hands-on exhibits and programs

Transcription

HANDS-ON EXHIBITS AND PROGRAMS
INSIDE YOU WILL FIND:
R Self-Guided Museum Field Trips
R Exhibits Correlated to Nevada State Standards
R Exhibits Correlated to 21st Century Standards
R Exhibits Correlated to Next Generation Science Standards
R Complimentary Admission Opportunities
R How to Bring the Museum to You
DEAR EDUCATORS AND ADMINISTRATORS,
Welcome to DISCOVERY Children’s Museum!
The Museum is a 58,000 square foot facility filled with nine
immersive and interactive curriculum based hands-on exhibit
galleries, and related programs and presentations. Thanks to
your valuable feedback, we are continuing to define how we can
work together to integrate the formal learning experiences in the
classroom with the hands-on and interactive informal learning
experience of our current museum.
This guide is dedicated to all the fun and innovative experiences
happening in the nine galleries and three floors of hands-on
educational experiences in early childhood development, science
& nature, and arts & humanities. We are very passionate about
any and every opportunity to nurture OUR children by exposing
them to the wonders and possibilities of their development,
the sciences, the arts and cultural experiences. Our home is
the perfect place to do exactly this… an exciting and vibrant
environment designed to enhance your curriculum goals –
the DISCOVERY Children’s Museum!
Since we opened in March
2013 we have welcomed
750,000 visitors to our
new home and several
thousands of those
visitors were part of school
field trips. We continue to
take special care to make
sure we are supporting
the work that you are
doing in
2 | DISCOVERY Children’s Museum
the classroom and providing curriculum correlations that help give
structure to your visit and make the most effective use of your time
spent with us.
We are also extremely excited to continue to offer DISCOVERY
on Wheels: House Calls, our Health Science Outreach Program.
Don’t forget to check it out as it allows us to put extraordinary
experiences at your fingertips in yet another way… right in your
classrooms! So we invite you to partner with us to challenge the
abilities of your students by helping them to better understand the
world in which we live through hands-on exploration.
Students and teachers continue to discover innovative, hands-on,
fun learning opportunities every day at the museum so we hope
you come prepared to EXPLORE AND DISCOVER! See you soon!
Sincerely,
Tifferney White
President/Chief Executive Officer
TABLE OF CONTENTS
Welcome Letter...........................................2
General Information...................................4
Fall 2015 Featured Exhibit .......................6
Spring 2016 Featured Exhibit .................7
Summer 2016 Featured Exhibit .............9
Exhibition & Grade Level Correlations
by Subject Area ........................................ 11
Discovery On Wheels House Calls ...30
A NEW DISCOVERY…
built on a strong foundation and
grounded in a 25 year tradition.
• Early Childhood Development
• The Sciences (including Health and Nature)
• The Arts (Performing and Fine Arts)
• Culture
• Humanities
CUSTOMIZED EXPERIENCES
A field trip at DISCOVERY Children’s Museum is all about DISCOVERY!
Educators and students will have the opportunity to explore the museum at
their own pace; focusing on experiences that enhance the current curriculum
in their classroom. In addition, shows and demonstrations are presented by a
trained education team of staff and volunteers throughout the museum. These
experiences are complimentary with your admission and vary each day. For
more information about specific shows and program schedules, make sure to
stop by our informational monitors on each floor the day of your visit or check
out our website prior to your visit at www.DiscoveryKidsLV.org/calendar.
MEETING YOUR CURRICULUM GOALS INTERACTIVELY
DISCOVERY Children’s Museum has nine ongoing immersive and interactive
exhibit galleries. The exhibits are aligned with the Nevada State Content
Standards, Common Core and Next Generation Science Standards allowing you
to explore curricular concepts in new and interactive ways, while still meeting the
curriculum goals of your classroom. To make the most of your experience, you
are encouraged to preview the exhibit descriptions and curriculum correlations
inside this guide. Additional information and Educators’ Guides for specific
exhibit areas can be found on our
website at www.DiscoveryKidsLV.
org/education. Students will make
meaningful connections as informal
and formal educational experiences
are integrated, yielding lasting
discoveries that extend beyond both
the school and museum walls.
DiscoveryKidsLV.org/education
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MAKING GROUP
RESERVATIONS
We’re so happy you’re interested in
bringing your class to the museum! We
hope the following information will help
you plan your visit.
GROUPS ARE SPECIAL!
Visiting groups are a very important part of
our audience, so we offer reduced group
admission fees. To ensure that everyone’s
visit to the museum begins smoothly, we
have a check-in process specifically for
groups. It helps them enter as efficiently
as possible and avoid/minimize delays at
the Admissions Desk. In order to offer the
benefit of a group rate, groups must comply
with conditions as listed below.
WHAT IS A GROUP?
(These conditions must be met in order to
qualify as a “group”)
• Your group must contain a minimum of 12 or more paying visitors. This does not include children
under one year of age.
• Reservations must be made in advance of the day of the visit.
• Upon arrival at the museum, on the day of your visit, all members of your group must enter the museum at the same time.
PLEASE NOTE: Those who arrive after the
group has entered the museum must pay
the regular admission price for children
and adults.
• The group must make one payment at the Visitor Services.
• Group must stay together for a brief orientation by a DISCOVERY team member before dispersing into the museum.
WHAT IS AT THE MUSEUM?
DISCOVERY Children’s Museum has 10 traveling and ongoing immersive, interactive
hands-on exhibit galleries exploring the arts, sciences, nature, early childhood
development, and humanities. You and your students will be immersed in an
informal learning environment highlighting DISCOVERY, exploration, and creative
expression. Our museum and educator preparation materials are designed to
help you meet your curriculum goals in fun and innovative ways! The Education
Department develops educator preparation materials that include an exhibit
overview, education goals, and connections to the Nevada State Content Standards
and Common Core with vocabulary, extension activities, and a resource list. Please
visit our website at www.DiscoveryKidsLV.org/education for Educators’ Programs.
LOGISTICAL INFORMATION
We recommend you allow at least a two hour time period for most field trips.
Please keep in mind that your group will be sharing the museum with children of
all ages. During your visit, each exploration group must be guided by one or more
chaperone(s) that are at least 18 years old. For the best experience, a 1:5 adult to
child chaperone ratio is strongly recommended; however, a minimum 1:10 adult to
child chaperone ratio is required.
TIME SLOTS
Tuesday - Saturday
Group visit time slots may be scheduled from
9:00 a.m. to 3:00 p.m. - as available
Sunday Group visit time slots may be scheduled from
12:00 p.m. to 3:30 p.m. - as available
Mondays When open, group visit time slots may be scheduled from 9:00 a.m. to 3:00 p.m. - as available.
LUNCH FACILITIES
PAYMENT
Although space is limited, the museum can
provide space, tables and chairs for field
trip lunches.
Fees are paid at the time of the visit with cash, business checks or VISA,
MasterCard, Discover, American Express, or an ATM debit card with VISA logo.
Personal checks are not accepted. Clark County School District schools may
request in advance of the visit to pay by purchase order. Purchase orders must
agree to the rates, policies and procedures of the museum.
Vending machines are available for the
purchase of cold drinks and snacks;
however, there is no café or restaurant on
the premises. Requests for field trip lunch
space must be made in advance with
the Reservationist. Because of multiple
requests, the specific lunch area will be
designated upon arrival. Space is limited
and on a first come, first served basis.
Eating and drinking are restricted to the
designated lunch and vending areas.
CHAPERONES
Chaperones are a very important and
necessary part of any field trip! Their own
life experiences support meaningful group
learning and that makes for a memorable
visit! When you book your field trip, your
confirmation packet will contain a “So,
you’re going to be a chaperone” sheet with
useful information. Please make copies and
distribute to your chaperones! For the safety
of your children and other museum visitors,
we strongly recommend a ratio of one adult
chaperone to every five children; however,
we require a ratio of one adult to every 10
children. Chaperones must be at least 18
years old. Please note: Your group will be
denied entrance if the minimum number
of chaperones required for your group are
not present. For students with physical and
mental disabilities, we recommend one adult
for each child. Chaperones are required to
stay with and monitor the children.
REFUND POLICY
LATE POLICY
Refunds are only provided on agencyissued check and only by request.
Requests must be made in writing
and can be mailed or emailed to
[email protected].
Refund requests will incur a $40.00
processing fee which will be deducted
from the balance of the refund. Please
allow two (2) weeks for processing.
Group visits to the museum are quite
popular and we want to do our best
to accommodate your group but in
the interest of providing a quality visit
for all students, groups arriving more
than 15 minutes late may not be able to
participate in all of the special field trip
options originally requested.
CANCELLATION POLICY
If you find you need to cancel your reservation, please call us at least two weeks (14
days) prior to your scheduled visit. The museum is often fully booked for field trips
and your call in advance will enable us to schedule other groups in your place. As a
courtesy, we will be happy to help you reserve another time for your visit.
TO MAKE A RESERVATION
Please contact our Reservations Department at 702-382-3445 to make your
reservation. Reservations are taken by phone Tuesday through Saturday from 8:30
a.m. to 4:30 p.m. You may also visit us at www.DiscoveryKidsLV.org/education to
submit a reservation online.
PLEASE NOTE: Your reservation is not final until you have received an
official confirmation form detailing the logistics of your visit.
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FEATURED
SCHOOL
EXHIBITION
FALL 2015
PRE-K AND 1ST GRADE FREE!
Connections to the curriculum standards for Pre-K and 1st grade
students are the strongest. Thus, we are proud to offer all Pre-K
and 1st grade student field trips coming into the museum in prereserved school groups, COMPLIMENTARY admission into the
museum during the run of the exhibit September 26 –
January 10, 2016. Make reservations as soon as possible as
space is limited. See page 4 for the reservation information.
Target Audience: Preschool – 2nd Grade
THOMAS & FRIENDS®:
EXPLORE THE RAILS
All aboard to explore!
Shrill whistles and the unmistakable clatter of wheels rolling over
rails float across the pastoral landscape. Friendly chatter fills the air.
It is a unique land that has held a special place in the hearts and
imaginations of children for generations. Welcome to the Island of
Sodor!
In Thomas & Friends®: Explore the Rails children explore and
interact with the familiar faces and sights from HIT Entertainment’s
popular series. The exhibit combines exciting play opportunities with
important concepts in Science, Technology, Engineering, and Math
(STEM), and an emphasis on developing 21st century skills. These
ideas are woven and layered throughout the exhibit, creating an
experience that speaks to a diversity of interests, age groups, and
learning styles.
As they travel through the space, students and teachers help
Thomas and his friends solve a variety of challenges. These
interactive opportunities range from simple sorting and shape
identification to more complicated engineering obstacles.
As children confront new challenges and test their skills, the
smiling faces of Thomas, Percy, and others are there to offer
encouragement and remind students and teachers of how “useful”
we all are.
The experience is designed to transport students and teachers to
the Island of Sodor, surrounding them with places and faces they
recognize from the show. The exhibit and its components include a
mix of scales while being cognizant of the HIT style guide in order to
include as much of the Island of Sodor as possible, as well as more
characters. The exhibit utilizes a mix of three-dimensional and twodimensional techniques, as well as audio, to create an immersive,
multi-sensory experience that can fit inside a variety of spaces and
accommodate different size constraints.
EXHIBIT GOALS
By transporting children to the mythical Island of Sodor, the exhibit
provides opportunities to:
• Engage with fun, active, constructive and meaningful STEM experiences, harnessing innate curiously and eagerness
to explore
• Foster and promote experiences with peers that showcase the powerful result of teamwork; and
• Elevate and expose student thinking and reinforce the adult’s vital role throughout the learning process
EXHIBIT COMPONENTS
Entry
•Introduction
• Toy Train Return
All Aboard Thomas!
• Thomas Model
• Photo Kiosk
Knapford Station
• Station Environment
• Loading Zone
• Destination Station
• Tick Tock
• Fix the Clock
Island Exploration
Sodor Steamworks
• Steamworks Environment
• Fix the Wobbly Wheels
• Every Part Has a Purpose
• Get Percy Going
• Engine Observations
Sodor Tot Spot
• Tot Spot Structure
• Busy Wall
Engine Driver’s
Common Room
• Common Room Scene
•Restrospective
• Train Table
•Biographies
• Jobs and Challenges
• On and Over the Rails
For the full exhibit educators’ guide, with curriculum
correlations by grade and pre and post visit activities,
visit our website at www.DiscoveryKidsLV.org/
education/educators-programs.
© 2015 Gullane (Thomas) Limited. Thomas & Friends™: Explore the Rails!
was created by Minnesota Children’s Museum, presented by Fisher-Price
and sponsored by 3M.
FEATURED
SCHOOL
EXHIBITION
SPRING 2016
5TH GRADE FREE!
Dung Beetle Rally
Connections to the curriculum standards for 5th grade students
are the strongest. Thus, we are proud to offer all 5th grade student
field trips coming into the museum in pre-reserved school groups,
COMPLIMENTARY admission into the museum during the run of
the exhibit (January 30, 2016 – April 17, 2016).
Make reservations as soon as possible as space is limited.
See page 4 for the reservation information.
To some animals, dung is their entire life! Students, teachers and
chaperones will experience that some animals depend on poo for
their survival – they eat it and it serves as nurseries for their young.
Scarab beetles actually shape the poo into a ball, and then roll the
poo to a safe storage spot.
Target Audience – K-8th Grade (6 through 14 years old)
and Teachers/Chaperones
ANIMAL GROSSOLOGY
Animal Grossology is a 5,000 sq. ft. exhibit that introduces science
in a way that makes students giggle. It’s science disguised in
interactive entertainment. You may think leeches are pretty
gross, but they’re used after some surgeries to assist in the
healing process. Did you know that cows are one of the gassiest
animals on earth? Learn why the dung beetle is nature’s living
pooper scooper and why scientists are studying slug and snail
slime production for clues in treating cystic fibrosis. It’s an icky
concoction of information, but it contains a heaping helping of real
and memorable scientific animal facts.
The exhibit provides opportunities to:
• engage with fun, active, constructive and meaningful STEM experiences, harness children’s innate curiosity and eagerness to explore and
• foster and promote experiences with peers that showcase the powerful result of teamwork
Party Pooper!
All animals make waste. The color, texture, shape and size of the
waste can tell us which type of animal made it. Learn what the
word scatology means, what herbivore and carnivore mean, and
that there are many names for “poo” depending on what animal
left it behind. Become sleuths by reviewing the scientific clues and
matching each specimen to its owner. The clues reveal how an
animal’s eating habits and digestive traits affect their poops.
Blood Sucker Blow-Up
EXHIBIT COMPONENTS
The Exhibition Entrance –
an introduction to Animal Grossology!
“Malcolm” our friendly, animated parrot is perched beside a giant
oversized Animal Grossology book greeting visitors as they enter
a world of fascinating gross animals and inviting them to learn why
some animals need to be gross.
Learn about the eating habits of ticks, leeches and mosquitoes,
and why they want to drink your blood. See how they suck blood,
where they store it in their bodies and why they need it. Students,
teachers and chaperones may also watch an animated flea present
his slew of information via video on important health issues like
West Nile virus and Lyme disease.
The Slime Game
Grossology Grill – All animals are part of the food chain, but wait
until you see what some humans eat around the world.
Slime is a very important part of many animals and performs
many important functions – from facilitating motion, to digestion,
to defense.
Transfusion Confusion
Underwater Adventure
Do you know that blood color is different among animals?
Although you think of the color red for blood, it also comes in clear,
blue and yellow! Learn which animals have what color blood and
what makes the blood a different color.
Learn why the food chain depends on phytoplankton and
zooplankton. Why do fish form schools? Is coral a plant or an
animal? Learn interesting ocean facts and how to identify different
types of marine invertebrates. Plus, learn about some rather
colorful and unique fish.
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FEATURED
SCHOOL
EXHIBITION
SPRING 2016
Squishy, Scratchy, Spiny and Scaly
Learn about different animal skins and why their skins are important
in protection, movement and as warnings.
Tapeworm Tug
Learn the mystery of this incredible animal. Find out how it survives
and just how long it can grow!
Belch-a-Baby
Learn how animals give birth in different ways. Some frogs actually
give birth by “belching” little froggies! Learn about male Darwin
frogs who store their eggs in their vocal sacs and barf them out as
baby frogs.
Let’s Play Animal Grossology!
Find out what you learned (or didn’t learn!) in this exhibition by
participating in our very popular “trivia test.” You will compete
against other students, teachers and chaperones to find out who is
our GROSSOLOGY Champ.
Chew, Chew Express
Learn about the four chambers of a cows’ stomach: the rumen, the
reticulum, the omasum and abomasum. See how they work together
to digest food. Animals that chew cud are called ruminants.
Pellets Purge
Learn what owls eat. Students, teachers and chaperones will
learn that owls can’t digest fur and bones, so these ball up in their
stomach. Owls hurl out waste balls called owl pellets.
Stupor Fly
Learn how flies taste food by using their feet, and why they have to
barf on food before they can eat it. Learn how they climb up walls
and hang from the ceiling. Students, teachers and chaperones will
also be able to view magnified fly appendages.
Hairballs…What a Drag!
Learn how cats swallow their fur when they clean themselves, but
they can’t digest fur – so they hurl hairballs out. Learn why a cat’s
anatomy is the reason why cats spit up hairballs.
Sense the Scents
Learn how animals communicate specific messages for recognition,
defense, attraction and marking territory through scent.
visit our website at http://www.discoverykidslv.org/
programs/educators-programs/.
The exhibition was created and produced by Advanced Exhibits, a division
of Advanced Animations LLC, in collaboration with Sylvia Branzei, the author
of the GROSSOLOGY series of books.
FEATURED
SCHOOL
EXHIBITION
SUMMER 2016
KINDERGARTEN GRADE FREE!
Connections to the curriculum standards for Kindergarten students
are the strongest. Thus, we are proud to offer all Kindergarten
student field trips coming into the museum in pre-reserved school
groups COMPLIMENTARY admission into the museum during the
run of the exhibit (May 28, 2016 – September 11, 2016).
Make reservations as soon as possible as space is limited.
See page 4 for the reservation information.
Target Audience: Pre-K through 3rd Grade (children ages 2-9)
ADVENTURES WITH CLIFFORD:
THE BIG RED DOG
Adventures with Clifford The Big Red Dog is a 2,500 squarefoot exhibit that transports students, teachers and chaperones to
the homes of Clifford, Emily Elizabeth, and all of the residents of
Birdwell Island where they engage in cooperative play activities
that foster appropriate social and emotional development. Like
tourists visiting Birdwell Island, students, teachers and chaperones
will start their journey to the exhibit aboard the Birdwell Island
Ferry, complete with seagull sounds and clanking ship bells. As
students, teachers and chaperones pass by the lighthouse and
enter Birdwell Island, they discover the world of Clifford, Emily
Elizabeth, and the people and places of Birdwell Island. All of the
exhibit environments are based on locations found on the PBS Kids
Clifford The Big Red Dog television series. Exhibition text is in both
English and Spanish.
The goal of this exhibit is to provide students, teachers and
chaperones with a greater understanding of the social and emotional
challenges children face every day. This goal will be met through the
following objectives:
• Create immersive exhibit environments where students, teachers and chaperones become part of Clifford’s world.
• Provide opportunities for museum visitors to practice developmentally-appropriate challenges through playful exhibit interactives.
• Foster pro-social skills and feelings of success by creating open-
ended and self-correcting activities throughout the exhibit.
• Promote adult/child dialogue about Clifford’s Big Ideas – 10 simple, tangible, life lessons designed to help young children navigate their world.
Clifford’s Big Ideas include:
•Share
•Have Respect
•Be Responsible
•Be Kind
•Be a Good Friend
• Play Fair
• Work Together
• Be Truthful
• Believe in Yourself
• Help Others
EXHIBIT COMPONENTS
Exhibit Entry
Students, teachers and chaperones are greeted by the Birdwell
Island Lighthouse, which marks the entrance to the exhibit.
Birdwell Island Ferry
As students, teachers and chaperones enter the exhibit, they pass
by the lighthouse and climb aboard the Birdwell Island Ferry. The
pilothouse looms large on the ferry, and students, teachers and
chaperones try their hand at steering the ferry as passengers hear
ocean noises and the arrival to Birdwell Island is announced.
Birdwell Island Map
The Birdwell Island Map is an overall view of Birdwell Island
and introduces students, teachers and chaperones to the
geographic elements of an island: a tract of land that is
surrounded by water (but smaller than a continent.) The
community on Birdwell Island is enlarged and highlighted. The
perspective of the map puts visitors into the shoes of Birdwell
Island tourists. Sites found in the exhibit are highlighted on the
map. One-half inch channels are cut into the three-dimensional
map, allowing students, teachers and chaperones to move pegs
around the community just as they themselves will move around
the exhibit. As a peg makes contact with a site in the exhibit,
(Samuel’s restaurant, for example) an image of a character
(Samuel) lights up and welcomes visitors visually.
Samuel’s Fish and Chips Shack
The pier on Birdwell Island is alive with the sounds from Samuel’s
restaurant! Samuel greets students, teachers and chaperones
at the entrance, and a window at the counter opens up to the
pier where students, teachers and chaperones sit on stools and
place their orders. As students, teachers and chaperones enter
the restaurant, they step into the roles of restaurant workers by
cooking, cleaning, serving food, and restocking shelves. A cash
register, order pads, and a menu fill out the environment and
promote early literacy and math skills.
Musical Marina
As students, teachers and chaperones make their way along the
pier, they are greeted by Mary and invited to try out various musical
instruments. In this kid-sized music station, students, teachers and
chaperones find Clifford’s giant xylophone, festive maracas, and an
assortment of drums. The drums represent drums from around the
world, and introduce students, teachers and chaperones to crosscultural music-making. Visitors are encouraged to make music
through open-ended play.
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Cleo’s Backyard
T-Bone’s Beach Fun
No island is complete without a beach! Here, the character of
T-Bone looks over the corner of a large, bone-shaped sand box
and welcomes students, teachers and chaperones to the beach.
A permanent sculpted sand castle rests in the middle of the
sand box. The sand castle is actually a three-dimensional puzzle
that students, teachers and chaperones can take apart and put
together. Underneath the three base pieces of the castle puzzle
are “treasures” (a shiny medal, a sea shell, etc.) embedded into the
bottom of the sand box. Several other shells of various shapes and
sizes sit in the bottom of the sandbox. When visitors lift the shells
they find more treasures embedded underneath. A treasure chest
stands near the side of the sand box, filled with plastic fish that can
be connected together.
Clifford & His Doghouse
Clifford, his doghouse, and Emily Elizabeth are all right at home in
this backyard! As students, teachers and chaperones make their
way into the exhibit gallery, a giant Clifford welcomes them into the
exhibit. Emily Elizabeth is seated on Clifford’s paw, inviting visitors
to sit next to her.
Clifford Slide
Sliding down Clifford’s tail is a big part of being friends with Clifford.
Clifford’s tail doubles as a small slide, inviting students, teachers
and chaperones to have fun just like they see the kids do on the
television show. Visitors access the slide by climbing two short
bone-shaped steps and slide down a red fiberglass slide. The top
of the slide itself is 36” off the ground.
Bone Conveyor Belt and Clifford’s Dog Bowl
Students, teachers and chaperones are encouraged to keep
Clifford’s dog bowl full by loading dog food into it with a conveyor
belt. The inside of the dog bowl is lined with a soft padding. The
conveyor belt is bone-shaped, and is constructed with real gears,
belts, and a steel wheel.
Clifford’s Doghouse
Stepping into Clifford’s doghouse is like stepping into a world of
arts and letters. A ready supply of paper, crayons, pencils, and
scissors invite students to sit down and create a picture, invitation,
or letter. Visitors’ creations can be brought home, displayed in the
doghouse, or mailed to Island residents at the post office.
Emily Elizabeth’s Backyard Theater
Students, teachers and chaperones enter the world of Clifford
and his dog pals by stepping in front of an animated screen
that displays images from Clifford The Big Red Dog television
show. Students don their costumes, grab instruments, and step
onstage to dance and make their own music and stories. Seating
is arranged in front of the stage for other visitors to participate as
audience members.
Howards’ Home
The Howards’ Home is an important part of this backyard. Visitors can
help out Emily Elizabeth’s family by doing some hands-on yard care.
The garage holds all sorts of lawn tools and watering cans all ready
to spiff up the yard. The porch of the house has a flower box where
visitors can plant or pick flowers and “water” them if necessary.
Cleo welcomes the youngest visitors to her backyard—a small
tot play land. Based on the items found in Cleo’s backyard, the
exhibit components encourage large-muscle development and
appropriate risk-taking. For young children, crawling through a
tunnel involves not only muscles and coordination, but also the
belief that a trusted adult will be on the other side to greet them
(even though he or she is out of sight for a short time).
Busy Wall Activities
There are three activities imbedded into the wall around “Cleo’s
Backyard”:
•Where’s Clifford?
Students, teachers and chaperones turn a crank to make Clifford pop in and out of his doghouse.
•Who’s in here?
T-Bone’s doghouse is built into the wall and an image of T-Bone is looking over the roof. The door to the doghouse opens to reveal a mirror so that visitors can see themselves.
•Where can you find me?
Students, teachers and chaperones turn two tumblers filled with sound-makers (bells and dried beans). Visitors try to match the face with the place they are found in the exhibit. Each tumbler includes three images: Emily Elizabeth, Charley, and Mary on one; and Clifford’s doghouse, Samuel’s Fish and Chips Shack, and the Backyard Theater on the other.
Birdwell Island Post Office
Mr. Carson welcomes students, teachers and chaperones to the
post office, where sorting mail for residents on Birdwell Island is
only half the fun—actually mailing letters and pictures is the other
half! The Birdwell Island mailbox is stationed outside the post
office, ready to collect all of our visitors’ creations. In order to
prompt students, teachers and chaperones to distribute letters to
individual mailboxes around the other sites in the exhibit, several
letters will be pre-addressed to island residents. Students, teachers
and chaperones will also be able to deliver their own letters and
pictures to these mailboxes. This fun activity encourages letter and
name recognition as visitors match the names and pictures on the
letters to the names and pictures on the mailboxes.
Birdwell Island Library and the Norman Bridwell
Art Retrospective
This library includes a cozy book nook with a bone-shaped bench
and bookshelves filled with Clifford stories. For the youngest
visitors, the library offers opportunities to become acquainted
with books and Clifford stories while older children and adults
share their love of reading. Students, teachers and chaperones
to the library can also play an interactive Clifford CD-ROM game
and view video clips of an interview with Norman Bridwell talking
about his work. The library also houses the Norman Bridwell Art
Retrospective. As visitors browse through the art gallery, they gain
an inside look at the character and story development of Clifford
The Big Red Dog and Mr. Bridwell’s creative process over the past
40 years.
Adventures with Clifford The Big Red Dog was created by Minnesota Children’s Museum together
with Scholastic Entertainment. © 2010 Scholastic Entertainment Inc. SCHOLASTIC and logos are
trademarks of Scholastic Inc. CLIFFORD, CLIFFORD THE BIG RED DOG, BE BIG and logos are
trademarks of Norman Bridwell. All rights reserved.
visit our website at http://www.discoverykidslv.org/
programs/educators-programs/.
EXHIBITIONS & GRADE LEVEL
CORRELATIONS BY SUBJECT AREA
Shaded boxes denote strongest areas of connection between exhibition content and standards.
Exhibition
Target
Pre-K
Math
Science
Social
Grade
Studies
Level
Toddler
Town
Pre-K
through K Health & Physical
Education
English Fine Arts
Language
Arts
21st
Century
Skills
Eco City
Pre-K
through 4th Fantasy
Pre-K
Festival through 8th Water
Pre-K
World
through 8th Young Pre-K
at Art
through 8th Summit
Pre-K
through 8th It’s Your
1st
Choice through 8th Patents
1st
Pending through 8th Solve It!
3rd
through 8th Note: Standards referenced are the Nevada
Academic Standards [ http://www.doe.nv.gov/
Standards_Assessments/ ]. Mathematics
and English Language Arts standards reflect
the Common Core State Standards for
Mathematics and English Language Arts. As
of the writing of these materials, the Next
Generation Science Standards, which are
based on A Framework for K-12 Science
Education: Practices, Crosscutting Concepts,
and Core Ideas (2012), are scheduled to be
completed in March 2013 (see: http://www.
nextgenscience.org/). Following completion,
the State of Nevada Department of Education
Science Education Programs Professionals
will facilitate Nevada’s effort to adopt the
Next Generation Science Standards (see:
http://www.doe.nv.gov/APAC_Science/).
Therefore, in these Educator Materials, A
Framework for K-12 Science Education:
Practices, Crosscutting Concepts, and Core
Ideas is referenced. The source referenced
for 21st Century Skills is: Museums, Libraries,
and 21st Century Skills, Institute of Museum
of Library Services (2009).
e
(702) 382-KIDS (5437) | 11
TODDLER TOWN
Exhibition Overview:
Toddler Town is a desert-themed
exhibition specifically designed for
students from birth through 5 years
old and their adults. In Toddler
Town, students are busy loading
“rocks” into an overhead bucket
system, discovering Nevada’s
animals and being train engineers. Students can roleplay, explore, collaborate and cooperate, make decisions
and problem solve as they play in structures designed to
enhance their socialization and manipulative skills. The
Crawl Zone provides a protected sensory area for students
who aren’t yet walking but who are active explorers!
Here, they can develop skills in tracking, self-recognition
and exploration while parents sit at arm’s length on
a comfortable bench that encircles the enclosure. A
spacious Art Zone features hands-on activities as well as a
reading area and parent resource station. A Nursing Nook
is also available for nursing mothers. The target audience
for school groups is Pre-K and Kindergarten.
Target Ages/Grade Levels:
Students birth to 5 years old (Pre-K - K)
Education & Experience Goals:
• Students (ages 5 and younger) explore and play in
environments designed to nurture their social, physical,
emotional and intellectual development.
• Students use and develop communication and language
skills while playing with other students, their families or
teachers.
• Students engage in dramatic play and create narratives
around activities.
• Students take part in pre-reading or reading activities
independently or with their adult(s).
• Students play independently or cooperatively, utilizing
problem-solving and critical-thinking skills.
• Students learn more about Nevada’s animals and their
habitats.
• Students express themselves creatively, using a variety of
art materials.
• Parents are supported in their roles through
informational labels as well as resource materials.
TODDLER TOWN
Grade Level Pre-K - K
Pre-K
Social
Studies
Nevada Pre-K Standards
Mathematics
1.PK.4b Count to 10 by demonstrating one to one
correspondence using objects.
2.PK.1 Sort objects by similar attributes (e.g., size, shape,
and color).
3.PK.1 Compare objects by size to determine smaller
and larger.
4.PK.1a Identify circles, triangles, and squares.
4.PK.1b Begin to recognize two and three dimensional
shapes in the environment.
4.PK.2 Identify positions (e.g., in front, behind, next to, up,
down, inside, outside, on top, ordinal positions).
5.PK.1 Identify and sort information (e.g., interpret quantity
in pictures).
Nevada Social
Studies Skills
• Content Literacy
Nevada
Social Studies
Standards
H1.K.1 Discuss the
importance
of working
together to
complete tasks.
English Fine Arts
Language Arts
• Reading:
Literature
• Reading:
Informational Text
• Reading:
Foundational
Skills
• Speaking &
Listening
Language and Early Literacy
• Word Analysis
• Reading Strategies
• Literacy Text
• Speaking
• Effective Writing • Types of Writing
• Listening
Nevada Fine
Arts: Visual Arts
Content Standards
Knowledge
1.0 Students know
and apply visual arts
media, techniques,
and processes.
Application
2.0 Students use
knowledge of visual
characteristics,
purposes, and
functions.
Content
3.0 Students
choose, apply, and
evaluate a range
of subject matter,
symbols, and ideas.
Social Emotional
• Self-Confidence
• Self-Direction
• Interaction with Other Children & Adults
• Pro-Social Behaviors
• Attending and Focusing Skills
Learning and
Innovation Skills
Critical Thinking and
Problem Solving
• Use Systems
Thinking
• Solve Problems
Creativity and
Innovation
• Think Creatively
• Work Creatively with
Others
Communication and
Collaboration
•Communicate
Clearly
•Collaborate
with Others
• Basic Literacy
Information, Media
and Technology Skills
ICT (Information,
Communications and
Technology) Literacy
• Apply Technology
Effectively
Social Studies
G5.PK.1 Identify direction and location (e.g., up/down and
above/below).
Science
L.PK.4 Use the five senses to explore and investigate the
natural world.
L.PK.6 Identify animals and their homes.
L.PK.7 Identify and/or sort plants and animals by
observable characteristics.
N.PK1.a Observe their world.
N.PK1.b Ask questions about their world.
N.PK.2 Share ideas with others.
N.PK.3 Use tools safely to observe and explore different
objects/environments.
N.PK.4 Use patterns to predict or sort items.
P.PK.2 Explore and demonstrate how objects move.
Visual Literacy
• Demonstrate the
ability to interpret,
recognize,
appreciate, and
understand
information
presented through
visible actions,
objects and symbols,
natural or
man-made
Creative Expression
• Creative Thinking
• Dramatic Play
• Visual Arts
• Music and Movement
Physical Development
2.PK.2 Perform a variety of large motor skills (e.g., throw a
ball in purposeful direction, attempt to catch a large ball).
3.PK.1 Demonstrate locomotor movements such as up,
down, forward, and backward.
3.PK.2 Demonstrate the ability to follow basic movements
(e.g., over, under, in, out, in between).
5.PK.2 Demonstrate turn taking and cooperation during
physical activities.
6.PK.1 Demonstrate skills in eye-hand coordination (e.g.,
stacking, sorting, lacing toys, stringing beads, reproducing
basic patterns, complete six-piece puzzle, Legos and
peg-boards).
6.PK.2 Demonstrate the muscle strength, dexterity, and
control needed to manipulate items (e.g., scissors, writing
utensil, paint brushes, play dough, buttons, snaps, etc.).
6.PK.3 Use fingered or tripod grasp with drawing,
painting or writing instruments.
21st Century
Skills
Life and
Career Skills
Social and CrossCultural Skills
• Interact Effectively
with Others
• Work Effectively in
Diverse Teams
Note: Standards referenced are the Nevada Academic Standards
[http://www.doe.nv.gov/Standards_Assessments/].
e
(702) 382-KIDS (5437) | 13
ECO CITY
Exhibition
Overview:
Eco City is an
environmentally friendly,
kid-sized city filled
with familiar buildings
and businesses. Laid
out along a boulevard,
Eco City is all about
how people live and
work together in their
community. Students experience and operate the city as
an interconnected system. Key activities, such as working a
job, buying groceries or withdrawing money from the bank,
link businesses citywide and enable students to experience
real-life sequences. The city’s Wind Turbine is the symbol
of Eco City as an eco-friendly city. Throughout Eco City,
students have multiple opportunities to learn about green
living and make choices that they, or their caregivers,
can make in the real world. The target audiences for Eco
City are students ages 4 to 9 and their families, as well as
Pre-K to 4th grade school groups.
Students ages 4 - 9 (Pre-K - 4th grade)
• Students become members of the community living and
working in Eco City and make connections between the
exhibition and the “real world.”
• Students “try on” different occupations and role-play
people in those lines of work.
• Students practice everyday living skills including earning
a paycheck, depositing or withdrawing money from a
bank, shopping at a market, building at a construction
site, or taking a pet to the veterinarian.
• Students make choices about “eco-friendly” behaviors
and learn about “green” alternatives and lifestyles.
• Students use problem solving, critical thinking,
communication, and planning skills.
• Students play individually or cooperatively with friends.
Activities support both approaches.
• Students talk about what they’re doing and discovering
with friends, family members or teachers. The experience
launches conversations beyond the Museum.
ECO CITY
Grade Level Pre-K - 4th
Pre-K
Social Studies
Next Generation 21st Century Skills
Science Standards Nevada Pre-K Standards
Mathematics
1.PK.4b Count to 10 by demonstrating one
to one correspondence using objects.
2.PK.1 Sort objects by similar attributes (e.g.,
size, shape, and color).
2.PK.3 Compare sets of objects. Determine
which set has more or less.
3.PK.1 Compare objects by size to
determine smaller and larger.
4.PK.1a Identify circles, triangles, and
squares.
4.PK.1b Begin to recognize two and three
dimensional shapes in the environment.
4.PK.2 Identify positions (e.g., in front,
behind, next to, up, down, inside, outside,
on top, ordinal positions).
Next Generation Science
Standards Practices
3. Planning and carrying out
investigations
4. Analyzing and interpreting data
6. Constructing explanations (for science) and designing solutions (for engineering)
Science
L.PK.2 Explore and identify a variety of
animals and plants.
L.PK.6 Identify animals and their homes.
L.PK.7 Identify and/or sort plants and
animals by observable characteristics.
N.PK1.b Ask questions about their world.
N.PK.3 Use tools safely to observe and
explore different objects/environments.
N.PK.4 Use patterns to predict or sort
items.
P.PK.2 Explore and demonstrate how
objects move.
Social Emotional
• Self-Confidence
• Self-Direction
Social Studies
H1.PK.1 Children begin to complete simple
tasks together.
Ec9.PK.1 Begin to understand that
resources can be limited (e.g., turning off
the water and lights when not using).
Ec9.PK.2 Demonstrate the role of different
jobs in the community.
Ec10.PK.1 Demonstrate the role of
consumers and understand that money is
exchanged for goods and/or services.
Creative Expression
• Dramatic Play
6.PK.1 Demonstrate skills in eye-hand
coordination (e.g., stacking, sorting, lacing
toys, stringing beads, reproducing basic
patterns, complete six-piece puzzle, Legos
and peg-boards).
Nevada Social Studies Skills
K-4th Grades
Nevada Social Studies Standards
K-4th Grades
H1.0 People, Cultures, and
Civilizations Students understand
the development, characteristics,
and interaction of people, cultures,
societies, religion, and ideas.
H3.0 - Social Responsibility &
Change Students understand how
social ideas and individual action
lead to social, political, economic,
and technological change.
G6.0 - Places & Regions Students
understand the physical and
human features of places and
use this information to define and
study regions and their patterns of
change.
G8.0 - Environment and Society
Students understand effects of
interactions between human
and physical systems and the
changes in use, distribution, and
importance of resources.
E9.0 - The Market Economy
Students will understand how
scarcity and incentives affect
choices, how markets work, why
markets form, how supply and
demand interact to determine the
market price, and how changes in
prices act as economic signals to
coordinate trade.
Next Generations Science
Standards Crosscutting
Concepts
1. Patterns
2. Cause and effect: Mechanism and explanation
5. Energy and matter: Flows, cycles, and conservation.
Kindergarten:
K-PS2 Motion and Stability:
Forces and Interactions
K-LS1 From Molecules to
Organisms: Structures and
Processes
2nd Grade
2-PS1 Matter and Its
Interactions
2-LS4 Biological Evolution:
Unity and Diversity
3rd Grade
3-PS2 Motion and Stability:
Forces and Interactions
4th Grade
4-PS3 Energy
E10.0 - The U.S. Economy As
A Whole Students will identify
indicators used to measure
economic performance,
understand key aspects of how
the economy acts as a system,
and understand the roles of
money, interest rates, savers, and
borrowers, financial institutions,
and the central bank in our
economy.
Learning and
Innovation Skills
Problem Solving
• Use Systems Thinking
• Make Judgments
and Decisions
• Solve Problems
Communication and
Collaboration
• Communicate Clearly
• Collaborate with Others
Creativity and Innovation
• Work Creatively with Others
21st Century Themes
Civic Literacy
• Participate effectively in
civic life through knowing
how to stay informed and
understanding governmental
processes.
• Understand the local and
global implications of civic
decisions.
Environmental Literacy
• Demonstrate ecological
knowledge and
understanding of how
natural systems work, as
well as knowledge and
understanding of how natural
systems interface with social
systems.
• Demonstrate understanding
of environmental issues
caused as a the result of
human interaction with
the environment, and
knowledge related to
alternative solutions
to issues.
• Demonstrate active and
considered participation
aimed at solving problems
and resolving issues.
Life and Career Skills
Social and Cross-Cultural
Skills
• Interact Effectively with
Others
• Work Effectively in Diverse
Teams
E11.0 - The Dynamic Economy
Students will identify the causes
of economic change; explain
how the U.S. economic system
responds to those changes; and
explain how other economic
systems respond
to change.
Leadership and Responsibility
• Act responsibly with the interest of the larger community
in mind.
Note: Standards referenced are the Nevada Academic Standards [www.doe.nv.gov/Standards_Assessments].
e
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FANTASY FESTIVAL
Imagination reigns in Fantasy
Festival! This exhibition
combines a ship, castle and
stage to inspire new heights
of creative play, dramatic
exploration and collaboration. In
Discovery Castle, students enter
the Medieval era and become
queens, jesters, princes, kings,
princesses or other members of
the royal community. Students in the castle’s throne room
can create a customized throne while enjoying a puppet
show. On the upper level, they’ll invent new castle models,
don knight costumes and dump “boiling oil” on attackers.
On the stage, students can develop their own productions
and choose from a variety of backdrops and props, as
well as costumes, lighting and makeup. On board the ship,
students will load cargo, use a map and compass to set
a new course, raise a flag and fire the cannons. For the
smallest students, quiet nooks with books and activities
await. The target audiences for Fantasy Festival are
students ages 4-13 and their families, as well as Pre-K to 8th
grade school groups.
• Students experience three immersive environments that
inspire imagination, creativity and dramatic play.
• Students engage in dramatic play/role-playing as a natural
opportunity for expression and experimentation.
• Students understand the castle, stage and ship as
“communities.” Everyone has a role to play as part of a
“team.”
• Students create stories as part of their play.
• Students discover that certain activities can be
divided into a set of sequential tasks. A coordinated
group of people may be needed to complete the
activity.
• Students encounter new topics (content) or information
that prompts critical thinking.
• Students solve problems and make decisions individually
or as part of a group.
• Students discover new interests or natural aptitudes.
Some may find that they are natural actors, some may
discover they enjoy reading maps, and some may
discover they’d like to learn more about Medieval
history.
FANTASY FESTIVAL
Pre-K
Social Studies
English Fine Arts
Language Arts
National Standards
for Theater
Nevada Pre-K
Standards
Nevada Social Studies
Skills
• Reading:
Literature
English
Language Arts
• Word Analysis
• Reading Strategies
• Literary Text
• Speaking
• Reading:
Informational
Text
Social
Emotional
• Self-
Confidence
• Self-
Direction
• Interaction with Other Children
& Adults
Creative
Expression
• Dramatic Play
• Historical Analysis and Interpretation
Standards
H1.0 People, Cultures,
and Civilizations
Students understand
the development,
characteristics, and
interaction of people,
cultures, societies,
religion, and ideas.
H3.0 Social
Responsibility &
Change
Students understand
how social ideas and
individual action lead
to social, political,
economic, and
technological change.
G5.0 The World in
Spatial Terms
Students use maps,
globes, and other
geographic tools
and technologies to
locate and extrapolate
information about
people, places, and
environments.
• Reading:
Foundational
Skills
• Speaking &
Listening
Nevada Fine Arts
Theater Content
Standards
1.0 Students recognize
the components of
theatrical production
including script writing,
directing, and
production.
2.0 Students
understand and
demonstrate the role
of the actor in the
theater.
3.0 Students apply
and demonstrate
critical and creative
thinking skills in
theater, film
television, or
electronic media.
4.0 Students
recognize and
explain how theatrical
experiences
contribute to a better
understanding of
history, culture, and
human relationships.
21st Century
Skills
K-4th Grades
Content Standard #1
Script writing by planning and
recording improvisations based on
personal experience and heritage,
imagination, literature,
and history
Content Standard #2
Acting by assuming roles and
interacting in improvisations
Content Standard #3
Designing by visualizing and
arranging environments for classroom
dramatizations
Content Standard #4
Directing by planning classroom
dramatizations
Content Standard #7
Analyzing and explaining personal
preferences and constructing
meanings from classroom
dramatizations and from theatre,
film, television, and electronic media
productions
Content Standard #8
Understanding context by
recognizing the role of theatre, film,
television, and electronic media in
daily life
5th – 8th Grades
Content Standard #1
Script writing by the creation of
improvisations and scripted scenes
based on personal experience and
heritage, imagination, literature,
and history
Content Standard #2
Acting by developing basic acting
skills to portray characters who
interact in improvised and scripted
scenes
Content Standard #3
Designing by developing
environments for improvised and
scripted scenes
Content Standard #4
Directing by organizing rehearsals for
improvised and scripted scenes
Note: Standards referenced are the Nevada Academic Standards
[www.doe.nv.gov/Standards_Assessments].
Content Standard #7
Analyzing, evaluating, and
constructing meanings from
improvised and scripted scenes and
from theatre, film, television, and
electronic media productions
Content Standard #8
Understanding context by analyzing
the role of theatre, film, television, and
electronic media in the community
and in other cultures
e
Learning and
Innovation Skills
Problem Solving
• Reason Effectively
• Use Systems
Thinking
• Solve Problems
Creativity and
Innovation
• Work Creatively with
Others
Communication and
Collaboration
•Communicate
Clearly
• Collaborate with
Others
Scientific and
Numerical Literacy
•Demonstrate
ability to reason
with numbers &
other mathematical
concepts
Cross-Disciplinary
Thinking
• Apply knowledge,
attitudes, behaviors
and skills across
disciplines in
appropriate &
effective ways
Basic Literacy
• Demonstrate ability
to use language to
read, write, listen
and speak
Life & Career Skills
Flexibility and
Adaptability
• Adapt to Change
• Be Flexible
Social and CrossCultural Skills
• Interact Effectively
with Others
• Work Effectively in
Diverse Teams
Leadership and
Responsibility
• Guide and lead
others
• Be responsible
to others
(702) 382-KIDS (5437) | 17
WATER WORLD
Water World celebrates water
– its movement and power,
the courses it finds, and the
ways it interacts with objects
it encounters as it flows and
falls. Students will play and
work with water in a variety of
hands-on ways: launching balls
into winding tracks, guiding
boats through a lock system,
fitting together plastic pipe
to redirect flow, feeding a vortex or using air blowers to
create currents. Students will also interact with a model of
the Hoover Dam, Lake Mead, and the new Bypass Bridge.
The Hoover Dam model and related activities demonstrate
where the region’s water comes from, how the dam works,
how electricity is generated, and the real-life forces of water.
To support hands-on learning about water, hand dryers and
waterproof smocks are available for students in Water World.
This exhibition is designed for students ages 2-13 and their
families, as well as Pre-K to 8th grade school groups.
• Students discover and experiment with the properties,
flow, power and speed of water through open-ended,
exploratory play.
• Students engage with sensory qualities of water.
• Students are active learners. They use critical thinking and
problem solving skills as they manipulate the flow and
power of water at exhibit components. (Students utilize
the scientific method: asking a question, researching,
hypothesizing, testing the hypothesis by experimenting,
analyzing data, creating a new/revised hypothesis and
conducting another experiment [if needed], drawing a
conclusion and communicating results.)
• Students create water “events” in which cause and effect
are visible, and use the flow of water to power activities.
• Students learn more about water phenomena such
as pressure, flow, surface tension and Bernoulli’s or
Torricelli’s principles.
• Students connect what they’re doing in the exhibit to the
real world, such as the generation of hydroelectric power
and the Hoover Dam.
• Students work individually, collaborate with friends, or
interact with water “events” set up by other students.
Activities support all approaches.
WATER WORLD
Pre-K
Mathematics
Science
Mathematical Practices
1) Make sense of problems and
persevere in solving them
Mathematics
1.PK.4b Count to 10 by
demonstrating one to one
correspondence using objects.
2.PK.1 Sort objects by similar
attributes (e.g., size, shape,
and color).
3.PK.1 Compare objects by size to
determine smaller and larger.
PK.2 Identify positions (e.g., in front,
behind, next to, up, down, inside,
outside, on top, ordinal positions).
Science:
N.PK1.b Ask questions about their
world.
N.PK.3 Use tools safely to observe
and explore different objects/
environments.
N.PK.5 Students work in small
groups and share ideas with others
regarding science-related activities.
P.PK.2 Explore and demonstrate
how objects move.
P.PK.3 Explore what happens to
objects in relation to other forces.
P.PK.4 Investigate how objects
react when placed in water.
Social Emotional
• Self-Confidence
• Self-Direction
• Interaction with Other Children
& Adults
Social Studies
H1.PK.1 Children begin to complete
simple tasks together.
21st Century Skills
Standards Practices
1. Asking questions (for science) and defining problems (for engineering)
2. Developing and using models
3. Planning and carrying out investigations
6. Constructing explanations (for science) and designing solutions (for engineering)
7. Engaging in argument from evidence
8. Obtaining, evaluating, and communicating information
Learning and Innovation Skills
Scientific and Numerical Literacy
• Evaluate quality of information
• Pose and evaluate scientific
arguments
• Reason with numbers and other
mathematical concepts
6th Grade
Statistics and Probability (6.SP)
Concepts
1. Patterns
2. Cause and Effect: Mechanism and Explanation
4. Systems and system models
5. Energy and matter: Flows, cycles, and conservation
6. Structure and function
7. Stability and change
7th Grade
Standards Disciplinary Core Idea
Mathematical Domains
Kindergarten
Counting and Cardinality (K.CC)
Measurement and Data (K.MD)
Geometry (K.G)
1st Grade
Measurement and Data (1.MD)
2nd Grade
3rd Grade
4th Grade
5th Grade
Kindergarten
K-PS2 Motion and Stability: Forces
and Interactions
K-PS3 Energy
K-ESS3 Earth and Human Activity
K-2-ETS1 Engineering Design
1st Grade
Critical Thinking and Problem
Solving
• Solve Problems
Communication and
Collaboration
21st Century Themes
Environmental Literacy
• Demonstrate understanding of environmental issues caused as the result of human interaction with the environment, and knowledge related to alternative solutions to issues
Social and Cross-Cultural Skills
• Interact Effectively with Others
• Work Effectively in Diverse Teams
2nd Grade
2-PS1 Matter and Its Interactions
Language and Early Literacy
4.PK.5a Recall information from an
event, text, or picture related to self
and the world around them.
3rd Grade
3-PS2 Motion and Stability: Forces
and Interactions
Creative Expression
Creative Thinking
4th Grade
4-PS3 Energy
6.PK.1 Demonstrate skills in eyehand coordination (e.g., stacking,
sorting, lacing toys, stringing
beads, reproducing basic patterns,
complete six-piece puzzle, Legos
and peg-boards).
5th Grade
5-ESS3 Earth and Human Activity
e
(702) 382-KIDS (5437) | 19
YOUNG AT ART
In Young at Art, students
explore the “language”
of art through hands-on
investigations of the elements
of art: color, line, shape,
texture, space and form.
Surrounded by whimsical
wall murals, students explore
each of the elements of art at
interactive components, and
also can combine the elements into unique, individualized artworks
at “creative stations” throughout the gallery. To fuel inspiration,
students have a variety of media at their fingertips including
watercolor and fluorescent melted crayon. A playful watercolor
“drying machine” and “puzzle maker” are available for students
to use in the finishing process. Young at Art sparks creativity and
imagination while celebrating every child’s inherent artistic mindset.
The target audiences for Young at Art are students ages 4-13 and
their families, as well as Pre-K to 8th grade school groups.
There are three large, oval-shaped signs in Young at Art. The signs
introduce students to Young at Art and provide brief descriptions
of the six elements of art explored in the exhibition. (Two of the six
elements of art are addressed on each oval.)
Art Introduction:
Art is made of color, line, shape, texture, space and form. These
are the “elements” of art. In Young at Art, you can explore each of
them. Look for symbols on this sign, and match them to activities
around the gallery. At creative stations, you can combine the
elements to create your own unique artwork!
Line
Lines come in all sizes, lengths, directions, angles and curves. Lines
make shapes, outlines or edges, and they can lead your eyes into
and around artwork. You can create different kinds of lines with
different tools, and then combine them in your artwork.
Texture
Texture is the way something feels – it might be smooth, bumpy,
or rough. You can add texture to your artwork by gluing things to it,
adding layers to it or using it to make a rubbing. If you find a texture
you like, include it in your artwork!
Shape
Shapes are everywhere! Squares, triangles and circles are
shapes you see every day, but you also can create unique
shapes of your own. You can build your artwork with shapes
or use them in a pattern. Look through a shape to frame what
you see!
Form
When a square becomes a cube, it has form. A shape takes up
space on paper, but a form is different: it’s 3D and you can hold
it. When you mix the other elements of art with form, you create
sculpture. Without form, the other elements fall flat!
Color
Color makes the world vivid and bright. The colors you choose for
your artwork show your personality or how you’re feeling. Those
colors make your artwork original! Try mixing colors to make new
ones, and experiment with different combinations in your artwork!
Space
Space is the empty part between and inside things in your artwork.
Space goes side-to-side, top-to-bottom and front-to-back. It helps
your eyes understand what is close and far away. You can play with
the space in your artwork until it looks right to your eye!
• Students engage with the elements of art (color, line, shape,
texture, space and form) as ways of expressing themselves
visually and creatively.
• Students become familiar and experiment with the elements of
art as essential tools for 1) creating original artworks with greater
level of skill and for 2) analyzing and understanding the works of
others.
• Students follow their interests throughout the exhibition and
discover their own artistic aptitudes. “Process” is emphasized
over “product.”
• Students work individually or cooperatively with friends or family
members. Activities support both approaches.
• Students draw inspiration from a variety of materials they can use
to create and express themselves.
• Students develop or strengthen their own artistic mindset as
a result of self-directed interaction with exhibit components.
(Artistic mindset: you can see more art in the world and see more
opportunities to be artistic.)
• Students discuss and reflect on their creations with friends, family
members or teachers. The experience launches conversations
beyond the Museum.
YOUNG AT ART
Pre-K Fine Arts
Creative Expression
• Visual Arts
Mathematics
4.PK.1a Identify circles, triangles,
and squares.
4.PK.1b Begin to recognize two
and three dimensional shapes in
the environment.
4.PK.2 Identify positions (e.g., in
front, behind, next to, up, down,
inside, outside, on top, ordinal
positions).
Science
N.PK1.b Ask questions about
their world.
N.PK.3 Use tools safely to
observe and explore different
objects/environments.
N.PK.4 Use patterns to predict or
sort items.
Social Emotional
• Self Confidence
• Self-Direction
• Interaction with other Children & Adults
Nevada Fine Arts: Visual
Arts Content Standards
Knowledge
1.0 Students know
and apply visual arts
media, techniques, and
processes.
Application
2.0 Students use
knowledge of visual
characteristics, purposes,
and functions.
Content
3.0 Students choose,
apply, and evaluate a
range of subject matter,
symbols, and ideas.
Interpretation
5.0 Students analyze and
assess characteristics,
merits, and meanings in
their own artwork and
the work of others.
Cross-curricular
6.0 Students demonstrate
relationships between
visual arts, the other arts,
and disciplines outside
the arts.
National Standards for Visual Arts
Science
21st Century Skills
Content Standard #1
Understanding and
applying media,
techniques,
and processes
Standards Practices
6.Constructing
explanations (for science) and designing solutions (for engineering)
Content Standard #2
Using knowledge of
structures and functions
Content Standard #3
Choosing and evaluating
a range of subject
matter, symbols, and
ideas
Content Standard #5
Reflecting upon
and assessing the
characteristics and
merits of their work and
the work of others
Content Standard #6
Making connections
between visual arts and
other disciplines
Next Generations
Science Standards
Crosscutting Concepts
3. Patterns
Standards Disciplinary
Core Idea
2nd Grade
Learning and Innovation
Skills
Communication and
Collaboration
• Collaborate
with Others
Visual Literacy
• Demonstrate the ability to interpret, recognize, appreciate,
and understand
information presented
through visible actions,
objects and symbols,
natural or man-made
Information, Media and
Technology Skills
ICT (Information, Communications and
Technology) Literacy
• Apply Technology
Effectively
6.PK.1 Demonstrate skills in eyehand coordination (e.g., stacking,
sorting, lacing toys, stringing
beads, reproducing basic
patterns, complete six-piece
puzzle, Legos and peg-boards).
6.PK.2 Demonstrate the muscle
strength, dexterity, and control
needed to manipulate items (e.g.,
scissors, writing utensil, paint
brushes, play dough, buttons/
snaps, etc.).
6.PK.3 Use fingered or tripod
grasp with drawing, painting or
writing instruments.
Note: Standards referenced are the Nevada Academic Standards [http://www.doe.nv.gov/Standards_Assessments/].
e
(702) 382-KIDS (5437) | 21
THE SUMMIT
The Summit is a 70-foot tower
that encompasses 2,200
square feet and ascends
through all three floors of
the Museum. Featuring 40
interactive science exhibits as
well as sliding and climbing
structures, the Summit is
an experience that is both
intellectually and physically engaging for students. On each
of its 12 levels, students interact and experiment with exhibits
that highlight the connections between scientific concepts
and real-life applications. Each level contains hands-on
components that facilitate exploration of different science
strands: simple machines, sound, air pressure, earth, flight,
electricity and magnets, energy, visual perception, space
science and light. From lifting a car with a giant lever to taking
in an amazing view at the roof, students experience science
in a unique way. The target audiences for The Summit are
students ages 4-13 and their families, as well as Pre-K to 8.
• Students interact with the Summit as one towering,
multi-faceted exhibition spanning 12 distinct levels and
encompassing 40 individual exhibit components.
• Students are self-directed learners. They choose from a
variety of activities and do not need to experience the
Summit in a linear fashion, from bottom to top or from top to
bottom. They can enter at different levels and go up or down
using “climbs” or “slides.”
• Students are active learners. They use critical thinking
and problem-solving skills as they explore exhibit
components. (Students utilize the scientific method:
asking a question, researching, hypothesizing, testing the
hypothesis by experimenting, analyzing data, creating
a new/revised hypothesis and conducting another
experiment [if needed], drawing a conclusion and
communicating results.)
• Students explore different fields of science by
1) experimenting with exhibit components to understand
core concepts (such as differences in effort required with
simple machines, etc.) and 2) connecting science content
with “real-life” applications through labels/graphic panels.
• Students employ both large-motor skills (using climbing
tubes and slides) and fine-motor skills (using components like
Helicopter and Flight Simulation) as they explore The Summit.
• Students work individually or collaborate with friends.
• Students discuss and reflect on their discoveries with friends
or teachers. The experience launches conversations beyond
the Museum.
THE SUMMIT
Pre-K Grade Level Pre-K - 8th
Mathematics
Science
21st Century Skills
Next Generation Science Standards
Mathematics
1.PK.4b Count to 10 by
demonstrating one to
one correspondence
using objects.
2.PK.1 Sort objects by similar
attributes (e.g., size, shape,
and color).
3.PK.1 Compare objects by
size to determine smaller and
larger.
4.PK.1a Identify circles, triangles,
and squares.
Science
N.PK1.a Observe
their world.
N.PK1.b Ask questions about
their world.
P.PK.2 Explore and
demonstrate how
objects move.
P.PK.3 Explore what happens
to objects in relation to other
forces
Social Emotional
• Self-Confidence
• Self-Direction
3.PK.1 Demonstrate locomotor
movements such as up, down,
forward, and backward.
3.PK.2 Demonstrate the ability
to follow basic movements
(e.g., over, under, in, out, in
between).
5.PK.2 Demonstrate turn
taking and cooperation during
physical activities.
1. Make sense of problems and
3. Construct viable arguments and
critique the reasoning of others
Kindergarten
Counting and Cardinality (K.CC)
Measurement and Data (K.MD)
Geometry (K.G)
1st Grade
Geometry (1.G)
2nd Grade
Geometry (2.G)
3rd Grade
Geometry (3.G)
4th Grade
Geometry (4.G)
5th Grade
6th Grade
Ratios and Proportional
Relationships (6.RP)
7th Grade
Practices
1. Asking questions and defining problems
6. Constructing explanations (for science) and
designing solutions (for engineering)
Next Generations Science Standards
1. Patterns
2. Cause and effect: Mechanism and
explanation
5. Energy and matter: Flows, cycles and
conservation
Disciplinary Core Idea
Kindergarten
K-PS2 Motion and Stability
K-PS3 Energy
Critical Thinking and Problem
Solving
• Solve Problems
Communication and
Collaboration
Scientific and Numerical
Literacy
arguments
• Reason with numbers and other mathematical concepts
1st Grade
1-PS4 Waves and Their Applications in
Technologies for Information Transfer
2nd Grade
2-ESS1 Earth’s Place in the Universe
2-ESS2 Earth’s Systems
Skills
3rd Grade
3-PS2 Motion and Stability: Forces and
Interactions
3-ESS3 Earth and Human Activity
4th Grade
4-PS3 Energy
4-ESS2 Earth’s Systems
6th-8th Grade
MS-PS2 Motion and Stability: Forces and
Interactions
MS-ESS2 Earth’s Systems
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(702) 382-KIDS (5437) | 23
IT’S YOUR CHOICE
It’s Your Choice is a healtheducation exhibition
designed to increase
the awareness and
understanding of the
choices kids and families
make every day that affect
their health. The exhibition
emphasizes nutrition,
physical activity and the development of important healthy lifestyle
habits. Choice challenges are presented in engaging contexts that
reflect real-life situations (applying sunscreen or reading a nutritioninformation label) in order to help students connect “choice” with
“outcome.” Humorous “game show” interactives are combined with
high-energy as well as critical-thinking activities. It’s Your Choice
engages both students and adults in an interactive exploration of
choices – facilitating conversation and underscoring the long-term
benefits of healthy habits. The target audiences for It’s Your Choice
are students ages 6-13 and their families, as well as 1st to 8th grade
school groups.
Students ages 6 - 13 (1st - 8th grade)
• Students engage (physically and intellectually) in activities that
demonstrate how healthy lifestyles support growth, development
and strength.
• Students discover that there are many options for making good
choices when it comes to nutrition, exercise/fitness, and an overall
healthy lifestyle.
• Students make choices that reflect the types of decisions
over which students generally have some control. Students
and families apply what they learn in the exhibition to current
behaviors at home/outside the Museum.
• Students equate healthy lifestyles with increased energy and
optimum development.
• Students feel a sense relevancy and “choice ownership.”
Students and families care about the choices they make and
have some level of understanding of why they should care
about the choices they make.
• Students compare and contrast realistic models of healthy
behavior with common models of unhealthy behavior.
• Students and adults interact with exhibit components together.
Adults & caregivers are co-learners with students.
• Students and adults discuss and reflect on choices, discoveries,
behaviors and habits. The experience launches conversations
beyond the Museum.
IT’S YOUR CHOICE
Grade Level 1st - 8th
Health & Physical Education Next Generation Science 21st Century Skills
Standards
Health
Core Concepts 1.0
Students will comprehend concepts related to health
promotion and disease prevention to enhance health.
Accessing Information 3.0
Students will demonstrate the ability to access
reliable health information, products, and services to
enhance health.
Decision Making 5.0
Students will demonstrate the ability to use decisionmaking skills to enhance health.
Goal Setting 6.0
Students will demonstrate the ability to use goalsetting skills to enhance health.
Self Management 7.0
Students will demonstrate the ability to practice
health-enhancing behaviors
and to avoid or reduce health risks.
Supporting Health 8.0
Students will demonstrate the ability to support/
promote family, personal, and community health.
Physical Education
Practices
6. Constructing explanations (for science)
and designing solutions (for engineering)
8. Obtaining, evaluating, and
communicating information
Critical Thinking and Problem Solving
• Make Judgments and Decisions
• Solve Problems
Communication and Collaboration
Next Generations Science Standards
1. Patterns
2. Cause and Effect: Mechanism and
Explanation
21st Century Themes
Health Literacy
• Obtain, interpret and understand basic
health information and services and use
such information and services in ways
that enhance health
Disciplinary Core Idea
Kindergarten
K-LS1 From Molecules to Organisms:
Structures and Processes
4th Grade
4-LS1 From Molecules to Organisms:
• Understand preventative physical and
mental health measures including proper
diet, nutrition, exercise, risk avoidance,
and stress reduction
• Use available information to make
appropriate health-related decisions
6th-8th Grade
MS-LS1 From Molecules to Organisms:
1.0 Students understand and apply movement
concepts and principles to the learning and
development of motor skills.
Flexibility and Adaptability
• Adapt to Change
• Be flexible
4.0 Students achieve and maintain a healthenhancing level of individual fitness for an active
lifestyle.
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(702) 382-KIDS (5437) | 25
PATENTS PENDING
Patents Pending is an
environment devoted to
experimentation, curiosity,
invention, problem-solving and
tinkering. It’s a lively, eclectic
laboratory atmosphere where
students encounter design
and engineering challenges, and then work to create and
test their ideas. Using large-scale testing stations, students
evaluate the performance and durability of their inventions.
Some stations, such as Drop Zone, Air Towers or Quake Proof,
pose specific design problems for students to address with
materials available at work tables. Can you create something
that will withstand a 14-foot drop? A sudden blast of air? An
earthquake? Others, such as Contraption Challenge, combine
construction and testing as students manipulate open-ended,
mechanical cause and effect. The wide range of inventive
opportunities engages both kids and adults in the eyeopening process of trial and error. The target audiences for
Patents Pending are students ages 6-13 and their families, as
well as 1st to 8th grade school groups.
Students ages 6 - 13 (1st - 8th grade)
• Students engage with the process of invention while
responding to a wide range of inventive challenges.
Challenges are 1) open-ended (have multiple points of entry
and support multiple outcomes) and 2) designed to appeal
to different interests and learning styles.
• Students are active learners. They use critical thinking and
problem-solving skills as they design “solutions” at exhibit
components. (Students utilize the engineering design
process: define the problem, research the issue, specify
requirements, create alternative solutions, choose the best
solution, build prototype, test and redesign.)
• Students are self-directed. They may choose from a variety
of activities that are accessible and intuitive.
• Students connect inventive challenges and related
information to scientific phenomena (like gravity or air flow)
and real-world applications.
• Students work individually or collaborate with friends.
• Students draw inspiration from a variety of materials with
which to invent, create, tinker, build and assemble.
• Students discuss and reflect on their inventions with friends
or teachers. The experience launches conversations
beyond the Museum.
PATENTS PENDING
Grade Level 1st - 8th
Mathematics
Science
21st Century Skills
4. Construct viable arguments
and critique the reasoning of
others
1. Asking questions and defining problems
6. Constructing explanations (for science) and designing
solutions (for engineering)
1st Grade
2nd Grade
3rd Grade
4th Grade
Next Generation Science Standards Crosscutting Concepts
1. Patterns
6. Structure and function
Next Generation Science Standards Disciplinary Core Idea
5th Grade
Kindergarten
K-PS2 Motion and Stability: Forces and Interactions
6th Grade
1st Grade
1-PS4 Waves and Their Applications in Technologies for
Information Transfer
7th Grade
2nd Grade
Critical Thinking and Problem Solving
• Solve Problems
Communication and Collaboration
Scientific and Numerical Literacy
• Pose and evaluate scientific arguments
• Reason with numbers and other
mathematical concepts
• Adapt to Change
• Be Flexible
3rd Grade
3-PS2 Motion and Stability: Forces and Interactions
3-5-ETS1 Engineering Design
4th Grade
4-PS3 Energy
5th Grade
5-PS2 Motion and Stability: Forces and Interactions
6th-8th Grade
MS-PS2 Motion and Stability: Forces and Interactions
MS-ETS1 Engineering Design
e
(702) 382-KIDS (5437) | 27
SOLVE IT!
Exhibition
Overview:
Solve It! is an
exhibition about the
art of investigation.
Unique among the
Museum’s exhibits,
Solve It! features
changing scenarios
over time. These
scenarios define
the environments
in which students
pursue answers
to questions that
together reveal a completed puzzle. Designed for students ages
8 - 13 (3rd to 8th grades), Solve It! highlights skills central to the
processes of fact finding, analysis and theorizing, including:
evidence sorting and dating, measurement, examination and
comparison of objects, density calculation, decoding, and bone
identification. Upon entering, students watch a brief orientation
video that explains the specific scenario and mystery. With Field
Notes in hand, students begin their investigation in various areas
of the environment to gather and record their data. Multiple
touch-screen computers provide background information on
relevant topics, activity “help,” and an opportunity to file a “final
report.” A wrap-up area highlights real-life “job descriptions” of
investigators from different fields. The target audiences for Solve
It! are students ages 8-13 and their families, as well as 3rd to 8th
grade school groups.
In an effort to incorporate change from one year to the next, two
distinct scenarios have been developed to date. Ancient Cities is
currently being featured. The Ancient Cities scenario represents
an ancient city discovered by archaeologists in America.
Students ages 8 - 13 (3rd - 8th grade)
• Students encounter an immersive environment that 1) represents
a particular place and 2) provides the context for a series of
questions to investigate. Students gather and record data,
compare and contrast, research and hypothesize.
• Students investigate a thematic “scene” using tools and other
resources to gather clues. Data is analyzed in a “lab” setting.
• Students utilize six basic science-process skills:
• Observation (the act of gathering information by noting
facts or occurrences)
• Inference (an educated guess about something based
on things you know to be true)
• Measurement (the process used to determine the size,
length, or amount of something)
• Communication (the process by which information is
exchanged between individuals)
• Classification (the systematic arrangement or sorting of
items into groups or categories based on similar qualities)
• Prediction (a statement about what will happen or
might happen in the future, based on patterns that
have been observed or studied)
• Students gather data to answer key questions tied to the scene:
- What type of structure was this?
- When did people live here?
- What is this material?
- What is this mystery object?
- What culture lived here?
- What is in the hidden chamber?
- Who is this person?
• Students work individually or collaborate with friends or family
members. Activities support both approaches.
• Students analyze their findings and submit “final reports” via
computer stations. Opportunities for re-evaluation or further
research are highlighted.
• Students connect processes and activities to the fields of
investigation and archaeology and have opportunities to learn
more about people in these occupations.
• Students discuss and reflect on their findings and conclusions
with friends, family members or teachers. The experience
launches conversations beyond the Museum.
SOLVE IT!
Grade Level 3rd - 8th
Mathematics Science
Social Studies
21st Century Skills
3. Construct viable arguments and
critique the reasoning of others
5. Use appropriate tools strategically
6. Attend to precision
Standards Practices
2)Developing and using models
3)Planning and carrying out
investigations
Nevada Social Studies Skills
Learning and Innovation
Skills
Concepts
3)Scale, proportion, and quantity
6)Structure and function
• Historical Analysis and Interpretation
Standards Disciplinary
Core Idea
K-5th, 6-8th Grades
3rd Grade
Operations and Algebraic thinking
(3.OA)
4th Grade
(4.OA)
5th Grade
(5.OA)
6th Grade
The Number System (6.NS)
7th Grade
The Number System (7.NS)
5th Grade
6th-8th Grade
MS-LS1 From Molecules to
Organisms: Structures and
Processes
K-5th, 6-8th Grades
Problem Solving
• Make Judgments and Decisions
• Solve Problems
Standards
H1.0 People, Cultures, and
Civilizations - Students
understand the development,
characteristics, and interaction
of people, cultures, societies,
religion, and ideas.
Communication and
Collaboration
Scientific and Numerical
Literacy
arguments
• Reason with numbers and other mathematical concepts
G5.0 - The World in
Spatial Terms
Students use maps, globes,
and other geographic tools
and technologies to locate
and extrapolate information
about people, places, and
environments.
G6.0 - Places & Regions
Students understand the
physical and human features of
places and use this information
to define and study regions and
their patterns
of change.
G7.0 - Human Systems
Students understand how
economic, political, and cultural
processes interact to shape
patterns of human migration
and settlement, influence and
interdependence, and conflict
and cooperation.
• Adapt to Change
• Be Flexible
Skills
G8.0 - Environment and
Society Students understand
effects of interactions between
human and physical systems and
the changes in use, distribution,
and importance of resources.
e
(702) 382-KIDS (5437) | 29
BRING THE MUSEUM TO
YOUR CLASSROOM
DISCOVERY On Wheels: House Calls
A Health Science Educational Outreach
Program brought directly to YOU by
DISCOVERY Children’s Museum.
WHAT
Hands-on, interactive Health Science programs directly related to
Nevada State Content Standards and local curriculum goals.
WHY
To enhance your health science curriculum by providing quality
experiences involving exploration in an intimate setting. Expose
your students to high quality, anatomically accurate models
and “real” medical equipment. Take advantage of high quality
programming without the worries of transportation.
WHO
Kindergarten – 5th grade elementary school students in Clark
County, public and private. Each session can accommodate
approximately 30 participants. More than one session can be
scheduled at a school site on the same date to accommodate
entire grade levels wishing to participate.
WHERE
Right in your classroom! A professional Museum Educator will
facilitate the program, along with everything needed for the
learning experience.
WHEN
NOW! We are currently taking reservations and space is limited
so see the following information on how you can register your
school and classes today!
COST
This year the programs are complimentary for the first grade level
to book from each Clark County School District school due to the
generous gifts from: DonorsChoose.org, Dr. Joe Lapan Memorial
Fund, Macy’s, The Vons Foundation, WalMart Store #2838, WalMart
Supercenter #3350, WalMart Supercenter #4557, WalMart Store
#6382 and Edwin Worthman.
All other groups - Private schools, libraries and community
organizations may be offered a 50% discount. Call for details.
TO REGISTER
PROGRAM OFFERINGS
AND GRADE LEVELS
You can register online at
www.DiscoveryKidsLV.org/education. Programs are
not confirmed until you receive a written confirmation. With your
confirmation, you will also receive additional information on the
programs including curriculum alignments, the amount of space and
set-up needs for each program.
KINDERGARTEN
Let’s Eat! - Foods & Nutrition
Explore why humans need food, the various food groups, and the
nutrients foods contain. Learn about the importance of variety and
moderation. Recognize healthy food choices.
ADDITIONAL QUESTIONS?
Please email [email protected]
or call the museum at (702) 382-KIDS (3445)
and ask for Outreach.
FIRST GRADE
Bright Smiles and Clean Bodies - Dental Health &
Hygiene
When proper hygiene is not obtained, it is very hard to maintain
a healthy body. Thoroughly understanding what can happen as
a result of not practicing proper hygiene will make it easier to
understand the importance of good hygiene.
SECOND GRADE
Making Sense of Our Senses - The Five Senses
Things are not always what they seem. Why does food taste
differently when you have a cold? Can you match different sounds?
Every day we use our senses to explore the world around us.
Explore the sense organs and how they are connected to the
brain and spinal cord. Learn how it all works together to allow us to
experience our world.
THIRD GRADE
Wonderful ME! - Cells & Genetics
The human body is an amazing machine that we must understand
how to take care of properly. Take a close look at the smallest living
unit of the body, the cell, and how we have developed into the
person we are today. Examine the genes responsible for gender
and physical characteristics.
FOURTH GRADE
Young at Heart – Circulatory & Respiratory Systems
Examine the heart, healthy versus unhealthy arteries and lungs, as
well as the functions of the circulatory and respiratory systems. Use
real stethoscopes to listen to your heart. Learn what blood is made of
and how to correctly take a pulse. Prevention of heart disease will be
addressed using models.
FIFTH GRADE
What’s Up Doc? – Medical Professions & Equipment
How does a doctor diagnose what is wrong? What are all those
gadgets and machines for? Through hands-on investigations, explore
medical equipment used to take your blood pressure, measure your
lung capacity, read an x-ray and more!
e
(702) 382-KIDS (5437) | 31
HOURS OF
OPERATION
General Hours
(Day after Labor Day - May 31)
Tuesday – Friday: 9am – 4pm
Saturday: 10am – 5pm
Sunday: 12pm – 5pm
Closed Mondays except during
select holidays.
Closed on Easter, Thanksgiving Day,
Christmas Eve, Christmas Day and
New Year’s Day
SUMMER HOURS
(June 1 - Labor Day)
Monday – Saturday: 10am – 5pm
Sunday: 12pm – 5pm
SCHOOL GROUP
ADMISSION
/DiscoveryChildrensMuseum
Group/Nonproﬁt Rates (12 or more)
Ages 1 – 99: $12.50 per person
Children under 1: Free
@DiscoveryLV
Prices subject to change
Clark County School District Groups
(12 or more)
Kindergarten – 8th Grade: $7 per person
Chaperones: $7 per person
Prices subject to change
Thank you to our generous donors who support
admission subsidies, which allows a discounted
admission for CCSD school groups.
DIRECTIONS
discoverylv
discoverykidslv
discoverylv
Discovery Children’s Museum
360 Promenade Place Las Vegas, NV 89106
Located on The Smith Center Campus
directly across the street from
World Market Center
discoverykidslv

hands-on exhibits and programs

Transcription

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