Experience is the best teacher

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 and fifteen minutes. Additionally, classes may bring sack lunches for a picnic following the field trip.

GEOLOGY KIT

Physical Science Standards

Core Ideas

  • P1: All matter in the Universe is made of very small particles.
  • P2: Objects can affect other objects at a distance.
  • P3: Changing the movement of an object requires a net force to be acting on it.
  • P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.

K.P2U1.1

  • Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.

Earth and Space Standards

Core Idea

  • E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

K.E1U1.4

  • Observe, record, and ask questions and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans)

Social Studies Standards

K.SP1.2 E

  • Explore how events of the past affect students’ lives and community.

K.G2.1

  • Explain how water and weather impacts humans.

MYSTERY BOX KIT

Physical Science Standards

Core Ideas

  • P2: Objects can affect other objects at a distance.
  • P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.

K.P2U1.1

  • Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.

Life Science Standards

Core Idea

  • L1: Organisms are organized on a cellular basis and have a finite life span.
  • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

K.L1U1.6

  • Obtain, evaluate, and communicate information about how organisms use different body parts for survival.

K.L1U1.7

  • Observe, ask questions, and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.

Social Studies

K.C1.2

  • Follow agreed upon rules for discussions when responding to others and making decisions as a group.

K.C1.3

  • Compare one’s own thoughts and opinions with those of others.

NATURE WALK KIT

Physical Science Standards

Core Ideas

  • P2: Objects can affect other objects at a distance.
  • P3: Changing the movement of an object requires a net force to be acting on it.
  • P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.

K.P2U1.1

  • Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.

Earth and Space Standards

Core Idea

  • E1: The composition of the Earth and its atmosphere and the natural and human processes occurring within them shape the Earth’s surface and its climate.

K.E1U1.4

  • Observe, record, and ask questions and predict seasonal weather patterns; and how those patterns impact plants and animals (including humans)

Life Science Standards

Core Ideas

  • L1: Organisms are organized on a cellular basis and have a finite life span.
  • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.
  • L3: Genetic information is passed down from one generation of organisms to another.

K.L1U1.6

  • Obtain, evaluate, and communicate information about how organisms use different body parts for survival.

K.L1U1.7

  • Observe, ask questions, and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.

K.L2U1.8

  • Observe, ask questions, and explain the differences between the characteristics of living and non-living things.

Social Studies

K.C1.2

  • Follow agreed upon rules for discussions when responding to others and making decisions as a group.

K.C1.3

  • Compare one’s own thoughts and opinions with those of others.

PREDATOR/PREY KIT

Physical Science Standards

Core Idea

  • P4: The total amount of energy in a closed system is always the same but can be transferred from one energy store to another during an event.

K.P2U1.1

  • Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.

Life Science Standards

Core Ideas

  • L1: Organisms are organized on a cellular basis and have a finite life span.
  • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

K.L1U1.6

  • Obtain, evaluate, and communicate information about how organisms use different body parts for survival.

K.L1U1.7

  • Observe, ask questions, and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.

K.L2U1.8

  • Observe, ask questions, and explain the differences between the characteristics of living and non-living things.

Social Studies Standards

K.C1.2

  • Follow agreed upon rules for discussions when responding to others and making decisions as a group.

K.C1.3

  • Compare one’s own thoughts and opinions with those of others.

K.C4.2

  • Explain why rules are important within the classroom and school.

PUPPET SHOW KIT

Physical Science Standards

Core Idea

  • P2: Objects can affect other objects at a distance.

K.P2U1.1

  • Investigate how senses can detect light, sound, and vibrations even when they come from far away; use the collected evidence to develop and support an explanation.

Life Science Standards

Core Idea

  • L2: Organisms require a supply of energy and materials for which they often depend on, or compete with, other organisms.

Earth and Space Standards

K.L1U1.6

  • Obtain, evaluate, and communicate information about how organisms use different body parts for survival.

K.L1U1.7

  • Observe, ask questions, and explain how specialized structures found on a variety of plants and animals (including humans) help them sense and respond to their environment.

Social Studies Standards

K.C1.3

  • Compare one’s own thoughts and opinions with those of others.

K.C2.1

  • Describe roles and responsibilities of people in authority

Puppet Show: 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.
Kindergarten Program 5
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 trail 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)

A link preceded by indicates a resource that is on a different web site.

Praying Mantis

Javelina

Western Diamond Back Rattlesnake

Desert Cottontail Rabbit

Bobcat

Mule Deer

Gila Woodpeckers

Saguaro Cactus

Mountain Lion

Desert Tortoise

Northern Cardinal

Coyote

Regal Horned Lizards

Gambel’s Quail

Camouflage

Tucson Charlie: Lost in the Desert

We will begin scheduling field trips again on August 1st!

Available dates on the Calendar will be identified as “Kindergarten Available”.

Please note:  To provide social distancing due to Covid, we can accommodate 30 children on our Tuesday, Wednesday, or Thursday field trips.

For 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 Sabino Canyon on each date

Kindergarten programs start no earlier than 9:00am.