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
Essential Questions: What is stratification? How is stratification related to our lakes? What natural conditions impact lakes in Kosciusko county?
Description: Students will start their lesson learning what stratification and density mean and how they both affect the water in our lakes. For their activity, students will use their new knowledge of stratification and density to conduct a scientific experience. Students will begin their experiment by creating a hypothesis by determining which water temperature they think will be the most dense. Students will then test water density and stratification using four different temperatures of water. In the end, students will be able to visibly see stratification and density and be able to connect their experiment to our local lakes.
Standard: 6-8.E.4 Develop a prototype to generate data for repeated investigations and modify a proposed object, tool, or process such that an optimal design can be achieved.
Ready to book a field trip?
Reach out to Sarah, our education program specialist: email@example.com.