Have the zoo come enhance your classroom experience using artifacts and live animal ambassadors from the zoo’s education department. Classroom programs can be tailored to fit your curriculum if you let us know what you are working on! Programs may be adjusted to integrate social studies or language arts standards as well.
Audience Size: Single classroom
Length: 45 minutes
Cost: $55 per program. An idle time fee will apply to programs scheduled more than 15 minutes apart.
Mileage: A mileage fee of 58 cents per mile round trip will apply to facilities 35 miles or more from the zoo.*
For more information, or to book your program, please contact Amy Kopatich at 515-974-2558 or email@example.com. Reservations are required at least 3 weeks in advance.
* We encourage facilities in the same area to coordinate dates and times so the mileage charge can be split. We are happy to visit up to 3 facilities on a trip!
Cancellations within 3 weeks of the programs date will still be charged 50% of the program cost
KLS1-1 - Use observations to describe the patterns of what plants and animals need to survive (light, food, water, shelter, space).
KESS3-1 - Use a model to represent relationships between needs of plants and animals (including humans) and the places they live and patterns of what plants and animals need to survive (light, food, water, shelter, space).
Students compare different kinds of plants and animals, their habitats, and their needs – what they eat, where they live, etc.
KESS2-2 - Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs.
KESS3-3 - Communicate solutions that will reduce the impact of humans on land, water, air, and/or other living things in the local environment.
Students compare how humans, plants and animals use resources in their local environments and how they may change their environments.
1LS1-1 - Design a solution to a human problem by mimicking how plants and/or animals use external parts to help them survive, grow, and meet their needs.
Students play a biomimicry matching game, and explore structures of different plants and animals, their advantages, and how they might inspire designs useful to humans.
1LS1-3 - Make observations to construct an evidence-based account that young plants and animals are like, but not exactly like, their parents.
Students play a game matching parents and offspring and observe animal or plant structures that help the organisms survive (scales, spikes, antennae, etc.)
2LS2-2 - Develop a simple model that mimics the function of an animal in dispersing seeds or pollinating plants.
Students observe and describe the characteristics of animals that pollinate plants or disperse seeds.
2LS4-1 - Make observations of plants and animals to compare the diversity of life in different habitats.
Students explore boxes representing various habitats and learn about the animals that live in them.
3LS3-1 - Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation in these traits exist in a group of similar organisms.
3LS4-2 - Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species provide advantages in surviving, finding mates, and reproducing.
3LS4-3 - Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
Students play a game and observe animals and artifacts with different characteristics and describe how these characteristics may help them survive (or not!) in their environments.
4LS1-1 - Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
4LS1-2 - Use a model to describe that animals receive different types of information through their senses, process the information in their brain, and respond to the information in different ways.
Students observe animals and artifacts to determine their role in their habitats, and how their internal and external structures allow them to process information and survive.
5LS2-1 - Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
Students develop food webs and observe animals that play different roles in their ecosystems.
MSLS1-8 - Gather and synthesize information that sensory receptors respond to stimuli by sending messages to the brain for immediate behavior or storage as memories.
Students participate in “training games” and observe and discuss animals’ responses to stimuli.
MSLS1-4 Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively.
Students examine different animals or plants and the behaviors that may contribute to their abilities to survive and reproduce, and interactions among plants and animals in an ecosystem that contribute to species’ survival.
MSLS2-1 - Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.
Students experience an activity mimicking carrying capacity in an ecosystem and discuss how changes in the ecosystem affect the organisms that live there. Animals from different ecosystems and their needs will be presented.
MSLS2-2 - Construct an explanation that explains patterns of interactions among organisms across multiple ecosystems.
MSLS2-3 - Develop a model to describe the cycling of matter among living and non-living parts of an ecosystem.
Students experience examples of symbiosis in ecosystems.
MSLS2-5 - Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
Students explore how disruptions to any component of an ecosystem can lead to changes in populations within the system and the importance of biodiversity to the health of the ecosystem through an activity on succession in an ecosystem and interacting with animals that may be vulnerable to changes.
MSLS4-4 - Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific environment.
MSLS4-4 - Gather and synthesize information about technologies that have changed the way humans influence the inheritance of desired traits in organisms.
MSLS4-6 - Use mathematical representations to support explanations of how natural selection may lead to increases and decreases of specific traits in populations over time.
Students compare examples of natural and artificial selection in species and how they may affect survival and ability to reproduce.
Programs for grades 9-12 will be posted soon.