Classroom Lab Field Trip Programs
Details
TEKS-aligned classroom lab programs are offered for K–6th grade on-site in the Main Garden.
- Monday–Friday
- Kinder-6th Grade
- $12 per child | 1:8 teacher/chaperone free
- $15 per additional chaperone
- Children’s Adventure Garden access included
We book sessions based on 25 students per class.
Looking for classroom lab programs at your school? Explore our Garden on the Go offerings!
Pumpkin Circle
K-2nd Grade Available
September 18–November 3
After distinguishing between living and nonliving things, students explore the basic needs, parts and functions of pumpkin plants. Students discuss the life cycle of a pumpkin and plant their own seeds to take back to school for observation. Compliment this program with a walk through the Arboretum’s Pumpkin Village.
TEKS:
K.1(A), K.2(C), K.2(E), K.3(B), K.4(A), K.4(B), K.9(A), K.9(B), K.10(B), K.10(D)
1.1(A), 1.2(C), 1.2(E), 1.3(B), 1.4(A), 1.9(A), 1.10(B)
2.1(A), 2.2(C), 2.2(E), 2.3(B), 2.4(A), 2.9(A), 2.10(B)
NGSS Crosscutting Concepts:
Patterns, Cause and Effect, Structure and Function
Seedsational
K-2nd Grade
Available February 26–May 31
In this lab, students will discuss characteristics of living things and use those characteristics to differentiate between living and non-living things. They will explore the life cycles of plants, learning about the different ways seeds travels. Students will then observe seeds inside a cantaloupe and compare cantaloupe seeds to a variety of other seeds. Students will dissect a lima bean seed, discuss how a new plant grows from a seed, and then plant their own seed for continued observation at home.
TEKS:
K.1(A), K.2(C), K.2(E), K.3(B), K.4(A), K.4(B), K.9(A), K.9(B), K.10(B), K.10(D)
1.1(A), 1.2(C), 1.2(E), 1.3(B), 1.4(A), 1.9(A), 1.10(B)
2.1(A), 2.2(C), 2.2(E), 2.3(B), 2.4(A), 2.9(A), 2.10(B)
NGSS Crosscutting Concepts:
Patterns, Cause and Effect, Structure and Function
Earth Rocks!
K-2nd Grade
Introduce your students to the world of geology as they take a closer look at rocks. In this program, students observe a diverse sample of rocks and sort the rocks by size, shape, color and texture. Students also observe a variety of everyday products that are made from rocks and identify the properties of the rocks used to make each product.
TEKS:
K.1(A), K.2(C), K.3(B), K.3(C), K.4(A), K.4(B), K.5(A), K.7(A), K.7(C)
1.1(A), 1.2(B), 1.2(C), 1.2(D), 1.2(E), 1.3(C), 1.4(A), 1.4(B), 1.5(A), 1.7(A), 1.7(C)
2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(C), 2.4(A), 2.4(B), 2.5(A), 2.7(A), 2.7(C)
NGSS Crosscutting Concepts:
Patterns, Scale, Proportion and Quantity
Plant Detectives
K-2nd Grade
Do all leaves look the same? What about stems and roots? In this lab students identify basic plant parts and investigate plant diversity by comparing and contrasting the unique structures of live plants. Older students also explore how different structures allow plants to meet their needs.
TEKS:
K.1(A), K.2(C), K.2(D), K.2(E), K.4(A), K.4(B), K.9(B), K.10(A), K.10(B)
1.1(A), 1.2(C), 1.2(E), 1.4(A), 1.10(A), 1.10(B)
2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.3(B), 2.4(A), 2.10(B)
NGSS Crosscutting Concepts:
Patterns, Structure and Function
The Scoop on Soil
K-2nd Grade
Take a closer look at soil! Students work in groups to observe a soil sample from the Arboretum grounds and sort out the components that make up the soil. Groups then compare their observations with each other and examine how scientists learn from samples. After discussing characteristics of soils that support plant growth, students set up an investigation to determine what kind of soil plants grow best in.
TEKS:
K.1(A), K.2(C), K.3(B), K.3(C), K.4(A), K.4(B), K.5(A, K.7(C)
1.1(A), 1.2(B), 1.2(C), 1.2(D), 1.2(E), 1.3(C), 1.4(A), 1.4(B), 1.5(A), 1.7(A), 1.7(C)
2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(C), 2.4(A), 2.4(B), 2.5(A)
NGSS Crosscutting Concepts:
Patterns, Cause and Effect, Scale, Proportion and Quantity
What’s For Dinner
K-2nd Grade
Like all ecosystems, the Arboretum is a complex and active place, filled with interconnected organisms. In this lab, students explore small but significant members of our ecosystem: pill bugs. Students observe terrariums with live organisms to investigate living and nonliving things, basic needs of organisms and energy transfer in food chains.
TEKS:
K.1(A), K.2(C), K.2(D), K.2(E), K.3(C), K.4(A), K.4(B), K.9(A), K.9(B)
1.1(A), 1.2(C), 1.2(D), 1.2(E), 1.3(B), 1.3(C), 1.4(A), 1.9(A), 1.9(B), 1.9(C)
2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(B), 2.3(C), 2.4(A), 2.9(A), 2.9(C)
NGSS Crosscutting Concepts:
Patterns, Systems and System Models, Structure and Function, Energy and Matter
Flight of the Honeybee
2nd-6th Grade
In this lab, students take on the roles of honeybees and flowers to act out the process of pollination and explore the interdependent relationship between these organisms. Students closely examine honeybee specimens and a flower model to better understand how flowers attract pollinators and how honeybees gather nectar and pollen.
TEKS:
2.1(A), 2.2(C), 2.2(E), 2.3(B), 2.4(A), 2.4(B), 2.9(C), 2.10(A), 2.10(B)
3.2(D), 3.2(F), 3.3(B), 3.9(B), 3.10(A)
4.2(D), 4.2(F), 4.3(B), 4.10(A)
5.2(D), 5.2(F), 5.9(A), 5.10(A)
6.2(E), 6.3(B), 6.3(C), 6.12(E)
NGSS Crosscutting Concepts:
Patterns, Systems and System Models, Structure and Function
It’s a Bug’s Life
2nd-5th Grade
The Arboretum is home to hundreds of plant and animal species, including many bugs! In this program, students identify ‘bug’ as an informal name given to terrestrial arthropods and observe live organisms to identify the traits that make insects different from other arthropods. Students look closely at various arthropod adaptations that support survival in different environments and investigate the unique life cycles of different organisms.
TEKS:
2.1(A), 2.2(C), 2.2(D), 2.2(E), 2.2(F), 2.3(C), 2.4(A), 2.10(A), 2.10(C)
3.1(A), 3.1(B), 3.2(B), 3.2(D), 3.2(E), 3.2(F), 3.3(C), 3.4(A), 3.10(A), 3.10(B)
4.1(A), 4.2(B), 4.2(D), 4.2(E), 4.2F, 4.3(A), 4.3(C), 4.4(A), 4.10(A), 4.10(C)
5.1(A), 5.1(B), 5.2(C), 5.2(D), 5.2(E), 5.2(F), 5.3(C), 5.4(A), 5.10(A)
NGSS Crosscutting Concepts:
Patterns; Structure & Function
Disappearing Act
3rd-6th Grade
What happens when an organism in an ecosystem disappears? Students first investigate 3 organisms: white-tailed deer, post oak trees and grey wolves and then create a model of the Post Oak Savannah to actively simulate how the local extinction of wolves in this area affects all components of the ecosystem. Each student acts as either a wolf or a deer in this engaging, interactive lab.
TEKS:
3.1(A), 3.2(B), 3.2(C), 3.2(D), 3.2(E), 3.2(F), 3.3(B), 3.3(C), 3.4(A), 3.9(A), 3.9(B)
4.1(A), 4.2(B), 4.2(C), 4.2(D), 4.2(E), 4.2(F), 4.3(B), 4.3(C), 4.4(A), 4.9(B), 4.10(A)
5.1(A), 5.2(C), 5.2(D), 5.2(E), 5.2(F), 5.2(G), 5.3(B), 5.3(C), 5.4(A), 5.9(A), 5.9(B), 5.9(C)
6.1(A), 6.2(C), 6.2(D), 6.2(E), 6.3(B), 6.3(C), 6.12(E), 6.12(F)
NGSS Crosscutting Concepts:
Scale, Proportion, & Quantity; Cause & Effect; Systems & System Models; Stability & Change
Garden Design Challenge
3rd-6th Grade
What environmental factors and landscape design choices must our horticulture staff consider when designing our seasonal plantings? In this multi-disciplinary lab, students work with actual Arboretum plant lists and design notes to create a landscape in the garden. Follow up the class with a visit to the space students just designed!
TEKS:
3.1(B), 3.2(C), 3.2(D), 3.2(F), 3.3(B), 3.3(C), 3.4(A), 3.9(A), 3.10(A)
4.1(B), 4.2(C), 4.2(D), 4.2(F), 4.3(A), 4.3(C), 4.4(A), 4.10(A), 4.10(B)
5.2(C), 5.2(D), 5.2(F), 5.2(G), 5.3(A), 5.3(C), 5.4(A), 5.10(A), 5.10(B)
6.2(C), 6.3(B), 6.3(C), 6.4(A), 6.12(D), 6.12(F)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Scale, Proportion and Quantity; Systems and System Models; Stability and Change
Restless Earth
3rd-5th Grade
Every place has a story. In this lab, students explore the slow processes that create geological change: weathering, erosion and deposition. 3rd and 4th grade students investigate how these processes lead to the formation of soils and use this information to explain why soils have different properties. 5th grade students identify how these processes lead to the formation of landforms and use this information to explain why certain places look the way they do and predict how areas could change in the future.
TEKS:
3.1(A), 3.2(B), 3.2(D), 3.2(F), 3.3(A), 3.4(A), 3.7(A)
4.1(A), 4.2(B), 4.2(D), 4.3(A), 4.3(B), 4.4(A), 4.7(B)
5.1(A), 5.2(C), 5.2(D), 5.3(A), 5.3(B), 5.4(A), 5.7(B)
NGSS Crosscutting Concepts:
Cause & Effect; Scale, Proportion, & Quantity; Stability & Change
We also offer classroom labs for 3rd-5th grade students designed to support specific grade level TEKS in all four reporting categories.
Third Grade Lessons
Diving into Physical Properties
Grade 3
How do our actions in North Texas contribute to the issue of marine debris? In this lesson students will explore how trash enters our waterways and ultimately flows to the ocean. They will then investigate an issue closer to home by making observations of a collection of objects that fell into one of the Arboretum’s water features. After determining the physical properties of each object, students will advise Arboretum staff on the best tool to use to retrieve each object.
TEKS:
3.2(B), 3.2(D), 3.2(F), 3.4(A), 3.5(A)
NGSS Crosscutting Concepts:
Patterns; Structure and Function
Energy in the Garden
Grade 3
How can we use different forms of energy to solve problems that arise in a garden? After exploring, describing and identifying four forms of energy (mechanical, light, thermal and sound) in everyday objects, students are presented with garden scenarios. They are then challenged to design strategies to address the problems using different forms of energy.
TEKS:
3.1(A), 3.2(B), 3.2(D) 3.4(A) 3.6(A)
NGSS Crosscutting Concepts:
Patterns; Energy and Matter; Structure and Function
Rapid Changes
Grade 3
How do volcanoes, earthquakes and landslides impact Earth’s surface? Students explore images that show the aftermath of volcanoes, landslides and earthquakes. Then they use models to further investigate these geological processes. Students are challenged to describe a strength and weakness of each model.
TEKS
3.1(A), 3.2(B), 3.2(D), 3.2(F), 3.3(A), 3.3(B), 3.4(A), 3.7(B)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Scale; Proportion; Quantity
Models: Sun, Earth & Moon
Grade 3
Take a bird’s-eye view of space! Students first create a human-sized model to demonstrate the relative positions of the Sun, Earth and Moon and the orbits of the Earth and our Moon. Then, they use 3D printed models to demonstrate the same concepts, in a different way. Finally, students are challenged to create their own 2D model to demonstrate their understanding.
TEKS:
3.2(F), 3.3(A), 3.3(B), 3.4(A), 3.8(C)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Scale; Proportion; Quantity
A Tour of Texas: Exploring Environments Across our State
Experience the diversity of life across our state! Students will first observe the characteristics of three different Texas environments: Caddo Lake State Park, Blackland Prairie and Big Bend National Park. Students will then observe adaptations of various plants and animals and identify the environment where specific organisms would best survive.
TEKS:
3.2(D), 3.2(F), 3.4, 3.9(A)
NGSS Crosscutting Concepts:
Patterns, Structure and function
Life Cycles
Let us bring our live organisms to you! In this lesson students will make observations of four different arthropods at various stages in their life cycles and identify similarities and differences in how these organisms change over time.
TEKS:
3.1(A), 3.2(F), 3.10(B)
NGSS Crosscutting Concepts:
Patterns
Fourth Grade Lessons
Matter Over Time
Grade 4
What happens to our trash over time? In this lab, students first measure and record physical properties of a “fresh” piece of trash. Then, they measure and record the physical properties of that same type of trash that has been buried in soil for multiple weeks. Students use this data to discuss what happens to trash in a landfill and discuss what we can do to reduce the amount matter that is added to landfills.
TEKS:
4.1(B), 4.2(B), 4.2(D), 4.2(F), 4.3(B), 4.4(A), 4.5(A)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Energy and Matter; Stability and Change
Pickle Powered
Grade 4
Can a pickle light a lightbulb? First, students differentiate among forms of energy, including mechanical, electrical, light, thermal and sound. Then, they identify these various forms of energy in electrical circuits and experiment with building a pickle battery, creating a circuit which powers a lightbulb.
TEKS:
4.1(A), 4.2(B), 4.2(F), 4.6(A), 4.6(C)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Energy and Matter; Stability and Change
Stories from the Soil
Grade 4
What do properties of soils tell us about the environments they came from? Students will first examine properties of soils from different areas, including color and texture, capacity to retain water and ability to support the growth of plants. Students will then use what they learned to investigate and identify where a mystery soil sample came from.
TEKS:
4.1(A), 4.2(B), 4.2(F), 4.4, 4.7(A)
NGSS Crosscutting Concepts:
Patterns
Earth’s Water Cycle
Grade 4
In this lab, students will move through 5 stations to investigate various components of the water cycle. They will identify how models can be used to represent natural phenomena and explore the sun’s role in the continuous movement of water above and on the surface of Earth.
TEKS:
4.1(A), 4.2(B), 4.2(D), 4.3(B), 4.8(B)
NGSS Crosscutting Concepts:
Cause and Effect, Systems and System Models
All About Ants! Traits and Behaviors
Grade 4
Let us bring our ant farm collection to your classroom! In this lab, students explore and describe inherited traits and learned behaviors while observing live ants. First, students observe and identify the inherited traits ants share with all insects and those traits that make ants unique. Then, they discuss the behaviors of these social insects and identify the difference between instinctual behaviors and learned behaviors.
TEKS:
4.2(B), 4.2(D), 4.2(F), 4.3(B), 4.10(B)
NGSS Crosscutting Concepts:
Patterns; Cause & Effect
Ecosystems in Action
Grade 4
What happens when the top predator leaves an ecosystem? In this lab, students identify the physical characteristics and ecological roles of 5 organisms: red wolves, post oak trees, turkey vultures, white-tailed deer and earthworms. Then, they create a food web to show how energy flows through this ecosystem. Finally, students play a game to explore how the local extinction of the red wolf in the eastern half of Texas impacts the entire food web.
TEKS:
4.2(B), 4.2(D), 4.2(F), 4.3(B), 4.9(B)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Systems and System Models; Energy and Matter; Stability and Change
Fifth Grade Lessons
Sorting Out Mixtures
Grade 5
What is a mixture? In this lab, students will first identify the differences between heterogeneous mixtures and solutions. They will then work in groups to create mixtures from a collection of beads and make observations of the physical properties of the mixture as compared to the physical properties of the ingredients. Finally students will explore soil as a mixture and investigate the ingredients that make up soil.
TEKS:
5.2(D), 5.4, 5.5(B), 5.7(B)
NGSS Crosscutting Concepts:
Patterns
Garden Art
Grade 5
How does light travel? In this lesson, students will first complete three investigations to explore how light travels in a straight line and changes direction when reflected or refracted. They will then be challenged to use what they learned about light to design a prototype of an art piece for the Dallas Arboretum.
TEKS:
5.2(D), 5.4, 5.6(C)
NGSS Crosscutting Concepts:
Patterns, Cause and Effect, Structure and function
Landform Formation
Grade 5
Why does the surface of Earth look the way it does? First, students observe images of landforms from around the globe. Then they use stream tables to investigate and describe how wind, water and ice contribute to the formation of sand dunes, valleys, canyons and deltas.
TEKS:
5.1(A), 5.1(B), 5.2(C), 5.2(D), 5.3(C), 5.2(F), 5.7(B)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Scale, Proportion and Quantity; Systems and System Models
Exploring Day and Night
Grade 5
Why do we experience day and night? First, students make observations of a time-lapse video of the setting sun. Then, they experiment with two different models and construct an explanation based on direct and indirect evidence, to explain the cause of the day and night cycle.
TEKS:
5.2(D), 5.3(A), 5.3(B), 5.8(C)
NGSS Crosscutting Concepts:
Patterns; Cause and Effect; Scale, Proportion and Quantity; Systems and System Models
Eco Flow
Grade 5
Our arthropod collection will travel to you! In this lab, students observe live tarantulas, walking sticks, pill bugs and beetles in their habitats and identify interactions between living and nonliving components in these ecosystems.
TEKS:
5.1(A), 5.2(C), 5.2(G), 5.9(A)
NGSS Crosscutting Concepts:
Systems and System Models
Amazing Adaptations: Plants
Grade 5
After reviewing the basic structures and functions of plants, students work through three stations to observe and describe a diverse selection of leaves, stems and roots. Students then learn about different Texas environments and infer, based on their observations, which plant grows best in each environment.
TEKS:
5.1(A), 5.2(G), 5.4(A), 5.10(A)
NGSS Crosscutting Concepts:
Structure & Function