VogelsPitViper_Rushen

© Rushen

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Rainforests are filled with animals of many shapes and sizes. All of these animals, from insects to mammals, need food to survive. Explore the adaptations for eating in some amazing rainforest animals and closely observe the skulls of a few of the organisms we meet.

This program integrates the Next Generation Science Standards by focusing on:

  • Crosscutting Concept: Structure and function
  • Science and Engineering Practice: Engaging in argument from evidence
Reserve a session at a time that works for your schedule!

Date: Wednesdays, September - December
Duration: 30 - 45 minutes
Target Audience: 2nd-4th graders in schools, libraries, homeschool groups, and more
Price: $70 per session; discounts available for Title I schools and bulk purchases of 5+ programs
Group Size: 8-65 students per session
Multilingual support: English, Spanish, Cantonese, and Mandarin

Organizer Prep
Objectives

By the end of this program, students will:

  1. distinguish between different types of adaptations.
  2. gain experience using evidence to support an argument.
  3. have an appreciation for some of the diverse animals that live in the Rainforest.
Program Summary
rainforest exhibit

In this live, interactive program, students will meet and learn some of the many animals in the tropical rainforest.

The program will begin by introducing students to the rainforest and look for food sources. By observing some of these animals, students will predict what they might eat and what body parts they use to get their food. Using exciting videos, we will discuss how we know what something eats. Looking at skulls, students will discover some of the physical adaptations animals have to eat.

Then we will discuss how physical and behavioral adaptations work together to help some snakes and fish eat.

Finally, the class will have a chance to ask questions of Academy staff all about these rainforest animals!

Next Generation Science Standards

Science and Engineering Practices:

  • Constructing Explanations and Designing Solutions
    • (K-2) Use information from observations (firsthand and from media) to construct an evidence based account for natural phenomena.
    • (3-5) Use evidence (e.g. measurements, observations, patterns) to construct or support an explanation or design a solution to a problem.
    • (3-5) Identify the evidence that supports particular points in an explanation.
  • Engaging in Argument from Evidence
    • (K-2) Distinguish between opinions and evidence in one’s own explanations.
    • (K-2) Construct an argument with evidence to support a claim
    • (3-5) Compare and refine arguments based on an evaluation of the evidence presented.
    • (3-5) Construct and/or support an argument with evidence, data, and/or a model.

Disciplinary Core Ideas

 

  • 2-LS4.D Biodiversity and Humans: There are many different kinds of living things in an area, and they exist in different places on land and in water.
  • 3-LS4.C – Adaptations: For any particular environment, some kinds of organisms survive well, some survive less well, and some cannot survive at all.
  • 4-LS1.A – Structure and function: Plants and animals have both internal and external structures that serve various functions in growth, survival, behavior, and reproduction.

Crosscutting Concepts

  • Patterns
    • (K-2) Children recognized that patterns in the natural and human designed world can be observed, used to described phenomena, and as evidence.
    • (3-5) Students identify similarities and differences in order to sort and classify natural objects and designed products. They identify patterns related to time, including simple rates of change and cycles, and to use the patterns to make predictions.
  • Structure and function
    • (K-2) Students observe the shape and stability structures of natural and designed objects are related to their functions.
    • (3-5) Students learn different materials have different substructures, which can sometimes be observed: and substructures have shapes and parts that serve functions.

Related Performance Expectation:

This Virtual Program is just one step toward reaching the Performance Expectation listed below. Addition supporting materials/lessons/activities will be required.

3-LS3-2. Use evidence to support the explanation that traits can be influenced by the environment.

3-LS4-3. 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.

4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

Common Core Standards

W.3.2 Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

W.3.8 Recall information from experiences or gather information from print and digital sources; take brief notes on sources and sort evidence into provided categories.

California Science Content Standards

Grade 2

Investigation and Experimentation

4. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

a. Make predictions based on observed patterns and not random guessing.

Grade 3

Life Sciences

3. Adaptations in physical structure or behavior may improve an organism’s chance for survival. As a basis for understanding this concept:

a. Students know plants and animals have structures that serve different functions in growth, survival, and reproduction.

b. Students know examples of diverse life forms in different environments, such as oceans, deserts, tundra, forests, grasslands, and wetlands.

Investigation and Experimentation

5. Scientific progress is made by asking meaningful questions and conducting careful investigations. As a basis for understanding this concept and addressing the content in the other three strands, students should develop their own questions and perform investigations. Students will:

b. Differentiate evidence from opinion and know that scientists do not rely on claims or conclusions unless they are backed by observations that can be confirmed.

Grade 4

Life Sciences

2. All organisms need energy and matter to live and grow. As a basis for understand­ing this concept:

b. Students know producers and consumers (herbivores, carnivores, omnivores, and decomposers) are related in food chains and food webs and may compete with each other for resources in an ecosystem.

Not interested in rainforest creatures? Discover more one-on-one Virtual Programs or check out the free webcasts in our Special Live Events series.

Grades: 2nd Grade - 4th Grade
Program Duration: 45 minutes
Price: $70.00