 Organization and Development of Living Organisms. A. All plants and animals are
alike in some ways and different in others. B. All plants and animals have internal parts and external
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structures that function to keep them alive and help them grow and reproduce. C. Humans can better
understand the natural world through careful observation.
SC.2.L.16 Heredity and Reproduction. 1. Observe and describe major stages in the life cycles of
animals.
SC.2.L.17 Interdependence 1. Compare and contrast the basic needs that all living things have for
survival. 2. Recognize and explain that living things are found all over Earth, but each is only able to live
in habitats that meet its basic needs.
3rd Grade
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Georgia - S3L1. Students will investigate the habitats of different organisms and the dependence of
organisms on their habitat. a. Differentiate between habitats of Georgia (mountains, marsh/swamp,
coast, Piedmont, Atlantic Ocean) and the organisms that live there. d. Explain what will happen to an
organism if the habitat is changed.
S3L2. Students will recognize the effects of pollution and humans on the environment. b. Identify ways
to protect the environment.
S3CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works. a. Keep
records of investigations and observations and do not alter the records later. b. Offer reasons for
findings and consider reasons suggested by others.
ELA3LSV1. The student uses oral and visual skills to communicate. The student: c. Uses oral language
for different purposes: to inform, persuade, or entertain. d. Listens to and vies a variety of media to
acquire information.
M3D. Data Analysis Students will gather, organize, and display data and interpret graphs.
M3D1. Students will create and interpret simple tables and graphs. a. Solve problems by organizing
and displaying data in bar graphs and tables.
Florida – SC.3.L.14 Organization and Development of Living Organisms A. All animals are alike in some
ways and different in others. B. All animals have internal parts and external structures that function to
keep them alive and help them grow and reproduce. C. Humans can better understand the natural
world through careful observation.
SC.3.L.15 Diversity and Evolution of Living Organisms 1. Classify animals into major groups according to
their physical characteristics and behavior.
SC.3.L.17 Interdependence 1. Describe how animals respond to changing seasons.
4th Grade:
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Georgia - S4L1. Students will describe the roles of organisms and the flow of energy within an
ecosystem. a. Identify the roles of producers, consumers, and decomposers in a community.
S4L2. Students will identify factors that affect the survival or extinction of organisms such as
adaptation, variation of behaviors (hibernation) and external features (camouflage and protection). a.
Identify external features of organisms that allow them to survive or reproduce better than organisms
that do not have these features. (e.g. camouflage, use of hibernation, protection, etc.)d
S4CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works. c. Offer
reasons for findings and consider reasons suggested by others.
M4D. Data Analysis Students will gather, organize, and display data. They will also compare features of
graphs.
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M4D1. Students will gather, organize, and display data according to the situation and compare related
features. a. Represent data in bar, line and pictographs. c. compare different graphical representations
for a given set of data.
Florida – SC.4.L.16 Heredity and Reproduction 2. Explain that although characteristics of animals are
inherited, some characteristics can be affected by the environment. 3. Recognize that animal behaviors
may be shaped by heredity and learning. 4. Compare and contrast the major stages in the life cycles of
Florida animals.
SC.4.L.17 Interdependence 4. Recognize ways plants and animals can impact the environment.
5th Grade:
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Georgia - S5L1. Students will classify organisms into groups and relate how they determined the
groups with how and why scientists use classifications. a. demonstrate how animals are sorted into
groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian,
reptile, bird, and mammal).
S5CS1. Students will be aware of the importance of curiosity, honesty, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works. c. Offer
reasons for findings and consider reasons suggested by others.
M5D1. Students will analyze graphs. a. Analyze data presented in a graph.
Florida – SC.5.L.14 Organization and Development of Living Organisms 2. Compare and contrast the
function of organs and other physical structures of plants and animals, including humans.
SC.5.L.15 Diversity and Evolution of Living Organisms 1. Describe how, when the environment changes,
differences between individuals allow some plants and animals to survive and reproduce while others
die or move to new locations.
SC.5.L.17 Interdependence 1. Compare and contrast adaptations displayed by animals and plants that
enable them to survive in different environments such as life cycles variations, animal behaviors and
physical characteristics.
6th Grade
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Georgia - S6CS1. Students will explore the importance of curiosity, honesty, openness, and skepticism
in science and will exhibit these traits in their own efforts to understand how the world works. a.
Understand the importance of – and keep – honest, clear, and accurate records in science.
S6CS9. Students will investigate the features of the process of scientific inquiry.
S6CS10. Students will enhance reading in all curriculum areas by: Reading in All Curriculum Areas.
M6D1. Students will pose questions, collect data, represent and analyze the data, and interpret results.
ELA6RC4. The student establishes a context for information acquired by reading across subject areas.
ELA6W3. The student uses research and technology to support writing.
ELA6W4. The student consistently uses the writing process to develop, revise, and evaluate writing.
ELA6LSV1. The student participates in student-to-teacher, student-to-student, and group verbal
interactions.
Florida – SC.6.L.14 Organization and Development of Living Organisms A. All living things share certain
characteristics. C. Life can be organized in a functional and structural hierarchy. D. Life is maintained by
various physiological functions essential for growth, reproduction, and homeostasis.
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SC.6.L.15 Diversity and Evolution of Living Organisms 1. Analyze and describe how and why organisms
are classified according to shared characteristics with emphasis on the Linnaean system combined with
the concept of Domains.
7th Grade:
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Georgia - S7L1. Students will investigate the diversity of living organisms and how they can be
compared scientifically. b. Classify organisms based on a six-kingdom system and a dichotomous key.
S7L4. Students will examine the dependence of organisms on one another and their environments. c.
Recognize that changes in environmental conditions can affect the survival of both individuals and
entire species. d. Categorize relationships between organisms that are competitive or mutually
beneficial. e. Describe the characteristics of Earth’s major terrestrial biomes (i.e. tropical rain forest,
savannah, temperate, desert, taiga, tundra, and mountain) and aquatic communities (i.e. freshwater,
estuaries, and marine).
S7L5. Students will examine the evolution of living organisms through inherited characteristics that
promote survival of organisms and survival of successive generations of their offspring. a. Explain how
physical characteristics of organisms have changed over successive generations (e.g. Darwin’s finches
and peppered moths of Manchester). b. Describe ways in which species on earth have evolved due to
natural selection.
S7CS1. Students will explore of the importance of curiosity, honest, openness, and skepticism in
science and will exhibit these traits in their own efforts to understand how the world works. a.
Understand the importance of – and keep – honest, clear, and accurate records in science.
ELA7RC2. The student understands and acquires new vocabulary and uses it correctly in reading and
writing.
ELA7RC3. The student acquires new vocabulary in each content area and uses it correctly.
ELA7RC4. The student establishes a context for information acquired by reading across subject areas.
ELA7W3. The student uses research and technology to support writing.
ELA7LSV1. The student participates in student-to-teacher, student-to-students, and group verbal
interactions.
Florida – SC.7.L.15 Diversity and Evolution of Living Organisms 1. Recognize that fossil evidence is
consistent with the scientific theory of evolution that living things evolve from earlier species. 2.
Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation
and environmental factors contribute to evolution by natural selection and diversity of organism. 3.
Explore the scientific theory of evolution by relating how the inability of a species to adapt within a
changing environment may contribute to the extinction of that species.
SC.7.L.16 Heredity and Reproduction 1. Understand and explain that every organism requires a set of
instructions that specifies its traits, that this hereditary information contains genes located in the
chromosomes of each cell, and that heredity is the passage of these instructions from one generation
to another. 2. Determine the probabilities for genotype and phenotype combinations using Punnett
Squares and pedigrees. 3. Compare and contrast the general processes of sexual reproduction
requiring meiosis and asexual reproduction requiring mitosis. 4. Recognize and explore the impact of
biotechnology (cloning, genetic engineering, artificial selection) on the individual, society and the
environment.
SC.7.L.17 Interdependence 2. Compare and contrast the relationships among organisms such as
mutualism, predation, parasitism, competition, and commensalism. 3. Describe and investigate various
limiting factors in the local ecosystem and their impact on native populations, including food, shelter,
water, space, disease, parasitism, predation, and nesting sites.
8th Grade:
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Georgia - S8CS1. Students will explore of the importance of curiosity, honesty, openness, and
skepticism in science and will exhibit these traits in their own efforts to understand how the world
works. a. Understand the importance of –and keep-honest, clear, and accurate records in science.
S8CS6. Students will communicate scientific ideas and activities clearly. a. Write clear, step-by-step
instructions for conducting particular scientific investigations, operating a piece of equipment, or
following a procedure.
S8CS9. Students will investigate the features of the process of scientific inquiry.
S8CS10. Students will enhance reading in all curriculum areas by: Reading in All Curriculum Areas.
ELA8R2. The student understands and acquires new vocabulary and uses it correctly in reading and
writing.
ELA8RC3. The student acquires new vocabulary in each content area and uses it correctly.
ELA8RC4. The student establishes a context for information acquired by reading across subject areas.
ELA8LSV1. The student participates in student-to-teacher, student-to-student, and group verbal
interactions.
Florida – SC.8.L.18 Matter and Energy Transformations A. Living things all share basic needs for life. B.
Living organisms acquire the energy they need for life processes through various metabolic pathways.
C. Matter and energy are recycled through cycles such as the carbon cycle.