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Programs for Teachers

Grade 3

Instructor-Led Program

Our engaging instructor-led programs provide focused learning opportunities where students can ask questions, collaborate and problem solve with the guidance of our Georgia Aquarium Educators.

Please see below for information and details on our Grade 3 Instructor-Led Programs:

  • 3.1 Fun With Fossils
  • 3.2 Pollution Solutions
  • 3.3 Aquatic Adaptations

3.1 Fun With Fossils

Description: How do fossils serve as evidence of past organisms? What do fossils reveal about the history of marine life? In this program, students will examine biofacts and images of marine animal remains, as well as marine fossils. They will identify the differences between rocks and fossils and analyze how fossils serve as helpful scientific tools to dig up the past.

Georgia Standards of Excellence 

  • S3E2. Obtain, evaluate, and communicate information on how fossils provide evidence of past organisms.
    • a. 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.

Next Generation Science Standards

  • 3-LS3-1 Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exists in a group of similar organisms.
  • 3-LS4-1 Analyze and interpret data from fossils to provide evidence of the organisms and the environments in which they lived long ago.

 

3.2 Pollution Solutions

Description: How can human efforts positively or negatively impact environments? How can Georgians help protect environments within their state? In this program students will study the purpose of the Four R’s (Refuse, Reduce, Reuse, Recycle) and how they can implement them in their daily lives to help conserve their local environments.

Georgia Standards of Excellence 

  • S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.
    • a. Ask questions to collect information and create records of sources and effects of pollution on plants and animals.
  • S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
    • a. Ask questions to differentiate between plants, animals, and habitats found within Georgia’s geographic regions.

Next Generation Science Standards

  • 3-LS4-4 Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.

 

3.3 Aquatic Adaptations

Description: How have animals adapted over time in order to survive in their ecosystem? In this program, students will examine different examples of behavioral and physical adaptations of animals around Georgia Aquarium and how these adaptations have been developed because of the unique habitats that they originate from.

Georgia Standards of Excellence

  • S3L1. Obtain, evaluate, and communicate information about the similarities and differences between plants, animals, and habitats found within geographic regions (Blue Ridge Mountains, Piedmont, Coastal Plains, Valley and Ridge, and Appalachian Plateau) of Georgia.
    • b. Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.

Next Generation Science Standards

  • 3-LS3-2 Use evidence to support the explanation that traits can be influenced by the environment.
  • 3-LS4-3 Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all.
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