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Beginner Environmental Leadership Program 1 Beginner Environmental Leadership Program 1

Programs for Teachers

Grade 6

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 6 Instructor-Led Programs:

  • 6.1 Turning the Tides
  • 6.2 Fueling the Future
  • 6.3 Saving the Seas

6.1 Turning the Tides

Description:

Our oceans’ tides, currents, and waves are constantly being affected by the forces of gravity and inertia. These tides, currents, and waves create unique ecosystems and greatly impact the animals that live there. Students will gain a greater understanding about the ocean conveyor belt, tidal ecosystems and amazing adaptations of ocean-dwelling organisms around the globe. 

Georgia Standards of Excellence 

  • S6E1. Obtain, evaluate, and communicate information about current scientific views of the universe and how those views evolved.
    • E1.d. Develop and use a model to explain the interaction of gravity and inertia that governs the motion of objects in the solar system.
  • S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
    • E3.d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth’s systems.

Next Generation Science Standards

  • MS-ESS1-1.  Develop and use a model of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.
  • MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the earth cause patterns of atmospheric oceanic circulation that determine regional climates

6.2 Fueling the Future

Description:

There are two types of resources found on Earth: renewable and nonrenewable. Depending on which form of resource is utilized, there are both positive and negative effects on marine ecosystems. Students will explore the Aquarium while discovering the differences between renewable and nonrenewable resources, the impacts of offshore drilling and the reasons for protecting habitats.

Georgia Standards of Excellence

  • S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
    • E5.d. Ask questions to identify types of weathering, agents of erosion and transportation, and environments of deposition.(Clarification statement: Environments of deposition include deltas, barrier islands, beaches, marshes, and rivers.)
  • S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.
    • E6.a. Ask questions to determine the differences between renewable/sustainable energy resources (examples: hydro, solar, wind, geothermal, tidal, biomass) and nonrenewable energy resources (examples: nuclear: uranium, fossil fuels: oil, coal, and natural gas), and how they are used in our everyday lives.

Next Generation Science Standards

  • 5-ESS3-1 Obtain and combine information about ways individual communities use science ideas to protect the earth’s resources and environment.

6.3 Saving the Seas

Description: 

Global temperatures have dramatically increased in recent years, causing damage to our oceans. Earth’s changing climate is drastically altering many habitats, from warm, tropical waters to the cold, arctic sea. Students will engage in a hands-on activity to recognize signs of coral bleaching, analyze the effects of rising temperatures on animals and discover how they can make a difference for our marine ecosystems. 

Georgia Standards of Excellence

  • S6E4. Obtain, evaluate, and communicate information about how the sun, land, and water affect climate and weather.
    • E4.e. Analyze and interpret weather data to explain the effects of moisture evaporating from the ocean on weather patterns and weather events such as hurricanes.
  • S6E6. Obtain, evaluate, and communicate information about the uses and conservation of various natural resources and how they impact the Earth.
    • E6.c. Construct an argument evaluating contributions to the rise in global temperatures over the past century. (Clarification statement: Tables, graphs, and maps of global and regional temperatures, and atmospheric levels of greenhouse gases such as carbon dioxide and methane, should be used as sources of evidence.)

Next Generation Science Standards

  • MS-ESS3-5. Ask questions to clarify evidence of the factors that have caused the rise in global temperatures over the past century.
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