1 Class Period

Campers looking at animal skulls.


Students will learn of the differences and similarities of many different animals through hands-on exploration of skeletons, skulls, and other visual aids. Students will also learn to identify both predator and prey.

Educational Standards


Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.


Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.


Evaluate competing design solutions for maintaining biodiversity and ecosystem services.


Support an argument that plants get the materials they need for growth chiefly from air and water.


Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.


Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

NGSS 5-PS3-1:

Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

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