TOPIC KEYWORDS:
Sharks
Fish
Ecosystems
Survival
Coral Reef
Marine Mammals
Amazon
Wild Reef
CONCEPT KEYWORDS:
Ecology
Biodiversity
Environment
Biology
Form and Function
Predator/Prey
Defense Mechanisms
GRADE LEVELS:
pre-K, K, 1, 2
REQUIRED MATERIALS:
Pre Visit Lesson:
Construction paper
Crayons/colored pencils
"Color Sheet" Teacher Background (optional)
At Shedd Lesson:
"Color Sheet" Teacher Backgrounder
Crayons/colored pencils
Post Visit Lesson:
Butcher paper or large sheets of paper
Crayons/colored pencils
Construction paper and other materials for guide books(optional)
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OBJECTIVES:
Students will:
be able to list and give examples of 3 colors seen in nature.
correctly display their findings in a guidebook.
display thier findings that nature comes in many colors
ESTIMATED DURATION OF ACTIVITY:
120 mins
ILLINOIS SCIENCE STANDARDS:
Science
Goal 11 Standard A
Goal 12 Standard A
Goal 12 Standard B
NATIONAL SCIENCE STANDARDS:
Language Arts
Applying Knowledge
Evaluation Data
Science
Life Science
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Teacher Procedure:
I. Pre Trip Lesson: 30 mins
1. Review the different colors with the students before you come to the aquarium.
2. Explain that there are many animals that live in the world and that each of them has different colors for one reason or another.
3. Use photos from Shedd’s web site or books to show students how animals come in different colors.
4. There is a wide variety of activities you can do ranging from giving your students construction paper and having them color a fish that matches it to creating an intricate habitat and then they create a fish that camouflages. You can choose what type of activity you would like for your students to do.
5. Again, depending on your students, you can get more specific explain some of the reasons that animals have different colors.
6. Animals might be colored certain ways:
i. To blend in with their environment – Camouflage
ii. To scare off other animals – Warning Colors
iii. Because one is a male and one is a female
iv. To stand out in their environment
7. Let your students know that they will be taking a visit to Shedd Aquarium and there are many animals there that are all different colors.
8. You might want to do a trial run of the worksheet with your students with objects around the room so they get the hang of it for the trip.
II. At Shedd: 90 mins
1. Before you come to the aquarium print off “Color Bingo” from Teacher Backgrounders and make enough copies so that each student/group of students has one sheet to complete during their visit.
2. Review the colors on the sheet with the students to make sure they understand each one that is on there. NOTE: If sheets are printed off or xeroxed in black and white, have the students color each square with the appropriate color.
3. When you arrive at the aquarium, have the students explore the aquarium galleries and exhibits in search of items to fill the clues on the worksheet.
4. Have the students or chaperones write down or draw their answers inside the box of the corresponding clue.
5. If they do one sheet per student, they do not have to have the same answers for each. It will make for a more interesting post trip lesson if they have different ones.
III. Post Trip Lesson: 60 mins
1. Once back at school, have your students share their answers as a class. There will be multiple correct answers since there are many animals with similar colors.
2. For each student that was able to get “bingo” (3 in a row, column, or diagonal) give them a small prize if you choose.
3. Place one sheet of paper on the floor with each color written at the top along with the color of crayons that coincides with that color.
4. Allow your students time to move around the room and draw on the large sheets, the animals they found that match the color on each sheet.
5. You may also choose to make a guidebook out of the different answers your student found for each of the colors.
Extension Activities:
Possibly add new/more difficult colors to the sheet. Make a larger mini-book or guidebook including the new items found.
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