Let’s go to the Museum
by Lynn Ludwig, Peggy Weigel, Angie Halverson
Grade level: 1, 2
Rationale
This lesson is designed to prepare students for their first visit to a museum. Students will learn about the contents of various museums - specifically the UWSP Museum of Natural History. They will take with them an understanding of the museum’s animals and their habitats.
Objectives
Students will be able to define
museum and its purpose.
Student will be able to identify
different animals, their unique features, and their habitats.
Students will be able to make
connections between museum exhibits and real life.
Students will be able to share their
UWSP museum experience and knowledge with artwork they take home.
In advance...
Day of trip
Don’t forget: permission slips, first aid kit, emergency and field trip information, student health records, itinerary for bus driver, teacher personal items.
Pre-activity: All about museums
Activity
(Begin presenting approximately one week before field trip)
Teacher will bring in a box wrapped like a present (e.g., animal wrapping paper) and set in the classroom. Inquisitive first and second graders will wonder what is in the box. (The box is filled with rocks, bones, toy animal figures.) Towards the end of the day, teacher will sit on the floor with students. Each child will reach into the box and pick one item. Students will share their chosen item and tell what they know about it. When all students have finished the teacher will ask if anyone knows where they could find all of these items. This will lead into the following questions and a discussion:
|
Teacher prepared picture/posters will aid discussion and clarify difficult concepts for the children.
The teacher will read Let’s go to the Museum by Lisl Weil. A short discussion will follow. Teacher will leave the students with the following thought: "How would you like to go to a museum?"
The next day students will share their answers to the above question about going to the museum. Students will mark on the calendar the day of the trip. Teacher will guide the students in the following activities in preparation for the field trip.
For the next four days, teacher will read books on specific topics.Books will include:
After each book is read and discussed, students will cut out pictures from magazines that relate to the topic. Pictures will be saved until the day before the field trip. A huge collage will be created. It will be titled, "Our museum of animals and their habitats." The collage will represent the diversification found in a real museum.
Optional: Students make animal name tags to wear at museum.
On-site activity: Observing, discovering, exploring
In the museum auditorium, students will be introduced to a museum staff person (probably a student). After a short introduction and talk about the museum, students will gather into pre-arranged groups, join their chaperone, and explore the museum.
After 30 minutes of touring, students will regroup in the museum auditorium. Students will share what they saw and what interested them most. In addition, students will be encouraged to use new terminology (e.g., habitat, endangered, extinction).
Students will be asked, "Did someone see something that was really interesting?" Is there something you would like to see before we leave?" Students will then be allowed to visit the museum individually. They may join with a peer who saw a specific bird or dinosaur model that they would like to see or learn about.
Students will regroup in lobby. Load the bus for Schmeeckle Reserve. Eat pre-packed lunch at Schmeeckle. In small groups, tour the Schmeeckle Reserve for approximately one hour. Load bus and return to school.
Post-activity: Create a 3-dimensional classroom museum
A post-discussion the day following the field trip will allow students to share their new knowledge.
Students will create a drawing or a sculpture (scrapbox materials) of their favorite item at the museum. By allowing students the freedom of choosing art materials, they will be reminded that everything in our environment is unique. On an index card, students will write a few sentences explaining why it was their favorite and two facts about their item.
Outside students will gather environment materials (e.g., sticks, rocks, leaves, dry grass). Habitat boxes will be created from large cardboard boxes. Students will place their art project into the proper habitat.
Students will brainstorm for an idea to design a thank-you for museum staff for allowing our class to visit the UWSP Natural History Museum. Possible ideas include an acrostic (MUSEUM) or ABC museum picture book.
Extension activities
Materials
 | Box wrapped like present. |
| Plastic or stuffed animals, bones/fossils, rocks. |
| Magazines. |
| Index cards. |
| Art supplies (construction paper, paints, glue, tagboard,). |
| Scrapbox (bottle caps, toothpicks, cardboard, sewing scraps, etc.) . |
| Literature from library. |
Assessment
Performance evaluation rubric will be used to assess the museum lesson. This will include participation in pre-activities, on-site activities, and post-activities.
Performance evaluation - UWSP Museum lesson Student__________________________Date_____________________ 3 2 1 Shows motivation and curiosity for learning. _____________________________________________________________________________ Demonstrates understanding of concepts/terms. _____________________________________________________________________________ Used knowledge/creativity to create 3-D project./card. _____________________________________________________________________________ Worked cooperatively on field trip and in classroom. _____________________________________________________________________________ Uses knowledge to solve problems or extend thinking. ______________________________________________________________________________ Comments Rubric evaluation standards: 3 - Excellent work. Full understanding of terms and concepts and is able to extend into other subjects. Extra effort in creativity. Shows initiative, critical thinking skills, and insight. Cooperates well with others. 2 - Good work. Understanding of terms and some ability to apply new concepts. Shows effort and desire to learn. Some creativity, initiative, limited use of higher-thinking skills. Follows directions but at times needs encouragement. 1- Needs Improvement. Lacks initiative and total understanding of terms and concepts. Unsure of material. Little time spent thinking about materials and no attempts at creativity. |
| Parent
letter/Permission slip September 29, 1998 Dear first and second grade parents, We request permission for your child to take a field trip with his/her class to the UWSP Natural History Museum and Schmeeckle Reserve, both located in Stevens Point, WI on October 29,1998. We will leave school at 8:15 a.m. and our first stop will be at the UWSP Natural History Museum. We will arrive at Schmeeckle Reserve at approximately 11:00 a.m. Students will eat their lunch outdoors. Please have your child pack a lunch (including a drink) and dress appropriately. Please feel free to call school at 687-4664 if you have any questions or concerns. Sincerely, Peggy Weigel, Lynn Ludwig, Angie Halverson --------------------------------------------------------------------------------------------- Return the bottom portion by October 5, 1998. I grant permission for ______________________ to attend the field trip to Stevens Point, WI. This trip includes a tour of the UWSP Natural History Museum and an afternoon visit at Schmeeckle Reserve on October 29, 1998. Signed__________________________________________ Person to contact in case of an emergency: name____________________ address________________________phone number_________________ Is your son or daughter allergic to anything?_____________________ Is there any other physical condition that may restrict your child’s activity? _________________________________________________________ |