Roger Williams Park Zoo
Field Trip Resource GuideTable of Contents
Educator Letter

3

Educator Checklist

4-5

Chaperone Letter6

Trip Itinerary

7

Next Generation Science Standards & Activity Summaries

8

Activity #1

9-11

Activity #2

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Guiding Questions for Chaperones

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Educator Letter
Dear Educators,
Field trips are a great way for students to use their science knowledge outside ofthe classroom. A trip to the zoo allows students to make real world connections
to their classroom curriculum. Students will remember field trips for years, gain
new information to strengthen familiar concepts, and get them excited to learn
more.
From young children, who are naturally curious about their surroundings and arealways ready to explore, to high school students, who are starting their own
exploration into their future careers, Roger Williams Park Zoo offers countless
opportunities to learn about the world around them and how they can positively
impact animals and their environments throughout the globe.
The activities in this guide will help your students learn to be focused observers
on your field trip. The goal of these activities is to ensure that every school group
visiting the zoo has a positive educational experience. We want students to makeconnections and discoveries about the world around them and chaperones tofeel prepared and ready to help guide the learning of the students in their care.
The activities are filled with questions that will get your students thinking andmaking connections to the animals and themselves.
We hope these activities are beneficial to your visit and we look forward toseeing you at Roger Williams Park Zoo.
Sincerely,
The Education Staff at Roger Williams Park Zoo33

Educator Checklist
Prior to your VisitChaperone Preparation• Arrange for adequate number of chaperones:• All Group visitors under 18 years of age must be supervised AT ALL TIMES throughout
the Zoo by an adult (non-student) chaperone(s).
• Students and Adults with Special Needs• Preschool – Grade 1• Grades 2–Grade 12

1 adult/5 students
1 adult/5 students
1 adult/10 students

Communication Plan:
Ask chaperones to exchange cell phone numbers with you and the other chaperones
for easy and timely communication.
Schedule for the Day:
Confirm that all of the chaperones know the day’s schedule including meeting timesand locations (distribute copies of the Zoo map which can be found at the main gate of
the Zoo or on the Zoo’s website www.rwpzoo.org).
Materials:• Chaperone Checklist• Map• Activity sheets• Trip Itinerary• Prepare all needed materials for the activities (i.e. pencils, clipboards,etc.)

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Educator Checklist
During Your Visit
Check-in• To expedite your entry into the Zoo, we ask that only the group leader check-in

at the group admissions booth. The cashier will need the exact count of thenumber of adults and children in your group.

• If you have booked a program with the education department, you will stillneed to check-in your group at the group sales booth. However, you will
provide your payment and numbers to your instructor at the first program, NOTthe cashier.

Storage
All groups are responsible for the storage and transportation of lunches andcoolers. There is no storage available in the Education Center or any of theclassrooms. We suggest either bringing a wagon, encouraging chaperones tocarry their groups lunches, or have students bring a backpack to carry their ownlunch.
Lunch
Groups are welcome to bring in their own lunches. There are a few areas aroundthe zoo to enjoy your lunches. There are tables around both cafes and a tented
area near the Gift Shop. All of these areas are also open to the public, so are firstcome, first served. You can also enjoy your lunches out in the park.
If you would like to book a space for your group, please contact our Group
Sales Department at 401-785-3510 ext. 338.

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Chaperone Letter
Dear Chaperone,
Thank-you for volunteering to be a chaperone! Your most important duty is to keep thestudents with you at all times. The activities provided will help you to:• Ask questions to keep students engaged• Respond positively to students’ answers and ideas• Encourage students to learn by observing

We hope you and your group enjoy your trip to the Zoo and we appreciate yourassistance in making your experience fun and safe.
Before the trip, ask the teacher to …
• Clarify the educational goals of the trip
• Explain the behavioral expectations for the students• Discuss the activities you will lead at the Zoo• Provide you with a copy of the Trip Itinerary• Provide you with all of the materials needed to facilitate the activities

Review the Following Zoo Expectations with Your Group:
While at the Zoo, it is important to remember to...
• Stay with your assigned group• Stay on the paths• Walk instead of run• Pick up all your trash• Respect the animals by being quiet• Keep your hands, body, and objects away from animal enclosures• Respect the animals by not feeding them
• Respect the Zoo grounds by letting the plants and animals continue to grow where

they are66

Trip Itinerary
School Name:____________________________________________________________
School Phone Number:____________________________________________________
Teacher’s name:__________________________________________________________
Teacher’s Cell Phone #:____________________________________________________Bus Company (if applicable): ______________________ Bus # (if applicable): _______
Lunch Time: _______________ Lunch Meeting Place: ___________________________
Departure Time: ____________ Departure Meeting Place: _______________________
Students in Your Group
Name

Description of Clothing

1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Education Program Location (if applicable):_______________________________
Time of your Program: ________________________________________________*Please arrive at least 5 minutes before the start of your program and wait outside ofthe building for the instructor.*
7In case of an emergency, please call the Zoo’s main office at 401-785-3510.

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Next Generation Science Standards at the Zoo
While at the Zoo, second graders can dig deeper into the following Disciplinary
Core Idea of the Next Generation Science Standards:•LS4.D Biodiversity and Humans- There are many different kinds of living thingsin any area, and they exist in different places on land and in water

The students can use the information obtained at the Zoo to help meet thefollowing Performance Expectation of the Next Generation Science Standards:•2-LS4-1: Make observations of plants and animals to compare the diversity oflife in different habitats
Use the following activities to help engage your students while at the Zoo

Activity 1: Comparing and Contrasting Habitats (Mountainous- Marco Polo Trail vs.
Rainforest- Faces of the Rainforest)
Have the students use the chart provided to record their observations of eachhabitat. Then, have the students draw a picture of each habitat in the spaceprovided. When back at school, use the completed charts and pictures to compareand contrast the two habitats. Using their comparisons, have the students think
about how animals might be adapted to survive in each habitat.
Activity 2: Scientist Observation Form
Have the chaperones remind the students that they are scientists and scientists
learn by observing. While at the Zoo, have the students choose an animal toobserve and fill out the Scientist Observation Form.

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Activity #1: Use the chart below to compare and contrast a rainforest habitat and aforested mountain habitat.
Rainforest (Faces of theRainforest)

Forested Mountains (Marco Polo:Moon Bears, Snow Leopard,Takin)

What animals do you see?

What food sources do you see?

What water sources do you see?

What kinds of shelter do yousee?

Describe the Space99

Activity #1: After you visit the Faces of the Rainforest
Exhibit, draw a picture of a rainforest habitat.

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Activity #1: After you visit Marco Polo, draw a pictureof the forested mountain habitat (moon bear orsnow leopard exhibit).

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Activity #2: Scientist Observation Form:
Animal I Observed:____________________________________________________________________
Here is a picture of what I saw:

I noticed:______________________________________________________________________I am wondering:______________________________________________________________________

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Guiding Questions for Chaperones
While touring the Zoo with the students, use the following questions to help guide theirthinking and learning.
Before you start exploring the Zoo, ask the students:••

What does an animal need to survive? (Just like us, animals need food, water,shelter, and space to survive)
What do we call a place where animals meet their needs? (A place where an animal
meets all of its needs is called a habitat)

Tell the students that they are going to be observing some animal habitats today at theZoo. Explain to students that scientists use their senses to notice details. They makeobservations about a place and the organisms that live there. Remind students to use
all of their senses to observe the habitats.
When visiting an exhibit, ask:••••

What are some of the things you notice about this habitat?
How do you think the animal(s) meet their needs in this space?
What other types of animals might be able to survive in a habitat like this? Why doyou think that?
What animals might not be able to survive in a habitat like this? Why?

When observing an animal at an exhibit, ask:•••••

What is the animal doing? Why do you think the animal is doing that?
How does the animal move?
How does the animal interact with others (if there is more than one animal in thespace)?
What would a scientist notice about this animal?
What are you wondering about this animal? (Check the graphic to see if you canfind the answers to the questions. If not, keep a list of the students’ questions forthe teacher to explore back in the classroom).

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