First Grade Programs
First Grade Programs
The Lilly Center’s K-12 programs aspire to a high goal: develop water literacy in the children who will eventually lead our community. Students who engage with one or several of our programs leave with a deeper understanding of and appreciation for local water resources, as well as practical ways to care for them on their own.
Outdoor Field Trip Programs
Join us for a hike! Outdoor programs start at the Lilly Center and include hikes to the outdoor classroom and along the wetland trails. Students will experience nature up close as they learn about caring for our local water resources. Outdoor programs are offered in September, October, April and May. Students should dress for the weather and wear closed-toed shoes.
Essential Questions: What is pollution and how does it affect aquatic animals? How do we keep pollution out of the water?
Description: Students will learn and become familiar with their senses as they take a hike to visit a wetland and make big-picture and small-picture observations. As they walk they will be asked to observe and share what they see, hear, smell and feel. They will observe a wetland and learn more about why we need wetlands while they make big-picture observations. Students will use a magnifying glass in individual sit spots to make small-picture observations. They will be encouraged to share their favorite observations with the class.
Standards: 1.LS.3 Make observations of plants and animals to compare the diversity of life in different habitats. 1.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Indoor Field Trip Programs
Our most popular learning experience! Students rotate through all of the following stations during their 2-hour visit to the Lilly Center. They will interact with live animals, the Virtual Aquarium and the Augmented Reality Sand Tables while learning about local water quality impacts.
Essential Question: What are common fish features and how do they use them to live in local lakes?
Description: The students will observe fish and use this time to make real life observations on the different parts of the fish. They will then be challenged to draw their own fish on a whiteboard to reinforce their understanding while comparing and contrasting fish features to human features. Their final activity will be coloring and drawing fish parts onto a Virtual Aquarium fish which will then be sent into the Virtual Aquarium allowing them to see their fish swim around.
Standards: 1.LS.2 Develop a model mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs. Explore how those external parts could solve a human problem.
Essential Question: What happens when pollution enters a waterway and where does it go?
Description: Students will be working with the Augmented Reality sand table to learn about topography and the flow of water. They will be given blocks in the shape of different community buildings (post office, police station, hospital, ect.). They will have to build their community based on the layout in the sandbox. They will make it “rain” in the sandbox simulating how water flows downhill and any pollution will also wash downhill into any water system below. This will make the students think about where they should place their community based on the elevation and where the rain will end up.
Standards: 1.ESS.4 Develop solutions that could be implemented to reduce the impact of humans on the land, water, air, and/or other living things in the local environment.
Essential Question: What is a life cycle and how are some life cycles different from others?
Description: Students will compare the life cycles between the three animals as well as comparing the human life cycle. For their activity they will go through a story on the life cycles of a butterfly, frog, and fish which includes hand signals. In the story students will be given cards as a part of a life cycle and they will place their card onto the life cycle board as their cycle is discussed and illustrated.
Standards: 1.LS.1 Develop representations to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
Virtual Visit Programs
Let us bring a field trip to you! These 45-minute virtual programs feature STEM-friendly and standards-aligned learning. After you book your visit, a meeting link and a kit of materials will be delivered to your classroom. All you have to do is join via Zoom and follow along with your students!
Essential Questions: What is a macroinvertebrate and what physical features do they have?
Description: This lesson will walk students through what camouflage is and how fish use it to survive. To begin, students will learn what camouflage is and then they will sing along to a song about camouflage to give them a more fun approach. Once they have a good understanding they will fold a simple origami fish which they will then color to match a paper background. This will allow the students hands-on experience on how to imagine and create camouflage.
Standards: SEPS.1, SEPS.2, SEPS.3
Ready to book a field trip?
Reach out to Sarah, our education program specialist: email@example.com.