1. Look at globe to learn about where penguins and puffins live.
2. Show picture of the exhibit and talk about the seasons, the globe and light.
3. Review bird adaptations using a powerpoint presentation, biofacts and a live bird (not a penguin or puffin).
At the end of a program participants should be able to:
-Make a prediction, test it and explain the results
-Compare the wings and feet of different kinds of bird to explain how their shape helps the birds survive where they live.
-Classify penguins and puffins as birds and tell why they fit into this class of vertebrates
-Name one other behavioral or physical adaptation that penguins and puffins have that help them survive in their habitats.
-Explain whether penguins and puffins are producers or consumers, predators or prey, in their ecosystems
-Define herbivore, carnivore and omnivore and categorize the penguins and puffins into these categories
-Predict what would happen to the behavior of the penguins if we didn?t provide them with a simulated natural lighting situation in their exhibit
NGSS: MS-LS2-1. (LS2.A). MS-LS2-2. (LS2.A, LS2.C, LS4.D, ETS1.B). MS-LS4-4. (LS4.B, LS4.C). 3-LS3-2 (LS3.B). 3-LS4-3 (LS4.C). HS-LS2-6 (LS2.C). HS-LS2-7 (LS4.D, LS2.C, ETS1.B).
Missouri Science Grade Level Expectations: III-1A (1st)a, 1D (Kg)a, (1st) b,d, (5th)a, 1E (5th)c,d, IV-1A(Kg)a, (4th)a,b, (6th)a, 1B (6th)a,b, 1D(6th)a, 2A (3rd)a,b, (4th)a,b,c, 3C (4th)a-d, (6th)a,b, VII-1A (Kg-3rd)a,b, (4th-8th)a,b,c, 1C(Kg-2nd) a,b, 1D(Kg-2nd)a, (3rd-8th)a,b