This should be a brief description of the rotation. Include authentic connections, whether it’s the role students will be taking on for the week, the nature of the activities they will be doing, and/or the end product they’ll be producing.

Here are two examples of good summaries:

Junior Theatre,

Grade 4 -

The Gold Rush


Students will work as an ensemble to develop, rehearse and perform a showcase that explores the California Gold Rush. Students will explore the tools of a performer: body, voice, and imagination while participating in rehearsals for scenes, songs, and movement. Each class will explore the primary careers in theater while developing their characters through improvisational methods for performing as an ensemble and creating collaboratively.

The Fleet,

Grade 7 -



Engineers focus on solutions to problems on a daily basis. These student chemical engineers will investigate the world of atoms and molecules through hands-on inquiry-based activities from the American Chemical Society, dedicated to improving lives through Chemistry, and based on NGSS. Students will then be engineering a device as a possible solution for a portable reptile egg incubator that uses a chemical reaction to reach a specific temperature range. The students will authentically record their work as scientists do, creating lab reports and finally doing a team poster presentation.

About those authentic connections…

One of our program goals at School in the Park is to provide authentic learning experiences to our students at every institution. SITP offers invaluable exposure to resources and careers at Balboa Park institutions; authentic learning experiences take that a step further by allowing students to get a feel for what it’s like to work in the field. Museum educators can add authenticity to their rotations by:

  • Having students take on the role of a professional in the field (e.g. actors at the Old Globe, paleontologists at the Natural History Museum, engineers at the Air and Space Museum) or a professional within the institution (e.g. archivist at the History Center, marketing manager at the Fleet)

  • Structuring activities and projects to reflect real-world work (e.g. making scientific animal observations at the Zoo; writing artist’s statements at the Art museum; designing exhibits at the Museum of Man)

  • Working towards a final product that can be used in the real world and/or is presented to a public audience (creating Balboa Park guide books at the San Diego History Center; presenting projects in the museum to public museum guests at the Museum of Man)

  • Helping students make real-world connections to what they’re learning at the institution by pointing out when they are doing something that professionals do, showing them real examples of work (e.g. an actual blueprint if they are working on blueprints; an actual set design rendering if they are working on set designs), and talking about relevant current events as they happen.