Hours: Monday - Friday 10 a.m. - 4 p.m., Thursday-Friday 5:30 p.m. - 8 p.m. for Night Eyes; Saturday & Sunday 1 p.m. - 8 p.m. for Night Eyes Admission: $11 Adults, $6 Child; Night Eyes Admission is $6 or $5/members
Lesson Plan 1
By: Sheri Errthum
-Teacher prepared graph comparing water animals without legs to water animals with legs.
-Teacher prepared worksheet (paper) consisting of water creatures that have legs and water creatures that do not have legs
- Read stories about water creatures
- Discuss and make a list of animals that live in the water and that live in the water and on land
- Give students the teacher prepared graph and water creature page
- Instruct students to graph the water creatures that have legs and the water creatures that do not have legs
Assessment: Students will be able to complete the graph with 100% accuracy.
Lesson Plan 2
By: Christi Hesner
Skills: Identification of a question to guide a scientific investigation and communicate explanations and finding through a science notebook.
-Zoo Science Notebook (small mini book)
-Pencil/crayons ( in small Ziploc bag)
-Parent group leader/ 4 students
-Chart paper/ marker
- Before going to the zoo, formulate the following question together in the zoo science notebook: Question: What water animals can be found in the Discovery Center?
- During the zoo field trip, parents distribute notebooks and baggies to students in the discovery center. Students then explore and investigate and record by drawing or labeling the animals they chose to investigate.
- After- When venturing to school students share their science notebooks with class. Teacher generates a chart of what animals can be found at the Discovery Center.
Assessment: Teachers will conference with each student about their individual science notebook. The student will communicate their findings about the water animals in the Discovery Center.
Lesson Plan 3
By: Amy Robbins
Skills: To make a prediction and record observations about fresh water and salt water.
-Non-fiction books on fresh water and salt water.
-2 pie pans
- Introduce the terms fresh water and salt water
- Hand out science notebooks to each student
- As a class, identify a question and record in science notebook; example: What is fresh water and salt water?
- In science notebooks have students make predictions of what will happen
- Do experiment as a class: Put water in the bottom of each pie pan, add salt to one of the pie pans
- Now wait a couple of days and record observations
- Wait two more days and record last observations
Assessment: Conference with students about their science notebooks.
Lesson Plan 4
By: Amy Robbins
Skills: observation and estimation
-Parent volunteers (4 students/adult)
- While visiting the zoo discovery center, stop at the jellyfish tank and observe them. Discuss what students notice about the jellyfish. Guide students to notice the different sizes, if they don’t come up with it themselves.
- Record on record sheet estimation of each size. Circle the one they think had the most.
Assessment: Back at the school, discuss as a large group findings (estimations). Discuss the terms more, less, equal. Use record sheets to help students answer questions. Make a class tally or make a class graph to see which size students thought had the most.
Lesson Plan 5
By: Kristi Hesner
Skills: investigation and communication
-Student Science Notebook
-Dish pans (4)
-Droppers, squeeze bottles (dawn bottles)
-Blue food coloring
1. Teacher directs question to the class. How do jellyfish move?
2. Teacher writes student predictions/ ideas on chart paper
3. Students record prediction in their science notebooks as well as write the question- How do jellyfish move?
Day Two: Simple Investigation
1. Divide students into four groups
2. Each table has a dish pan of water (colored blue)
3. Students investigate taking in the water with various droppers and then squeeze the water out.
4. Students draw and label what happened with the water and the droppers
1. Have students make connections to jellyfish with reading non-fiction books in the classroom (specific to movement)
2. Have students draw and label any new information learned
Assessement: Have students explain to each other their thoughts and conclusions about how jellyfish move.