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

9-10

Activity #2

11-13

Activity #3

14

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 remember field trips for years and will
gain new information that will strengthen concepts they already know and getthem excited to learn.
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 for 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 Visit
Chaperone 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 times
and locations (distribute copies of the Zoo map which can be found on the Zoo’s
website www.rwpzoo.org or pick them up when you check-in).
Materials:• Chaperone Checklist• Map• Activity sheets• Trip Itinerary• Prepare all need 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 at the group sales booth. However, you will provide yourpayment and numbers to your instructor at the first program, NOT the 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.
LunchGroups are welcome to bring in their own lunches. There are a few areas around
the 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, and are
first come 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 not picking plants or flowers.
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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, first graders can dig deeper into the following Disciplinary Core Ideaof the Next Generation Science Standards:•LS1.A: Structure and Function- All organisms have external parts. Different
animals use their body parts in different ways to see, hear, grasp objects, protect
themselves, move from place to place, and seek, find and take in food, water andair. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help
them survive and grow.

The students can use the information obtained at the Zoo to help meet the following
Performance Expectation of the Next Generation Science Standards:•1-LS1-1: Students who demonstrate understanding can use materials to design asolution to a human problem by mimicking how plants and/or animals use theirexternal parts to help them survive, grow and meet their needs.
Use the following Activities to help engage your students while at the Zoo

Activity 1: Structure Scavenger Hunt
Have the chaperones remind the students that they are scientists and scientists learn
by observing. While at the Zoo, have the students identify animals with specificstructures. When back at school, guide the students to think about the function ofthe structures (how the structures help the animals meet their needs).
Activity 2: Animal Diagram and Structure/Function Chart
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 to observe. Then
have the student draw a diagram of the animal, labeling some of the structures thatthey observe. When back at school, guide the students to think about the function ofthe structures (how the structures help the animals meet their needs) while filling out
the Structure/Function Chart provided.
Activity 3: 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 to observe andfill out the Scientist Observation Form.
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Activity # 1: Can you find animals at the Zoo that have the following structures?
Adaptation/Structure

AnimalFunctionLong Fingers

Claws

Webbed FeetFlippers

Whiskers

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Activity # 1: Can you find animals at the Zoo that have the following structures?
Adaptation/Structure

AnimalFunction

HoovesA Hard Shell

Wings

Prehensile Tail (a tailthat can wrap aroundbranches)

Talons1010

Activity #2: Scientists learn by observing. Choose an animal to observe. Draw a pictureof your animal and label the animal’s structures. See the next page for an example.

1111

HEAD
THORAXABDOMEN

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Animal you Observed: ___________________________________________
Structure/ Adaptation

Function

Example: Antennae

Example: Help the insect feel, smell and taste1313

Activity #3: Scientist Observation Form:
Animal I Observed:____________________________________________________________________
Here is a picture of what I saw:

I noticed:______________________________________________________________________I am wondering:______________________________________________________________________

14

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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.
Our structures…
•••

What are some adaptations/structures that help you survive?
How does that adaptation/structure help you?
How might your life be different without that adaptation/structure?

When observing a bird…
••••

How does the bird use its beak?
How would you describe the shape of the bird’s beak?
What do you think the bird might eat based on the shape of its beak?
Where is the bird (on the ground, in a tree, in the water)? What structures does thebird have that might help it get around (on the ground, in a tree, in the water)?

When observing an animal with bright colors or patterns…
••

How do you think the bright colors or patterns help the animal survive? Why doyou think that?
How might dull colors help an animal survive too?

When observing an animal that is eating…
•••

What is the animal eating?
Do you notice any structures that are helping the animal to get its food?
How do you think the animal gets its food in the wild?

When observing an animal that is moving…
•••

How is the animal moving?
What structures does it have to help it move?
What are other ways you think the animal can move?

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