Anatomy Field Trips

spectrUM is committed to supporting the next generation of scientists and innovators by engaging students in hands-on science. The exhibits and activities featured in our field trips are curated to inspire a culture of learning and discovery and are facilitated by trained educators who serve as role models by demonstrating a passion for science and pathways to higher education.

Field trips are designed to give students the opportunity to explore our museum independently to make their own discoveries, as well as work with our educators to learn science concepts through guided experiments and activities. While each field trip topic explores different themes, students and educators will model the scientific method and are encouraged to be curious learners. Field trip curricula are designed to meet NGSS, but may be adapted to all ages and abilities.

Essential Question

What systems do we have in our bodies and how do they work?


Students will participate in experiments to learn about organs and the systems of our bodies.

Students will identify major functions of the human body.

Possible Activities

DNA extraction from strawberries

Blood typing activity

Heart, brain, or eye dissection

X-rays and CAT scans exploration

Supporting Assessments

Formative: Educators and students will refer to terms and concepts involving anatomy and physiology.

Summative: Students will lead discussion and will build anatomical models using terms and science concepts to demonstrate understanding.

Next Generation Science Standards Addressed


  • Animals have body parts that capture and convey different kinds of information needed for growth and survival. Animals respond to these inputs with behaviors that help them survive. Plants also respond to some external inputs. (1-LS1-1)
  • The shape and stability of structures of natural and designed objects are related to their function(s). (1-LS1-1)
  • Make observations (firsthand or from media) to construct an evidence-based account for natural phenomena. (1-PS4-2)
  • Scientists use different ways to study the world. (1-PS4-1)
  • Science investigations begin with a question. (1-PS4-1)
  • Plan and conduct investigations collaboratively to produce evidence to answer a question. (1-PS4-1), (1-PS4-3)

3rd-5th grade

  • A system can be described in terms of its components and their interactions. (4-LS1-1), (4-LS1-2)
  • Use a model to test interactions concerning the functioning of a natural system. (4-LS1-2)
  • An object can be seen when light reflected from its surface enters the eyes. (4-PS4-2)
  • Construct an argument with evidence, data, and/or a model. (4-LS1-1)
  • Possible solutions to a problem are limited by available materials and resources (constraints). The success of a designed solution is determined by considering the desired features of a solution (criteria). Different proposals for solutions can be compared on the basis of how well each one meets the specified criteria for success or how well each takes the constraints into account. (3-5-ETS1-1)
  • Tests are often designed to identify failure points or difficulties, which suggest the elements of the design that need to be improved. (3-5-ETS1-3)
  • Define a simple design problem that can be solved through the development of an object, tool, process, or system and includes several criteria for success and constraints on materials, time, or cost. (3-5-ETS1-1)
  • Plan and conduct an investigation collaboratively to produce data to serve as the basis for evidence, using fair tests in which variables are controlled and the number of trials considered. (3-5-ETS1-3)
  • Generate and compare multiple solutions to a problem based on how well they meet the criteria and constraints of the design problem. (3-5-ETS1-2)

Middle School

  • Develop and use a model to describe the function of a cell as a whole and ways parts of cells contribute to the function. (MS-LS1-2)
  • Use argument supported by evidence for how the body is a system of interacting subsystems composed of groups of cells. (MS-LS1-3)