Aquanaut Academy

Fossil Friends (3rd/5th)

Although we can’t time travel to investigate the magnificent creatures that once ruled our planet, fossils do allow us to uncover the mysteries of life on Earth through the ages. You’ll have to dig deep to identify the beauty and wonder of real fossils like trilobites and even prehistoric sharks. Grab your trowel, pick, and brush – we’ll be excavating our very own dig site to piece together the story of some of the oldest organisms. Can you be the first one to reveal all of the fascinating fossil facts?

Topics: Fossils, Fossil Record Timeline, Paleontology, Inherited Traits

Standards:

GSE:

• S3E2 Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms.
  • S3E2a. Construct an argument from observations of fossils (authentic and reproductions) to communicate how they serve as evidence of past organisms and the environments in which they lived.
  • S3E2b. Develop a model to describe the sequence and conditions required for an organism to become fossilized.
• S5L2. Obtain, evaluate, and communicate information showing that some characteristics of organisms are inherited and other characteristics are acquired.
  • S5L2b. Ask questions to compare and contrast inherited and acquired physical traits.
• 3.NR.1 Use place value reasoning to represent, read, write, and compare numerical values up to 10,000 and round whole numbers up to 1,000.
  • 3.NR.1.2. Use place value reasoning to compare multi-digit numbers up to 10,000, using >, =, and < symbols to record the results of comparisons.

NGSS:

• 3-LS4-1. Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

Features and Creatures (3rd/4th/5th)

It’s a boat, it’s a fish, it’s a… robot?! Remotely Operated Vehicles (ROVs) can help us explore dangerous or hard-to-reach parts of the world to learn all about the creatures and features found underwater. From underwater mountain ranges to deep-sea trenches, scientists have been using technology to help explore all kinds of unique ocean features. Hack into the world of coding to design your robot’s path through ecosystems all around the world – you never know what amazing place you’ll discover next! Come explore the ocean and see if you have what it takes to complete the mission.

 Topics: Surface Features, Tectonic Plates, Bathymetry, ROVs, Coding

Standards:

GSE:

• S5E1 Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.
  • S5E1a. Construct an argument supported by scientific evidence to identify surface features (examples could include deltas, sand dunes, mountains, volcanoes) as being caused by constructive and/or destructive processes (examples could include deposition, weathering, erosion, and impact of organisms).
• S3L2 Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.
  • S3L2a. Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.
• 5.NR.2: Multiply and divide multi-digit whole numbers to solve relevant, mathematical problems.

NGSS:

• 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.
• 5-ESS2-1. Develop a model using an example to describe ways the geosphere, biosphere, hydrosphere, and/or atmosphere interact.

Crustacean Sensation (3rd/4th/5th Grade)

While you may be a picky eater, these sensational crustaceans hold no reservations about what’s on the menu. As scavenging omnivores with specialized structures like strong claws and darting eyes, crabs can dine on anything! In their habitat, energy flows from tiny phytoplankton and zooplankton all the way to our largest shark, ensuring all organisms have what they need to survive. Unfortunately, this delicate balance is easily threatened by human impacts such as plastic pollution and climate change. Explore how crabs fill an important role in a food web, the threats they face, and the structures and features they need to survive through a hands-on dissection.

Traits: Dissection, Crabs, Food Web, Trophic Levels, Pollution

Standards:

GSE:

• S4L1 Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
  • S4L1.b Develop simple models to illustrate the flow of energy through a food web/food chain beginning with sunlight and including producers, consumers, and decomposers.
• S3L2 Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.
  • S3L2.a Ask questions to collect information and create records of sources and effects of pollution on the plants and animals.

NGSS:

4-LS1-1 Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction.

5-PS3-1 Use models to describe that energy in animals’ food (used for body repair, growth, motion, and to maintain body warmth) was once energy from the sun.

Systemic Squids (7th/8th/HS physics)

We’re all familiar with how the human body functions  – after all, we’ve all got a body of our own! But how do the bodies of marine animals work? One ocean occupant has an extremely bizarre body: the squid! With their many arms and tentacles, beaked mouths, and jet propulsion method of swimming, squids are unique animals. Join us as we uncover the mysteries of how these sensational cephalopods swim, breathe, and eat by taking an up-close look at the insides of these remarkable creatures.

Topics: Dissections, Squids, Forces, Anatomy

Standards:

GSE:

• S7L2 Obtain, evaluate, and communicate information to describe how cell structures, cells, tissues, organs, and organ systems interact to maintain the basic needs of organisms.
  • S7L2.c Construct an argument that systems of the body (Cardiovascular, Excretory, Digestive, Respiratory, Muscular, Nervous, and Immune) interact with one another to carry out life processes.
• S8P3 Obtain, evaluate, and communicate information about cause and effect relationships between force, mass, and the motion of objects.
  • S8P3.b Construct an explanation using Newton’s Laws of Motion to describe the effects of balanced and unbalanced forces on the motion of an object.
• SP2 Obtain, evaluate, and communicate information about how forces affect the motion of objects.
  • SP2.a Construct an explanation based on evidence using Newton’s Laws of how forces affect the acceleration of a body.
    • Explain and predict the motion of a body in absence of a force and when forces are applied using Newton’s 1st Law (principle of inertia).
    • Calculate the acceleration for an object using Newton’s 2nd Law, including situations where multiple forces act together.
    • Identify the pair of equal and opposite forces between two interacting bodies and relate their magnitudes and directions using Newton’s 3rd Law.

NGSS

• MS-LS1-1: Conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells.
• HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.

Seaside Suspicions (HS – Biology/Environmental Science)

There’s been a collapse! A healthy, balanced ecosystem has been knocked out of harmony. Where did it start? Who knows. From the smallest plankton to the largest whales, each animal has a part to play in this marine mystery. You’ll have to investigate each suspect to discern which species was first affected, toppling our food web. “Who?”, “Where?”, and “How?” are the questions unanswered! Each of the clues lies before you; it’s up to you to piece them together.

Topics: Keystone Species, Biodiversity, Ecosystems, Conservation

Standards:

Georgia Standards of Excellence

• SB5. Obtain, evaluate, and communicate information to assess the interdependence of all organisms on one another and their environment.
  • SB5.c Construct an argument to predict the impact of environmental change on the stability of an ecosystem.
• SEV2. Obtain, evaluate, and communicate information to construct explanations of stability and change in Earth’s ecosystems.
  • SEV2.d Construct an argument to support a claim about the value of biodiversity in ecosystem resilience including keystone, invasive, native, endemic, indicator, and endangered species.

NGSS

HS-LS2-6. Evaluate claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.

Journey Into the Micro-Verse

You’ll need far more than a magnifying glass to investigate what is happening beneath the surface of Georgia Aquarium’s habitats. To understand the bigger picture of a habitat’s health, piece together the microscopic environmental clues that reveal how a habitat is truly supporting our animals. From chemical indicators like water and air quality to biological evidence such as blood, cells, and parasites, you’ll zoom in on the smallest components that create big ripple effects throughout a habitat. With all of the gathered data and samples, work as a team to close the case and restore balance to our aquatic environments.

Topics: Microscopes, Microbiology, Environmental Health, Parasites, Vet Care, Aquarium Management

Standards:

Georgia Standards of Excellence

• SMI7: Obtain, evaluate, and communicate information to analyze the impact of microorganisms in the environment and their uses in biotechnology, agriculture, and industry.
  • SMI7c. Analyze and interpret data to determine the impact of microorganisms on water and soil quality.
• SZ4: Obtain, evaluate, and communicate information to assess how animals interact with their environment and one another.
  • SZ4c. Construct an explanation based on evidence of the effects of symbiotic relationships between animals (i.e., parasites and disease vectors) and between animals and other organisms (i.e., algae in coral; protists in termites; parasites).

NGSS

• HS-LS1-2: Develop and use a model to illustrate the hierarchical organization of interacting systems that provide specific functions within multicellular organisms.