Spring Lesson Plan #3: Grade 4 to 7 (Aquarium Digital Discovery - The Tropics, Amazon Gallery)

STATUS:Open

Description


Aquarium Digital Discovery – (The Tropics, Amazon Gallery)

This lesson encourages students to connect with diverse species and habitats by using digital photographs and observation skills while exploring the Vancouver Aquarium. Specifically, students will locate and photograph select scenarios at the Aquarium to identify animal characteristics and interactions, including: adaptations, behaviours, survival skills, and predator/prey relationships. Students will also be encouraged to consider how human activities impact select ecosystems.

This activity works best as a review of scientific concepts explored in class prior to a Vancouver Aquarium visit. Students should be familiar with the concepts of simple food chains, different types of animal adaptation, and how environmental and human impacts influence ecosystems.


The aliens are coming - panoramio.jpg

Students Will Be Able To:


[1] identify select animal characteristics and describe these characteristics in writing


[2] make inferences about animal interactions and relationships


[3] examine environmental and human impacts facing select ecosystems

Photo shared to social media should use the tags @ vanaqua, @OceanWise and #OceanWiseEducation. We love to see what the students discover in the galleries, so be sure to share your adventure with us.


Task


Exploring the Vancouver Aquarium (30 – 45 min). For students of this age we strongly recommend allowing time for free exploration. The Aquarium is a highly stimulating environment and if students are not given this time to roam and discover then they may be distracted and overexcited throughout the more structured part of this lesson. This also provides a chance for students to tune-in to the theme of the lesson, so you may wish to instruct them to start looking for certain animal characteristics they will encounter through the activity. Ensure students remain in their small groups, accompanied by chaperones at all times.

Class Re-group (10 min). In a pre-arranged meeting spot, discuss students’ reactions to the galleries.

  • What did they see?

  • What galleries did they explore?

  • What is their favourite thing so far?


Create student groups of 3 or 4. Distribute activity sheets and provide students with instructions around assignment completion and meeting times.

Explain that students will explore the galleries in groups to help each other complete the assignment.

 

Animal Observation and Photo Gathering (45 - 60 min). In small groups, have students explore the Aquarium galleries searching for the specific photo scenarios listed below.

Students should use their digital cameras to capture the photos for each scene as well as provide three descriptive words to accompany each photo.

Class sharing and reflection on-site (10 min). Gather as a class in your pre-arranged meeting location for a whole-class discussion. This is an important time for students to share their ideas with their peers.

Suggested guiding questions include:

  • Describe some of the organisms you photographed? Why did you choose them?

  • Did you have a hard time completing any of the questions?

  • Did you photograph anything else? If so, what? Why?

 

Class Photo (5 min). Meet as a class and take a group photo before leaving the Aquarium. Plan to incorporate this photo into a slide show with select photos from each student as a way of showcasing and remembering the Aquarium experience.


 Pro Tips:

  • To avoid too many students trying to look at one exhibit/gallery at the same time, have different groups start at different geographic zones within the Aquarium (REMEMBER: Students under the age of 13 must be accompanied by an adult at all times, including in the 4D theatre)

  • This activity works best as a review of scientific concepts explored in class prior to a Vancouver Aquarium visit. Students should be familiar with the concepts of the needs of living things, and the importance of adaptations in aiding survival.

  • If you choose to have students completing activity sheets, then provide them with clipboards so they have a hard surface on which to draw and/or write.



Learning Objectives


Grade 4

Big Ideas:

  • All living things sense and respond to their environment

Curricular Competencies:

  • Explain/recount and reflect, acquire, interpret, and present information

  • Identify questions to answer or problems to solve through scientific inquiry

  • Demonstrate curiosity about the natural world

  • Experience and interpret the local environment

Content:

  • The nature of sustainable practices around BC's living and non-living resources

 

Grade 5

Big Ideas:

  • Multicellular organisms have adaptations that enable them to survive and interact within their environment

Curricular Competencies:

  • Demonstrate a sustained curiosity about a scientific topic or problem of personal interest

  • Identify questions to answer or problems to solve through scientific inquiry

  • Experience and interpret local environment

  • Make observations in familiar or unfamiliar contexts

  • With support, plan appropriate investigations to answer their questions or solve problems they have identified

  • Observe, measure, and record data, using appropriate tools, including digital technologies

  • Communicate ideas, explanations, and processes in a variety of ways

Content:

  • basic structures of living organisms

  • the nature of sustainable practices around BC's resources

 

Grade 6

Big Ideas:

  • Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment.(Big Ideas)

Curricular Competencies:

  • Demonstrate a sustained curiosity about a scientific topic or problem of personal interest

  • Make observations in familiar or unfamiliar contexts

  • Identify questions to answer or problems to solve through scientific inquiry

  • Experience and interpret the local environment

  • Observe, measure, and record data, using appropriate tools, including digital technologies

  • Use equipment and materials safely, identifying potential risks

  • Compare data with predictions and develop explanations for results

Content:

  • Basic structures of living organisms

Grade 7

Big Ideas:

  • Evolution by natural selection provides an explanation for the diversity and survival of living things

  • Earth and its climate have changed over geological time.

Curricular Competencies:

  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest

  • Make observations aimed at identifying their own questions about the natural world

  • Identify a question to answer or a problem to solve through scientific inquiry

  • Collaboratively plan a range of investigation types, including field work and experiments, to answer their questions or solve problems they have identified

  • Experience and interpret the local environment

  • Use scientific understandings to identify relationships and draw conclusions

  • Communicate ideas, findings, and solutions to problems, using scientific language, representations, and digital technologies as appropriate

Content:

  • organisms have evolved over time

  • all organisms need space, food, water, and access to resources in order to survive

  • the natural process by which certain traits that have a greater fitness for their environment lead to a reproductive advantage; this process happens within a population over time because of genetic variation

  • humans are capable of changing Earth’s landscape, climate, and systems  

 

Download the attached PDF here for the full lesson plan. Included in the document are suggestions for pre-visit preparation, working with chaperones, and tailoring the activity to suit your needs.



Continue to Summer Lesson Plan #1: Grade 4 to 7 (Amazing Invertebrates of BC) »