Where will your science instruction take you?

HMH Field Trips powered by Expeditions

Teacher Guide Sampler The answer is: virtually anywhere.

With HMH Field Trips, your students will be able to travel through history, explore the world, and witness scientific wonders without ever leaving their classrooms—and you’ll be able to guide them every step of the way using our Teacher Guide lessons.

HMH® has 180 years of experience creating engaging and effective content, experimenting with new ways to deliver classroom materials that inspire curiosity and transform learning. Now, with HMH Field Trips powered by Google® Expeditions, your students will be able to explore and learn like never before.

Field Trips

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1 Learn how it all works together! How to Get Started

What is HMH Field Trips powered by Google Expeditions? Step 1: Getting Set Up

You will need: HMH Field Trips powered by Google Expeditions is a These trips are collections of 360° panoramas and a. A device for the teacher, or “guide” (preferably a tablet) classroom experience that takes full advantage of 3D images—annotated with details, points of interest, b. A mobile phone and compatible VR viewer device (like ™) for the student, or “explorer” Google’s VR technology and HMH’s instructional support. and questions that make them easy to integrate c. A Wi-Fi ® network that is peer-to-peer enabled. It may be helpful to go through a router or hotspot. It allows teachers to bring students closer than ever to into curricula already used in schools. HMH has also interesting locations they would not normally be able developed Teacher Guides for selected programs so Download the FREE Google Expeditions app to your devices from ™ (for Android™) or from iTunes® to visit. teachers know exactly when and how to use HMH Field (for iOS®). The first time you open Google Expeditions, you’ll be offered a brief demonstration of the app. In the demo, Trips in connection with their core programs. tap Full Screen to see how the app works without a viewer.

Teachers can start Field Trips, guide students through multiple panoramas, access notes, and highlight points of Using this guide, you can explore HMH Field Trips in interest throughout the Field Trip. Students can insert the phone into the viewer and start exploring! The Field Trip these content areas: science, American history, world must be started by the teacher. history, world geography, and world languages.

Step 2: Selecting HMH Field Trips

HMH has developed a variety of Field Trips that can be accessed through the Google Expeditions app, and more are coming all the time. For now, use the search function in the app and type in the exact title to select one of these science Field Trips:

Big Cypress National Preserve Rocket Garden Orange Blossom Cannonball

Step 3: Using the HMH Teacher Guides

HMH has developed Teacher Guides for HMH Field Trips with Google Expeditions that correspond to several of our programs. You can access these guides through your HMH Online Teacher Resources and incorporate them into your lessons. To get you started, we’ve included three sample guides on the next pages that correspond to the HMH Field Trips listed above.

I like it! How can my school purchase the hardware?

Your school can purchase the recommended equipment through any hardware provider or work with a Google certified provider like Best Buy® Education (bestbuy.com/googleexpeditions). With Best Buy Education, you can purchase a ready-made kit or build your own, depending on what suits your needs.

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Big Cypress National Preserve LESSON PLAN

Standards Teaching Strategies

SEP Analyzing and Interpreting Data 1. Use to Engage Use this field trip before any lesson or unit that investigates ecosystems or habitats. Have students take a moment to look at the first scene. Symptoms and Symptom Models CCC Have student volunteers describe the elements Cause and effect of what they see in one word or a short phrase, for example, “water,” “trees,” “lily-pads,” “grass,” [MS] LS2.A: Organisms, and populations or “variety of plants.” After gathering student DCI of organisms, are dependent on their responses, suggest one example of something environmental interactions both with other they may not have mentioned, for example, “air.” living things and with nonliving factors. Ask students what other things they can find that may be suggested or implied by the scene. At the Time end of this discussion, have students look at the 30–45 minutes list that they’ve compiled and ask them each to make a claim about the definition of an ecosystem. Encourage them to look for evidence throughout What to Do the expedition to support their claims.

1. Guide students through the HMH Field Trip Big 2. Use to Explore/Explain After students have looked Cypress National Preserve. As students look at each through the scenes, ask them to name two different Use With Objective scene using their viewers, read the information that ecosystems they have visited in the real world. They Units on ecosystems, plants, animals, or human impact Upon completion of this field trip, students should appears to the class. Tap on each point of interest can consider local ecosystems such as a creek, on ecosystems. be able to state a claim supported by evidence to direct students’ attention to it. Then share the the edge of a pond, a wooded park, or an open additional information. Each scene includes a set field. Ask them to describe what makes the two You can use this field trip as engagement to the about diversity in wetland ecosystems and how those of leveled questions that you can use to check ecosystems different from each other. How are the lesson content, as an additional Elaborate activity, or ecosystems are both similar and different. Students students’ understanding. At the end of the field trip, plants, animals, and nonliving components (e.g., soil, as part of a summary and overall class assessment at should also be able to state a cause-effect relationship have students put down their viewers. rock, water, sunlight, temperature) different in each the unit end. between elevation, surface water, and the biodiversity among ecosystems. Note: Some students may be sensitive to the effects ecosystem? Tell students that ecosystems can vary of 3D and to turning around to look greatly, even if they are near each other. at the entire scene. You may want to take a break Location 3. Use to Explore/Explain Have students in pairs or Set a Purpose between scenes for discussion before proceeding to Big Cypress National Preserve, southwest Florida, about small groups view the scenes. As they view, have them the next view. 73 km (45 mi.) west of Miami. Tell students that they are going to explore Big Cypress discuss with each other what they see. They should National Preserve to look for evidence of different 2. For each scene, ask: What kinds of plants do you compare and contrast the ecosystems and attempt ecosystems that make up the preserve as well as for see growing here? What do you notice about the to explain what causes the ecosystems to be different. Background what may cause that diversity. surface? What kinds of animals do you think might Students may want to refer back to specific scenes for This vast preserve protects a freshwater wetland that live in this ecosystem? evidence. channels rainwater through five different ecosystems 4. Use to Elaborate Have students working in pairs before the water drains into the Gulf of Mexico: choose two ecosystems. One ecosystem should hardwood hammocks, pinelands, prairies, cypress be from Big Cypress, but the other can be a local swamps, and estuaries. Each ecosystem encompasses ecosystem or any other ecosystem students have distinct soils and species of plants and animals. Their experience with. Have student pairs create a specific types vary based on the ecosystem’s elevation 3-column chart that lists what all living things need and the length of time surface water is present during (energy, water, living space). Have students fill in the the year. chart with examples of how organisms in each of the two ecosystems meet these needs. 4 5

Big Cypress National Preserve Rocket Garden

Wrap-Up and Assessment 2. What is the relationship between elevation, surface water, and diversity of plant life in the ecosystems Have student groups sketch a diagram of the Big of the Big Cypress National Preserve? Support Cypress National Preserve as a composite of the your claim with evidence you gathered from the ecosystems they explored and discussed. It should expedition. show, from left to right, highest elevation (hardwood (Sample answer: Even slight changes in elevation hammock) to lowest elevation (cypress swamp). The affect the amount of time during the year that diagram should depict slight differences in elevation surface water is present in an ecosystem, and the among the ecosystems as well as differences in surface length of time the surface is underwater affects the water and plant life. kinds of plants that can grow in the ecosystem.) Assess students’ understanding with these questions:

1. How does the Big Cypress National Preserve show diversity? (Sample answer: Different ecosystems are found within the preserve, and each ecosystem supports different forms of life.)

Use With Mercury that first launched Americans into space, Project Gemini that developed skills and technology Units on forces, motion, space exploration, for longer space missions, Project Apollo that sent or engineering. astronauts to the moon, and the Space Shuttle You can use this field trip as engagement to the Program that employed reusable spacecraft to lesson content, as an additional Elaborate activity, or transport satellites into orbit and people and supplies as part of a summary and overall class assessment at to the International Space Station. the unit end. Objective Locations Upon completion of this field trip, students should be Kennedy Space Center Visitor Complex, at NASA’s able to evaluate and communicate information about Kennedy Space Center on the central east coast of rockets used by NASA to launch satellites, probes, and Florida near Titusville, Florida. astronauts. Students should also be able to describe some ways NASA optimized the design of rockets and capsules used for the space program over time and Background explain reasons for the design changes. The Rocket Garden is a display of rockets and other spacecraft, such as capsules, representing key Set a Purpose moments in the history of NASA’s space program. Because most rockets were non-recoverable after Tell students that they are going to explore the Rocket a mission, most of the rockets on display are not the Garden at Kennedy Space Center to observe and actual machines that blasted into space. Projects evaluate the design of rockets used in different phases represented at the Rocket Garden include the Pioneer of NASA’s space program Program that launched early space probes, Project

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Rocket Garden LESSON PLAN

Standards 2. Most of the rockets students will view in the Rocket Teaching Strategies Wrap-Up and Assessment Garden are located in one area. Students will be 1. Use to Engage To get students thinking about Divide the class into small groups. Have each group Obtaining, Evaluating, and able to see many of the rockets by looking around. SEP rockets and the history of space flight, invite them choose five rockets and draw sketches of them to scale Communicating Information If students ask about a rocket they have not yet to share what they already know about NASA’s on a single large sheet of paper or on a computer. visited, tell them they will be able to get a better space program and the rockets that have been Below each rocket or on a separate screen, have CCC Structure and Function view of and learn about that rocket later. used. If any students have watched a launch on students write a few sentences about how each rocket 3. Here are some additional details you can share with television or in person, ask them to share what they was used, the design of the rocket, and how the design ETS1.C: Different solutions need to be tested the class about the scenes at the Rocket Garden: saw and heard. Encourage them to use descriptive was an improvement on previous rockets. Also have DCI in order to determine which of them best language as they share the experience. Then tell students include an interesting fact about each rocket solves the problem, given the criteria and the • Scene 2: Rockets Used to Launch Satellites— students that there’s a place that displays many that they would like to share. Then have them present constraints. The letters “UE” on the side of the Juno I rocket of the kinds of rockets used over the decades for their drawings and information to the class. indicate that it was the 29th Redstone booster space flight. It’s like a forest of towering trees except ETS1.C: Although one design may not perform rocket. The code refers to Huntsville, Alabama, Assess students’ understanding with these questions: it’s made of towering rockets. the best across all tests, identifying the the location of NASA’s Marshall Space Flight characteristics of the design that performed 1. Which rocket was used when astronaut Alan Center. The letters in HUNTSVILE (omitting the 2. Use to Explore/Explain As students view the rockets, the best in each test can provide useful Shepard became the first American in space? duplicate letter L) were numbered 1 to 9, so U is have them consider the different designs and how information for the redesign process—that th 2 and E is 9. The 29 rocket design was the parts work together as a system. Encourage (Answer: the Mercury-Redstone rocket) is, some of those characteristics may be therefore UE. students to think about the criteria NASA engineers incorporated into the new design. 2. What is a launch escape system? used when designing the rockets. Ask questions that • Scene 4: Project Mercury—Alan Shepard was require students to compare rocket designs. For (Answer: It is a small rocket on the top of the the first American in space, but on April 12, 1961, example: “Why do you think more powerful rockets capsule that can blast off, carrying the capsule and just three weeks before Shepard’s historic flight, Time were needed for missions to the moon?” (More force its astronauts to safety in a launch emergency.) Soviet cosmonaut Yuri Gagarin became the first was needed to escape Earth’s gravitational pull.) 45 minutes human in space. “Why were launch escape systems added to rockets 3. What was the purpose of the White Room that was • Scene 7: The Apollo Capsule—The only time the starting with the Mercury Program?” (For the safety used by the Apollo 11 astronauts? What to Do Launch Escape System (LES) on a rocket was of astronauts) (Answer: It was where astronauts were given a final used to save lives was in 1983 when a Soviet check before climbing into the Command Module.) 3. Use to Explore/Explain After students have viewed 1. Guide students through the HMH Field Trip Rocket rocket carrying a Soyuz spacecraft caught all of the rockets, have them take another look Garden. As students look at each scene through fire during launch. The LES successfully pulled 4. Which rocket do you think had the most important around to compare the rocket designs. Suggest their viewers, read to the class the information the capsule away seconds before the rocket design improvement compared to previous rockets? that students look carefully at changes in the size that appears on your tablet. Tap on each point of exploded, saving the lives of two cosmonauts. Cite evidence from the scenes to support your of the rockets and shape of the capsules. Informally interest to direct students’ attention, and then share claim. Explain your reasoning. quiz students to see if they can remember the the additional information available to you. (These names of the rockets, how they were used, and the (Sample answer: the Saturn IB; This rocket was write-ups are not available to students.) Each scene NASA program that used them. about twice as tall and could apply almost five includes a set of leveled questions that you can use times the liftoff thrust as the Gemini Titan II rocket. to check students’ understanding. At the end of the 4. Use to Elaborate You may wish to have students The Saturn IB was able to launch a capsule with field trip, have students put their viewers down. research and report on design changes in various three astronauts into space.) Note: Some students may be sensitive to the effects aspects of rockets over time. For example, students of 3D virtual reality and to turning around to look could focus on design changes of engines, safety at an entire scene. You may want to take a break features, or capsules. between scenes for discussion before proceeding to the next view.

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Orange Blossom Cannonball LESSON PLAN

Standards 2. Here are some additional details you can share with the class about these scenes: Constructing Explanations and • Scene 1: The caboose of the Orange Blossom SEP Designing Solutions Cannonball was built in 1918. Traditionally, a Energy and Matter caboose was used by the crew as sleeping CCC quarters. For this reason, many historic cabooses Influence of Science, Engineering and still include bunk beds and wood stoves. Technology on Society and the Natural World • Scene 4: The steam engine uses about 1 cord PS1.B: Some chemical reactions release (3.6 cubic meters) of wood and 3,785 liters (nearly DCI energy, others store energy. 1,000 gallons) of water for each round trip it PS3.A: Motion energy is properly called kinetic makes. The supply of wood and water in the energy; it is proportional to the mass of the tender is refilled at the end of each round trip. moving object and grows with the square of its speed. PS3.B: When the motion energy of an object Teaching Strategies changes, there is inevitably some other 1. Use to Engage Remind students that energy is used change in energy at the same time. to perform work or produce change. Ask: Where does your energy come from? (Food) Then ask Use With Objective Time students to show how they use energy. Students may walk, talk, jump, or even role-play sleeping. Units on forces, motion, engineering, or chemical Upon completion of this field trip, students should be 25-35 minutes Finally, have students view the first scene in the reactions (oxidation). able to apply scientific ideas to compare and contrast Orange Blossom Cannonball field trip and ask them the energy sources used to power trains historically. You can use this field trip as engagement with the What to Do to make a claim about the source(s) of energy used lesson content, as an additional Elaborate activity, or They should use evidence from the field trip to explain by the train. the energy transformations involved in making a train as part of a summary and overall class assessment at 1. Guide students through the HMH Field Trip Orange move. Students should also recognize that technology 2. Use to Explore/Explain After students have viewed the end of the unit. Blossom Cannonball. As students look at each scene 2, have them perform a quick lab to observe changes over time to fit the needs of society. scene through their viewers, read to the class the rates of runoff from clay and gravel. Have students information that appears on your tablet. Tap on work in small groups. For each group, fill one clear Location each point of interest to direct students’ attention, Set a Purpose plastic cup with gravel and one clear plastic cup Mount Dora and Tavares, Central Florida and then share the additional information available with clay. Distribute the cups. Give each group a Tell students they are going on an adventure using a to you. (These write-ups are not available to cup of water and have them pour half the water means of travel that their great-great-grandparents students.) Each scene includes a set of leveled on the gravel and half on the clay. Ask students to Background may have used: a steam-powered train. Explain that questions that you can use to check students’ locomotives in the late 19th and early 20th centuries describe what happens to the water in each case. Passengers can board the Orange Blossom Cannonball understanding. At the end of the field trip, have used steam for energy. Other sources of energy, such (The water seeps in between spaces in the gravel, from train stations located in either downtown Mount students put their viewers down. as diesel fuel, were later used to power the locomotives but remains on top of the clay.) Have students Dora or Tavares. During the round-trip journey between Note: Some students may be sensitive to the effects that pulled trains. The Orange Blossom Cannonball has apply their observations to the support beds for the two cities, employees of the Tavares, Eustis & Gulf of 3D virtual reality and to turning around to look two locomotives that use different sources of energy. railroad tracks. Ask: What would happen to railroad Railroad interact with passengers and share stories and at an entire scene. You may want to take a break tracks if they were built on support beds made of facts about the rich history of trains in the United States. between scenes for discussion before proceeding to clay? (Water would remain on the tracks, possibly Two different locomotives pull the train on different the next view. blocking safe passage of the train and rotting the days; one is powered by a steam engine and the other wooden ties.) is powered by a diesel engine.

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Orange Blossom Cannonball

3. Use to Explore/Explain Use the locomotive as Wrap-Up and Assessment an example of how energy changes are used for specific purposes. Review the forms of energy, Download and make copies of a cross-sectional view of Look for these HMH Field Trips currently including kinetic, potential, chemical, thermal, a steam-powered locomotive. Give pairs of students a available in the App and sound. Note that burning wood is a chemical copy and have them use evidence from the field trip to Google Expeditions change that gives off energy, and this energy is identify and label the different parts of the locomotive used to produce a change in state from liquid such as the fire box, the boiler, the pistons, the rods, water to water vapor, or steam. These changes are and the wheels. Natural Bridge Caverns Spirit: The Life of a Robot all used for one purpose: to set the locomotive in Assess students’ understanding with these questions: How People Use Natural Stratosphere motion. Ask: What other energy transformations Resources Volcanoes around the World occur when the locomotive is in operation? 1. How does the Orange Blossom Cannonball use (Example: Friction between the locomotive and the energy? Corkscrew Swamp Sanctuary Northern Great Plains track changes kinetic energy to heat; sound is also (Sample answer: The Orange Blossom Cannonball The Space Race Antarctica produced.) uses steam and diesel fuel to power locomotives Apollo/Saturn V Center Amazon 4. Use to Elaborate Have students make posters that pull the rest of train.) that show the energy changes that take place From Assembly to Launch: California State Parks 2. The Law of Conservation of Energy states that A Rocket’s Journey when wood is burned to create steam to power Machu Picchu SCIENCE a locomotive. Students should include labels and energy is neither created nor destroyed. Use Big Cypress National Preserve captions in their drawings. A drawing might depict evidence from the field trip that shows this law to chemical energy in wood changing to heat energy be true. University of Central Florida Photonics Lab when the wood is burned. The burning wood (Sample answer: The engines of the train do not heats the water, creating steam and heat energy. create energy. Instead, they use energy that Orange Blossom Cannonball The heat energy from the steam is changed to changes from one form to another to make the train The Everglades mechanical energy when the wheels of the train move. Energy is not destroyed in this process—it just move. changes form. For example, when wood burns, the Engineering in the Everglades energy stored in the wood is converted into heat Rocket Garden energy which is used to change water into steam, Lovers Key State Park which in turn is used to drive the mechanisms that move the train.) Six Wetlands

3. Why don’t modern locomotives use steam as a Thomas Edison National source of energy? Historic Park Field Trips (Possible answer: Modern locomotives use sources Great Barrier Reef powered by of energy that are easier to obtain and store and Frontiers of Flight are more energy-efficient than steam.)

And many more exciting locations to come!

Visit hmhco.com/fieldtrips to see an updated list.

12 12 13 Experience HMH Field Trips With:

CALIFORNIA HMH SCIENCE DIMENSIONS™ (K–12)

CALIFORNIA HMH DIMENSIONES DE LAS CIENCIAS™ (K–8 AND LA TIERRA VIVA)

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