# Classroom Lab Field Trip Programs

### Details

- Monday–Friday
- K-12th Grade
- $10 per child | 1:8 teacher/chaperone free
- $15 per additional chaperone
- Children’s Adventure Garden access included

We book sessions based on 25 students per class.

We may ask you to combine students for smaller class sizes.

Looking for classroom lab programs at your school? Explore our Nature Naturally offerings!

*Learning Topics on this Page: *Life Cycles | Earth Materials and Landforms | Properties of Matter: Water | Ecosystems | Structure and Function

## Life Cycles

### Pumpkin Circle

**September 24-November 16***Kinder–1st Grade*

After distinguishing between living and nonliving things, students explore the basic needs, parts and functions of pumpkin plants. Students discuss the life cycle of a pumpkin and plant their own seeds to take back to school for observation. A walk through the Arboretum’s Pumpkin Village is the perfect culmination of this lesson. [Offered 9/24-10/31 only]

**TEKS:**

K.1(A), K.2(C), K.2(E), K.3(B), K.4(A), K.4(B), K.9(A), K.9(B), K.10(B), K.10(D)

1.1(A), 1.2(C), 1.2(E), 1.3(B), 1.4(A), 1.9(A), 1.10(B)

2.1(A), 2.2(C), 2.2(E), 2.3(B), 2.4(A), 2.9(A), 2.10(B)

*NGSS Crosscutting Concepts:Patterns; Cause & Effect; Structure & Function*

### Seedsational

**August 1-September 21****November 26, 2018-July 31, 2019***Kinder–2nd Grade*

Students classify living and nonliving things and explore the fascinating world of plants they see throughout the garden by investigating their basic needs, parts and functions and life cycles. Students explore how fruits act as a suitcase for seeds and plant their own seeds to take back to school for observation.

**TEKS:**

K.1(A), K.2(C), K.2(E), K.3(B), K.4(A), K.4(B), K.9(A), K.9(B), K.10(B), K.10(D)

1.1(A), 1.2(C), 1.2(E), 1.3(B), 1.4(A), 1.9(A), 1.10(B)

2.1(A), 2.2(C), 2.2(E), 2.3(B), 2.4(A), 2.9(A), 2.10(B)

*NGSS Crosscutting Concepts:Patterns; Cause & Effect; Structure & Function*

### It’s a Bug’s Life

*2nd-5th Grade*

The Arboretum is home to hundreds of plant and animal species, including many bugs! In this program, students identify ‘bug’ as an informal name given to terrestrial arthropods and observe live organisms to identify the traits that make insects different from other arthropods. Students look closely at various arthropod adaptations that support survival in different environments and investigate the unique life cycles of different organisms, including complete and incomplete metamorphosis.

**TEKS:**

2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(C), 2.4(A), 2.10(A), 2.10(C)

3.1(A), 3.1(B), 3.2(B), 3.2(D), 3.2(E), 3.2(F), 3.3(C), 3.4(A), 3.10(A), 3.10(B)

4.1(A), 4.2(B), 4.2(D), 4.2(E), 4.2F, 4.3(A), 4.3(C), 4.4(A), 4.10(A), 4.10(C)

5.1(A), 5.1(B), 5.2(C), 5.2(D), 5.2(E), 5.2(F), 5.3(C), 5.4(A), 5.10(A)

*NGSS Crosscutting Concepts:Patterns, Structure and Function*

## Earth Materials and Landforms

### Earth Rocks!

*Kinder – 2nd Grade*

Introduce your students to the world of geology as they take a closer look at rocks. In this program, students observe a diverse sample of rocks and sort the rocks by size, shape, color and texture. Students also observe a variety of everyday products that are made from rocks and identify the properties of the rocks used to make each product.

**TEKS:**

K.1(A), K.2(C), K.3(B), K.3(C), K.4(A), K.4(B), K.5(A), K.7(A), K.7(C)

1.1(A), 1.2(B), 1.2(C), 1.2(D), 1.2(E), 1.3(C), 1.4(A), 1.4(B), 1.5(A), 1.7(A), 1.7(C)

2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(C), 2.4(A), 2.4(B), 2.5(A), 2.7(A), 2.7(C)

*NGSS Crosscutting Concepts:Patterns; Scale, Proportion, & Quantity*

### The Scoop on Soil

*Kinder – 2nd Grade*

Take a closer look at soil! Students work in groups to observe a soil sample from the Arboretum grounds and sort out the components that make up the soil. Groups then compare their observations with each other and discuss how scientists learn from samples. After discussing characteristics of soils that support plant growth, students set up an investigation to determine what kind of soil carrots grow best in. Each class will take two pots of planted carrot seeds back to school to complete the investigation.

**TEKS:**

K.1(A), K.2(C), K.3(B), K.3(C), K.4(A), K.4(B), K.5(A, K.7(C)

1.1A, 1.2B, 1.2C, 1.2D, 1.2E, 1.3C, 1.4A, 1.4(B), 1.5A, 1.7A, 1.7C

2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(C), 2.4(A), 2.4(B), 2.5(A)

*NGSS Crosscutting Concepts:Patterns; Cause and effect; Scale, Proportion, & Quantity*

### Restless Earth

*3rd-5th Grade*

Every place has a story. In this lab, students study maps to identify features of Earth’s surface. They then explore the slow processes that create geological change: weathering, erosion and deposition. 3rd grade student investigate how these processes lead to the formation of soils. 4th and 5th grade students identify how these processes lead to the formation of landforms. Students use this information to explain why certain places looks the way they do and predict how areas could change in the future.

**TEKS:**

3.1(A), 3.2(B), 3.2(D), 3.2(F), 3.3(A), 3.4(A), 3.7(A)

4.1(A), 4.2(B), 4.2(D), 4.3(A), 4.3(B), 4.4(A), 4.7(B)

5.1(A), 5.2(C), 5.2(D), 5.3(A), 5.3(B), 5.4(A), 5.7(B)

*NGSS Crosscutting Concepts:Cause & Effect; Scale, Proportion, & Quantity; Stability & Change*

### CSI in the Garden

*6th-8th Grade*

Chemistry is everywhere, even in the soil beneath our feet. During this lab, students assume the role of a crime scene investigator and use a soil test kit to look at the chemical components of various soil samples to determine if fictional suspects were at the scene of a crime. Students learn about the importance of one of Earth’s most valuable resource, soil, and the chemical components that support plant growth.

**TEKS:**

6.1(A), 6.2(C), 6.2(E), 6.3(A), 6.4(A), 6.4(B), 6.5(A), 6.5(B), 6.12(E)

7.1(A), 7.2(C), 7.2(E), 7.3(A), 7.4(A), 7.4(B), 7.6(A)

8.1(A), 8.2(C), 8.2(E), 8.3(A), 8.4(A), 8.4(B), 8.5(E)

*NGSS Crosscutting Concepts:Patterns; Stability and change*

## Properties of Matter: Water

**Wonders of **Water

*Kinder-2nd Grade*

Explore the wonderful world of water! Students first use tools to observe the physical properties of water in the solid, liquid and gas states. They then investigate how this essential natural resource supports plant growth.

**TEKS:**

K.1(A), K.2(C), K.2(E), K.4(B), K.5(A), K.5(B), K.7(C)

1.1(A), 1.2(E), 1.3(B), 1.4(A), 1.5(A), 1.5(B), 1.7(C)

2.1(A), 2.2(C), 2.2(E), 2.2(F), 2.4(A), 2.5(A), 2.5(B), 2.5(C)

*NGSS Crosscutting Concepts:Cause & Effect; Energy and matter*

### Water Works!

*3rd-5th Grade*

Water has some amazing properties! Students take a closer look at the physical properties of water and work in teams to create a usable water wheel, showing how this natural resource can serve as renewable source of energy.

**TEKS:**

3.1(A), 3.1(B), 3.2(B), 3.4(A), 3.5(A), 3.6(A), 3.7(C)

4.1(A), 4.1(B), 4.2(B), 4.2(F), 4.3(C), 4.4(A), 4.5(A), 4.6(A), 4.7(C)

5.1(A), 5.1(B), 5.2(C), 5.2(D), 5.2(F), 5.4(A), 5.5(A), 5.6(A)

*NGSS Crosscutting Concepts:Cause & Effect; Systems & System Models; Structure & Function*

## Ecosystems

### What’s for Dinner?

*Kinder-2nd Grade*

Like all ecosystems, the Arboretum is a complex and active place, filled with interconnected organisms. In this lab, students explore a small but significant members of our ecosystem: pill bugs. Students observe terrariums with live organisms to investigate living and nonliving things, basic needs of organisms and energy transfer in food chains.

**TEKS:**

K.1(A), K.1(C), K.2(C), K.2(D), K.2(E), K.3(C), K.4(A), K.4(B), K.9(A), K.9(B)

1.1(A), 1.2(C), 1.2(D), 1.2(E), 1.3(B), 1.3(C), 1.4(A), 1.9(A), 1.9(B), 1.9(C)

2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(B), 2.3(C), 2.4(A), 2.9(A), 2.9(C)

*NGSS Crosscutting Concepts:Patterns; Systems & Systems Models; Structure & Function*

### Flight of the Honeybee

*Kinder-3rd Grade*

In this lab, students take on the roles of honeybees and flowers to act out the process of pollination and explore the interdependent relationship between these organisms. Students closely examine honeybee specimens and a flower model to better understand how flowers attract pollinators and honeybees gather nectar and pollen.

**TEKS:**

K.1(A), K.2(C), K.2(E), K.3(B), K.4(A), K.4B, K.10(B)

1.1(A), 1.2(C), 1.2(E), 1.4(A), 1.4(B), 1.9(B), 1.9(C), 1.10(A), 1.10(B)

2.1(A), 2.2(C), 2.2(E), 2.3(B), 2.4(A), 2.4(B), 2.9(C), 2.10(A), 2.10(B)

*NGSS Crosscutting Concepts:Patterns; Systems & Systems Models; Structure & Function*

### Disappearing Act

*3rd-6th Grade*

What happens when an organism in an ecosystem disappears? Students first investigate 3 organisms: white-tailed deer, post oak trees and grey wolves and then create a model of the Post Oak Savannah to actively simulate how the local extinction of wolves in this area affects all components of the ecosystem. Each student has the opportunity to act as either a wolf or a deer in this engaging, interactive lab.

**TEKS:**

3.1(A), 3.2(B), 3.2(C), 3.2(D), 3.2(E), 3.2(F), 3.3(B), 3.3(C), 3.4(A), 3.9(A), 3.9(B)

4.1(A), 4.2(B), 4.2(C), 4.2(D), 4.2(E), 4.2(F), 4.3(B), 4.3(C), 4.4(A), 4.9(B), 4.10(A)

5.1(A), 5.2(C), 5.2(D), 5.2(E), 5.2(F), 5.2(G), 5.3(B), 5.3(C), 5.4(A), 5.9(A), 5.9(B), 5.9(C)

6.1(A), 6.2(C), 6.2(D), 6.2(E), 6.3(B), 6.3(C), 6.12(E), 6.12(F)

*NGSS Crosscutting Concepts:Scale, Proportion, & Quantity; Cause & Effect; Systems & System Models; Stability & Change*

### Buzz on Bees

*4th-6th Grade*

Honeybees are essential to our food production and their numbers have declined in recent years. In this problem-based lab, students collect and analyze data from different hives to identify the likely causes of colony collapse disorder and explore what they can do to help.

**TEKS:**

4.2(A), 4.2(B), 4.2(D), 4.2(E), 4.2(F), 4.3(B), 4.3(C), 4.4(A), 4.9(B)

5.2(C), 5.2(D), 5.2(E), 5.2(F), 5.3(C), 5.4(A), 5.9(A), 5.9(B), 5.9(C)

6.2(C), 6.2(E), 6.3(B), 6.3(C), 6.3(D), 6.4(A), 6.12(E)

*NGSS Crosscutting Concepts:Cause & Effect; Systems & System Models; Structure & Function; Stability & Change*

### Garden Design Challenge

*4th-12th Grade*

What environmental factors and landscape design choices must our horticulture staff consider when designing our seasonal plantings? In this new offering, students work with actual Arboretum plant lists and design notes to create a landscape in the garden. Follow up the class with a visit to the space students just designed!

**TEKS:**

4.1(B), 4.2(C), 4.2(D), 4.2(F), 4.3(A), 4.3(C), 4.4(A), 4.10(A), 4.10(B)

5.2(C), 5.2(D), 5.2(F), 5.2(G), 5.3(A), 5.3(C), 5.4(A), 5.10(A), 5.10(B)

6.2(C), 6.3(B), 6.3(C), 6.4(A), 6.12(D), 6.12(F)

7.2(C), 7.3(B), 7.3(C), 7.4(A), 7.10(A), 7.11(B), 7.13(A)

8.2(C), 8.2(E), 8.2(B), 8.3(C), 8.4(A), 8.11(A)

B.2(G), B.2(H), ES.3(A)

130.21 LDM.1(A), LDM.1(B), LDM.1(E), LDM.2(B), LDM.3(A), LDM.3(B), LDM.3(E), LDM.3(F), LDM.3(G), LDM.4(B)

130.23 HS.1(A), HS.1(B), HS.2(B), HS.3(D)

*NGSS Crosscutting Concepts:Patterns; Cause and Effect; Scale, Proportion and Quantity; Systems and System Models; Stability and Change*

## Structure and Function

### Plant Detectives

*Kinder-2nd Grade*

Do all leaves look the same? What about stems and roots? In this lab students identify basic plant parts and investigate plant diversity by comparing and contrasting the unique structures of live plants. 2nd grade students explore how different structures allow plants to meet their needs.

**TEKS:**

K.1(A), K.2(C), K.2(D), K.2(E), K.4(A), K.4(B), K.9(B), K.10(A), K.10(B)

1.1(A), 1.2(C), 1.2(E), 1.4(A), 1.10(A), 1.10(B)

2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.3(B), 2.4(A), 2.10(B)

*NGSS Crosscutting Concepts:Patterns; Structure & function*

### Plant Secrets

*3rd-5th Grade*

Although the Arboretum is home to many plants, not all the plants in our gardens are adapted to thrive in the Dallas area. In this lab, students make observations of a diverse selection of plants from the ecoregions of Texas and explore how each plant’s structures allow it to survive in a particular environment. Emphasis is placed on supporting claims with evidence.

*TEKS:*

*3.1(A), 3.2(D), 3.2(F), 3.3(B), 3.4(A), 3.9(A), 3.10(A)*

4.1(A), 4.2(D), 4.2(F), 4.3(B), 4.4(A), 4.10(A)

5.1(A), 5.2(C), 5.2(D), 5.2(F), 5.4(A), 5.10(A)

4.1(A), 4.2(D), 4.2(F), 4.3(B), 4.4(A), 4.10(A)

5.1(A), 5.2(C), 5.2(D), 5.2(F), 5.4(A), 5.10(A)

**NGSS Crosscutting Concepts:**

Patterns; Structure & Function

### Plant Parents: Propagation 101

*6th-8th Grade*

Investigate how one plant can become many. All plants can do this on their own, but often, people – farmers, gardeners, scientists and kids – help in various ways. Sometimes seeds are not the easiest way to get new plants. Over time, plants have adapted many ways to survive. In this hands-on lab, learn about a few of the other ways plants propagate.

**TEKS:**

6.1(A), 6.2(C), 6.2(E), 6.3(A), 6.3(B), 6.3(C), 6.4(A), 6.12(D), 6.12(E)

7.1(A), 7.2(C), 7.2(E), 7.3(A), 7.3(B), 7.3(C), 7.4(A), 7.10(B), 7.11(B), 7.11(C), 7.12(D), 7.14(A), 7.14(B), 7.14(C)

8.1(A), 8.2(E), 8.3(A), 8.3(B), 8.3(C), 8.4(A), 8.11(A), 8.11(B)

*NGSS Crosscutting Concepts:Patterns, Cause and Effect, Scale, Proportion, and Quantity, Systems and System Models, Energy and Matter, Structure and Function, Stability and Change*

## Field Trip Request

To make a reservation request, fill out the form below. If you prefer phone, you can contact the Reservations Department at 214.515.6540

You may also download the request form and fax to 214.515.6578.

Fields marked with an asterisk (*) are required.