In this ready-made museum activity, chaperones will lead small groups of students on a walk around the museum in search of animals. Students will compare and contrast body parts while engaging in discussion, role-play, and imaginative games.
In this activity for the museum floor, students will:
- identify, compare, and contrast the major structures of animals
- observe and imitate movements and sounds
- pieces of cardboard
- tape or glue
- Our Chart of Body Parts and For the Chaperone (printed 11 x 17 for each small group)
- Print out a copy of the chart and a chaperone sheet for each small group.
- Stick the chart to one side of the cardboard, and the chaperone sheet to the other.
- Bring a marker for each small group.
- Inform chaperones that they lead their small group in search of these 5 animals,while also being on the lookout for a docent.
- Each time the group "discovers" an animal, the chaperone will facilitate the learning experience by helping the students fill out the body part chart as a group, in addition to using the indicated prompts (or their own) to engage the students in discussion, roleplay, and imaginative games.
- Assign each chaperone an animal at which to start, so that the groups will be spread out.
- It is not necessary to follow the script, or even to find all the animals. Encourage chaperones to ad-lib and have fun with the students.
- Once the chart is complete, remember to review your data!
- 2a. Students know how to observe and describe similarities and differences in the appearance and behavior of plants and animals (e.g., seed-bearing plants, birds, fish, insects).
- 2c. Students know how to identify major structures of common plants and animals (e.g., stems, leaves, roots, arms, wings, legs).
Investigation and Experimentation
- 4e. Communicate observations orally and through drawings.
Visual and Performing Arts: Theatre
- 2.1 Perform imitative movements, rhythmical activities, and theatre games (freeze, statues, and mirrors).
- 5.1 Dramatize information from other content areas. Use movement and voice, for example, to reinforce vocabulary, such as fast, slow, in, on, through, over, under.