NightCrawler Overnight Programs. Table of Contents

Transcription

1 NightCrawler Overnight Programs Table of Contents Animals in Motion 1 st Grade Animals in Motion 2 nd Grade Panda Pals 1 st Grade Panda Pals 2 nd Grade Panda Connections 3 rd Grade Panda Connections 4 th Grade Panda Connections 5 th Grade Backyard Georgia 3 rd Grade Backyard Georgia 4 th Grade Zoo Tech 3 rd Grade Zoo Tech 4 th Grade Global Grasslands 5 th Grade Global Grasslands 6 th Grade Animal Trackers 5 th Grade Animal Trackers 6 th Grade Biodiversity Explorers 7 th Grade Biodiversity Explorers 8 th Grade Biodiversity Explorers 9 th Grade Careers & Conservation High School Grades

2 NIGHTCRAWLERS: Animals in Motion Grades: 1 st Grade S1L1. Students will investigate the characteristics and basic needs of plants and animals. a. Identify the basic needs of an animal Air Water Food Shelter b. Compare and describe various animals appearance, motion, growth and basic needs. S1CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number shape, texture, size, weight, color, and motion. The basic needs of all animals are food, water, shelter and air. Different animals have different appearance, motions, growth, but the same basic needs. Humans also have the same basic needs as other animals. Students will know The basic needs of all animals Appearance, motion and growth of certain animals Humans have the same basic needs. The appearance, motion, and growth of humans. What are the basic needs of an animal? Do animals have other needs? Can you describe and compare differences between various animals? Do humans have similar needs and motion to other animals? Through games, determine and explain basic needs of all animals. Deduce animal motion through activities Compare humans to other animals through their movement and basic needs

3 NIGHTCRAWLERS: Animals in Motion Grades: 2 nd Grade S2CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color and motion. S2L1. Students will investigate the life cycles of different living organisms. a. Determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet; a bird such as a chicken; an amphibian such as a frog, and an insect such as a butterfly. All living organisms go through life cycles and change accordingly. There are many types of animals with different shapes, sizes, color and motion. Students will know Animals change from birth to adulthood, and their appearance and motion may change. Different types of animals go through different changes and have different life cycles. Many animals have different shapes, color and motion. What is the life cycle of an amphibian/reptile/bird/mammal? Are all life cycles similar? Why are physical characteristics such as shape, size, color and motion important? Compare and contrast animals at Zoo Atlanta according to shape, size, color, and motion. Compare different animals life cycles. Identify different life cycles of Zoo Atlanta animals.

4 NIGHTCRAWLERS: Panda Pals Grades: 1 st Grade S1L1. Students will investigate the characteristics and basic needs of plants and animals. a. Compare and describe various animals appearance, motion, growth and basic needs. S1CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number shape, texture, size, weight, color, and motion. Different animals have different appearance, motions, growth, but the same basic needs. Students will know Appearance, motion, and growth of several animals. Differences between various animals, including the giant panda and the red panda. Can you describe and compare differences between various animals? Describe and compare animals appearance, motion and growth.

5 NIGHTCRAWLERS: Panda Pals Grades: 2 nd Grade S2CS5. Students will communicate scientific ideas and activities clearly. a. Describe and compare things in terms of number, shape, texture, size, weight, color and motion. There are many types of animals with different shapes, sizes, color, and motion. Students will know Many animals have different shapes, color, and motion. Why are physical characteristics such as shape, size, color and motion important? Compare and contrast animals at Zoo Atlanta according to shape, size, color, and motion. NIGHTCRAWLERS: Panda Connections Grades: 3rd Grade S3L1 Students will investigate the habitats of different organisms and the dependence of organisms on their habitat. d. Explain what will happen to an organism if its habitat is changed. S3L2 Students will recognize the effects of pollution and humans on the environment. The giant panda and the red panda are from the coniferous forests of Asia. Giant pandas are susceptible to human influence. Students will know The giant panda and the red panda have specific adaptations that help them thrive in their environment. How pandas are affected by human encroachment. Why are physical adaptations critical to an animals survival? How do humans affect the pandas in their natural environment? Identify the giant and red panda adaptations that help them to thrive in their environment. Identify factors that affect the populations of pandas in China

6 NIGHTCRAWLERS: Panda Connections Grades: 4th Grade S4L2 Students will identify factors that affect the survival or extinction of organisms such as adaptation, variation of behaviors (hibernation), and external features (camouflage and protection). a. Identify external features of organisms that allow them to survive or reproduce better that organisms that do not have these features The Giant Panda has many physical and behavioral adaptations that have led to their survival. Students will know Giant Pandas have specific adaptations that help them to thrive in their environment. What is a physical adaptation? What is a behavioral adaptation? Identify both the physical and behavioral adaptations of the Giant Panda and explain why those adaptations help the Giant Panda to thrive in its environment. NIGHTCRAWLERS: Panda Connections Grades: 5th Grade S5L2 Students will recognize that offspring can resemble parents in inherited traits and learned behaviors a. Compare and contrast the characteristics of learned behaviors and of inherited traits Giant panda cubs both inherit traits and learn behaviors from their mothers. What is a learned behavior? What types of behaviors do giant panda cubs learn from their mothers? Students will know The difference between an inherited trait and a learned behavior Identify the learned behaviors of giant panda cubs.

7 NIGHTCRAWLERS: Backyard Georgia Grades: 3 rd Grade S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitats. a. Differentiate between habitats of Georgia (mountains, marsh/swamp, coast, Piedmont, Atlantic Ocean) and the organisms that live there. b. Identify features of animals that allow them to live and thrive in different regions of Georgia. c. Explain what will happen to an organism if the habitat is changed. S3L2. Students will recognize the effects of pollution and humans on the environment. a. Identify ways to protect the environment: 1) Conservation of resources and 2) recycling of materials. There are many different habitats in Georgia. Animals have adaptations that allow them to live in different areas of Georgia. Changing a habitat affects the animals that live there. Conservation and recycling help protect the environment. Definition of habitats, recycling, composting How to successfully recycle and compost materials at home Habitat change often leads to removal or harm of animals living there Which region of Georgia student/school is from. What are the different regions/habitats of Georgia? What animals live in each region? How do features of animals allow it to live in different regions of Georgia? How does changing a habitat affect the animals that live there? How can individuals help to keep Georgia clean and beautiful? Students will be able to Name the different regions/habitats of Georgia. Identify animals from each region. Establish locations where habitat has changed and the effects on the native animals. Recognize how to conserve resources through recycling and composting.

8 NIGHTCRAWLERS: Backyard Georgia Grades: 4 th Grade S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem. a. Identify the roles of producers, consumers and decomposers in a community. b. Demonstrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers. c. Predict how changes in the environment would affect a community (ecosystem) of organisms. S4L2. Students will identify factors that affect the survival or extinction of organisms, such as adaptation, variation of behaviors (hibernation) and external features (camouflage and protection). a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (e.g. camouflage, use of hibernation, protection, etc.). There are many roles in a community, including producers, consumers, and decomposers. Energy flows through a food web/food chain, beginning with sunlight and including producers, consumers, and decomposers. External features help animals to survive. Definitions of community, producer, consumer, decomposer, food web/food chain, adaptation, and camouflage. Energy flows through a food chain/food web. Unique external features help animals to survive. What are the main roles of a community and what do they do? How does energy flow through a food web or chain? How do external features help an animal survive better than other animals? Students will be able to Name the different roles in a community: producers, consumers, and decomposers. Describe how energy flows through a food web/chain. Identify several external features of animals that help them survive.

9 NIGHTCRAWLERS: Zoo Tech Grades: 3 rd Grade S3L1. Students will investigate the habitats of different organisms and the dependence of organisms on their habitats. a. Explain what will happen to an organism if the habitat is changed. S3L2. Students will recognize the effects of pollution and humans on the environment. a. Identify ways to protect the environment: 1) conservation of resources a 2) recycling of materials. Animals have adaptations that allow them to live in different areas of Georgia. Changing a habitat affects the animals that live there. Conservation and recycling help protect the environment. How to successfully recycle and compost materials at home. Habitat change often leads to removal or harm of animals living there. How does changing a habitat affect the animals that live there? How can individuals help to keep Georgia clean and beautiful? Recognize how to conserve resources through recycling. Understand the important benefits of wetlands.

10 NIGHTCRAWLERS: Zoo Tech Grades: 4 th Grade S4L1. Students will describe the roles of organisms and the flow of energy within an ecosystem. a. Predict how changes in the environment would affect a community (ecosystem) of organisms. S4L2. Students will identify factors that affect the survival or extinction of organisms, such as adaptation, variation of behaviors (hibernation) and external features (camouflage and protection). a. Identify external features of organisms that allow them to survive or reproduce better than organisms that do not have these features (e.g. camouflage, use of hibernation, protection, etc.). External features help animals to survive. Students will know Definitions of community, producer, consumer, decomposer, food web/food chain, adaptation, and camouflage. Energy flows through a food chain/food web. Unique external features help animals to survive. What are the main roles of a community and what do they do? How does energy flow through a food web or chain? How do external features help an animal survive better than other animals? Name the different roles in a community: producers, consumers, and decomposers. Describe how energy flows through a food web/chain. Identify several external features of animals that help them survive.

11 NIGHTCRAWLERS: Global Grasslands, Social Studies, Language Arts Grades: 5 th Grade S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (amphibian, reptile, bird and mammal). SS5G1. The student will locate important locations in the United States. a. Locate important physical features: Great Plains ELA5LSV1. The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student: a. Asks relevant questions. b. Responds to questions with appropriate information. c. Displays appropriate turn-taking behaviors. d. Responds appropriately to comments and questions. What s the difference Scientists group animals into between a vertebrate and an invertebrates and vertebrates. invertebrate? Scientists further break down How do amphibians, reptiles, vertebrates into groups of fish, birds and mammals differ amphibians, reptiles, birds and from each other? mammals. How do I participate The United States has important effectively in student-toteacher, student-to-student, physical features, including the Great Plains. and group verbal Definitions of vertebrate, invertebrates. Major differences between the groups of vertebrates. Where the Great Plains are located within the United States. How to participate in student-toteacher, student-to-student, and group verbal interactions effectively. interactions? Identify vertebrates and invertebrates. Classify vertebrates into smaller groups of fish, amphibians, reptiles, birds and mammals. Identify several animals that live in grasslands. Identify grasslands using maps, including the Great Plains of the United States. Participate in group verbal interactions through activities

12 NIGHTCRAWLERS: Global Grasslands Subject/Course: Social Studies, Language Arts Grades: 6 th Grade SS6G1. The student will be able to describe and locate the important physical and human characteristics of the region. Latin America a. Describe and locate the major physical features: grasslands of Campos, Llanos, and Pampas b. Describe and locate the nations of Latin America to include Brazil, Venezuela, Guyana, and Argentina. ELA6RC4. The student establishes a context for information acquired by reading across subject areas. The student: a. Explores life experiences related to subject area content. Where are the grasslands South America has important found in Latin America? physical characteristics, What are Campos, Llanos, including the Campos, Llanos, and Pampas? and Pampas, all of which are Who are the Gauchos and grasslands. where are they from? The Pampas are located in How do you classify animals Argentina and are home to into groups of amphibians, many unique animals and reptiles, birds and peoples. mammals? Subject area content helps in How do you establish a exploring life experiences. context for information acquired by reading across Students will know Definitions of temperate and tropical grasslands. Several countries of South America. Several animals that live in South American grasslands. The Gaucho was a prominent figure on the Pampas. What types of grasslands occur in Africa and several animals from there. Reading across subject areas helps in exploring life experiences. subject areas? Locate several South American countries on a map. Name several animals that live in South American and African grasslands. Name three grasslands found in South America. Compare and contrast the cultures of the Gaucho and Masai. Explore life experiences through role playing activities.

13 NIGHTCRAWLERS: Animal Trackers Grades: 5 th Grade S5CS3. Students will use tools and instruments for observing, measuring, and manipulating objects in scientific activities. a. Use recording devices for capturing information. b. Identify and practice accepted safety procedures in manipulating science materials and equipment. S5CS8. Students will understand important features of the process of scientific inquiry. Students will apply the following to inquiry learning practices: a. Scientists use technology to increase their power to observe things and to measure and compare things accurately. S5L1. Students will classify organisms into groups and relate how they determined the groups with how and why scientists use classification. a. Demonstrate how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (amphibian, reptile, bird, and mammal). Tools are used for observing, measuring, and manipulating objects in scientific activities, including night vision scopes and radio telemetry equipment. Scientists group animals into invertebrates and vertebrates. Scientists further break down vertebrates into groups of fish, amphibians, reptiles, birds and mammals. Scientists use technology to increase their power to observe. Definitions of vertebrate, invertebrates. Major differences between the groups of vertebrates. Several different technologies used to observe, measure and manipulate. How to increase their power of observation and to measure and compare things. What tools can I use to capture scientific information and how can I safely use this equipment? What s the difference between a vertebrate and an invertebrate? How do amphibians, reptiles, birds and mammals differ from each other? How does technology aid Zoo Atlanta in observing animals and comparing things accurately? Students will be able to Identify vertebrates and invertebrates. Classify vertebrates into smaller groups of fish, amphibians, reptiles, birds and mammals. Use recording devices safely for capturing information. Identify several technological advances that aid in observation.

14 NIGHTCRAWLERS: Animal Trackers Grades: 6 th Grade S6CS2. Students will use standard safety practices for all classroom laboratory and field investigations. a. Follow correct procedures for use of scientific apparatus (i.e. night vision scopes, and radio telemetry devices). S6CS9. Students will investigate the features of the process of scientific inquiry. a. Scientists use technology and mathematics to enhance the process of scientific inquiry. Correct procedures while using scientific apparatus are essential. Scientists use technology and mathematics to enhance the process of scientific inquiry. What are the correct procedures in using scientific apparatuses like night vision scopes and radio telemetry equipment? How do scientists use technology to enhance scientific inquiry? How to safely use night vision scopes and radio telemetry equipment. Technology aids in the scientific inquiry process. Students will be able to Safely use night vision scopes and radio telemetry equipment. Identify several ways scientists use technology to enhance the scientific inquiry process.

15 NIGHTCRAWLERS: Biodiversity Explorers Grades: 7 th Grade S7L3. Students will recognize how biological traits are passed on to successive generations. a. Explain the role of genes and chromosomes in the process of inheriting a specific trait. Genes and chromosomes play a role in the process of inheriting traits. The roles of genes and chromosomes in the process of trait inheritance. How do genes and chromosomes affect inheritance of traits? Identify genes and chromosomes as playing key roles while inheriting a specific trait.

16 NIGHTCRAWLERS: Biodiversity Explorers Grades: 8th Grade S8CS8. Students will be familiar with the characteristics of scientific knowledge and how it is achieved. a. When similar investigations give different results, the scientific challenge is to judge whether the differences are trivial or significant, which often requires further study. Even with similar results, scientists may wait until an investigation has been repeated many times before accepting the results as meaningful. Why do similar investigations Similar investigations may give give different results? different results which may Are the differences trivial or require further study. significant? Do the differences warrant Similar results may need further investigation before accepting the results as meaningful. further investigation? Students will be able to Determine if differences in similar experimentations are significant or trivial, which may lead to further studying.

17 NIGHTCRAWLERS: Biodiversity Explorers Grades: 9th Grade SB4. Students will assess the dependence of all organisms on one another and the flow of energy and matter within their ecosystems. a. Investigate the relationships among organisms, populations, communities, ecosystems, and biomes. b. Relate animal adaptations, including behaviors, to the ability to survive stressful environmental conditions. Investigating organisms and populations is important to assess the dependence of all organisms. Animal adaptations either enable or disable an animal to survive stressful environmental conditions. Organisms and populations help to assess the dependence of all organisms. Stressful environmental conditions can be survived with the proper adaptations. How can organisms and populations help to asses the dependency of all organisms? Do adaptations allow animals to survive stressful environmental conditions? Do they sometimes not allow survival? Determine how populations and organisms help to assess the dependency of all organisms Investigate positive and negative adaptations that either allow or prevent animals to survive stressful environmental factors.

18 NIGHTCRAWLERS: Careers & Conservation Subject/Course: Language Arts Grades: High School ELA9-12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student: a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Actively solicits other persons comments or opinions. e. Offers own opinion forcefully without domineering. f. Volunteers contributions and responds when directly solicited by teacher or discussion leader. g. Gives reasons in support of opinions expressed. h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. i. Employs group decision-making techniques such as brainstorming or a problem solving sequence. j. Divides labor so as to achieve the overall group goal efficiently. Proper verbal participation in group interactions will help in further discussions and problem solving. Proper ways to participate in group problem solving to meet particular goals. How do you participate in group discussions and problem solving situations? Students will be able to Work together successfully to solve assigned problems. Participate by asking relevant questions; giving suggestions/opinions; employing successful group decision making techniques; and dividing tasks successfully.

19 NIGHTCRAWLERS: Careers in Conservation Subject/Course: Language Arts Grades: 9 th -12 th Grades ELA9-12LSV1 The student participates in student-to-teacher, student-to-student, and group verbal interactions. The student: a. Initiates new topics in addition to responding to adult-initiated topics. b. Asks relevant questions. c. Responds to questions with appropriate information. d. Actively solicits other persons comments or opinions. e. Offers own opinion forcefully without domineering. f. Volunteers contributions and responds when directly solicited by teacher or discussion leader. g. Gives reasons in support of opinions expressed. h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions. i. Employs group decision-making techniques such as brainstorming or a problem solving sequence. j. Divides labor so as to achieve the overall group goal efficiently. Proper verbal participation in group interactions will help in further discussions and problem solving. Proper ways to participate in group problem solving to meet particular goals. How do you participate in group discussions and problem solving situations? Students will be able to Work together successfully to solve assigned problems. Participate by asking relevant questions; giving suggestions/opinions; employing successful group decision making techniques; and dividing tasks successfully.