Field Trips

Middle School

Sixth Grade Through Eighth Grade

Take flight and soar, as we take a close look at the amazing adaptations that make raptors successful hunters. The specialized use of talons and beaks, wing design, and acute eyesight and hearing, in addition to the principles of flight will be demonstrated. Teatown’s non-releasable hawks and owls make an appearance for students to view raptors’ specialized adaptations.

Standards:

Science and Engineering Practices
^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

Disciplinary Core Ideas
^{In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)}
^{Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)}
^{In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)}
^{Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)}
^{Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)

Animals engage in characteristic behaviors that increase the odds of reproduction. (MS-LS1-4)}

Estuary Investigations (Spring and Fall)

Studying the Hudson River is an amazing way to learn geology and biology at the same time. This program, taught at the Kathryn W. Davis Riverwalk Center in Sleepy Hollow, takes us down to the beach of our local estuary – the Hudson. Students learn about the glacial activity that carved out the river valley, the slow work of weathering that created river rocks, and the daily tidal changes that bring fresh water down from the north and salt water up from the south. By interacting with maps and charts, sorting rocks, observing animals we have caught in the river, and plunging their hands into our Augmented Reality sandbox, students experience the Hudson as landform and as ecosystem.

Standards:

Science and Engineering Practices
^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

Disciplinary Core Ideas
^{Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)}
^{(NYSED) Biodiversity describes the variety of species found in Earth’s ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)}
^{In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)}
^{Growth of organisms and population increases are limited by} ^{access to resources. (MS-LS2-1)

Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)}
^{Water’s movements—both on the land and underground—cause weathering and erosion, which change the land’s surface features and create underground formations. (MS-ESS2-2)}
^{Global movements of water and its changes in form are driven by sunlight and gravity. (MS-ESS2-4)}
^{Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes. (MS-ESS3-1)}

Crosscutting Concepts
^{Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)

Stability might be disturbed either by sudden events or gradual changes that accumulate over time. (MS-ESS3-5)}

Hudson Valley Wildlife (All Seasons) (Outreach)

What’s living in your backyard? Live animals, mounts and bones will be used in this lively program about the species found in the lower Hudson Valley. Concepts such as biodiversity, population dynamics, habitat fragmentation, adaptation, and conservation are introduced. Through encounters with our animal ambassadors, students will find out why some animals struggle to survive in our suburban environment, while others thrive and multiply. They will leave with an appreciation of the diverse life that surrounds us, and some ways to live in better harmony with wildlife.

Standards:

Science and Engineering Practices
^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)

Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-LS1-6)}

Maple Sugaring and Climate Change (Late February and March Only)

The sap that rises in the maple tree in late winter has been a local food source since indigenous people lived in these woods. It also invites us to think about phenology, the study of seasonal change. In this program, students are introduced to the science of phenology and its relationship to a changing climate. By interacting with maps and charts, they learn the sugar maple’s yearly cycle and compare its range with the range of other trees in New York’s forests. Using this data to make inferences, they predict how global warming may affect the sugar maple and the maple sugar industry in New York. Students finish with a tour and a sample of the Teatown sugaring process. This is a 120-minute program.

Standards:

Science and Engineering Practices
^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

Disciplinary Core Ideas
^{In multicellular organisms, the body is a system of multiple interacting subsystems. These subsystems are groups of cells that work together to form tissues and organs that are specialized for particular body functions. (MS-LS1-3)}
^{Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)}
^{Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)}
^{Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5)}
^{(NYSED) Humans impact biodiversity both positively and negatively. (secondary to MS-LS2-5)}
^{Human activities, such as the release of greenhouse gases from burning fossil fuels, are major factors in the current rise in Earth’s mean surface temperature (global warming). Reducing the level of climate change and reducing human vulnerability to whatever climate changes do occur depend on the understanding of climate} ^{science, engineering capabilities, and other kinds of knowledge, such as understanding of human behavior and on applying that knowledge wisely in decisions and activities. (MS-ESS3-5)}

Our Home in the Watershed (All Seasons)

Everybody lives in a watershed! Ours includes the forests and streams that drain to the Hudson River. Through outdoor and indoor activities, students will explore the relationship between trees and bodies of water. They will learn how forests filter water and observe trees helping keep our local water supply clean for themselves. They will meet organisms that live in healthy streams and lakes, learn about pollution issues and explore ways to keep our watershed healthy.

Standards:

Science and Engineering Practices

^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

^{Develop a model to describe phenomena. (MS-LS2-3)}

Crosscutting Concepts

^{Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)}

^{The transfer of energy can be tracked as energy flows through a natural system. (MS-LS2-3)}

^{Small changes in one part of a system might cause large changes in another part. (MS-LS2-4 , MS-LS2-5)}

Connections to Engineering, Technology, and Applications of Science

^{The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. (MS-LS2-5)}

Connections to Nature of Science

^{Scientific knowledge can describe the consequences of actions but does not necessarily prescribe the decisions that society takes. (MS-LS2-5)}

Our Wild Neighbors (November through February)

Who is awake when you are asleep? Using pictorial data from Teatown’s trail cameras, analyze and compare the daily habits of opossums, squirrels, and deer. Learn the distinction between nocturnal, diurnal, and crepuscular animals, and discuss the relationship between their behaviors and their role in the ecosystem. Finish by hiking out onto Teatown’s preserve and setting your own motion-detecting camera. Several weeks later, your class will receive its original data in the form of pictures from the camera you set in the woods. An optional 45-minute post-trip visit is available upon request for an additional fee.

Standards:

Science and Engineering Practices
^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

Disciplinary Core Ideas
^{Biodiversity describes the variety of species found in Earth’s ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. (MS-LS2-5)}
^{Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)}
^{In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. (MS-LS2-1)}
^{Growth of organisms and population increases are limited by access to resources. (MS-LS2-1)}

Crosscutting Concepts
^{Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)}

Connections to Nature of Science
^{Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation. (MS-LS2-3)}

Trail Detectives (All seasons)

Teatown’s trails are filled with clues about the stories of the animals and plants, rocks and slopes that make up our preserve. In a hike around Teatown Lake, students will find visual landmarks and use observations to answer questions about their surroundings. They will learn how to spot the signs of wildlife and land transformation that exist all over our property. This program provides a review of topics in geology, biology, and ecology while sharpening students’ powers of observation, awareness of their environment, and their critical thinking about the ecosystem they live in. This is a 120-minute program.

Standards:

Science and Engineering Practices
^{Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. (MS-LS1-6)}

^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

Disciplinary Core Ideas

^{Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. (MS-LS2-1)}

^{Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations. (MS-LS2-4)}

Crosscutting Concepts
^{Cause and effect relationships may be used to predict phenomena in natural or designed systems. (MS-LS2-1)

Patterns can be used to identify cause and effect relationships. (MS-LS2-2)

Stability might be disturbed either by sudden events or gradual changes that accumulate over time. (MS-ESS3-5)}

Trout Release (Spring Only)

Teatown provides enhanced learning to complement Trout in the Classroom. Visit a local trout stream in Croton-on-Hudson where Teatown educators review the physical, chemical and biological components that provide the ideal habitat parameters for release of trout fry. View macroinvertebrates that provide food for larger organisms. Students will observe their surroundings and take basic measurements like temperature and dissolved oxygen level before releasing the fish. This is a 120-minute program and takes place at Silver Lake Park in Croton-on-Hudson.

Standards:

Science and Engineering Practices ^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

Stream Study (Spring and Fall)

Explore the physical, biological, and chemical characteristics of Bailey Brook to understand the stream as a freshwater ecosystem. Meet the macroinvertebrates living in the stream, take temperature and dissolved oxygen levels, and observe how trees shade and filter the water. Make connections to our larger ecosystem, recognizing the importance of healthy streams to all of us in the Hudson Valley watershed. This is a 120-minute program.

Standards:

Science and Engineering Practices
^{Analyze and interpret data to provide evidence for phenomena. (MS-LS2-1)}

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