Indiana Academic Standard correlation to a museum school visit 1st Grade Language Arts 1.2.3 Respond to who, what, when, where, why, and how questions and discuss the main idea of what is read.           Help students read labels when visiting an exhibit. Ask questions related to the label copy. Also ask students, "What did the writer want you to learn?" 1.2.4 Use context (the meaning of the surrounding text) to understand word and sentence meanings.           Many time students will come across new words or concepts on exhibit labels. Encourage students to use context clues to figure out the meanings of the label. 1.2.7 Relate prior knowledge to what is read.           Students may know something about items in the exhibits before they visit some things. For instance, they probably know about dinosaurs or mummies, like those found in the What If? gallery on Lower Level. Before entering an exhibit, discuss what the students already know about the subject. Together, read the information in the exhibit and relate it to prior knowledge. For instance, they probably knew what dinosaurs were, but they may not have known how old they are or where they are found. 1.7.1 Listen attentively.           There are free programs and daily presentations in the galleries that provide deeper educational experiences. Check the online School Program Guide for details. Pre-registration is necessary for some programs. Remind students to listen carefully. Ask questions after the presentation to check for comprehension and extend learning. 1.7.2 Ask questions for clarification and understanding.           Encourage students to ask questions of museum staff, teachers, chaperones, or other students about things they see in the museum. 1.7.4 Stay on the topic when speaking.           After listening to a presentation or visiting a gallery, ask students to retell what they have just heard or done. Gently guide the comments back to the topic at hand if needed! 1.7.5 Use descriptive words when speaking about people, places, things, and events.           Visit the carousel on Level 4. This popular exhibit provides a great opportunity to use descriptive language, such as "colorful," "loud," "fast (or slow)," "fun," "exciting." Or have them describe the animal they choose to ride! 1.7.8 Relate an important life event or personal experience in a simple sequence.           After riding the carousel, ask students to tell about other times they rode a carousel. They can also simply describe the ride they just took, including details like waiting in line, choosing an animal, and climbing up. Have them use words like "first," "next," "last," etc. Social Studies 1.1.2 Compare past and present similarities and differences in daily life by using biographies, oral histories, and folklore.           Story Avenue on Level 3 has stories told by adults and children. Ask students to identify what is different and what has remained the same. Science 1.1.1 Investigate and make observations to seek answers to questions about the world, such as "In what ways do animals move?"           Encourage students to ask questions about the natural world, such as "In what ways do animals move?" or "What do plants need to grow?" Discuss how and where they might find the answers to these questions at the museum. For instance, they might visit the coral reef in the What If? gallery or the pond in ScienceWorks to observe live animals in their recreated habitats or read labels or listen to museum staff to learn more. 1.1.3 Recognize that and demonstrate how people can learn much about plants and animals by observing them closely over a period of time. Recognize also that care must be taken to know the needs of living things and how to provide for them.           The museum has a group of turtles living in a simulated pond environment in ScienceWorks. Have the students identify what needs these animals have-food, water, light, room to move around, areas to hide or rest. Identify how the museum meets these needs: by providing an area to swim, to warm themselves on rocks, to hide or rest in plants. 1.1.3 Use tools, such as rulers and magnifiers, to investigate the world and make observations.           Find examples of scientific tools such as magnifiers, rulers, and scales throughout the museum. Ask the students to think about how these tools might be used and how the tools help scientists. In ScienceWorks, use such tools to make observations about objects. Visit the hydroponic garden to see a chart of measurements that track the growth of the plants that are being cultivated there. 1.6.1 Observe and describe that models, such as toys, are like the real things in some ways but different in others.           Take students to visit the All Aboard! gallery on Lower Level. There they can observe model trains running on a track through a model town before they enter the exhibit. They will also see cases of model trains. They can see the Reuben Wells engine itself and compare it to the models they have just seen. How are they alike? How are the models different? Use descriptive language related to size, purpose, and physical features.

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