Sixth Grade Programs

Sixth 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.

Description: Teachers may choose hikes with either a woodland, wetland or bird watching theme. These hikes which take place at the Lilly Center, will differ in specific content based on the season and will feature the plants and animals that are present at that time of year. The learning will point to preservation of  water quality. These open-ended hikes are designed to include input from teachers so they can be tied to current classroom learning – if desired. 

Standards: 6.LS.1 Investigate and describe how homeostasis is maintained as living things seek out their basic needs of food, water, shelter, space, and air

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 natural conditions impact the lakes in Kosciusko County? How does precision affect the scientific process?

Description: Students will learn about the organisms that live in our lakes that we can’t see with our naked eye. Students will become familiar with Zooplankton, Phytoplankton, and Algae by knowing what they are and how they exist in our local lakes. For their activity students will learn how to use a microscope and its different parts before observing algae under the microscope. Students will create their own slides using lake water and observing what they see on a worksheet.

Standards: 6.LS.2 Describe the role of photosynthesis in the flow of energy in food chains, energy pyramids, and food webs. Create diagrams to show how the energy in animals’ food used for bodily processes was once energy from the sun. SEPS.2, SEPS.3

Essential Question: What is point-source pollution? What is non point-source pollution? How does land use affect water quality? What are some common sources of pollution?

Description: Students will start their lesson by brainstorming on what they think are the top 5 pollutants we have in Kosciusko county. With these pollutants in mind, they will name places these pollutants might come from and whether they would be considered point or nonpoint source pollution. Using the Augmented Reality Sandbox the students will use a map to create a topographic map of Warsaw. Students will then build a community and  discuss what types of pollution would come from certain parts of the community. Finally, students will brainstorm ways to keep these pollutants from getting into Winona Lake and how to prevent them in the future.

Standard: SEPS.8 Obtaining, evaluating, and communicating information

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: How are land use and water use related? How is a watershed impacted by land use?

Description: This lesson will utilize Nearpod which will allow the students to all interact online and have discussions. Students will be learning about watersheds and pollutants that can be found in a watershed. Each student will be assigned the part of a specific person or group in a community that has an impact on the pollution in the watershed. Students will be discussing and graphing the amounts of pollution that is going into waterways. At the end they will discuss how much pollution they recorded and different ways that it could be prevented. 

Standards: 6.LS.4 Investigate and use data to explain how changes in biotic and abiotic components in a given habitat can be beneficial or detrimental to native plants and animals. 6-8.LST.4.2 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. SEPS.4, SEPS.7

Ready to book a field trip?

Reach out to Sarah, our education program specialist: baiersr@grace.edu.