For 4th through 6th grade

Until December 19, 2018.
TIMES10:00am - 1:00pm
COST$11 per person
PLEASE NOTE:This program requires a minimum of 15 paid participants and can serve a maximum of 30 participants. One free adult chaperone is required for every ten students. Additional adults will be charged the program fee and the parking fee. No other discounts, including SLSC membership discounts, apply to field trip package prices. Please arrive at least 15 minutes prior to your program start time as programs begin promptly at 10am. Doors open at 9:30am. Field trip schedule subject to change in order to better coordinate program components.

Here’s your agenda for the day:

Enjoy a private Educational Program, Mysteries of River Deltas 10am-10:50am

Learn about some of the most powerful rivers in the world, including the Nile! Students will also learn about Missouri’s two great rivers, the Missouri and Mississippi. Through inquiry based, hands on participation, students will learn how rivers change the shape of the land, the role of erosion and the importance of soil conservation.

Watch National Geographic’s Mystery Of The Nile in the OMNIMAX® Theater 11am – 11:45am

A breathtaking, cinematic adventure that takes you on an expedition down the world’s greatest and most deadly river, the Blue Nile. For 114 days, a team of explorers led by Pasquale Scaturro and Gordon Brown face seemingly insurmountable challenges as they make their way along all 3,260 miles of the river to become the first in history to complete a full descent of the Blue Nile from source to sea.

Lunch – 11:45am-12:15pm

Lunch may be purchased starting at $6 per student and $9.50 for adults, or you can bring your own.

Explore Our GROW Gallery 12:15pm–1pm

Students will explore the indoor and outdoor components of GROW with chaperones. Students will complete an interactive scavenger hunt by visiting interactive stations throughout the GROW gallery.

Pre and post-visit activities

Learning Goals (for field trip and pre/post-activities)
  1. Students will understand and implement the scientific process.
  2. Students will define the role of rivers in shaping and changing the land around/throughout the river basin. (An emphasis will be placed on how soil is affected.)
  3. After viewing IMAX film “Mystery of the Nile” students will infer the similar role of the Missouri and Mississippi Rivers role in affecting landscape change, specifically the impact to soil.
  4. Identify and understand the following terms:
    • Erosion
    • Floodplain
    • Soil
    • Chemical (inorganic) fertilizers
    • Contaminate
    • Crop Rotation
    • Decompose
    • Environmental activist
    • Environmentalist
    • Farmer
    • Legume
    • Organism
    • Pesticide

Caring for the Land
Grand Level(s) 3 – 5
Estimated Time 1 hour
Students will explain why people have different opinions regarding soil management and
identify cause and effect relationships relating to agriculture and the environment.


  • Caring for the Land activity sheets

Essential Files (maps, charts, pictures, or documents)


  • chemical (inorganic) fertilizers: synthetic materials that are added to the soil to provide
    nutrients—including nitrogen, phosphorus, and potassium—necessary to sustain plant growth
  • contaminate: to make impure by contact or mixture with harmful bacteria, fungi, or dangerous
  • crop rotation: the practice of planting different crops in consecutive growing seasons to
    maintain soil health
  • decompose: to decay or break down into smaller pieces
  • environmental activist: a person who works to protect the natural world through direct,
    vigorous action that is often focused on controversial issues
  • environmentalist: a person who works to protect the natural world from pollution and other threats
  • farmer: a person who works with land, plants, and animals to produce raw materials for food, clothing, shelter, and other products that are used in industry and manufacturing
  • legume: a family of plants which, with the aid of symbiotic bacteria, convert nitrogen from the air into a form that plants can use; legumes include many valuable food and forage species, including peas, beans, peanuts, clover, and alfalfa
  • organism: any living thing, plant or animal
  • pesticide: word used to describe a variety of substances used to control insects (insecticide), plants (herbicide), or animals (rodenticide for mice, etc.)

Background Agricultural Connections
The land is the livelihood of farmers. Most people, farmers included, try to avoid practices that
harm their way of life. When raising crops and livestock, farmers actively manage soil, water, plants, and animals. Farming is one of the closest working relationships that people have with the environment, and sometimes farming practices lead to environmental problems. Often, it takes years for the environmental impacts of human activity to become evident, and it can be complicated to identify and change environmentally damaging actions. Farmers work both to produce food and to care for the land that is their livelihood. There are many different strategies for accomplishing these goals.

Lesson adapted from materials provided by Oklahoma Agriculture in the Classroom, by Debra Spielmaker.

Interest Approach – Engagement

  1. Ask students to think about people they know who farmers or environmentalists are. Can farmers be environmentalists?
  2. Continue discussion on the topic to create interest and gauge students’ prior knowledge using the following questions:
    • Why would farmers be motivated to protect natural resources like soil and water?
    • What motivates environmentalists to protect natural resources?
    • What are some methods farmers use to protect soil and water quality?


  1. Begin the lesson by asking students to describe and define in their own terms the words: farmer, environmentalist, and environmental activist.
  2. Ask students if they have heard any news reports about conflicts between farmers and environmental activists (endangered species preservation, invasive species management, public land use, wetland preservation, etc.).
  3. Draw a Venn diagram on the whiteboard (see the example below) and ask students to list things about which farmers and environmental activists disagree and the things they have in common. For example, both care about the land, both need food to eat. Note: You may have to make very large circles.
  4. Share the background material and discuss problem/solution and cause/effect relationships.
  5. Divide your class into three groups and hand out copies of one of the Caring for the Land activity sheets to each group.
  6. Ask students to read the situation described in the text carefully to identify the cause and effect, the problem and solution, and any alternatives and their effects. Ask each group to share what they discussed with the class.
  7. Discuss the following questions:
    • Why do we need farmers? (food, clothes, shelter, other manufactured goods)
    • Who should decide how to use the land?
    • How should we decide how to use the land?

Concept Elaboration and Evaluation
After conducting these activities, review and summarize the following key concepts:

  • The land is the livelihood of farmers, and most farmers try to avoid practices that harm their way of life.
  • People have differing opinions about environmental issues.
  • Farms provide food, shelter, clothing, and other manufactured goods.
    1. Where Does Soil Come From? Worksheet and Classroom Discussion
    2. Water Weight Erosion: Ask the class the following question for group discussion:
      • How does the weight of water affect the Earth?

    Led class in developing a hypothesis about what will happen when changes are made to the experiment.

    Experiment: Find a spot of dry earth. Pour a cupful of water on it. Have students use a KWL Chart to document their findings.

    Next, repeat experiment with second cup of water. However, this time pour it from a higher point. Guide students to observe the changes that occurred when the first cupful of water was poured versus the second cup.

    Ask students: How do you think this might change if you did this experiment in different places around the world? Would climate affect the outcome?

Post-visit Activities

Activities one and two can be downloaded at the following link:

  1. The Aswan Choice: Please see attachment from The Mysteries of the Nile Educator Guide, page 11. This activity looks at the impacts of one of the world’s largest dams in Egypt. It asks students to “consider the positive, negative and undecided outcomes” of its creation.
  2. Do We Want a Dam? Also included in The Mysteries of the Nile Educator Guide, page 12.
Standards Addressed (NGSS)


Appendix I. Supplement for Pre-Visit Activity Weight of Water Erosion

The Scientific Method

Question/Purpose – The scientific method starts when you ask a question about something that you observe: How, What, When, Who, Which, Why, or Where? And, in order for the scientific method to answer the question it must be about something that you can measure, preferably with a number.

Research – Rather than starting from scratch in putting together a plan for answering your question, you want to be a savvy scientist using library and Internet research to help you find the best way to do things and insure that you don’t repeat mistakes from the past.

Hypothesis – A hypothesis is an educated guess about how things work. A good hypothesis has two parts: an explanation of what you think will happen and why you think that will happen. You must state your hypothesis in a way that you can easily measure, and of course, your hypothesis should be constructed in a way to help you answer your original question.

Experiment/Observation – Your experiment tests whether your hypothesis is true or false. It is important for your experiment to be a fair test. You conduct a fair test by making sure that you change only one factor at a time while keeping all other conditions the same. You should also repeat your experiments several times to make sure that the first results weren’t just an accident. Scientists always record observations (what you can see and measure) throughout the experiment.

Analysis/Conclusion – Once your experiment is complete, you collect your measurements and analyze them to see if your hypothesis is true or false. Scientists often find that their hypothesis was false, and in such cases, they will construct a new hypothesis starting the entire process of the scientific method over again. Even if they find that their hypothesis was true, they may want to test it again in a new way.

Download a PDF of pre & post field trip activities.

Bus parking is free – cars are $10 per vehicle, free parking for required chaperones.
NOTE: Reservations are required at least 2 weeks in advance and we must receive payment 10 days prior to your
scheduled field trip. Last minute additions to student or chaperone tickets must be made the day before arrival.

Download a PDF copy of this agenda

Cancellation policy: Payment is required 10 days prior to your scheduled field trip. Cancellation after that time period will result in forfeiture of the full activity amount. SLSC may cancel the program with at least one-week prior notice, in which case SLSC will promptly refund the amount previously paid and your organization will be relieved of any payment obligation. SLSC shall however, in no event, be responsible for any loss incurred by your organization other than the program payments received.

To make a reservation please call 314.289.4439, email us or fill out the form below to get started.

Plan Ahead

All groups should also be aware of our Group Policies, and should print, fill out out and bring our Group Policies Acknowledgement form. For more information, contact Group Sales by phone at 1.314.289.4424, or at