[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-490503-105":59,"doc-detail-490503-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","self-guided-activities-3-5-ecosystems","Self-Guided Activities 3-5 - Ecosystems","","Self-guided field trip materials for 3rd–5th grades focused on ecosystems at the Columbus Zoo and Aquarium. The packet prepares students and chaperones with pre-visit, in-habitat, and post-visit activities, and uses the 5E Lesson Plan model: Engage, Explore, Explain, Extend, and Evaluate. Activities guide learners to apply critical thinking about environmental change, use ecosystem vocabulary, and examine relationships among animals, plants, and abiotic factors, aligned to Ohio State Science Standards.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/self-guided-activities-3-5-ecosystems/490503/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/self-guided-activities-3-5-ecosystems/490503.png","ImageObject",300,407,{"name":92,"@type":93},"Logic","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-06","2026-10-01",true,{"@type":102,"interactionType":103,"userInteractionCount":39},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the goal of the self-guided ecosystems field trip packet?","Question",{"text":112,"@type":113},"The packet helps students discover environmental relationships and how changes in the environment affect those relationships while exploring a Zoo region.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How are the activities organized for instruction?",{"text":117,"@type":113},"Activities follow the 5E Lesson Plan model: Engage, Explore, Explain, Extend, and Evaluate, with students moving through a complete learning sequence.",{"name":119,"@type":110,"acceptedAnswer":120},"Which kinds of student learning outcomes are targeted?",{"text":121,"@type":113},"Students build curiosity about biotic and abiotic factors, use ecosystem vocabulary confidently, and learn interrelations between animals, plants, and non-living elements in ecosystems.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},490503,1791431032,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":39,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":41,"preview_page_count":4},1099513958762,"https://ap-avatar.wpscdn.com/avatar/1000023916a998db790?x-image-process=image/resize,m_fixed,w_180,h_180&k=1784791008015729253","A field trip at the Columbus Zoo and Aquarium is a great way to  \nextend the walls of your classroom and apply the concepts you are teaching your students. With a little pre-planning, you can make this an experience your students will appreciate for a lifetime. Before diving into the materials on the next few pages, here are a few tips to make your field trip experience even more successful.  \nplanning a self-guided field trip  \nECOSYSTEMS  \n• Prepare students for the trip: This packet contains an activity you can do with your students before your field trip.  \n• Prepare chaperones for the trip: The activities are designed to be led by chaperones with varying experience levels. We recommend you have the chaperones familiarize themselves with the materials before the field trip.  \n• Bring it all back together: After your field trip, reinforce the concepts the students learned by doing the final activity in the packet.  \nThe purpose of this self-guided field trip activity packet is to help students discover environmental relationships and how changes to the environment affect those relationships while exploring a Zoo region. We encourage teachers to utilize all five activities chronologically to provide students a complete learning experience centered around a meaningful field trip.  \n5E Lesson Plan  \nThe self-guided field trip activities are structured around the 5E Lesson Plan model, commonly used in science education:  \nEngage -sparking interest in a topic Explore -student-led investigation of concepts Explain -adult-led clarification of concepts Extend -student-led application of concepts  \nEvaluate -opportunity to demonstrate understanding of concepts  \n1  \nECOSYSTEMS  \nplanning a self-guided field trip  \nOutcome and Objectives  \nThis self-guided field trip is designed to meet the following behavioral outcome: Apply critical thinking and problem solving skills when making decisions affecting the environment.  \nBy participating in this program, students will be able to:  \n• Feel curious about biotic and abiotic factors in ecosystems  \n• Feel confident in their use of ecosystem vocabulary  \n• Learn key vocabulary terms related to ecosystems  \n• Learn interrelations of animals to the plants and abiotic elements in their ecosystem  \n• Observe characteristics, differences and changes in objects, organisms, events, places and relationships in the environment  \n• Generate ideas and questions about objects, organisms, events, places and relationships in the environment  \nOhio State Science Standards  \nEach of the activities in this self-guided field trip activity packet addresses certain components of the Ohio State Science Standards. When used in conjunction with other science-based learning experiences, the activities will help classroom teachers achieve the following Ohio State Science Standards with their students:  \nLS.35.1b Given a physical trait, match the trait to its specific function (e.g., birds have wings to fly).  \nLS.35.1a Describe how an animal’s behavior helps it survive (e.g., a cat will stalk its prey so it can go undetected in the hunt).  \nLS.35.5c Identify environmental changes that affect animal behavior.  \nLS.35.5b Identify environmental changes that occur suddenly or gradually.  \nLS.35.5a Predict the effect of environmental changes (e.g., natural disasters, seasons)  \non animal populations.  \nLS.35.7c Match a food source for a given animal.  \nLS.35.7b Identify predator/prey relationships in a food chain.  \nLS.35.7a Identify producers, consumers or decomposers.  \nAnd don’t forget to look for Zoo volunteers throughout your field trip! They are a wealth of knowledge and always happy to answer questions and share their love of the Zoo and our animals.  \nECOSYSTEMS  \nSEQUENCE OF ACTIVITIES  \nSuggested sequence of activities to support a self-guided field trip focused on ecosystems for 3rd—5th grades. See following pages for detailed descriptions of each activity.  \n\n| 5 STEPS TOA\u003Cbr>MEANINGFUL FIELD TRIP |  | DESC","cbCaiuxAsumDnY6L","https://ap.wps.com/l/cbCaiuxAsumDnY6L","pdf",5220369,12,"English","# Planning a Self-Guided Field Trip\n## Purpose, Outcome and Objectives\n## Ohio State Science Standards\n## 5 Steps to a Meaningful Field Trip\n## Engage: Ecosystem Strings","[{\"question\":\"What is the goal of the self-guided ecosystems field trip packet?\",\"answer\":\"The packet helps students discover environmental relationships and how changes in the environment affect those relationships while exploring a Zoo region.\"},{\"question\":\"How are the activities organized for instruction?\",\"answer\":\"Activities follow the 5E Lesson Plan model: Engage, Explore, Explain, Extend, and Evaluate, with students moving through a complete learning sequence.\"},{\"question\":\"Which kinds of student learning outcomes are targeted?\",\"answer\":\"Students build curiosity about biotic and abiotic factors, use ecosystem vocabulary confidently, and learn interrelations between animals, plants, and non-living elements in ecosystems.\"}]","Self-Guided Activities 3-5 - Ecosystems | PDF",1790838445]