Learning Galleries of the Rory Meyers Children’s Adventure Garden
Most Pertinent to the 3rd - 8th Grade Levels
TEK material listed through 6th grade. All concepts can apply to all grade levels, depending on the application.
Plants Are Alive
Enter a world of magical plants and flowers. Exploration of this gallery includes
investigating plant parts and functions as well as life-cycle activities, sorting plant/
animal/mineral magnets, putting a giant 3-D flower puzzle together and following
a trail with a search card looking for leaves, stems, flowers and roots.
Ideas to Ponder: How does water flow uphill in the plant? How does the plant make
its own food? What are flowers for? Where do new plants come from? Can you
identify the major working parts of the plant? What part in the life of the plant do
each of these major working parts contribute?
TEKS
Material covered before Third grade included in this gallery:
9(A) 9(B) plants
10(B) 10(D) differentiate between living and non living things based upon whether they have basic needs and produce offspring
examine evidence that living organisms have basic needs such as food, water and shelter for animals and air, water, nutrients, sunlight and space for
Identify parts of plants such as roots, stems and leaves.
Observe changes that are part of a simple life cycle of a plant: seed, seedling, plant, flower and fruit
1.9 (A) sort and classify living and non living things based upon whether or not they have basic needs and produce offspring
1.10 (B) identify and compare parts of plants
2.9 (A) identify basic needs of living organisms
2.10(B) observe, record and compare how the physical characteristics of plants help them to meet their basic needs such as stems carry water throughout the plant
Habitats
Start in an eagle’s giant nest, with larger-than-life eggs as you are introduced to
the components of a habitat. Explore the Discovery Loop Trail, and investigate
who lives in a rotting log and a tree snag and examine real nests. Climb up a spiral
staircase through the center of a tree so you can walk in the clouds and see what
it’s like to live among the tree tops.
Concepts and Questions to Ponder: Camouflage – what is it ? How does it happen?
Give some examples. What happens to a habitat when one of the species disappears? Species Adaptation – time it takes and conditions that affect it
TEKS
Second Grade:
2 9(A) identify the basic needs of plants and animals;
2 9(B) identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things;
2 9(C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area.
210(A) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water (Animal adaptations)
2 10(B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant; (Plant adaptations)
Third Grade:
3 9(A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;
3 9(B) identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field;
3 10(A) explore how structures and functions of plants and animals allow them to survive in a particular environment; (Plant adaptations)
3 10(B) explore that some characteristics of organisms are inherited such as the number of limbs on an animal or flower color and recognize that some behaviors are learned in response to living in a certain environment such as animals using tools to get food;
Fourth Grade:
4 9(A) investigate that most producers need sunlight, water, and carbon dioxide to make their own food, while consumers are dependent on other organisms for food; and
4 9(B) describe the flow of energy through food webs, beginning with the Sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest.
4 10 (A) explore how adaptations enable organisms to survive in their environment such as comparing birds’ beaks and leaves on plants;
4 10(B) demonstrate that some likenesses between parents and offspring are inherited, passed from generation to generation such as eye color in humans or shapes of leaves in plants. Other likenesses are learned such as table manners or reading a book and seals balancing balls on their noses; and
4 10(C) explore, illustrate, and compare life cycles in living organisms such as butterflies, beetles, radishes, or lima beans.
Fifth Grade:
5 9 (A) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements;
5 9(B) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers;
5 9(C) predict the effects of changes in ecosystems caused by living organisms, including humans, such as the overpopulation of grazers or the building of highways; and
5 9(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals.
5 10 (A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals;
5 10 (B) differentiate between inherited traits of plants and animals such as spines on a cactus or shape of a beak and learned behaviors such as an animal learning tricks or a child riding a bicycle; and
5 10 (C) describe the differences between complete and incomplete metamorphosis of insects.
Sixth Grade:
6 12(E) describe biotic and abiotic parts of an ecosystem in which organisms interact
6 12(F) diagram the levels of organization within an ecosystem, including organism, population, community, and ecosystem.
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Living Cycles
The Living Cycles Gallery is all about growth and change. From the changing of the
seasons to a plant’s life cycle from seed back to soil, you will explore different kinds
of plant and animal life cycles. Investigate pollinators and examine their role in the
plant life cycle, observe metamorphosis and explore decomposition in compost bins.
Concepts To Ponder: Life cycles of flowering plants; Life cycles of insect pollinators;
Life cycles of bird pollinators
TEKS
Concepts covered before Third grade included in this gallery:
1.8(c)
1.9(b)
1.9(c)
1.10(a)
1.10(b)
1.10(c)
1.10d)
identify characteristics of the seasons of the year
analyze and record examples of interdependence found in various situations such as terrariums and aquariums or pet and caregiver
gather evidence of interdependence among living organisms such as energy transfer through food chains and animals using plants for shelter
investigate how the external characteristics of an animal are related to where it lives, how it moves, and what it eats
identify and compare the parts of plants
compare ways that young animals resemble their parents
observe and record the life cycles of animals
2.9(a) identify the basic needs of plants and animals
2.9(c) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains within a garden, park, beach, lake, and wooded area
2.10(a) observe, record, and compare how the physical characteristics and behaviors of animals help them meet their basic needs such as fins help fish move and balance in the water
2.10(b) observe, record, and compare how the physical characteristics of plants help them meet their basic needs such as stems carry water throughout the plant
2.10(c) investigate and record some of the unique stages that insects undergo during their life cycle
Third Grade
3.7(a) explore and record how soils are formed by weathering of rock and the decomposition of plant and animal remains
3.9(a) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem
3.10(a) explore how structures of plants and animals allow them to survive in a particular environment
3.10(c) investigate/compare how animals and plants undergo a series of orderly changes in their diverse life cycles
Fourth Grade
4.10 a) explore how adaptations enable organisms to survive in their environment
4.10(c) explore, illustrate, and compare life cycles of living organisms
Fifth Grade
5.7(d) identify fossils as evidence of past living organisms and the nature of the environment at the time using models
5.9(a) observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
5.9(b) describe how the flow of energy derived from the Sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
5.10(a) compare the structures and functions of different species that help them live/survive
5.10(c) describe the differences between complete and incomplete metamorphosis of insects
Earth Cycles
The Earth is always changing. Many of the changes to the Earth’s surface come
about through the process of weathering, erosion and deposition and the
movement of tectonic plates. From the layers of the Earth to the farthest planet
in our Solar System, you will be engaged in hands-on exploration and discovery.
A weather machine allows you to make wind, rain, fog, a tornado in a tube, check
temperatures, and test the barometric pressure. Experiment with a giant stream
table to make “rain” and witness the forces of erosion and deposition first hand.
Concepts and Questions To Ponder: How does the geology and water in an area influence the ecosystems that
eventually come to exist in a balanced state in certain areas? Why do all the materials in an area need to be
continually recycled? How does location on earth derermine the ecosystems in the world?
Distribution of matter on planet
How weather drives the distribution of ecosystems
TEKS
Material covered before Third grade included in this gallery:
2 (7A)
2 (7C)
2 (8A)
2 (8B)
2 (8C)
2 (8D)
observe and describe rocks by size, texture and color
distinguish between natural and man-made resources
measure, record and graph weather information
identify the importance of weather and seasonal information to make choices in clothing, activities and transportation
explore the process in the water cycle
observe, describe and record patterns of objects in the sky including the appearance of the moon
Third Grade
3 (7A) explore and record how soils are formed by weathering of rock and decomposition of plant and animal remains
3 (7B) investigate rapid changes in the Earth’s surface such as volcanoes, earthquakes, landslides
3 (7C) identify and compare different landforms including mountains, hills, valleys and plains
3 (8A) observe, measure, record and compare day to day weather changes in different places at the same time
3 (8B) describe and illustrate the sun as a star composed of gases that provide light and heat energy for the water cycle
3 (8C) models demonstrate the relationship of the sun, Earth and moon; including orbits and positions
3 (8D) identify the planets in Earth’s solar system and their position in relation to the Sun.
Fourth Grade
4-7A properties of soil; including color and texture, capacity to retain water and ability to support the growth of plants
4-7B observe and identify slow changes to Earth’s surface caused by weathering, erosion and deposition from water, wind and ice
4-7C past event affect present and future events; conservation
4-8A measure and record changes in weather and make predictions using weather maps, weather symbols and a map key
4-8B describe and illustrate the continuous movement of water above and on the surface of Earth through the water cycle and explain the role of the sun as a major source of energy in this process
4-8C collect and analyze data to identify sequences and predict patterns of change in shadows, tides, seasons and appearance of the moon over time
Fifth Grade
5-7A explore the processes that led to the formation of sedimentary rocks and fossil fuels
5-7B recognize how landforms such as deltas, canyons, and dunes are a result of changes to Earth’s surface by wind, water and ice
5-7C identify fossils as evidence of past living organisms and the nature of the environments at the time
5-8A differentiate between weather and climate
5-8B explain how the sun and the ocean interact in the water cycle
5-8C demonstrate that Earth rotates on its axis once every 24 hours causing the day/night cycle and the apparent movement of the Sun across the sky
5-8D identify and compare the physical characteristics of the sun, Earth and moon
(Sixth Grade continued next page)
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Sixth Grade (continued)
6-10B 6-10C 6-10D 6-11A
classify rocks as metamorphic, igneous or sedimentary by the process of their formation
identify the major tectonic plates
describe how plate tectonics causes major geological events such as ocean basins, earthquakes, volcanic eruptions and mountain building
describe the physical properties, locations, and movements of the Sun, planets, Galilean moons, meteors, asteroids, and comets;
Texas Native Wetlands
Discover the importance of wetlands and how they help our environment.
Investigate Texas wetlands to see how plants and animals are adapted to live in
water. See what you can find living in the Touch Tank and investigate how some
plants survive in a watery environment.
Concepts and Questions to Ponder: Wetlands are an ecosystem. Where are all the
naturally occurring wetlands in Texas and why are they in those locations? Why
are wetlands so endangered and what can we be doing about it?
TEKS
Material covered before third grade
2.1(A)
identify and demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including wearing safety goggles, washing hands, and using materials appropriately;
2.1(C) identify and demonstrate how to use, conserve, and dispose of natural resources and materials such as conserving water and reuse or recycling of paper, plastic, and metal;
2.2(C)
collect data from observations using simple equipment such as hand lenses, primary balances, thermometers, and non-standard measurement tools;
2.2(D) record and organize data using pictures, numbers, and words;
2.2(E)
communicate observations and justify explanations using student-generated data from simple descriptive investigations;
2.2(F)
compare results of investigations with what students and scientists know about the world
2.3(C)
identify what a scientist is and explore what different scientists do;
2.9(A) identify the basic needs of plants and animals;
2.9(B)
identify factors in the environment, including temperature and precipitation, that affect growth and behavior such as migration, hibernation, and dormancy of living things;
2.9(C) compare and give examples of the ways living organisms depend on each other and on their environments such as food chains;
2.10(A) observe, record, and compare how the physical characteristics and behaviors of animals help meet their basic needs;
2.10(B) observe, record, and compare how the physical characteristics of plants help them meet their basic needs;
2.10(C) investigate and record some of the unique stages that insects undergo during their life cycle;
Third Grade
3.1(A) demonstrate safe practices as described in the Texas Safety Standards during classroom and outdoor investigations, including observing a schoolyard habitat;
3.2(B)
collect data by observing and measuring using the metric system and recognize differences between observed and measured data;
3.2(D) analyze and interpret patterns in data to construct reasonable explanations based on evidence from investigations;
3.4(A) collect, record, and analyze information using tools, including microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, wind vanes, rain gauges, pan balances, graduated cylinders, beakers, spring scales, hot plates, meter sticks, compasses, magnets, collecting nets, notebooks, sound recorders, and Sun, Earth, and Moon system models; timing devices, including clocks and stopwatches; and materials to support
observation of habitats of organisms such as terrariums and aquariums;
3.9(A) observe and describe the physical characteristics of environments and how they support populations and communities within an ecosystem;
3.9(B)
identify and describe the flow of energy in a food chain and predict how changes in a food chain affect the ecosystem such as removal of frogs from a pond or bees from a field;
3.9(C) describe environmental changes such as floods and droughts where some organisms thrive and others perish or move to new locations;
3.10(A) explore how structures and functions of plants and animals allow them to survive in a particular environment;
Fourth Grade
4.1(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations
4.2(B) collect and record data by observing and measuring, using the metric system, and using descriptive words and numerals such as labeled drawings, writing, and concept maps
4.2(C) construct simple tables, charts, bar graphs, and maps using tools and current technology to organize, examine, and evaluate data
4.2(D) analyze data and interpret patterns to construct reasonable explanations from data that can be observed and measured
4.4(A) collect, record, and analyze information using tools, including calculators, microscopes, cameras, computers, hand lenses, metric rulers, Celsius thermometers, mirrors, spring scales, pan balances, triple beam balances, graduated cylinders, beakers, hot plates, meter sticks, compasses, magnets, collecting nets, and notebooks; timing devices, including clocks and stopwatches; and materials to support observation of habitats of organisms such as terrariums and aquariums;
4.4(B) use safety equipment as appropriate, including safety goggles and gloves
4.9(B) describe the flow of energy through food webs, beginning with the sun, and predict how changes in the ecosystem affect the food web such as a fire in a forest
4.10(A) explore how adaptations enable organisms to survive in their environment such as comparing birds’ beaks and leaves on plants
Fifth Grade
5.1(A) demonstrate safe practices and the use of safety equipment as described in the Texas Safety Standards during classroom and outdoor investigations
5.2(C) collect information by detailed observations and accurate measuring
5.2(D)
analyze and interpret information to construct reasonable explanations from direct (observable) and indirect (inferred) evidence
5.2(F) communicate valid conclusions in both written and verbal forms
5.9(A)
observe the way organisms live and survive in their ecosystem by interacting with the living and non-living elements
5.9(B)
describe the flow of energy derived from the sun, used by producers to create their own food, is transferred through a food chain and food web to consumers and decomposers
5.9(C) predict the effects of changes in ecosystems caused by living organisms
5.9(D) identify the significance of the carbon dioxide-oxygen cycle to the survival of plants and animals
5.10(A) compare the structures and functions of different species that help them live and survive such as hooves on prairie animals or webbed feet in aquatic animals
Sixth Grade
6.1(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards;
6.2(C) collect and record data using the International System of Units and qualitative means such as labeled drawings, writing, and graphic organizers;
6.2(E
)analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends;
6.3(A) in all fields of science, analyze, evaluate, critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking of the student;
6.4(A) use appropriate tools to collect, record, and analyze information;
6.4(B)
use preventative safety equipment…;
6.12(E) describe biotic and abiotic parts of an ecosystem in which organisms interact;
Seventh Grade
7.1(A) demonstrate safe practices during laboratory and field investigations as outlined in the Texas Safety Standards;
7.2(C) collect and record data using the International System of Units and qualitative means such as labeled drawings, writing, and graphic organizers;
7.2(E)
analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends
S eventh Grade continiued next page
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Seventh Grade (continiued)
7.3(A)
7.13(A)
7.13(B)
7.5(C)
7.8(A)
7.8(C)
7.10(A)
7.10(B)
7.11(B)
7.12(A)
in all fields of science, analyze, evaluate, critique scientific explanations by using empirical evidence, logical reasoning, and experimental and observational testing, including examining all sides of scientific evidence of those scientific explanations, so as to encourage critical thinking of the student;7.4(A)use appropriate tools to collect, record, and analyze information;
investigate how organisms respond to external stimuli found in the environment such as phototropism and fight or flight;
describe and relate responses in organisms that may result from internal stimuli such as wilting in plants and fever or vomiting in animals that allow them to maintain balance;
diagram the flow of energy through living systems, including food chains, food webs, and energy pyramids;
predict and describe how different types of catastrophic events impact ecosystems such as floods, hurricanes, or tornadoes;
model the effects of human activity on groundwater and surface waster in a watershed;
observe and describe how different environments, including microhabitats in schoolyards and biomes, support different varieties of organisms;
describe how biodiversity contributes to the sustainability of an ecosystem;
explain variation within a population or species by comparing external features, behaviors, of physiology of organisms that enhance their survival such as migration,, hibernation, or storage of food in a bulb;
investigate and explain how internal structures of organisms have adaptations that allow specific functions such as gills in fish, hollow bones in birds, or xylem in plants;
Kaleidoscope
There are patterns between nature, art and math. Experiment with a giant
kalediscope, investigate the fibonacci sequence and build your own knot garden. Use
hands-on materials to investigate patterns, symmetry and fractals, and create your
own designs. Examine the plants around you to discover patterns in nature.
Questions To Ponder, Discovery Possibility for You: What are some of these patterns
in nature? Find an application of one of these which man has applied to building
structures, technology and architecture.
TEKS
(Note for the purpose of the science project, art activities are eliminated from the following list.)
TEKS: Third Grade Science
3(A)
Students recognize that patterns, relationships and cycles exist in matter.
3(C) Students explore patterns within environments by investigating characteristics.
3.10 (A) Explore how structures and functions of plants and animals allow them to survive in a particular environment
TEKS: Third Grade Math
3.2(B) Compare fractional parts of whole objects or sets of objects
3.2(D) Construct concrete models of equivalent fractions for fractional parts of whole objects
3.6(A) Identify geometric patterns to make predictions
TEKS: Fourth Grade Science
4.2(C) 4.10 Construct simple tables, charts, bar graphs, and maps
Organisms have structures that help them survive within their environment
TEKS: Fourth Grade Math
4.2(A) 4.9(A)
4.9(C)
Use concrete objects and pictorial models to generate equivalent fractions
Demonstrate translations, reflections, and rotations using concrete models
Use reflections to verify that a shape has symmetry
TEKS: Fifth Grade Science
5.10 Organisms have structures that help them survive within their environment
TEKS: Fifth Grade Math
5.7
Geometry and spatial reasoning. The student generates geometric definitions using critical attributes.
5.8
Geometry and spatial reasoning. The student models transformations. (translations, rotations, reflections)
5.8(A) sketch the results of translations, rotations, and reflections on a Quadrant 1 coordinate grid
T. Boone Pickens Pure Energy
Explore three islands, each one focused on a different type of renewable
energy source from nature. On the water island you will experiment with a
Hydroelectricity activity station and an Archimedes screw. On the wind Island, you
will use a giant Air Zooka to feel the power of wind and learn how wind can be
transformed into electricity. The solar Island features a solar tree and many exciting
activities designed to give you a new understanding of alternative energy sources
and the transfer of energy.
Concepts and Questions to Ponder: Since all of the earth’s energy can be traced back to the sun, and only plants can
use sunlight directly, it is important to understand how energy is changed from one form to another. For example,
describe and explain the energy transformation steps between sunlight and running a mile; Describe and explain
the energy transformation steps between a running stream and production of the flour in a loaf of bread; What is
the big advantage in the USA for using coal, oil and natural gas short term and what are the negatives short term
and long term? Explain how the sun’s energy is involved in creating waterfalls and rivers..
TEKS:
Fifth Grade:
5.6(A) explore the uses of energy, including mechanical, light, thermal, electrical, and sound energy
5.7(C)
identify alternative energy resources such as wind, solar, hydroelectric, geothermal, and Biofuels
Sixth Grade
6.7(A)
research and debate the advantages and disadvantages of using coal, oil, natural gas, nuclear power, biomass, wind, hydropower, geothermal, and
solar resources
6.9(C) demonstrate energy transformations such as energy in a flashlight battery changes from chemical energy to electrical energy to light energy
Seventh Grade
7.5(A) recognize that radiant energy from the Sun is transformed into chemical energy through the process of photosynthesis
Eight Grade
8.10(A) recognize that the Sun provides the energy that drives convection within the atmosphere and oceans, producing winds and ocean currents
Orchard and Vineyard & The Incredible Edible Garden & Exploration Center
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Orchard and Vineyard
Vines has evolved to climb toward the life-giving sun. The vines in this garden are
planted on posts and run along cables that support their growth. Look closely at
the trees, vines and bushes around you. Are any of the plants flowering? Did you
know that those flowers will eventually become fruit? Enjoy witnessing the entire
lifew cycle of climbing and good-producing plants here.
Ideas to Ponder: How has man used artificial selection to grow food crops with
maximum nutrition and appeal? For example, with fruit trees how do farmers get.
specific varieties of apples? Subjects for research and experimentation in this gallery include, among many
others: agriculture and organic farming; orchard management; harvesting grapes from the vines
The Incredible Edible Garden
We all have to eat, but the choices we make about what we eat make the
difference between being strong and healthy or being weak and ill. From ancient
times to today, man has gotten food from plants. Did you have cereal at breakfast
today? It came from a plant. Bananas and fruit jurice come from plants, too. Bread
is most often made from a plant called wheat. The vegetables on your plate and
your chocolate dessert were grown for you to eat. All food is traced to a plant.
Without plants there is no food. For instance, for a cow to become your hamburger
and the cheese on it, it has to eat corn, grass or hay. The cow’s body turns the plant
matetial into its muscles and other body parts. Stroll through The Incredible Edible
Garden and learn about the value plants provide for our health.
Concepts to Ponder: Food chains; Efficiency of energy transfer; Energy contenet of different kinds of food
(Carbohydates, fats, protein) Specific nutrients from certain kinds of foods
What are some non-food products made out of plants? What is the process to make that happen?
Exploration Center
You will learn much from the interactive technology and special programs
inside the Exploration Center, including teacher-led chemistry and biology labs.
This innovative indoor space features a plant lab, smart tables, soil specimen
workstations, CSI-style mysteries, and the signature OmniGlobe.
Located in the Globe Theatre, the five-foot-tall OmniGlobe is one of five in Texas
and is the largest in the state. A touch-screen transforms the sphere into a hightech model of the planets. View everything from weather events to population
density on this striking machine.
Concepts to Ponder: Plant genetics - Without use of the senses, how can you scientifically tell the difference between
almond milk and cow’s milk, for example? Microscopy is a subject at your fingertips - explore the world beneath the
microscope as the infinitesimal becomes detailed and clear. Consider weather cycles and weather events - the Omniglobe
has them all as well as astronomical events, continental drift and tectonics. For additional excitement, explore crime
scene investigation techniques. From exploring the cosmos to examining a fiber on the carpet - this gallery has a universe
of concepts.
Deadline for
Enrollment for the Science Project Competition and Exhibition
APRIL 22
Enrollment form on Year of Children’s Garden home page
If you have quesstions about your project topic, email [email protected]
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