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Final project for geography
- 1. Mammals History 4th grade level By Bianca Alomar
- 2. Filed Trip Preparation •Make sure to have all student permission slips signed and turned in before our filed trip day. • Arrange for bus to take us to, 900 Exposition Boulevard Los Angeles, CA 90007 Natural History Museum by 8:00 am and to pick us up at 3:00pm to take us home. • The drive will takes us 1 hour and 51 min if the bus driver takes the I-10W. • Arrange for lunch to be at 1:00pm
- 3. Pre-Discuss • Talk tothe students about what they might see. • Why we are going to the Los Angeles Natural History Museum ? • Informed them about the tour we will be given by the “Docent” then define docent by telling your class it is what you call a tour guide. • Explain to the students that they don’t need to bring their backpacks that they can bring a water bottle and to pack a lunch . • Remind them they must all wear their school shirt
- 4. Field Trip Rules •Stay with your group and your tour guide as well as your chaperon. • All students require a chaperone with them in the museum, cafe and gift shops. • Use quite voice when we are walking inside the museum. • Don’t touch exhibits only when invited, and when you are invited to touch remember to tell your students to touch gently. • Go over the School Bus rules: 1. Always obey the driver. 2. Do not push or shove. 3. Do not yell or shout.
- 5. The Halls WeWill Be Visiting North American Mammals Hall Level 1 & level 2 African Mammals Hall Level 1 Age of Mammals Level 1
- 7. Mammal Hall State Standards National Geography Standards Science • Life Science 3a: Students know ecosystems can be 17 Geographic contexts (the human and characterized by their living and nonliving components. Life physical characteristics of places and Science environments) are the settings for events in the past • 3b: Students know that in any particular environment, some kinds of plants and animals survive well, some survive less Physical System well, and some cannot survive at all. Life Science 8. The Characteristics and Spatial distribution of ecosystem on Earth’s • 3c: Students know many plants depend on animals for surface. pollination and seed dispersal, and animals depend on plants for food and shelter. English/Language Arts Standards: Speaking Applications (Genres and Their Characteristics) • 2.1 Make narrative presentations: a. Relate ideas, observations, or recollections about an event or experience. b. Provide a context that enables the listener to imagine the circumstances of the event or experience. c. Provide insight into why the selected event or experience is memorable
- 8. Pre Fieldtrip Activity Objective: •Students will be able to compare and contrast between African and North American mammals in their natural environment by using a map to locate were they are from. • Students will be able to understand more about present and ancient mammal • Students will be able to define and understand key vocabulary before our visit to the museum. Materials: • Handout of our vocabulary • Pencil and Paper • Books and Internet • Map of North America and Africa America
- 9. Vocabulary • Ecosystem: An area within the natural environment in which physical factors of the environment, such as rocks and soil, function together along with organisms, such as plants and animals, within the same habitat to create a stable • Climate: Temperature, humidity, atmospheric pressure, wind, rainfall, and numerous other meteorological elements in a given region over long periods of time. • Predator: An animal that is hunting. • Prey: An animal that is hunted. • Extinct : Food sources Geology Fossil • Adaptation: A physical or behavioral feature which is especially important for an animal’s survival. For example, the adaptation of horses' teeth to the grinding of grass, or their ability to run fast and escape predators. • Extinct: A species becomes extinct when the last existing member of that species dies. • Food Source: Where and how animals find their food. • Geology: A science that deals with the history of the earth as recorded in rocks. • Fossil : Any evidence of pre‐historic life.
- 10. Video First • http://www.youtube.com/watch?v=ApsCGttW2Us& feature=player_embedded#! What they will learn by watching the video: • They will see how the continents where once together and how they start to move. • How mountains start to form • How land Bridges start to form • You will see how climate change impacts the Earth • They will see how mammals have evolved
- 11. Procedure • Divide classinto small groups have them pick their favorite mammal. • Then have them as a group work on this questions • Where does this mammal live? What is the climate like there? (this will be done on the map they receive) • What other plants and animals live in the same ecosystem? • What does this animal eat? • As a group they will present to the class the mammal they picked. • Finally I will tell them to hold on to their map and information because after our filed trip we will see if we saw the mammal they picked.
- 12. Field Trip Day What They Will Learn • “What is a Mammal?” “Where does this animal live?” “What other plants and animals live in the same ecosystem?” “What is the climate like there?” “What does this animal eat?” “Does this animal still exist? Why or why not ?
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- 16. Next Day inClass • They will have to write one paragraph telling me what they learned about the mammals in the museum and what they liked about the trip. • Then they will get into their groups and they will tell the class if they saw the animal they had picked the day before we went on our trip and what they learned.
- 17. Resources • On thewebsite you will see how schools can visit.
- 18. Links • http://www.nhm.org/site/explore- exhibits/permanent-exhibits/african-mammals • http://www.nhm.org/site/explore- exhibits/permanent-exhibits/age-of-mammals • http://www.nhm.org/site/explore- exhibits/permanent-exhibits/north-american- mammals
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