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FREE Meet Rosie Live Stream

from Butterfly Pavilion

Program image

Students meet Rosie, the Chilean Rosehair Tarantula!
Through guided observation of a live, on-camera animal, we'll discover what
makes a tarantula an arachnid. Through inquiry (questions submitted ahead of
time or during broadcast), students find out more about how she lives and come
to appreciate her as more than just a big, hairy spider.

Program Rating

   based on 3 evaluation(s).


About This Program

Cost

Multipoint: $0.00
Multipoint Premium: $0.00

FREE!



Length

50 minutes


Target Audience

Education: Grade(s) Kindergarten, 1, 2, 3, 4, 5, 6, 7, 8Public Library: Library Patrons

Minimum participants:

No minimum

Maximum participants:

No maximum


Primary Disciplines

Sciences


Program Delivery Mode

Zoom



Booking Information

This is a special event offered on this date. Program will start promptly at the time listed, so participants are advised to connect a few minutes early. PLEASE NOTE: When you sign up, we will be in touch with next steps to complete your registration and/or the link to join the program on your chosen date/time.

Sorry, this program is not currently available. To inquire about future availability, please contact Butterfly Pavilion

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

NA - This is a free, webinar-style program. We hope you'll join us if you sign up, but there is no penalty if you can't make it.

About This Provider

Content Provider logo

 

Butterfly Pavilion

Westminster, CO
United States

Butterfly Pavilion was founded in 1995 as the first stand-alone invertebrate zoo in the nation with a mission to foster an appreciation of invertebrates while educating the public about the importance of conservation of threatened habitats in the tropics and around the world.

Contact:
Butterfly Pavilion
distancelearning@butterflies.org
3034695441

Program Details

Format

Through a combination of engaging images and a live tarantula, students will be introduced to Rosie and discover what adaptations help her to survive in her habitat. Plus, students will gain an appreciation for what makes arachnids cool, and not just scary. With the printable What Makes a Rosie handout, students will be able to follow along in identifying Rosie's arachnid anatomy and labeling their own tarantula to take home.

Students will be able to chime in with what they know and pose questions to the presenter through both polling questions and live chat.

Objectives

GOAL(S):
1. Students will be able to identify elements of an arachnid’s anatomy on a spider.
2. Students will forge a new connection with arachnids and gain appreciation for their importance.

OBJECTIVES:
• (I THINK) I can identify the parts of an arachnid’s body and how it is unique from other animals.
• (I FEEL) I can appreciate the importance of arachnids and connect with them as living things.
• (I DO) I can reduce my own and others’ fear responses to spiders through better understanding.

Standards Alignment

National Standards

Next Generation Science Standards
• K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.
• 1-LS1-2. Read texts and use media to determine patterns in behavior of parents and offspring that help offspring survive.
• 2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
• 3-LS1-1. Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
• 3-LS4-3. Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
• 4-LS1-1. Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.
• 5-LS2-1. Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.
• MS-LS1-4. Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animal behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants respectively.
• MS-LS1-5. Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms.

State Standards

Colorado State Science Standards
• LS09-GR.PreK-S.2-GLE.1 Living things have characteristics and basic needs
• LS09-GR.K-S.2-GLE.1 Organisms can be described and sorted by their physical characteristics
• LS09-GR.1-S.2-GLE.2 An organism is a living thing that has physical characteristics to help it survive
• LS09-GR.2-S.2-GLE.2 Each plant or animal has different structures or behaviors that serve different functions
• LS09-GR.3-S.2-GLE.1 The duration and timing of life cycle events such as reproduction and longevity vary across organisms and species
• LS09-GR.4-S.2-GLE.1 All living things share similar characteristics, but they also have differences that can be described and classified
• LS09-GR.4-S.2-GLE.3 There is interaction and interdependence between and among living and nonliving components of systems
• LS09-GR.5-S.2-GLE.1 All organisms have structures and systems with separate functions
• LS09-GR.6-S.2.GLE.1 Changes in environmental conditions can affect the survival of individual organisms, populations, and entire species
• LS09-GR.7-S.2-GLE.1 Individual organisms with certain traits are more likely than others to survive and have offspring in a specific environment
• LS09-GR.8-S.2-GLE.1 Human activities can deliberately or inadvertently alter ecosystems and their resiliency
• LS09-GR.8-S.2-GLE.2 Organisms reproduce and transmit genetic information (genes) to offspring, which influences individuals’ traits in the next generation
• LS09-GR.HS-S.2-GLE.2 The size and persistence of populations depend on their interactions with each other and on the abiotic factors in an ecosystem