Where will your science instruction take you? HMH Field Trips powered by Google 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 powered by 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 Google Cardboard™) 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 Google Play™ (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. 2 3 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 list that they’ve compiled and ask them each to 30–45 minutes 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 virtual reality 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.