ENVIRONMENTALENVIRONMENTALSTUDIES CENTERSTUDIES CENTER

FIELD TRIPFIELD TRIPPLANNING GUIDEPLANNING GUIDE

Pre-K through Twelfth GradePre-K through Twelfth Grade

Mobile County Public School SystemMobile County Public School SystemMobile, AlabamaMobile, Alabama

2012-20132012-2013

MOBILE COUNTYBOARD OF SCHOOL COMMISSIONERS

Reginald A. Crenshaw, Ph.D. William C. Foster, Ed.D.Rev. Levon C. Manzie

Ken MegginsonJudy P. Stout, Ph.D.

SUPERINTENDENT

Martha L. Peek

ASSISTANT SUPERINTENDENTCURRICULUM & INSTRUCTION

Dr. Carolyn Taylor

DIRECTORENVIRONMENTAL EDUCATION

Desiree V Bishop

SECTION IGENERAL 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.

3COST

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.

4REGULATIONS 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.

5PRE-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 IIACTIVITY 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 (Using ESC Saltwater Aquarium).................50 Mobile Bay Boat Trip (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 IIIACTIVITY 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 CenterEnvironmental 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 bird environment foresthabitat injured mammal orphaned plant reptile season

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 CenterEnvironmental 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, 10Suggested 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.htmlhttp://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

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 2012Environmental 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 #62. 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 #75. 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 tail fin wing legsadult offspring sort roots stemseason

Suggested Pre-Trip ActivitiesHoughton 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.htmlhttp://kids.aol.com/homework-help/junior/living-things/animal-habitatshttp://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 CenterSTARLAB 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 fall summer winter day night sun 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 Objectives15 Revised 2012

Environmental Studies CenterEnvironmental 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-#46. Describe uses of recycled materials.

Alabama Science Course of Study - First Grade-#10

Vocabulary:roots stems leaves flowers seedswetland recycling seedling cone life cycle sunlightforestmulch

Suggested Pre-Trip ActivitiesHoughton Mifflin, Building Vocabulary: pp. 2, 3; Teacher Resources: pp. 7,

33Suggested Post-trip Activities:

Houghton Mifflin, Building Vocabulary: pp. 4, 5; Teacher Resources: pp. 35; Student Resources: pp. 3, 2Suggested Websites:http://www.sciencenetlinks.com/lessons.cfm?BenchmarkID=5&DocID=343http://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 LibraryVideo: 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 2012Environmental Studies Center

Environmental Program“What are Animals?”

First Grade Program Overview:

In a variety of indoor and outdoor settings, students will be taught basic conceptsabout 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-#43. 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 fins mammal lungs gillsreptile amphibian adult food sunshineshelter forest wetland 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, 23Suggested Websites:

http://sftrc.cas.psu.edu/LessonPlans/Wildlife/AnimalGroups.htmlhttp://www.lessonplanspage.com/Science23.htmhttp://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 2012Environmental 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 Objectives19 Revised 2012

Environmental Studies CenterEnvironmental 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 nutrient flower fruit seed conetaproot fibrous root life cycle seedling stem 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 LibraryBook: 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 CenterEnvironmental 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 bird reptile amphibian fishadaptation migration hibernation extinctreproduceoffspring lake river bay 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.htmlhttp://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 CenterSTARLAB 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 rotate phasesmoonconstellation star sunplanetrevolve orbit

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 2012Environmental 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. Compare characteristics of mammals, birds, fish, amphibians, and reptiles.

3. Identify and describe common invertebrates. 4. Classify invertebrates by their physical characteristics.

5. Identify helpful and harmful effects of plants.

Vocabulary:amphibians fish vertebrate backbonemammalbird reptile arthropod invertebrateAnimalia

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 CenterEnvironmental 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 root leaf photosynthesis stemnetted veins vein parallel veins environmentreproducedeciduous evergreen flowering non-flowering 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=343http://www.lessonplanspage.com/Science23.htm

ESC Resource Materials: Book: How Pine Trees Grow, by Weekly Reader Early Learning LibraryBook: How Grass Grows, by Weekly Reader Early Learning LibraryVideo: 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 CenterSTARLAB 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 inner planets moon orbit

telescope planet outer planets solar system sun

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 2012Environmental Studies Center

Environmental Program“The Role of Plants and Animals in Ecosystems”

Fourth GradeProgram 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 - #53. 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 vertebratesinvertebrates 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 CenterEnvironmental 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 - #63. 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 community population interdependenceconsumer producer environment carnivorefood chain food web herbivore omnivorepredator prey photosynthesis scavengerdecomposer habitat adaptation nichecamouflage mimicry species vertebrateinvertebrate endotherms ectotherms

32 Continued 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 2012Environmental 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 orbit asteroid solar system meteor rotation revolution lunar eclipse universe galaxy constellation phases of the moon star comet axis 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 2012Environmental 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 community ecosystem population food chain food web predator prey adaptation habitat niche unicellular multicellular

Suggested Pre-Trip ActivitiesHoughton 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.htmlhttp://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 CenterEnvironmental 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 cell membrane nucleus cytoplasm osmosis organelle diffusion unicellular arm eyepiece base multicellular diaphragm slip cover light source fine focus coarse focus glass slide stage objective lens

38 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 CenterSTARLAB 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 vernal equinox axis revolution lunar eclipse summer solstice winter solstice star planets moon phases

inner planet outer planet comet magnitudelight year

solar system solar eclipse galaxy meteormeteorite

asteroid

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 ProgramFifth 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 CenterSTARLAB 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 ProgramSixth Grade – continued

Vocabulary new moon waxing crescent first quarter moon waxing gibbous full moon waning gibbous last quarter moon waning crescent lunar eclipse solar eclipse terrestrial planets gaseous planets asteroids meteoroids comets nebula AU LY 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. (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 2012Environmental 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 ProgramHigh School Earth and Space Science – continued

Vocabulary: constellation zenith light year

astronomical unit apparent magnitude red giant white dwarf parallax absolute magnitude nebula ecliptic 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 CenterSecondary 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 decomposers7. Identify biome habitats based on environmental factors and native

organisms.Vocabulary:

producer autotroph heterotroph nichedecomposer botany ecology angiospermgymnosperm vascular nonvascular bioticabiotic native nonnative invasivesimple compound fruit 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 habitat parameter pH dissolved oxygen biotic abiotic pollution water cycle watershed turbidity benthic macroinvertebrate larva 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 CenterSecondary 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 bog population endangered taxonomy phylum adaptation threatened traits habitat ecosystem niche competition predation habitat disturbance succession camouflage carnivore mimicry coloration ecology energy flow decomposer producer consumer predator prey carrying capacity keystone species

Suggested Websites: idahoptv.org/dialogue4kids/season8/forestsdeserts wetlands / 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 population taxonomy phylum adaptation predator/preytraits habitat ecosystem niche competition heterotrophpredation camouflagecarnivore mimicry coloration marineecology producer consumer 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 2012Environmental 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 ProgramMarine Science “Mobile Bay Boat Trip” – continued

Vocabulary: estuary brackish salinity plankton barrier island erosion taxonomy marine food web food chain predator prey adaptation benthic pelagic producer consumer camouflage vertebrate larva

invertebrate dorsal fin pectoral fin anal fin lateral line

Suggested Websites:www.mobilebaynep.comwww.riversofalabama.org/ Mobile %20 Bay /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 magnification microorganism cell unicellular cytoplasm vacuole protozoan multicellular organelle cell wall cell membrane nucleus mitochondria ribosomes 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 CenterSecondary 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 zoology vertebrate invertebrate heterotroph diversity mimicry adaptation camouflage predator prey skeleton natural selection

biotic native nonnative symbiosis parasitic body covering limiting factor

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