The Sabino Canyon Kindergarten Program was introduced in 1995. Since then, tens of thousands of Kindergarten students have attended a Sabino Canyon field trip. The program introduces young people to the Sonoran Desert in which they live, and promotes interest in the environment.
Kindergarten field trips are conducted on Tuesdays, Wednesdays, and Thursdays. Each field trip lasts about two hours. Additionally, classes may bring sack lunches for a picnic following the field trip.
- Geology Standards
- Mystery Box Standards
- Nature Walk Standards
- Predator/Prey Standards
- Puppet Show Standards
Arizona Science Common Core Concepts for Kindergarten
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
- PO1. Observe common objects using multiple senses.
- PO2. Ask questions based on experiences with objects, organisms and events in the environment.
- PO3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., the five senses, changes in weather).
Concept 2: Scientific Testing (Investigating and Modeling)
- PO1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.
- PO2. Participate in guided investigations in life, physical and Earth and space sciences.
Concept 3: Analysis and Conclusions
- PO1. Organize objects, organisms and events according to various characteristics.
Concept 4: Communication
- PO1. Communicate observations with pictographs, pictures, models and/or words.
- PO2. Communicate with other groups to describe the results of an investigation.
Strand 4: Life Science
Concept 1: Characteristics of Organisms
- PO1. Distinguish between living things and nonliving things.
Strand 5: Physical Science
Concept 1: Properties of Objects and Materials
- PO1. Identify the following observable properties of objects using the senses.
- Shape, texture, size and color
- PO2. Compare objects by the following observable properties.
- Size, color, type of material
Concept 3: Energy and Magnetism
- PO1. Investigate how applied forces (push and pull) can make things move.
- PO2. Investigate how forces can make things move without another thing touching them. (e.g., magnets, static electricity).
- PO3. Sort materials according to whether they are or are not attracted by a magnet.
- PO4. Identify familiar everyday uses of magnets (e.g., in toys, cabinet locks, decoration).
Arizona Science Common Core Concepts for Kindergarten
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
- PO1. Observe common objects using multiple senses.
- PO2. Ask questions based on experiences with objects, organisms and events in the environment.
- PO3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., the five senses, changes in weather).
Concept 2: Scientific Testing (Investigating and Modeling)
- PO1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.
- PO2. Participate in guided investigations in life, physical and Earth and space sciences.
Concept 3: Analysis and Conclusions
- PO1. Organize objects, organisms and events according to various characteristics.
- PO2. Compare objects according to their measurable characteristics (e.g., longer/shorter, lighter/heavier, thicker/thinner).
Concept 4: Communication
- PO1. Communicate observations with pictographs, pictures, models and/or words.
- PO2. Communicate with other groups to describe the results of an investigation.
Strand 4: Life Science
Concept 1: Characteristics of Organisms
- PO1. Distinguish between living things and nonliving things.
- PO2. Identify the five senses and their related body parts; sight/eyes; hearing/ears; smell/nose; taste/tongue; touch/skin.
Concept 2: Life Cycles
- PO1. Describe that most plants and animals will grow to physically resemble their parents.
Arizona Science Common Core Concepts for Kindergarten
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
- PO1. Observe common objects using multiple senses.
- PO2. Ask questions based on experiences with objects, organisms and events in the environment. (see Moo-S2c1-01)
- PO3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., the five senses, changes in weather).
Concept 2: Scientific Testing (Investigating and Modeling)
- PO1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms) in all science inquiry.
- PO2. Participate in guided investigations in life, physical and Earth and space sciences.
Concept 4: Communication
- PO1. Communicate observations with pictographs, pictures, models and/or words.
- PO2. Communicate with other groups to describe the results of an investigation.
Strand 4: Life Science
Concept 1: Characteristics of Organisms
- PO1. Distinguish between living things and nonliving things.
- PO2. Identify the five senses and their related body parts; sight/eyes; hearing/ears; smell/nose; taste/tongue; touch/skin.
Concept 2: Life Cycles
- PO1. Describe that most plants and animals will grow to physically resemble their parents.
Concept 3: Organisms and Environments
- PO1. Identify some plants and animals that exist in the local environment.
- PO2 Identify that plants and animals need to following to grow and survive: food, water, air, space.
Arizona Science Common Core Concepts for Kindergarten
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
- PO1. Observe common objects using multiple senses.
- PO2. Ask questions based on experiences with objects, organisms and events in the environment. (see Moo-S2c1-01)
- PO3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., the five senses, changes in weather).
Concept 2: Scientific Testing (Investigating and Modeling)
- PO1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms)
- PO2. Participate in guided investigations in life, physical and Earth and space sciences.
Concept 3: Analysis and Conclusions
- PO1. Organize objects, organisms, and events according to various characteristics.
- PO2. Compare objects according to their measurable characteristics (e.g., longer/shorter, lighter/heavier, thicker/thinner).
Concept 4: Communication
- PO1. Communicate observations with pictographs, pictures, models and/or words.
- PO2. Communicate with other groups to describe the results of an investigation.
Strand 4: Life Science
Concept 1: Characteristics of Organisms
- PO1. Distinguish between living things and nonliving things.
- PO2. Identify the five senses and their related body parts; sight/eyes; hearing/ears; smell/nose; taste/tongue; touch/skin.
Concept 2: Life Cycles
- PO1. Describe that most plants and animals will grow to physically resemble their parents.
Concept 3: Organisms and Environments
- PO1. Identify some plants and animals that exist in the local environment.
- PO2 Identify that plants and animals need to following to grow and survive: food, water, air, space.
Strand 5: Physical Science
Concept 1: Properties of Objects and Materials4
- PO1. Identify the following observable properties of objects using the senses: shape, texture, size, color.
- PO2. Compare objects by the following observable properties: size, color, type of material.
Arizona Science Common Core Concepts for Kindergarten
Strand 1: Inquiry Process
Concept 1: Observations, Questions, and Hypotheses
- PO1. Observe common objects using multiple senses.
- PO2. Ask questions based on experiences with objects, organisms, and events in the environment. (see Moo-S2c1-01)
- PO3. Predict results of an investigation based on life, physical, and Earth and space sciences (e.g., the five senses, changes in weather).
Concept 2: Scientific Testing (Investigating and Modeling)
- PO1. Demonstrate safe behavior and appropriate procedures (e.g., use of instruments, materials, organisms)
- PO2. Participate in guided investigations in life, physical and Earth and space sciences.
Concept 4: Communication
- PO1. Communicate observations with pictographs, pictures, models and/or words.
- PO2. Communicate with other groups to describe the results of an investigation.
Strand 4: Life Science
Concept 1: Characteristics of Organisms
- PO1. Distinguish between living things and nonliving things.
- PO2. Identify the five senses and their related body parts; sight/eyes; hearing/ears; smell/nose; taste/tongue; touch/skin.
Concept 2: Life Cycles
- PO1. Describe that most plants and animals will grow to physically resemble their parents.
Concept 3: Organisms and Environments
- PO1. Identify some plants and animals that exist in the local environment.
- PO2 Identify that plants and animals need to following to grow and survive: food, water, air, space.
We begin your visit with a short puppet program. This will introduce the children to some Sabino Canyon animals and the terms we will be using, and explain how to be safe while enjoying their Sabino Canyon experience. After the puppet presentation each group of children (maximum 10 per group) is assigned to a Naturalist, with whom they will spend the rest of the visit. Each child will receive a sticker with a picture of an animal that lives in Sabino Canyon.
Each group will rotate through the following activities (time permitting):
Mystery Box: skulls and skins from animals which inhabit Sabino Canyon. Children guess what they are and discuss them.
Purpose: To introduce adaptations common to predators, or prey.
Geology: an introduction to some of the minerals found in Sabino Canyon and a demonstration of erosion and canyon formations, in which the children create “rainstorms” on an artificial mountain.
Purpose: To introduce rocks, minerals, and sand and how each differs, and to demonstrate the role of water in forming Sabino Canyon.
Predator/Prey: the children play a predator/prey game to demonstrate the importance of protective coloration in animal survival. Prior to the game, camouflage and predator/prey relationships are discussed.
Purpose: To reinforce the concept of protective coloration and its importance in the predator/prey relationship.
Nature Walk: a short walk along a desert train during which: the children use a checklist to identify some Sabino Canyon animals (life-sized color pictures) which are camouflaged in their natural habitats; animal adaptations for living in the desert, food sources and anything interesting discovered along the trail may be discussed; upon returning to the Ramada, the children may play a habitat game.
Purpose:To reinforce concepts: habitat, predator, prey, and camouflage.
We encourage you to arrive on time. If you are delayed we may have to eliminate or shorten some activities to accommodate your departure time. All of the children will see the puppet show and participate in the nature walk, however.
We are providing you with four Bingo card on which 16 animals and plants are pictured in different arrangements. You will need to photocopy as many as you need (one for each child) and perhaps attach them to construction paper or poster board for durability. Any kind of small wooden pieces or beans can be used for markers.
We suggest playing the game with students before your field trip, using just the names of each plant and animal as clues. Hopefully, this will help the students to identify many of the pictures by the time you come to the canyon. After your field trip, you can play again, using the following clues to reinforce what the children learned on their visit.
Clues
I am a predator with a short tail and tufted ears. I live in rocky places. (Bobcat)
I am a large prey animal. I run fast and flash my white tail when running away from predators. (White-tail deer)
I have a diamond pattern on my scaly skin. I swallow my prey whole. (Western diamondback rattlesnake)
I am a red bird with a crest on my head. I nest in mesquite trees. (Cardinal)
I am sometimes called a “horny toad”, but I’m really a lizard. My favorite food is ants. (Regal horned lizard)
I am a bird that runs very fast, and I’d rather run than fly. I like to eat insects. Lizards, and small snakes (even rattlesnakes!) (Roadrunner)
I am the only reptile with a hard shell. I hide in my shell when predators try to eat me. (Desert tortoise)
I have long ears and a powder puff tail. Many predators, such as coyotes and bobcats, like to eat me. (Desert cottontail)
I spend most of the time in my hole, except when I look for food like seeds, plants, and insects. My main predator is a rattlesnake because he can come into my hole. (Round-tail ground squirrel)
I make my nest down inside the saguaro cactus, which I peck with my strong, pointy beak. (Gila woodpecker)
I look something like a dog. I am a predator who eats almost anything, even garbage! (Coyote)
I am NOT a pig, even though I might look like one. I have short, bristly hair, and I eat prickly pear fruit. (Javelina)
I am a common desert tree with small leaves. Cardinals like to nest on my branches. (Mesquite tree)
Gila woodpeckers like to make their nests in me. I am a cactus that grows very tall and lives to be very old. (Saguaro cactus)
I am short and fat and my thorns look like fishhooks. (Barrel cactus)
Some people think my pads look like Mickey Mouse ears. In spring I have pretty yellow flowers, and animals, especially Javelina, like to eat my fruit. (Prickly pear cactus)
Please check the CALENDAR to see if there are any available dates before requesting a trip. Available dates will be identified as KINDERGARTEN AVAILABLE.
Please note: We can accommodate 60 children, maximum, on Tuesdays, Wednesday, and Thursdays. If you have more than 60 students please submit two requests. On each request be sure to indicate an accurate estimate of the number of students and the correct name of the teacher who will be joining the students in the canyon on each date. Kindergarten programs start no earlier than 9:00 a.m..