Download MOBILE COUNTY

ENVIRONMENTAL
STUDIES CENTER
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MOBILE COUNTY
BOARD OF SCHOOL COMMISSIONERS
Reginald A. Crenshaw, Ph.D.
William C. Foster, Ed.D.
Rev. Levon C. Manzie
Ken Megginson
Judy P. Stout, Ph.D.
SUPERINTENDENT
Martha L. Peek
ASSISTANT SUPERINTENDENT
CURRICULUM & INSTRUCTION
Dr. Carolyn Taylor
DIRECTOR
ENVIRONMENTAL EDUCATION
Desiree V Bishop
SECTION I
GENERAL INFORMATION
INTRODUCTION
Thank you for your interest in the Mobile County Public School System’s
Environmental Studies Center. This booklet provides basic information concerning
the use of the Center, including regulations and restrictions, costs, program
options, pre-planning, and scheduling. There are undoubtedly other questions not
covered here that the visitor may wish answered. If so, the Center’s staff will
be available to provide further information upon request. Inquire in person at the
Center’s receptionist desk or call 221-5000 between 8:00 a.m. and 4:30 p.m.,
Monday through Friday.
ABOUT THE CENTER
Located on one of the school board’s Sixteenth Sections (lands appropriated
for school use by Congress in 1785), the Center affords teachers, students, and
the general public an opportunity to experience the joy and excitement of learning
outdoors. The Center features over 500 acres of rich woodlands containing
several habitat types common to Alabama’s coastal plain. Facilities include
numerous nature and hiking trails, an amphitheater, weather station, portable
planetarium, and a variety of exhibits featuring animal life native to the Mobile
area. An instructional building, complete with laboratories, demonstration and
exhibit areas, an auditorium, multi-media collection, gift shop and staff offices,
serves as the hub of activities conducted on the site.
PROGRAM OPTIONS
Teachers may choose from a variety of programs led by the Center’s staff,
or conduct their own activities utilizing the resources and facilities mentioned
above. The following descriptions identify the program options that are available,
along with a summary of each.
2
STAFF-LED PROGRAMS
Mobile County public school teachers may choose from a variety of activities
keyed to the natural sciences, K-12 course of study. An introductory tour is also
available for pre-kindergarten children. Implemented by the Center’s staff, each
activity is designed to provide valuable reinforcement to the regular classroom
program and may serve to introduce, extend, or culminate major units of study.
A synopsis of each activity by grade level is included in Section III. Each
synopsis includes an overview, concepts, objectives, vocabulary, and suggested
follow-up activities. Where appropriate, the synopsis also indicates correlation
with the Alabama Science Course of Study and C.R.T. objectives. Out-of-system
schools may choose any of the programs mentioned above or opt for a more
generalized program consisting of a guided tour of the Center’s live animal
exhibits, along with an introductory lecture/demonstration on local reptiles. An
optional nature walk is also available for teachers wishing to include a study of
the Center’s native plant life.
SELF-DIRECTED PROGRAMS
Teachers who do not wish to take advantage of the staff-led programs, but
would like to utilize the Center’s resources, may choose to develop and implement
lesson plans of their own. The Center’s staff is available upon request to assist in
planning such self-directed activities.
ENVIRONMENTAL DAY CAMPS
In addition to its regular program, the Environmental Studies Center offers
a series of summer day camps during the months of June and July. These camps
are structured to provide enrichment experiences in science and environmental
studies for students who will be entering grades 1-8 during the next school year.
An attempt is made at each level to target concepts and skills important in the
upcoming grades. Brochures and registration applications are distributed to the
local schools each year during the spring. For more information concerning the
ESC’s summer program, please contact the ESC office at 221-5000.
3
COST
A fee of $2.00 per student or a minimum of $75.00 per group is charged
for in-system school groups. A fee of $3.50 per student or a minimum of
$85.00 per group is charged for all out-of-system public, private and parochial
groups.
PROGRAM SCHEDULE
1. Staff-led Activities (Monday through Friday):
Session A
9 - 11a. m.
Session B
12 noon - 2 p. m.
2. Self-directed Activities (Can be conducted any time during regular operating
hours, 8:00 a.m. - 4:30 p.m., Monday through Friday)
3. Environmental Day Camps (Offered each summer during the months of June,
July; brochures available during spring of each school year)
RESERVATIONS
The Environmental Studies Center is open Monday through Friday, 8:00 a.m. to
4:30 p.m., during the regular school year and Monday through Thursday, 7:00 a.m.
to 5:30 p.m., during the summer. Additional information and/or requests for field
trip reservation can be made by contacting the ESC office at 221-5000.
PUBLIC VISITATION
Casual visitation by the general public is welcome anytime during the
Center’s regular operating hours as outlined above. The Center also conducts an
Open House for the public twice each year, usually on the first Saturday in
November and May. A donation of $2.00 per visitor will be greatly appreciated.
4
REGULATIONS AND RESTRICTIONS
1. The Environmental Studies Center is reserved primarily for teachers and
students in the Mobile County Public School System. However, limited use by
out-of system schools, community groups, and the general public is permitted.
2. Requests for class use of the Center must be filed with the main office at
least two weeks prior to the desired date. “Drop-in” visits are allowed only for
small groups of five or less. All visitors must check in at the receptionist’s desk
immediately on arrival.
3. Unless otherwise approved, visiting groups shall be limited to a maximum of
two classes. Adequate adult supervision is the responsibility of the teacher.
(See ratios below)
K-2nd = 1 : 5
3rd-5th = 1: 8
4. Parents who would be required to bring pre-school children should not be
asked to chaperone.
5. GROUP DISCIPLINE is the responsibility of the teacher and accompanying
chaperones and is to be maintained throughout the excursion!
6. Prior to their visit teachers are expected to thoroughly familiarize themselves
and their students with the activity plans and pre-planning suggestions for their
field trip.
7. All students must be accompanied by their teacher and/or Center personnel
when visiting outdoor wildlife exhibits!
8. Disruption of the Center’s natural beauty in any way is strictly prohibited.
9. Collecting plants and animals from the Center’s grounds without prior
permission of the Director is strictly prohibited.
10. Smoking and the use of fire anywhere on the Center’s grounds is strictly
prohibited.
5
PRE-PLANNING
Teachers and/or group leaders are asked to observe the following planning
suggestions prior to their visit. Additional information will be sent in advance of the
field trip once reservations are made.
1. Secure adequate number of chaperones (see number 5 under Rules and Regulations).
2. Advise all participants as to appropriate dress. Casual clothing (long pants, heavy
socks, comfortable walking shoes) is recommended. During the summer months, insect
repellent is advisable.
3. Prepare name tags for students, teachers, and chaperones.
4. Discuss basic rules of behavior for educational excursions.
5. Read activity plan carefully (if applicable) and follow instructions as outlined.
Arriving at the ESC for Your Program
1. Upon arrival, check in with receptionist at ESC main office.
2. Assemble students on the front porch for an orientation and overview of program.
Emphasis will be placed on standards of behavior and the need for quiet cooperation
throughout the visit.
3. After orientation, students will begin the selected program; groups may be divided
to allow for small group instruction.
6
SECTION II
ACTIVITY TITLES BY GRADE LEVEL
Activity Titles by Grade Level
ELEMENTARY
Page
Pre - K:
The Natural Environment - Basic Awareness Field Trip ...................11
Kindergarten:
Where Plants and Animals Live...............................................12
Looking at Plants and Animals................................................13
Looking at the Sky---STARLAB.............................................15
Grade 1:
What are Plants?..............................................................16
What are Animals?............................................................18
Changes in the Sky---STARLAB.............................................19
Grade 2:
Animals are Living Things....................................................20
Plants are Living Things......................................................22
Motions in the Sky---STARLAB............................................24
Grade 3:
Classifying Animals..........................................................25
Parts of Plants...............................................................27
Cycles and Patterns in the Sky---STARLAB..............................29
Grade 4:
The Role of Plants and Animals in Ecosystems.............................30
Finding Nemo’s Friends.......................................................32
Exploring Space--STARLAB.................................................34
8
Grade 5:
Page
Interactions Among Living Things.............................................36
Inside the Cell..................................................................38
Exploring Space---STARLAB..................................................39
SECONDARY
(Middle School and High School)*
Earth & Space
Studying Space (6th Grade)
..............................................42
Sky Quest
(High School) ..............................................44
Botany
Native Plant History, Taxonomy, and Identification......................46
(Including Pitcher Plant Bog)
Environmental
Water Quality Testing.......................................................47
Wetland Habitats ...........................................................48
Marine Science
Marine Life Up Close
Mobile Bay Boat Trip
(Using ESC Saltwater Aquarium).................50
(Marine Biology Classes Only) ...................51
Biology
Introduction to Microscopy .................................................53
Zoology
Animals of the Mobile Area ................................................54
(Adaptations, Behaviors, and Taxonomy)
*Programs adjusted to meet grade level objectives.
9
SECTION III
ACTIVITY SYNOPSES BY GRADE LEVEL
This section includes a planning guide for each program identified in the list
of titles presented in Section II. The concepts, objectives, vocabulary and
suggestions for pre/post-trip activities are included in each guide. Prior to
visiting the Center, each teacher will receive a copy of the planning guide. Each
field trip plan has been designed to correlate with the text, Alabama Science
Course of Study and, where appropriate, the C.R.T. objectives at appropriate
grade levels.
Environmental Studies Center
Environmental Program
“The Natural Environment – Basic Awareness”
Pre-Kindergarten
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about plants and animals. They will have a classroom presentation using native plant
and animal specimens. They will hike a trail, observe different plant and animal
habitats, and tour the ESC native animal exhibits.
Concepts:
1. Many different kinds of plants and animals are found in our natural
environment.
2. Each kind of plant differs from other kinds in several ways.
3. Each kind of animal acts and looks differently.
4. Light and water are required for plants to grow.
5. Animals, including man, depend on plants for food and shelter.
6. Living things change as the seasons change.
Objectives: * (Students will be able to… )
1. Distinguish between plants and animals.
2. Name some ways plants are different and animals are different.
3. Identify three different kinds of places where plants and animals live.
4. Name the two basic requirements for plant growth.
5. Tell about the changes in living things caused by the seasons.
6. Name two ways plants are helpful to people.
Vocabulary:
animal
mammal
bird
orphaned
environment
plant
forest
reptile
habitat
season
injured
wildlife
Suggested Post-Trip Activities:
1. Have the children draw their impressions of their visit to the Center.
2. Conduct a sharing session concerning the sights, sounds and smells personally
experienced during the field trip.
3. Make a bulletin board display of student artwork about their visit to the ESC.
4. Go to website: www.hookedonnature.org for additional ideas and activities.
5. Share ESC book, 'How Grass Grows,', and ‘Birds’.
11
Revised 2012
Environmental Studies Center
Environmental Program
“Where Plants and Animals Live”
Kindergarten
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about plants and animals. They will have a classroom presentation using native plant
and animal specimens. They will hike a trail, observe different plant and animal
habitats, and tour the ESC native animal exhibits.
Concepts:
1. All living things have basic needs.
2. Plants and animals live in environments that meet their needs.
Objectives: * (Students will be able to… )
1. Recognize that living things have needs such as food, water, space.
Alabama Science Course of Study-Kindergarten-#6
2. Name ways that animals obtain food from plants and other animals.
3. Identify places where plants and animals live.
4. Identify seasons of the year.
Alabama Science Course of Study-Kindergarten-#9
Vocabulary:
shelter
food
pond
meadow
season
Suggested Pre-Trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 10-11; Student Resources: pp. 9 or 45, 10
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 12-13; Student Resources: pp. 46, 74
Suggested Websites:
http://sftrc.cas.psu.edu/LessonPlans/Wildlife/AnimalGroups.html
http://kids.aol.com/homework-help/junior/living-things/animal-habitats
http://www.charmeck.org/Departments/LUESA/Solid+Waste/PLANT+Program/School+Habita
t+Learning+Series.htm
ESC Resource Materials:
Book: Animals that live in the Forest: Deer, by Weekly Reader Early Learning Library
Video: VC 7550---'How Animals get their Food; Video: VC 7473---'Aquatic Habitats'
Video: VC 7476---'Reptiles'
*Meets CRT and Alabama Science Course of Study Objectives
12
Revised 2012
Environmental Studies Center
Environmental Program
“Looking at Plants and Animals”
Kindergarten
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about plants and animals. They will have a classroom presentation using native plant
and animal specimens. They will hike a trail, observe different plant and animal
habitats, and tour the ESC native animal exhibits.
Concepts:
1. There are many shapes, sizes, and forms of living things.
2. Parents and offspring of living things have similarities and differences.
3. Similarities and differences of living things can be identified using the five
senses.
Objectives: * (Students will be able to… )
1. Describe major animal body parts.
Alabama Science Course of Study - Kindergarten #6
2. Describe how animals move.
3. Tell how animals change as they grow.
4. Describe how animals are grouped (color, body parts, shape, size, etc.)
Alabama Science Course of Study - Kindergarten #7
5. Identify roots, stems, leaves, and flowers.
6. Describe how plants change as they grow.
7. Identify seasons of the year.
Alabama Science Course of Study - Kindergarten #9
Vocabulary:
body part
adult
season
tail
offspring
fin
sort
wing
roots
legs
stem
Suggested Pre-Trip Activities
Houghton Mifflin, Building Vocabulary: pp. 3-4; Student Resources: pp. 38
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 5-7; Student Resources: pp. 42, 79-81
13
Continued→
Environmental Program
“Looking at Plants and Animals”
Kindergarten - continued
Suggested Websites:
http://sftrc.cas.psu.edu/LessonPlans/Wildlife/AnimalGroups.html
http://kids.aol.com/homework-help/junior/living-things/animal-habitats
http://www.charmeck.org/Departments/LUESA/Solid+Waste/PLANT+Program/School+Habitat+Learning+Series.htm
http://school.discoveryeducation.com/lessonplans/programs/animaladaptations/
ESC Resource Materials:
Book: Animals that live in the Forest: Deer, by Weekly Reader Early Learning
Library
Book: How Pine Trees Grow, by Weekly Reader Early Learning Library'
Video: VC 7550---"How Animals get their Food"
Video: VC 7546---"Animals in all kinds of Weather"
*Meets CRT and Alabama Science Course of Study Objectives
14
Revised 2012
Environmental Studies Center
STARLAB Program
“Looking at the Sky”
Kindergarten
Program Overview:
Students will go inside the STARLAB Portable Planetarium and view a representation
of the night sky. Activities will include age appropriate astronomy instruction.
Concepts:
1. The day and night time sky has many different objects that we can see.
2. Different seasons of the year have different constellations that we can see.
3. People tell many stories about groups of stars in the sky (constellations).
Objectives: * (Students will be able to…..)
1. Students will be able to describe objects visible in the day and night sky.
Alabama Science Course of Study – Kindergarten - #10
2. Students will identify seasons of the year.
Alabama Science Course of Study – Kindergarten - #9
Vocabulary:
spring
day
fall
night
summer
sun
winter
stars
moon
Suggested Post Trip Activities:
(included in “Post Trip” packet)
1. Shapes in the Sky. Observe simple shapes and imagine shapes marked by stars in
the sky.
2. Seasons of Stars: Cut out wheel to identify constellations visible during
different seasons of the year.
Suggested Websites:
www.kidsastronomy.com powerful and fun resource for kids, exploring astronomy
and other space related topics. Play games, learn through interactive application,
etc.
www.starchild.gsfc.nasa.gov an interactive gaming and entertainment center for
kids who wish to learn more about the solar system, the universe, and space.
www.heavens-above.com can enter city (or latitude / longitude) and date to get a
sky chart of your specific night sky.
*Meets CRT and Alabama Science Course of Study Objectives
15
Revised 2012
Environmental Studies Center
Environmental Program
“What are Plants?”
First Grade
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about plants. They will have a classroom presentation using native plant specimens.
They will tour the ESC native animal exhibits.
Concepts:
1. Each plant has structures that serve different functions.
2. Plants have predictable but varied life cycles.
3. Plants adapt to living in different environments.
Objectives: * (Students will be able to… )
1. Identify the parts of the plant.
2. Describe how a plant uses it parts to survive.
3. Identify the different ways in which plants can be grouped.
4. Identify the ways in which plants grow and change.
5. Name some wetland and woodland Alabama plants.
Alabama Science Course of Study -First Grade-#4
6. Describe uses of recycled materials.
Alabama Science Course of Study - First Grade-#10
Vocabulary:
roots
recycling
mulch
stems
seedling
leaves
cone
flowers
life cycle
seeds
sunlight
wetland
forest
Suggested Pre-Trip Activities
Houghton Mifflin, Building Vocabulary: pp. 2, 3; Teacher Resources: pp. 7, 33
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 4, 5; Teacher Resources: pp. 35;
Student Resources: pp. 3, 2
Suggested Websites:
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=343
http://www.lessonplanspage.com/Science23.htm
http://www.charmeck.org/Departments/LUESA/Solid+Waste/PLANT+Program/School
+Habitat+Learning+Series.htm
16
Continued →
Environmental Program
“What are Plants?”
First Grade – continued
ESC Resource Materials:
Book: How Pine Trees Grow, by Weekly Reader Early Learning Library
Video: VC 7565--"What is a Plant?"
Video: VC 7560---"Let's Explore a Forest"
Video: VC 7473---"Aquatic Habitats"
*Meets CRT and Alabama Science Course of Study Objectives
17
Revised 2012
Environmental Studies Center
Environmental Program
“What are Animals?”
First Grade
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about animals. They will have a classroom presentation using native animal specimens.
They will tour the ESC native animal exhibits.
Concepts:
1. Each animal has different structures that serve different functions.
2. Animals have predictable but varied life cycles.
3. Animals adapt to living in different environments.
Objectives: * (Students will be able to… )
1. Describe how animals use different body parts to survive.
2. Identify and describe animal defenses.
Alabama Science Course of Study-First Grade-#4
3. Identify the different ways in which animals can be grouped.
4. Identify the ways in which animals change as they grow and mature.
5. Name some Alabama animals and where they live (wetlands, woodlands, etc.).
6. Identify ways to conserve earth’s resources.
Vocabulary:
wings
reptile
shelter
fins
amphibian
forest
mammal
adult
wetland
lungs
gills
food
sunshine
conservation
Suggested Pre-Trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 7, 18, 97; Teacher Resources: p. 10
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 8, 17, 19; Teacher Resources: pp. 36-37;
Student Resources: pp. 7, 23
Suggested Websites:
http://sftrc.cas.psu.edu/LessonPlans/Wildlife/AnimalGroups.html
http://www.lessonplanspage.com/Science23.htm
http://school.discoveryeducation.com/lessonplans/animals.html#k-5
ESC Resource Materials:
Book: Animals that live in the Forest: Deer, by Weekly Reader Early Learning Library
Video: VC 7550---'How Animals get their Food'; Video: VC 7476---'Reptiles'
*Meets CRT and Alabama Science Course of Study Objectives
18
Revised 2012
Environmental Studies Center
STARLAB Program
“Changes in the Sky”
First Grade
Program Overview:
Students will go inside the STARLAB Portable Planetarium and view a representation
of the night sky. Activities will include grade level appropriate astronomy instruction.
Concepts:
1. The night sky has objects that are different from the day sky.
2. The sun shines on different areas of the Earth as it rotates.
3. Groups of stars create patterns in the sky we call constellations.
Objectives: * (Students will be able to….)
1. Identify day-night differences caused by Earth’s rotation.
2. Compare the day sky to the night sky as observed with the unaided eye
Alabama Science Course of Study – First Grade - # 11.
Vocabulary
sun
star
planet
moon
rotate
Activities:
1. How sunlight strikes Earth (daytime – nighttime)
2. Observe moon in night sky (specific to the day of the STARLAB experience).
3. Locate constellations; describe Greek mythical stories of constellations.
Suggested Post Trip Activities:
(included in “Post Trip” packet)
1. Shapes in the Sky. Observe simple shapes and imagine shapes marked by stars.
2. The Earth Turns the Sky Changes: Demonstrates changes in the sky.
Suggested Websites:
www.kidsastronomy.com powerful and fun resource for kids, exploring astronomy
and other space related topics. Play games, learn through interactive application.
www.starchild.gsfc.nasa.gov an interactive gaming and entertainment center for
kids who wish to learn more about the solar system, the universe, and space.
www.heavens-above.com can enter city (or latitude / longitude) and date to get a
sky chart of your specific night sky.
*Meets CRT and Alabama Science Course of Study Objectives
19
Revised 2012
Environmental Studies Center
Environmental Program
“Plants are Living Things”
Second Grade
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about plants. They will have a classroom presentation using native plant specimens.
They will tour the ESC native animal exhibits.
Concepts:
1. Plants use their parts to meet their needs.
2. Plants can be groups according to their structures.
3. Plants have predictable, but varied life cycles.
Objectives: * (Students will be able to… )
1. Identify the needs and parts of plants.
Alabama Science Course of Study-Second Grade-#5
2. Name different ways plants can be grouped according to their structures.
3. List the function of roots, stems, leaves and flowers.
4. Identify the stages in the life cycle of a simple plant.
Vocabulary:
shelter
taproot
nutrient
fibrous root
flower
life cycle
fruit
seedling
seed
stem
cone
leaf
Suggested Pre-Trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 3, 5; Teacher Resources: pp. 34-35
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 4, 6; Teacher Resources: p. 36;
Student Resources:
pp. 3, 5, 7; Study Guide 'A': pp. 6-7, 8-9
Suggested Websites:
http://school.discoveryeducation.com/lessonplans/programs/habitats/
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=3
http://www.lessonplanspage.com/Science23.htm
20
Continued →
Environmental Program
“Plants are Living Things”
Second Grade – continued
ESC Resource Materials:
Book: How Pine Trees Grow, by Weekly Reader Early Learning Library
Book: How Grass Grows, by Weekly Reader Early Learning Library '
Video: VC 7565---"What is a Plant?"'
Video: VC 7560---"Let's Explore a Forest"
*Meets CRT and Alabama Science Course of Study Objectives
21
Revised 2012
Environmental Studies Center
Environmental Program
“Animals are Living Things”
Second Grade
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about animals. They will have a classroom presentation using native animal specimens.
They will tour the ESC native animal exhibits.
Concepts:
1. Animals can be sorted according to their structural characteristics.
2. Life cycle stages are different for different animals.
3. Animals have different body parts to help them live on land, in water or in
air.
Objectives: * (Students will be able to… )
1. Identify the characteristics of mammals, birds, reptiles, amphibians and fish.
Alabama Science Course of Study-Second Grade-#6
2. Identify and compare structures that enable animals to live on land, in water or
in the air.
3. Describe how animals use different body parts to meet their needs.
4. Identify the ways in which animals change as they grow and mature.
5. Name some Alabama animals and where they live.
6. Identify local bodies of water.
Alabama Science Course of Study-Second Grade-#7
Vocabulary:
mammal
adaptation
offspring
bird
migration
lake
reptile
hibernation
river
amphibian
extinct
bay
fish
reproduce
gulf
Suggested Pre-Trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 7-8; Teacher Resources: pp. 37-38
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 9-10; Teacher Resources: p. 40;
Student Resources: pp. 9, 11, 13; Study Guide 'A': pp. 12-13
22
Continued →
Environmental Program
“Animals are Living Things”
Second Grade – continued
Suggested Websites:
http://sftrc.cas.psu.edu/LessonPlans/Wildlife/AnimalGroups.html
http://kids.aol.com/homework-help/junior/living-things/animal-habitats
http://www.lessonplanspage.com/Science23.htm
ESC Resource Materials:
Book: Animals that live in the Forest: Deer, by Weekly Reader Early Learning
Library
Video: VC 7550---'How Animals get their Food'
Video: VC 7476---"Reptiles'
Video: VC 7473---'Aquatic Habitats'
Meets CRT and Alabama Science Course of Study Objectives
23
Revised 2012
Environmental Studies Center
STARLAB Program
“Motions in the Sky”
Second Grade
Program Overview:
Students will go inside the STARLAB Portable Planetarium and view a representation
of the night sky. Activities will include grade level appropriate astronomy instruction.
Concepts:
1. Stars in the night sky create patterns we call constellations.
2. Our solar system is made of the sun, planet and Earth’s Moon.
Objectives: * (Students will be able to….)
1. Describe familiar constellations found in our night sky. (seasonally applicable)
2. Identify day-night differences caused by Earth’s rotation.
3. Identify basic components of our solar system, including the sun, planets, and
Earth’s moon.
Alabama Science Course of Study – Second Grade - # 11.
Vocabulary:
solar system
constellation
revolve
rotate
star
orbit
phases
sun
moon
planet
Activities:
1. Observe moon in night sky (specific to the day of the STARLAB experience).
2. Solar system basics – What makes up our solar system? (sun, planets, moon)
3. Locate constellations; describe Greek mythical stories of constellations.
Suggested Websites:
www.starchild.gsfc.nasa.gov
www.heavens-above.com
Suggested Post Trip Activities:
(included in “Post Trip” packet)
1. Shapes in the Sky. Observe simple shapes and imagine shapes marked by stars.
2. What’s Up. Learn about Earth’s Rotation.
3. www.kidsastronomy.com/solar_system powerful and fun resource for kids,
exploring astronomy and other space related topics.
*Meets CRT and Alabama Science Course of Study Objectives
24
Revised 2012
Environmental Studies Center
Environmental Program
“Classifying Animals”
Third Grade
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about animals. They will have a classroom presentation using native animal specimens.
They will tour the ESC exhibits.
Concepts:
1. Animals can be sorted according to their structural characteristics.
2. Animals have different body parts to live on land, in water, or in the air.
3. Animals are classified as vertebrates or invertebrates.
Objectives: * (Students will be able to… )
1. Classify vertebrates by their behaviors and physical traits.
Alabama Science Course of Study - Third Grade - #8
2.
3.
4.
5.
Compare characteristics of mammals, birds, fish, amphibians, and reptiles.
Identify and describe common invertebrates.
Classify invertebrates by their physical characteristics.
Identify helpful and harmful effects of plants.
Vocabulary:
amphibians
bird
fish
reptile
vertebrate
arthropod
backbone
invertebrate
mammal
Animalia
Suggested Pre-Trip Activities:
Houghton Mifflin, Building Vocabulary: Classifying animals, pp. 9-10;
Teacher Resources: p. 23
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: Classifying Animals, p. 11;
Teacher Resources: pp. 40; Student Resources: p. 94
25
Continued →
Environmental Program
“Classifying Animals””
Third Grade – continued
Suggested Websites:
http://www.lessonplanspage.com/Science23.htm
http://school.discoveryeducation.com/lessonplans/animals.html#k-5
http://school.discoveryeducation.com/lessonplans/programs/animaladaptations/
ESC Resource Materials:
Book: 'Carnivores in the Food Chain'
Video: VC 7550---'How Animals get their Food'
Video: VC 7476---"Reptiles'
Video: VC 7473---'Aquatic Habitats'
* Meets CRT and Alabama Science Course of Study Objectives
26
Revised 2012
Environmental Studies Center
Environmental Program
“Parts of Plants”
Third Grade
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about plants. They will have a classroom presentation using native plant specimens.
They will hike a trail, observe different plant habitats and tour the ESC exhibits.
Concepts:
1. Plants have basic needs
2. Plants have different structures for growth, survival, and reproduction.
Objectives: * (Students will be able to… )
1. Identify and describe the basic needs of plants.
2. Identify & explain the function of roots, stems, and leaves.
3. Recognize that plants are classified according to their features.
Alabama Science Course of Study - Third Grade - #7, #8
4. Identify plant structures that allow for growth, reproduction, and survival.
5. Identify helpful and harmful effects of plants.
Vocabulary:
nutrient
netted veins
deciduous
root
vein
evergreen
leaf
parallel veins
flowering
photosynthesis
environment
non-flowering
stem
reproduce
Plantae
Suggested Pre-Trip Activities:
Houghton Mifflin, Building Vocabulary: Parts of plants, pp. 2, 4; Teacher Resources:
How do plants meet their needs?, p. 37; How do their parts help plants survive?;
p. 39
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: Parts of plants, p. 6; Teacher Resources:
How do parts help classify plants?, p. 38; Student Resources: By the book, p. 94;
Build a plant, p. 95
27
Continued →
Environmental Program
“Parts of Plants””
Third Grade – continued
Suggested Websites:
http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=343
http://www.lessonplanspage.com/Science23.htm
ESC Resource Materials:
Book: How Pine Trees Grow, by Weekly Reader Early Learning Library
Book: How Grass Grows, by Weekly Reader Early Learning Library
Video: VC 7478---"The Private Life of Plants, Vol. I"
Video: VC 7452---"Trees, Shrubs, Nuts & Berries"
*Meets CRT and Alabama Science Course of Study Objectives
28
Revised 2012
Environmental Studies Center
STARLAB Program
“Cycles and Patterns in the Sky”
Third Grade
Program Overview:
Students will go inside the STARLAB Portable Planetarium and view a representation
of the night sky. Activities will include grade level appropriate astronomy instruction.
Concepts:
1. As Earth orbits the sun different constellations are visible during the year.
2. The position of Earth, moon and sun changes during the course of a day or a
month.
Objectives: * (Students will be able to…..)
1. Identify cardinal points and zenith in the night sky.
2. Describe familiar constellations found in our night sky. (seasonally applicable)
3. Describe the position of Earth, the moon and sun during the course of a day or
month.
Alabama Science Course of Study – Third Grade - #14
4. Describe various forms of technology used in observing Earth and it’s moon.
Alabama Science Course of Study – Third Grade - #14•1
Vocabulary:
asteroid
planet
inner planets
outer planets
moon
solar system
orbit
sun
telescope
magnify
Activities:
1. Orient oneself for night sky viewing: cardinal points, zenith, and horizon.
2. Observe the position of Earth, moon and sun during the month, and other
components of our solar system
3. Locate constellations; describe Greek mythical stories of constellations.
Suggested Websites:
www.starchild.gsfc.nasa.gov
www.heavens-above.com
Suggested Post Trip Activities:
(included in “Post Trip” packet)
1. How Sunlight Strikes Earth. An activity demonstrating how Earth’s tilt causes a
change in the amount of sunlight reaching the surface of Earth.
2. What’s Up. Learn about Earth’s Rotation.
3. Reading Comprehension: Pictures in the Sky - “ CONSTELLATIONS” word
search.
* Meets CRT and Alabama Science Course of Study Objectives.
29
Revised 2012
Environmental Studies Center
Environmental Program
“The Role of Plants and Animals in Ecosystems”
Fourth Grade
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about plants and animals. They will have a classroom presentation using native plant
and animal specimens. They will hike a trail, observe different plant and animal
habitats, and tour the ESC native animal exhibits.
Concepts:
1. Organisms can only survive in an environment in which their needs are met.
2. Organisms in an ecosystem are interdependent.
Objectives: * (Students will be able to… )
1. Describe animal characteristics that help them survive in their habitat.
2. Describe the flow of energy in a food web.
Alabama Science Course of Study - Fourth Grade - #5
3. Explain the predator-prey relationship.
4. Explain the importance of decomposers.
Alabama Science Course of Study - Fourth Grade - #6
Vocabulary:
carnivore
omnivore
herbivore
predator
food chain
food web
decay
decomposer
scavenger
producer
consumer
vertebrates
invertebrates
endotherm
ectotherm
prey
Suggested Pre-Trip Activities:
Houghton Mifflin, Building Vocabulary: Matter and Energy in Ecosystems, pp. 27,
29; Teacher Resources: Energy Flow in a Food Chain, p. 28
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: Matter and Energy in Ecosystems, pp. 28
31; Teacher Resources: How does Energy flow in a Food Web?, p. 52; How is
Matter cycled in an Ecosystem?, p. 53; Student Resources: A Tangled Web
Suggested Websites:
http://kids.aol.com/homework-help/junior/living-things/animal-habitats
http://www.lessonplanspage.com/Science23.htm
http://school.discoveryeducation.com/lessonplans/programs/habitats/
30
Continued →
Environmental Program
“The Role of Plants and Animals in Ecosystems”
Fourth Grade – continued
ESC Resource Materials:
Books: Food Chains in a Forest Habitat; Herbivores in the Food Chain; Carnivores in
the Food Chain; Decomposers in the Food Chain, etc.
Video: VC 7550---"How Animals get their Food"
CD 7486---"Discovery Channel School: Ecology"'
Video: VC 7473---"Aquatic Habitats"
* Meets CRT and Alabama Science Course of Study Objectives
31
Revised 2012
Environmental Studies Center
Environmental Program
“Finding Nemo’s Friends”
Fourth Grade
Program Overview:
Students will be taken on a tour of the ESC’s saltwater tank and view many of the
wonderful marine creatures found on a coral reef habitat. A video camera will zoom in
to show specialized structures that help these animals be successful in their habitat.
Students will be introduced to many marine organisms found in our area and complete
an art activity that aids in the understanding of the structure of jellyfish.
Concepts:
1. Organisms can only survive in an environment in which their needs are met.
2. Organisms in an ecosystem are interdependent.
Objectives: * (Students will be able to… )
1. Describe animal characteristics that help them survive in their habitat.
2. Describe the flow of energy in a food web.
Alabama Science Course of Study - Fourth Grade - #6
3. Explain the predator-prey relationship.
4. Explain the importance of decomposers.
5. Classify animals as vertebrates or invertebrates and as endotherms or
ectotherms. Alabama Science Course of Study - Fourth Grade - #6
Vocabulary:
ecosystem
consumer
food chain
predator
decomposer
camouflage
invertebrate
community
producer
food web
prey
habitat
mimicry
endotherms
population
environment
herbivore
photosynthesis
adaptation
species
ectotherms
32
interdependence
carnivore
omnivore
scavenger
niche
vertebrate
C ontinued 
Environmental Program
“Finding Nemo’s Friends”
Fourth Grade – continued
Suggested Pre-Trip Activities:
Houghton Mifflin “Building Vocabulary” Matter and Energy in Ecosystems
(pp.27&29); Teacher Resources” Parts of Ecosystems ( p.27) Energy Flow in a
Food Chain (p.28)
Suggested Post-trip Activities:
Houghton Mifflin “Building Vocabulary” Matter, and Energy in Ecosystems (pp.28 &
31) “Teacher Resources” How does Energy flow in a Food Web? (p. 52) How is
Matter cycled in an Ecosystem? (p. 53) Student Resources” A Tangled Web
(p.27)
Suggested Websites:
www.pixar.com/featurefilms/nemo/intex.html “Finding Nemo” movie website
www.news-press.com/special-sections/reefsindanger/coralexplainer.html “Did you think
coral was a plant?”
www.teachersdomain.org/resources/tdc02/sci/life/eco/coralreefconnections/index.html
www.coralreef.noaa.gov/outreach/resourcecd08/activities.htm
33
Revised 2012
Environmental Studies Center
STARLAB Program
“Exploring Space”
Fourth Grade
Program Overview:
Students will go inside the STARLAB Portable Planetarium and view a representation
of the night sky. Activities will include grade level appropriate astronomy instruction.
Concepts:
1. As the moon orbits Earth it changes shape based on the position of the moon,
Earth and sun each night.
2. The solar system contains comets, asteroids and meteors in addition to the sun,
moon and planets.
3. Technology that developed for space exploration has provided many benefits.
Objectives:
* (Students will be able to…..)
1. Describe the appearance and movement of Earths moon, identifying waxing
and waning of the moon in the night sky.
Alabama Science Course of Study – Fourth Grade - #9
2. Describe familiar constellations found in our night sky. (seasonally applicable)
3. Describe components of our solar system (comets, asteroids, and meteors.)
Alabama Science Course of Study – Fourth Grade - #10
4. Describe various forms of technology and benefits of space exploration.
Alabama Science Course of Study – Fourth Grade - #8
Vocabulary:
gravity
meteor
universe
star
orbit
rotation
galaxy
comet
asteroid
revolution
constellation
axis
solar system
lunar eclipse
phases of the moon
planets
Activities:
1. Observe moon phases as they appear throughout a lunar cycle.
2. View Earth and Earths moon comparative size and movement including eclipses.
3. Locate constellations; describe Greek mythical stories of constellations.
4. Orient oneself for night sky viewing: cardinal points, zenith, and horizon.
34
Continued →
STARLAB Program
Fourth Grade - continued
Suggested Websites:
www.kidsastronomy.com powerful and fun resource for kids, exploring astronomy and other
space related topics. Play games, learn through interactive application, and much more.
www.heavens-above.com an interactive gaming and entertainment center for kids who wish
to learn more about the solar system, the universe, and space.
www.starchild.gsfc.nasa.gov can enter city (or latitude / longitude) and date to get a sky
chart of your specific night sky.
Suggested Post Trip Activities:
(included in “Post Trip” packet)
1. “Moon Phases Cards” - Activity to reinforces understanding and sequence of
moon phases.
2. “Moon Phase Dial” – Activity to find moon position and phase through each cycle.
* Meets CRT and Alabama Science Course of Study Objectives.
35
Revised 2012
Environmental Studies Center
Environmental Program
“Interactions Among Living Things”
Fifth Grade
Program Overview:
The program will include: a classroom presentation of native plants and animals with
emphasis on interdependence, food chains and food webs; a trail hike to observe
organisms in natural habitats; and a tour of the ESC native animal exhibits.
Concepts:
1. Populations of organisms can be categorized by the function they serve in an
ecosystem.
2. Organisms in an ecosystem are interdependent.
Objectives: * (Students will be able to… )
1. Recognize that each species occupies a niche in its habitat.
2. Recognize that a community is made up of populations of plants and animals that
live in an ecosystem.
Alabama Science Course of Study - Fifth Grade - #9
3. Recognize that members of a community interact with one other.
4. Describe the roles of producers, consumers, predators, prey, and decomposers.
5. Recognize that a food web is made up of interconnected food chains.
Vocabulary:
symbiosis
food chain
adaptation
multicellular
community
food web
habitat
ecosystem
predator
niche
population
prey
unicellular
Suggested Pre-Trip Activities
Houghton Mifflin, Building Vocabulary: pp. 22-23; Teacher Resources: pp. 54-55
Suggested Post-trip Activities:
Houghton Mifflin, Building Vocabulary: pp. 21, 25; Teacher Resources: pp. 56-57;
Student Resources: p. 27
36
Continued →
Environmental Program
“Interactions Among Living Things”
Fifth Grade – continued
Suggested Websites:
http://sftrc.cas.psu.edu/LessonPlans/Wildlife/AnimalGroups.html
http://kids.aol.com/homework-help/junior/living-things/animal-habitats
http://www.lessonplanspage.com/Science23.htm
ESC Resource Materials:
Books: Food Chains in a Forest Habitat; Herbivores in the Food Chain; Carnivores in
the Food Chain; Decomposers in the Food Chain, etc.
Video: VC 7550---'How Animals get their Food'
Video: VC 7473---'Aquatic Habitats'
*Meets CRT and Alabama Science Course of Study Objectives
37
Revised 2012
Environmental Studies Center
Environmental Program
"Inside the Cell"
Fifth Grade
Program Overview:
The students will usually be divided into two groups, unless there is just one class
attending. Upon arrival the students should lineup in the two groups. One group will be
directed to the classroom and the other to the back of the auditorium. One group will be
instructed on how to use a microscope and view a sample of pond water. The students will
observe unicellular and multicultural organisms. The other group will view the film Power
of Ten that explores magnitude, both moving out into the universe and inward to the
subatomic level. In addition, the students will also step "inside" a virtual cell through the
projection "magic" of the ESC's STARLAB system. Following a rest room and water
break, the groups will change activities. Included in this planner are pre, post, and
optional activities.
Concepts:
1. Cells are the basic unit of all living things.
2. Cells have structures that carry out life processes.
3. Each cell part performs a different job.
4. Microscopes use lenses and light to magnify objects.
5. Microscope lenses come in a variety of "powers" which magnify microscopic
specimens.
Objectives: (* Students will be able to... )
1. Identify common parts of plant and animal cells, including the nucleus,
cytoplasm, and the cell membrane. *
2. Compare unicellular and multicellular organisms. *
3. Comparing plant and animal cells.
Alabama Science Course of Study - Fifth Grade - #7
Vocabulary:
cell
organelle
base
fine focus
cell membrane
diffusion
multicellular
coarse focus
nucleus
unicellular
diaphragm
glass slide
38
cytoplasm
arm
slip cover
stage
osmosis
eyepiece
light source
objective lens
Continued →
Environmental Program
“Inside the Cell”
Fifth Grade – continued
Suggested Pre-trip Activities:
1. Use included planner vocabulary to introduce students to concepts of this lesson.
2. Text Supplements: Interactive Reading Support A.I, page 3
Suggested Post-trip Activities:
1. Houghton Mifflin Teacher's Resource Book A.I pages 43 & 46; Study Guide A.I
page 2-3; Building Vocabulary A. 1 page 2; Interactive Reading Support A. 1 page 4
2. Label the Cell Diagram.
3. Houghton Mifflin: Teacher's Resource Book A. 1 pages 44-45; Student Resource
A. 1 page 1. Levels of Organization; Review Quiz, Gelatin Cells
Resource Websites:
shs.westport.k12.ct.us/mjvl/biology/microscope/microscope.htm
www.hometrainingtools.com/articles/how-to-use-a-microscope-teaching-tip.html
www.hometrainingtools.com/articles/microscope-experiments.html
ESC Resource Materials:
Videocassette 7472 "Assignment Discovery: Cells"
Compact Disc 7706 "A Journey Through the Cell; Part One---Cells: An Introduction"
Compact Disc 7487 "Cells"
Compact Disc 7708 "Introduction to the Microscope
* Meets CRT and Alabama Science Course of Study Objectives
39
Revised 2012
Environmental Studies Center
STARLAB Program
“Exploring Space”
Fifth Grade
Program Overview:
Students will go inside the STARLAB Portable Planetarium and view a representation
of the night sky. Activities will include grade level appropriate instruction.
Concepts:
1. The distance from Earth to the sun is one astronomical unit.
2. Distance to the planets in our solar system is measured in astronomical units.
3. The inner planets and outer planets vary in size and composition.
4. The shortest day of the year occurs on the winter solstice and the longest day
of the year occurs on the summer solstice.
Objectives: * (Students will be able to….)
1. Identify cardinal points and zenith in the night sky.
2. Describe familiar constellations found in our night sky. (seasonally applicable)
3. Compare distances from the sun to planets in our solar system and size of Earth
to other planets.
Alabama Science Course of Study – Fifth Grade - #11•1
4. Describe various forms of technology used to study planets (and stars)
Alabama Science Course of Study – Fifth Grade - #11•2
Vocabulary:
autumnal equinox
summer solstice
inner planet
solar system
asteroid
vernal equinox
winter solstice
outer planet
solar eclipse
axis
star
comet
galaxy
revolution
planets
magnitude
meteor
lunar eclipse
moon phases
light year
meteorite
Activities:
1. Orient oneself in the night sky: cardinal points, zenith, and horizon.
2. View Solar System Cylinder to observe and review distances in our solar system
and compare Earth to other planets.
3. Locate constellations; describe Greek mythical stories of constellations.
4. Predict sunrise and sunset positions of the sun on the shortest and longest days
of the year.
40
Continued →
STARLAB Program
Fifth Grade – continued
Other Resources:
www.kidsastronomy.com powerful and fun resource for kids, exploring astronomy
and other space related topics. Play games, learn through interactive application,
and much more.
www.starchild.gsfc.nasa.gov an interactive gaming and entertainment center for
kids who wish to learn more about the solar system, the universe, and space.
www.heavens-above.com can enter city (or latitude / longitude) and date to get a
sky chart of your specific night sky.
Suggested Post Trip Activities:
(included in “Post Trip” packet)
1. Using Numbers; activity which lets students organized planets in order of
distance from the sun.
2. Understanding Graphs; activity to analyze planet data and graph information.
3. Scale Model of Sun and Earth; students explore relative size of the sun and
Earth and the distance between them.
4. Ideas to Demonstrate Solar System Scale; various activities to model the scale
of planets in our Solar System.
* Meets CRT and Alabama Science Course of Study Objectives.
41
Revised 2012
Environmental Studies Center
STARLAB Program
“Studying Space”
Sixth Grade Program
Program Overview:
Students will be assigned to “teams” of 3 to 4 students. (No more than 8 groups
total). Talk to your students about the need to work together as a team to figure
things out and solve problems. They also need to understand the need to keep their
voices very low in the STARLAB because of the acoustics; they will have to carry on
discussions with their “teams” to accomplish their assigned tasks. Each “team” will be
given a specific constellation to locate in the planetarium. Moon phases (Earth, moon,
sun position) will also be demonstrated in the planetarium.
Objectives: * (Students will be able to…..)
1. Identify cardinal points and zenith in the night sky.
2. Identify constellations of the seasonal night sky at 30ºN , 88ºW, visible with
the unaided eye and read a sky chart.
3. Identify phases of the moon.
Alabama Science Course of Study – Sixth Grade #9
4. Describe components of the universe and their relationships to each other,
including stars, planets and their moons solar systems, and galaxies.
•mapping seasonal changes in locations of constellations in the night sky
Alabama Science Course of Study – Sixth Grade #10
5. Describe units used to measure distance in space, including astronomical units
and light years.
Alabama Science Course of Study - Sixth Grade #11
Activities:
1. How to read a sky chart: cardinal points, zenith, horizon.
2. Degrees in the sky: little finger = 1º ; 3 fingers = 5º; closed fist = 10º
little finger spread to pointer finger = 15º;
little finger spread to thumb = 25º
3. SKYQUEST Find your constellation – teams describe to the class how to find
their constellation in the night sky.
4. Cut out, make a SKYCHART and learn to read one which can be used anytime
during the year.
5. View Earth, sun and moon positions that create different moon phases.
6. Optional: Predict sunrise and sunset locations for: winter solstice or summer
solstice (shortest day – longest day)
42
Continued →
STARLAB Program
Sixth Grade – continued
Vocabulary
new moon
full moon
lunar eclipse
asteroids
AU
waxing crescent
waning gibbous
solar eclipse
meteoroids
LY
first quarter moon
last quarter moon
terrestrial planets
comets
H-R diagram
waxing gibbous
waning crescent
gaseous planets
nebula
Other Resources:
SKY and Telescope Magazine 1-800-253-0245 – good monthly resource for sky
chart, products, and articles about the changing night sky.
www.skytonight.com associated the magazine above, interactive sky charts.
www.heavens-above.com can enter city (or latitude / longitude) and date to get a
sky chart of your specific night sky. (this is the one used to prepare the
activities for this presentation)
Suggested Post Trip Activity:
Have the students do a group presentation on their team’s constellation. They can
research the stars’ distance from Earth and each other (use AU and light years); size,
age, color, etc. of each major star; in this constellation present any other culture’s
myths (Native American, African, Asian, etc.); use power point and music, or make a
fantasy travel brochure to that constellation with (scientifically correct) information.
Let the class develop the assessment rubric – what has to be included and what the
point value of each component will be – let the class (as well as the teacher) asses each
group using the rubric.
* Meets CRT and Alabama Science Course of Study Objectives
43
Revised 2012
Environmental Studies Center
STARLAB Program
“Sky Quest”
High School Earth and Space Science
Program Overview:
Please assign your students to “teams” of 3 to 4 students. (No more than 8 groups
total). Talk to your students about the need to work together as a team to figure
things out and solve problems. (This is an important part of the STARLAB Program for
secondary students.) They also need to understand the need to keep their voices very
low in the STARLAB because of the acoustics; they will have to carry on discussions
with their “teams” to accomplish their assigned tasks. Students (in teams) will make
predictions about the location of sun rise and sun set on the horizon in different
seasons of the year and locate constellations seasonally in the night sky.,
Objectives: *(Students will be able to…..)
1. Identify constellations of the night sky, visible with unaided eye at 30ºN, 88ºW
and read a sky map.
2. Be able to describe the path of the sun across the ecliptic with seasonal
variations.
3. Explain the length of a day and of a year in terms of the motion of Earth
Alabama Science Course of Study – Earth and Space Science #6
4. Describe the relationship of the seasons to tilt of Earth’s axis and its revolution.
Alabama Science Course of Study – Earth and Space Science #6•1
5. Explain the term astronomical unit and light year.
Alabama Science Course of Study – Earth and Space Science #8
Activities:
1. How to read a sky chart: cardinal points, zenith, horizon.
2. Degrees in the sky: little finger = 1º ; 3 fingers = 5º; closed fist = 10º
little finger spread to pointer finger = 15º; little finger spread to thumb = 25º
3. Predict sunrise and sunset locations for: winter solstice, spring equinox, summer
solstice shortest day – equal day – longest day
4. Find your constellation – describe to the class how to find it in the night sky.
44
Continued →
STARLAB Program
High School Earth and Space Science – continued
Vocabulary:
constellation
apparent magnitude
absolute magnitude
zenith
red giant
nebula
light year
white dwarf
ecliptic
astronomical unit
parallax
H-R diagram
Other Resources:
SKY and Telescope Magazine 1-800-253-0245 – good monthly resource for sky
chart, products, and articles about the changing night sky.
www.skytonight.com associated the magazine above, interactive sky charts.
www.heavens-above.com can enter city (or latitude / longitude) and date to get a
sky chart of your specific night sky.
Suggested Post Trip Activity:
Have the students do a group presentation on their team’s constellation. They can
research the stars’ distance from Earth and each other (use AU and light years); size,
age, color, etc. of each major star; in this constellation present any other culture’s
myths (Native American, African, Asian, etc.); use power point and music, or make a
fantasy travel brochure to that constellation with (scientifically correct) information.
Let the class develop the assessment rubric – what has to be included and what the
point value of each component will be – let the class (as well as the teacher) asses each
group using the rubric.
45
Revised 2012
Environmental Studies Center
Secondary Botany Program
“Native Plant History,
Taxonomy and Identification”
Program Overview:
The program will include: a classroom introduction to plant taxonomy and plant
identification; a trail hike to identify native plants in natural habitats; information
about the historical uses of many native plants, and a hike to the pitcher plant bog.
Concepts:
1. The study of plants is botany.
2. The interaction between plants and the environment is called plant ecology.
3. Plants improve the human environment in many important ways.
4. Vascular plants have many adaptive advantages over nonvascular plants.
Objectives: * (Students will be able to…)
1. Distinguish between vascular and nonvascular plants and angiosperms and
gymnosperms.
2. Recognize adaptations of plants.
3. Describe the interdependence of biotic and abiotic factors in an ecosystem.
4. Trace the flow of energy through the trophic levels from the producers.
5. Contrast autotrophs and heterotrophs.
6. Describe the niche of decomposers
7. Identify biome habitats based on environmental factors and native organisms.
Vocabulary:
producer
decomposer
gymnosperm
abiotic
simple
autotroph
botany
vascular
native
compound
heterotroph
ecology
nonvascular
nonnative
fruit
niche
angiosperm
biotic
invasive
flower
Suggested Websites:
www.alabamaplants.com
www.nwf.org/backyard/southeast.cfm
webworld.freac.fsu.edu/cameras/keys/sa/tree.html
www.plt.org
*Meets CRT and Alabama Science Course of Study Objectives:
46
Revised 2012
Environmental Studies Center
Secondary Environmental Program
“Water Quality Testing”
Program Overview:
In an outdoor setting, students will be taught basic concepts about water quality
testing. They participate in the collection of water samples from a variety of aquatic
habitats and the hands- on assessment of water quality through chemical means.
Concepts:
1. All organisms need a healthy environment to grow and prosper.
2. Water in an environment interacts with all components of the ecosystem.
3. Maintaining water quality is essential to the quality of life in an area.
4. Water quality can be determined by certain abiotic and biotic
parameters.
Objectives: * (Students will be able to…)
1. Determine the quality of fresh water using chemical testing and
bioassessment.
2. Identify major contaminants in water.
3. Describe the interdependence of biotic and abiotic factors in an
ecosystem.
4. Identify the limiting factors that affect populations in an ecosystem.
Vocabulary:
water quality
dissolved oxygen
water cycle
macroinvertebrate
habitat
biotic
watershed
larva
parameter
pH
abiotic
pollution
turbidity
benthic
non-point source pollution
Suggested Websites:
www.school.discoveryeducation.com
www.vims.edu/bridge/lesson
www.waterontheweb.org
*Meets CRT and Alabama Science Course of Study Objectives.
47
Revised 2012
Environmental Studies Center
Secondary Environmental Program
“Wetland Habitats”
Program Overview:
In an outdoor setting, students will experience the native wetland habitats found in
this area. Students will compare the factors that contribute to these habitats and
give special attention to the factors that can impact and destroy these habitats.
While on the field trip, the students will encounter herons, brown pelicans, gulls, wood
ducks, owls, eagles (both the southern bald and golden), raccoons, white-tail deer,
various venomous and non-venomous snakes, and the American alligator. Many of these
animals are housed in shelters nestled in natural pine woodlands and wetland habitats.
Concepts:
1. Bogs, swamps, marshes, beaches, bottomlands, lake borders, and maritime
forests are important coastal wildlife habitats.
2. Habitat degradation impacts negatively on wildlife populations.
3. There are successful examples of restoration and recovery of wildlife
populations.
4. Species population decline may be the result of both natural and man-made
events.
5. Wildlife populations respond to environmental change through adaptation.
6. Animals are adapted to their environment and their way of life.
7. Conservation and protection of habitats is crucial to the maintenance of
wildlife populations.
8. Knowledge of wildlife diversity and habitat preservation is prerequisite to an
ecologically responsible citizenry.
Objectives: * (Students will be able to…)
1. Observe living examples of coastal habitats.
2. Compare and contrast the characteristics of a viable and impacted ecosystem.
3. Identify key species characteristic of Alabama’s coastal habitats.
4. Identify major threats to coastal wildlife habitats.
5. Cite examples of species most impacted along the northern Gulf of Mexico.
6. Cite examples of successful efforts to reestablish wildlife populations in the
coastal zone.
48
Continued→
Secondary Program
Marine Science
“Wetland Habitats”
Objectives continued * (Students will be able to…)
7. Observe various adaptations for survival exhibited by coastal wildlife.
8. Compare and contrast the roles of herbivores, carnivores, omnivores, and
decomposers in coastal wildlife populations.
9. Create knowledge and enthusiasm for conservation efforts that preserve native
coastal habitats.
Vocabulary:
species
taxonomy
traits
competition
succession
coloration
producer
carrying capacity
bog
phylum
habitat
predation
camouflage
ecology
consumer
keystone species
population
adaptation
ecosystem
habitat
carnivore
energy flow
predator
endangered
threatened
niche
disturbance
mimicry
decomposer
prey
Suggested Websites:
idahoptv.org/dialogue4kids/season8/forestsdesertswetlands/classroom.cfm
edtech.kennesaw.edu/web/wetlands.html
*Meets CRT and Alabama Science Course of Study Objectives.
49
Revised 2012
Environmental Studies Center
Secondary Marine Science Program
“Marine Life Up-Close”
Program Overview:
In a classroom setting, students will experience life in the ocean with an up-close
examination of the marine ecosystem using the ESC saltwater aquarium and video
camera. Throughout the program the emphasis will be placed on adaptations,
taxonomy, conservation and preservation of marine organisms and their habitats.
Concepts:
1. Species population decline may be the result of both natural and man-made events.
2. Animals are adapted to their environment and their way of life.
3. Conservation and protection of habitats is crucial to the maintenance of wildlife
populations.
4 . Knowledge of wildlife diversity and habitat preservation is prerequisite to an
ecologically responsible citizenry.
Objectives: * (Students will be able to… )
1. Describe the components of a marine ecosystem.
2. Observe living examples of marine invertebrates and vertebrates.
3. Identify species characteristic and adaptations.
4. Identify major threats to marine habitats.
5. Observe protective adaptations for survival exhibited by marine life.
6. Identify patterns and interrelationships among producers, consumers,
scavengers, and decomposers in a marine ecosystem.
7. Describe positive / negative effects of human influence on marine environments.
8. Create knowledge and enthusiasm for conservation efforts that preserve
marine habitats.
Vocabulary:
species
traits
predation
ecology
population
habitat
camouflage
producer
taxonomy
ecosystem
carnivore
consumer
phylum
adaptation predator/prey
niche
competition heterotroph
mimicry
coloration
marine
decomposer food chain autotroph
Suggested Websites:
www.epa.gov/bioindicators/aquatic/marine.html
users.rcn.com/jkimball.ma.ultranet/BiologyPages/O/Oceans.html
*Meets CRT and Alabama Science Course of Study Objectives
50
Revised 2012
Environmental Studies Center
Marine Science Program
“Mobile Bay Boat Trip”
Participants: MCPSS Marine Biology Classes Only
Program Overview:
The program will include: a three hour boat trip about the Dauphin Island SeaLab’s
research vessel, on board lecture on Mobile Bay Estuary, local shore birds, the
commercial value of the bay.
Concepts:
1. Mobile Bay Estuary is a unique ecosystem.
2. Mobile Bay has been central to the history and economy of this area.
3. Salinity in Mobile Bay fluctuates.
4. Organisms found in Mobile Bay are adapted to their environment.
5. Mobile Bay is threatened by human development.
6. Commercial industry is dependent on the conditions found in the Mobile Bay
Estuary.
7. The interface between Mobile Bay and the Gulf of Mexico supports an abundant
and diverse array of marine life.
Objectives: * (Students will be able to… )
1. Differentiate among freshwater, brackish water, and saltwater.
2. Describe physical characteristics of the ocean; i.e. Gulf of Mexico /Mobile Bay.
3. Recognize interactions between the atmosphere and the ocean.
4. Discuss physical and chemical properties of saltwater; i.e. turbidity, density,
salinity.
5. Describe components of major marine ecosystems especially estuaries.
6. Identify patterns and interrelationships among producers, consumers,
scavengers, and decomposers in a marine ecosystem.
7. Arrange various forms of marine life from most simple to most complex.
Classify marine organisms using binomial nomenclature.
8. Identify characteristics of ocean-drifting organisms. Identify characteristics
of marine invertebrates. Identify characteristics of marine vertebrates.
9. Describe adaptations in the marine environment.
10. Describe the anatomy and physiology of representative aquatic organisms.
11. Describe positive and negative effects of human influence on marine
environments.
12. Identify various careers related to marine science.
51
Continued →
Secondary Program
Marine Science
“Mobile Bay Boat Trip” – continued
Vocabulary:
estuary
erosion
predator
producer
invertebrate
brackish
taxonomy
prey
consumer
dorsal fin
salinity
marine
adaptation
camouflage
pectoral fin
plankton
food web
benthic
vertebrate
anal fin
barrier island
food chain
pelagic
larva
lateral line
Suggested Websites:
www.mobilebaynep.com
www.riversofalabama.org/Mobile%20Bay/M_Protection_Activities.htm
*Meets CRT and Alabama Science Course of Study Objectives.
52
Revised 2012
Environmental Studies Center
Secondary Microscope Program
“Introduction to Microscopy”
Program Overview:
The program will include a classroom introduction on the parts of the compound light
microscope and how to use the microscope. Students will view a sample of pond water
and observe unicellular and multicellular organisms. In addition, the students will also
enter the STARLAB to step inside a cell and view the various organelles.
Concepts:
1. Cells are the basic unit of all living things.
2. Cells have structures that carry out life processes.
3. Each cell organelle performs a different function.
4. Living organisms can be unicellular or multicellular.
Objectives: * (Students will be able to… )
1. Identify common parts of plant and animal cells.
2. Describe similarities and difference of cell organelles.
3. Recognize that cells differentiate to perform different functions.
4. Compare unicellular and multicellular organisms.
Vocabulary:
compound
unicellular
multicellular
nucleus
magnification
cytoplasm
organelle
mitochondria
microorganism
vacuole
cell wall
ribosomes
cell
protozoan
cell membrane
microscope
Suggested Websites:
www.microscope-microscope.org/activities/school/microscope-school.htm
www.southwestschools.org/jsfaculty/Microscopes/activites.html
www.mwrn.com/microscopy/educational/student.aspx
www.101science.com/Microscope.htm
*Meets CRT and Alabama Science Course of Study Objectives
53
Revised 2012
Environmental Studies Center
Secondary Zoology Program
“Animals of the Mobile Area”
Program Overview:
In a variety of indoor and outdoor settings, students will be taught basic concepts
about animals native to our area. They will have a classroom presentation using native
animal specimens. They will hike a trail, observe different animal habitats, and tour the
ESC native animal exhibits.
Concepts:
1. The study of animals is zoology.
2. Animals are part of a diverse group of organisms.
3. Animals improve the human environment in many ways.
4. Vertebrate animals have many adaptive advantages over invertebrate
animals.
Objectives: * (Students will be able to…)
1. Classify animals according to their characteristics.
2. Describe protective adaptations of animals.
3. Identify the habitats that native animals are found.
4. Identify the limiting factors that affect populations in an ecosystem.
Vocabulary:
consumer
heterotroph
predator
biotic
parasitic
zoology
diversity
prey
native
body covering
vertebrate
mimicry
skeleton
nonnative
limiting factor
invertebrate
adaptation camouflage
natural selection
symbiosis
Suggested Websites:
www.outdooralabama.com
www.alabamawildlife.org
www.fws.gov
www.projectwild.org
*Meets CRT and Alabama Science Course of Study Objectives
54
Revised 2012