Instructor-Led Field Trip Programs

It’s the Cycle of Life

The world is full of incredible plants and animals that often make us ask questions about how they survive and grow. What do animals need to survive? How do they change as they age? How does this compare to plants? Understanding these cycles helps us to appreciate the diversity among each species. Join us as we look at the similarities and differences of the basic needs and life cycles of different species of organisms!

Georgia Early Learning and Development Standards Addressed:

• CD-SC3. The child will demonstrate knowledge related to living things and their environments.
  • Observes, explores and describes a variety of plants and animals. Describes their basic needs and life cycles of living things.

K.1 Transportation Station

Welcome to the Transportation Station! Have you ever wondered how aquatic animals move from place to place? Whether you’re in the ocean or a stream, all animals have distinct ways of getting around the unique layouts of their environments. From swift swimmers like beluga whales and bottlenose dolphins to significantly slower critters like sea stars, we’ll discover all of the different ways animals move and even learn how to move like some of our aquatic friends!

Georgia Standards of Excellence

• SKL2. Obtain, evaluate, and communicate information to compare the similarities and differences in groups of organisms.
  • Construct an argument supported by evidence for how animals can be grouped according to their features.

• SKP2. Obtain, evaluate, and communicate information to compare and describe different types of motion.
  • Construct an argument as to the best way to move an object based on its physical attributes.

• K.MDR.7: Observe, describe, and compare the physical and measurable attributes of objects and analyze graphical displays of data.
  • K.MDR.7.1: Directly compare, describe, and order common objects, using measurable attributes (length, height, width, or weight) and describe the difference.

Next Generation Science Standards

• K-PS2-1. Plan and conduct an investigation to compare the effects of different strengths or different directions of pushes and pulls on the motion of an object.

K.2 Light the Way

We often look up at the sky and feel moved, but did you know that animals actually use the sun, moon, and stars to navigate their way through life? Light has a significant effect on how some animals eat, migrate, and even reproduce! However, this means artificial lights can sometimes have negative effects on these animals. Come discover how the power of the cosmos can change the behavior of aquatic animals, and analyze the role humans play in this process.

Georgia Standards of Excellence

• SKE1. Obtain, evaluate, and communicate observations about time patterns (day to night and night to day) and objects (sun, moon, stars) in the day and night sky.
  • Develop a model to communicate the changes that occur in the sky during the day, as day turns into night, during the night, and as night turns into day using pictures and words.
• K.PAR.6: Explain, extend, and create repeating patterns with a repetition, not exceeding 4 and describe patterns involving the passage of time.
  • K.PAR.6.2: Describe patterns involving the passage of time using words or phrases related to actual events.

Next Generation Science Standards

• 1-ESS3-3. Communicate solutions that will reduce the impact of humans on the land, water, air, and/or other living things in the local environment.

1.1 Nature’s Needs

Plants and animals may seem different in many ways, but when you take a closer look, you’ll see that they need many of the same things to survive!  What are these needs, and how are they met in human care? Join us as we compare and contrast the basic needs of plants and animals at Georgia Aquarium!

Georgia Standards of Excellence

• S1L1. Obtain, evaluate, and communicate information about the basic needs of plants and animals.
  • Ask questions to compare and contrast the basic needs of plants (air, water, light, and nutrients) and animals (air, water, food, and shelter).
• 1.MP Display perseverance and patience in problem-solving. Demonstrate skills and strategies needed to succeed in mathematics, including critical thinking, reasoning, and effective collaboration and expression. Seek help and apply feedback. Set and monitor goals.
  • 1.MP.2 Reason abstractly and quantitatively.

Next Generation Science Standards

• K-LS1-1. Use observations to describe patterns of what plants and animals (including humans) need to survive.

1.2 An Ocean Orca-stra 

The ocean is alive with many sounds! From booming whale songs and sea lion barks to the tiniest snaps and chirps of fishes and crustaceans, marine animals are constantly communicating beneath the waves. Sound plays a vital role in their survival, and at Georgia Aquarium, it’s even part of how we care for and train the animals. Join us as we dive into the vibrant soundscape of the ocean and uncover the hidden language of life underwater!

Georgia Standards of Excellence

• S1P1.Obtain, evaluate, and communicate information to investigate light and sound.
  • Construct an explanation supported by evidence that vibrating materials can make sound and that sound can make materials vibrate.
• 1.PAR.3. Identify, describe, extend, and create repeating patterns, growing patterns, and shrinking patterns found in real-life situations.
  • 1.PAR.3.2 Identify, describe, and create growing, shrinking, and repeating patterns based on the repeated addition or subtraction of 1s, 2s, 5s, and 10s.

Next Generation Science Standards

• K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change to define a simple problem that can be solved through the development of a new or improved object or tool.

2.1 The Motions of the Ocean

Animals can be grouped into many different categories, including those based on their physical characteristics and properties. These traits influence the lives of aquatic animals and help them move through their underwater environments. Come explore and gain a better understanding of how form and function work together in the aquatic world.

Georgia Standards of Excellence

• S2P2. Obtain, evaluate, and communicate information to explain the effect of a force (a push or a pull) in the movement of an object (changes in speed and direction).
  • S2P2c. Record and analyze data to decide if a design solution works as intended to change the speed or direction of an object with a force (a push or a pull).
• S2P1. Obtain, evaluate, and communicate information about the properties of matter and changes that occur in objects.
  • S2P1a. Ask questions to describe and classify different objects according to their physical properties. (Clarification statement: Examples of physical properties could include color, mass, length, texture, hardness, strength, absorbency, and flexibility.)
• 2.MDR.5: Estimate and measure the lengths of objects and distance to solve problems found in real-life using standard units of measurement, including inches, feet, and yards.
  • 2.MDR.5.2 Estimate and measure the length of an object or distance to the nearest whole unit using appropriate units and standard measuring tools.

Next Generation Science Standards

• 3-PS2. Make observations and/or measurements on an object’s motion to provide evidence that a pattern can be used to predict future motion.

2.2 Life is a Cycle

Animals come in a wide variety of shapes, sizes, and colors—all of which can change throughout their life cycles. Through engaging activities and exploration, think like scientific researchers as you investigate the unique life cycles of plants and animals. Discover how the life cycles of marine organisms compare to those of humans by observing animals right here at Georgia Aquarium.

Georgia Standards of Excellence

• S2L1. Obtain, evaluate, and communicate information about the life cycles of different living organisms.
  • S2L1a. Ask questions to determine the sequence of the life cycle of common animals in your area: a mammal such as a cat, dog or classroom pet, a bird such as a chicken, an amphibian such as a frog, and an insect such as a butterfly.
• 2.MDR.5: Estimate and measure the lengths of objects and distance to solve problems found in real-life using standard units of measurement, including inches, feet, and yards
  • 2.MDR.5.3 Measure to determine how much longer one object is than another and express the length difference in terms of a standard-length unit

Next Generation Science Standards

• 2-LS4-1 Make observations of plants and animals to compare the diversity of life in different habitats.

3.1 Fun with Fossils

What can ancient fossils tell us about the incredible creatures that once ruled the ocean? How do these time-traveling treasures help scientists piece together Earth’s prehistoric past? We’ll have hands-on exploration of real biofacts, marine fossils, and images of marine animal remains. Discover the difference between a regular rock and a fantastic fossil by investigating preserved pieces of the past and uncover how these natural clues are powerful tools for unraveling the mysteries of marine life through the ages!

 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.
• 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.

 Next Generation Science Standards:

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 Solution

How do our everyday actions shape the world around us? Human activity plays a major role in the health of our environment. Our impacts span from the smallest insects to the planet’s cycles. The possibilities in pollution resolution are endless! Can you imagine an action or plan that can create lasting change? Discover the ways individuals can make an impact by altering their own choices, and work together to support a more sustainable future for generations to come!

Georgia Standards of Excellence:

S3L2. Obtain, evaluate, and communicate information about the effects of pollution (air, land, and water) and humans on the environment.

• 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.
• S3L2b. Explore, research, and communicate solutions, such as conservation of resources and recycling of materials, to protect plants and animals.

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

How do animals survive and thrive in the wild? Through amazing adaptations! From camouflage to mimicry, animals have evolved amazing ways to fit perfectly into their environments. Join us to explore real-life examples of physical and behavioral adaptations and uncover the secrets behind nature’s survival strategies and see how environments have shaped life in the most fascinating ways!

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.
  • S3L1.b Construct an explanation of how external features and adaptations (camouflage, hibernation, migration, mimicry) of animals allow them to survive in their habitat.
  • S3L1.c Use evidence to construct an explanation of why some organisms can thrive in one habitat and not in another.
• 3.NR.4 Represent fractions with denominators of 2,3,4,6 and 8 in multiple ways within a framework using visual models.
  • 3.NR.4.4 Recognize and generate simple equivalent fractions.

 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.

4.1 Wild Waters!

Water! We love it, we can’t survive without it, and it shapes our everyday lives. But where does water come from? Where does it go after we use it? And how does it impact wildlife all over the globe? From massive marine giants to tiny frogs, water is essential for all life on our planet and goes through an amazing journey as it travels from location to location. Join us as we dive into the mysteries behind the most abundant and most valuable resource on the planet.

Georgia Standards of Excellence

• 4.MDR.6 Measure time and objects that exist in the world to solve real-life, mathematical problems and analyze graphical displays of data to answer relevant questions.
  • 4.MDR.6.3 Create dot plots to display a distribution of numerical (quantitative) measurement data.
• S4E3 Obtain, evaluate, and communicate information to demonstrate the water cycle.
  • S4E3a. Plan and carry out investigations to observe the flow of energy in water as it changes states from solid (ice) to liquid (water) to gas (water vapor) and changes from gas to liquid to solid.
  • S4E3b. Develop models to illustrate the multiple pathways water may take during the water cycle (evaporation, condensation, and precipitation).

Next Generation Science Standards

• 4-ESS2-2. Analyze and interpret data from maps to describe patterns of Earth’s features.

4.2 Kelp-ing the Balance

From the deep blue sea to the leafy canopies above, every animal has a tasty tale to tell in their ecosystem’s food chain! But what happens when a splash of weather, a wave of water, or a surprise snack-stealing predator shows up? Dive into the kelp forest and meet some amazing animals—like sea otters, sea urchins, sharks, and kelp—all working together to keep things in balance. Through hands-on fun and wild imagination, munch your way through the secrets of who eats whom, and discover how food chains stay strong even when nature throws a bite their way!

Georgia Standards of Excellence

• S4L1. Obtain, evaluate, and communicate information about the roles of organisms and the flow of energy within an ecosystem.
  • 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.
  • c. Design a scenario to demonstrate the effect of a change on an ecosystem. (Clarification statement: Include living and nonliving factors in the scenario.)
• 4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations
  • 1. Fluently add and subtract multi-digit numbers to solve practical, mathematical problems using place value understanding, properties of operations, and relationships between operations.

Next Generation Science Standards

• 5-LS2-1 Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment.

4.3 Lights, Gravity, Pressure

Animals that live on land are significantly affected by light and gravity, but life underwater comes with its own unique challenges. With strong pressure, low visibility, and the curious puzzle of how to stay afloat, just how do these fin-tastic ocean critters handle it all? In this splash-tacular program, discover the super sea powers animals use to survive and thrive. From clever camouflage to buoyant bodies, it’s time to explore how ocean animals go with the flow in the wild underwater world!

Georgia Standards of Excellence

• S4P1. Obtain, evaluate, and communicate information about the nature of light and how light interacts with objects.
  • a. Plan and carry out investigations to observe and record how light interacts with various materials to classify them as opaque, transparent, or translucent.
• S4P3. Obtain, evaluate, and communicate information about the relationship between balanced and unbalanced forces.
  • a. Plan and carry out an investigation on the effects of balanced and unbalanced forces on an object and communicate the results.
• 4.NR.2: Using part-whole strategies, solve problems involving addition and subtraction through the hundred-thousands place, as well as multiplication and division of multi-digit whole numbers presented in real-life, mathematical situations
  • 5. Solve multi-step problems using addition, Subtraction, multiplication, and division involving whole numbers. Use mental computation and estimation strategies to justify the reasonableness of solutions

Next Generation Science Standards

• 4-PS4-2. Develop a model to describe that light reflecting from objects and entering the eye allows objects to be seen.

5.1 Extreme Events

The surface of the Earth and the oceans that shape it are part of a dynamic, ever-changing system. From crashing waves and shifting sea ice to hydrothermal vents deep below the surface, powerful constructive and destructive forces are constantly building up and breaking down our planet. These processes include both physical and chemical changes in the ocean, which shape habitats and influence the conditions marine life must navigate. Come along as we explore how these forces transform our world and discover how marine animals adapt and survive in an environment that is always in motion!

Georgia Standards of Excellence

• S5E1. Obtain, evaluate, and communicate information to identify surface features on the Earth caused by constructive and/or destructive processes.
  • a. 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).
• S5P1.Obtain, evaluate, and communicate information to explain the differences between a physical change and a chemical change.
  • b. Construct an argument based on observations to support a claim that the physical changes in the state of water are due to temperature changes, which cause small particles that cannot be seen to move differently.
• 5.NR.3: Describe fractions and perform operations with fractions to solve relevant, mathematical problems using part-whole strategies and visual models.
  • 5.NR.3.4: Model and solve problems involving multiplication of a fraction and a whole number.

Next Generation Science Standards

• 4-ESS2-1. Make observations and/or measurements to provide evidence of the effects of weathering or the rate of erosion by water, ice, wind, or vegetation.

5.2 A Shark’s Sixth Sense     

Sharks are among the most impressive predators in the world, and have inspired fascination for centuries. From their dentition to their dermal denticles, sharks have many unique adaptations. However, few people realize sharks are equipped with a hidden sixth sense, electromagnetic receptors, making them highly efficient predators that keep them at the top of the food chain. Uncover how sharks use this sixth sense to find their prey, and discuss ways that we can help to protect these incredible creatures.

Georgia Standards of Excellence

• S5L1. Obtain, evaluate, and communicate information to group organisms using scientific classification procedures.
  • a. Develop a model that illustrates how animals are sorted into groups (vertebrate and invertebrate) and how vertebrates are sorted into groups (fish, amphibian, reptile, bird, and mammal) using data from multiple sources.
• S5P3. Obtain, evaluate, and communicate information about magnetism and its relationship to electricity.
  • a. Construct an argument based on experimental evidence to communicate the differences in function and purpose of an electromagnet and a magnet.
• 5.MDR.7. Solve problems involving customary measurements, metric measurements, and time and analyze graphical displays of data to answer relevant questions.
  • 5.MDR.7.1. Explore realistic problems involving different units of measurement, including distance, mass, weight, volume, and time.

Next Generation Science Standards

• MS-PS2-3 Ask questions about data to determine the factors that affect the strength of electric and magnetic forces.

5.3 Big Changes, Small Organisms

Microorganisms can be found all over the Earth, even in some of the planet’s most extreme environments. They exist in the air, in the soil, and especially throughout the ocean – from sunlit surface waters to the deep sea floor. Though invisible to the naked eye, these microscopic organisms play a powerful role in shaping marine ecosystems. They drive food webs, form important partnerships with animals, and even influence the chemistry of the ocean itself. Take a deeper dive into this hidden world of marine microbes and discover how these tiny organisms create big changes for life in the sea!

Georgia Standards of Excellence

• S5L4. Obtain, evaluate, and communicate information about how microorganisms benefit or harm larger organisms.
  • a. Construct an argument using scientific evidence to support a claim that some microorganisms are beneficial.
  • b. Construct an argument using scientific evidence to support a claim that some microorganisms are harmful.
• 5.NR.5: Write, interpret, and evaluate numerical expressions within authentic problems.
  • 5.NR.5.1 Write, interpret, and evaluate simple numerical expressions involving whole numbers with or without grouping symbols to represent actual situations.

Next Generation Science Standards

• MS-LS1-6 Construct a scientific explanation based on evidence for the roles of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

6.1 Turning the Tides

Ocean tides, currents, and waves play a significant role in the health of many unique ecosystems around the world. Animals have formed numerous adaptations to thrive in the ebb and flow of the predictable patterns in their habitats, from motion to diet! Dive into the ever-changing world of tidal zones, nutrient cycling, and the unbelievable behaviors of ocean-dwelling organisms around the globe.

Georgia Standards of Excellence:

• S6E2. Obtain, evaluate, and communicate information about the effects of the relative positions of the sun, Earth, and moon.
  • b. Construct an explanation of the cause of solar and lunar eclipses.
• S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
  • d. Analyze and interpret data to create graphic representations of the causes and effects of waves, currents, and tides in Earth’s systems.
• 6.NR.1 Solve relevant, mathematical problems involving operations with whole numbers, fractions, and decimal numbers.
  • 6.NR.1.3 1 Perform operations with multi-digit decimal numbers fluently using models and student-selected strategies

 Next Generation Science Standards:

• MS-ESS3-5. Develop a model to describe the cycling of water through Earth’s systems driven by energy from the sun and the force of gravity.

6.2 Shale We Dive In?

Earth’s surface is constantly changing due to powerful geologic forces, and nowhere is this more evident than in our oceans. Shifting tectonic plates, crashing waves, weathering, and erosion work together to build the underwater landscapes that marine life calls home. Dive into the various layers of the ocean to uncover the minerals that make up the seafloor, the fossils that reveal what ancient oceans once looked like, and the dramatic underwater features molded by geological movement. Join us in this splashy adventure into the world where geology and ocean life collide!

Georgia Standards of Excellence:

• S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
  • a. Ask questions to determine where water is located on Earth’s surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location.
• S6E5. Obtain, evaluate, and communicate information to show how Earth’s surface is formed.
  • b. Plan and carry out an investigation of the characteristics of minerals and how minerals contribute to rock composition.
• 6.PAR.8 Graph rational numbers as points on the coordinate plane to represent and solve contextual, mathematical problems; draw polygons using the coordinates for their vertices and find the length of a side of a polygon.
  • 6.PAR.8.1 Locate and position rational numbers on a horizontal or vertical number line; find and position pairs of integers and other rational numbers on a coordinate plane.

Next Generation Science Standards:

• MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

6.3 Saving the Seas

Human activity is one of the biggest forces affecting our planet today. Rising temperatures, degrading water quality, and habitat destruction are drastically changing all types of ocean habitats from warm and tropical waters to even the icy and frigid seas. Join us as we explore the threats that cause coral bleaching, analyze the effects of rising temperatures on animals, and discover how coastal engineering can play a role in protecting our marine ecosystems. Along the way, you might even discover just how connected we are to the ocean, and why the choices we make on land ripple far beyond the shoreline.

Georgia Standards of Excellence:

• S6E3. Obtain, evaluate, and communicate information to recognize the significant role of water in Earth processes.
  • a. Ask questions to determine where water is located on Earth’s surface (oceans, rivers, lakes, swamps, groundwater, aquifers, and ice) and communicate the relative proportion of water at each location.
• 6.NR.4 Solve a variety of contextual problems involving ratios, unit rates, equivalent ratios, percentages, and conversions within measurement systems using proportional reasoning.
  • 6.NR.4 1 Explain the concept of a ratio, represent ratios, and use ratio language to describe a relationship between two quantities.

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.

7.1 Ecosystems of Change

Every living thing on Earth is connected, but what happens when those connections are disrupted? From shared habitats to vital resources, animals have spent millions of years learning to coexist. But now, human activity is increasingly changing this balance. Come with us as we explore how we are disrupting these delicate ecosystems and brainstorm creative solutions to protect the vital connections throughout our environment!

Georgia Standards of Excellence:

• S7L4. Obtain, evaluate, and communicate information to examine the interdependence of organisms with one another and their environments.
  • a. Construct an explanation for the patterns of interactions observed in different ecosystems in terms of the relationships among and between organisms and abiotic components of the ecosystem.(Clarification statement: The interactions include, but are not limited to, predator-prey relationships, competition, mutualism, parasitism, and commensalism.)
  • c. Analyze and interpret data to provide evidence for how resource availability, disease, climate, and human activity affect individual organisms, populations, communities, and ecosystems.
• 7.NR.1. Solve relevant, mathematical problems, including multi-step problems, involving the four operations with rational numbers and quantities in any form (integers, percentages, fractions, and decimal numbers).
  • 10. Convert rational numbers between forms to include fractions, decimal numbers and percentages, using understanding of the part divided by the whole. Know that the decimal form of a rational number terminates in 0s or eventually repeats.

NGSS:

• MS-LS-2-2. Construct an explanation that predict patterns of interactions among organisms across multiple ecosystems.

7.2 – Sensational Systems

Have you ever wondered what helps sharks stay buoyant in the water or how fish pull off those perfectly coordinated swims? Similar to the complexities of the human body, all aquatic animals have some incredible adaptations that allow them to thrive in a watery world. Come explore these sensational systems that help them thrive and see just how much humans have in common with our underwater neighbors.

 Georgia Standards of Excellence:

• 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.
  • 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.
• 7.NR.1: Solve relevant, mathematical problems, including multi-step problems, involving the four operations with rational numbers and quantities in any form (integers, percentages, fractions, and decimal numbers).
  • 7.NR.1: Element 9: Apply properties of operations as strategies to solve multiplication and division problems involving rational numbers represented in an applicable scenario.

NGSS:

• MS-LS1-3: Use arguments supported by evidence for how the body is a system of interacting subsystems composed of groups of cells.

7.3 Progressing Populations

Ever thought about how our animal care teams can instantly recognize each animal, or how a bit of DNA can tell the story of an entire species? Genetics opens up a world of discovery, from understanding how animals adapt to protecting those at risk of endangerment. Discover the fascinating ways our team uses DNA in groundbreaking research and conservation efforts that reveal the traits that help animals succeed in their environment!

 Georgia Standards of Excellence:

• S7L3. Obtain, evaluate, and communicate information to explain how organisms reproduce either sexually or asexually and transfer genetic information to determine the traits of their offspring.
  • b. Develop and use a model to describe how asexual reproduction can result in offspring with identical genetic information while sexual reproduction results in genetic variation.
• 7.PR.6 Using mathematical reasoning, investigate chance processes and develop, evaluate, and use probability models to find probabilities of simple events presented in authentic situations.
  • 7.PR.6.1 Represent the probability of a chance event as a number between 0 and 1 that expresses the likelihood of the event occurring. Describe that a probability near 0 indicates an unlikely event, a probability around indicates an event that is neither unlikely nor likely, and a probability near 1 indicates a likely event.

NGSS:

• MS-LS3-2 Develop and use a model to describe why asexual reproduction results in offspring with identical genetic information and sexual reproduction results in offspring with genetic variation.

8.1 Ocean of Energy

Our world is bursting with energy, especially in the ocean! Ocean waves aren’t the only force of nature that marine animals must navigate! Light, color, and heat all flow through the water in different ways, transferring, conserving, and changing course as they pass through various mediums. Grab your goggles and observe how waves transfer energy to ecosystems, identify how animals use light and color to their benefit, and investigate how heat energy supports life in extreme conditions and causes extreme weather.

Georgia Standards of Excellence: S8P2.d, S8P4.b

• S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.
  • d. Plan and carry out investigations on the effects of heat transfer on molecular motion as it relates to the collision of atoms (conduction), through space (radiation), or in currents in a liquid or a gas (convection).
• S8P4. Obtain, evaluate, and communicate information to support the claim that electromagnetic (light) waves behave differently than mechanical (sound) waves.
  • b. Construct an explanation using data to illustrate the relationship between the electromagnetic spectrum and energy.
• 8.FGR.5 Describe the properties of functions to define, evaluate, and compare relationships, and use functions and graphs of functions to model and explain real phenomena.
  • 8.FGR.5.9 Graph and analyze linear functions expressed in various algebraic forms and show key characteristics of the graph to describe applicable situations.

Next Generation Science Standard

• MS-ESS2-6. Develop and use a model to describe how unequal heating and rotation of the Earth cause patterns of atmospheric and oceanic circulation that determine regional climates.

8.2 Current Commotions

From the pull of gravity to the push of water, we are constantly working with and against the forces that shape the Earth and its ocean. Whether we harness the weather with sails and wind, or we’re propelled through water by engine or feet, the aquatic world is in constant motion! Let’s explore how the ocean’s movement influences everything within it, discover the laws that dictate the depths, and investigate how an animal’s or object’s characteristics affect their ability to move through water.

Georgia Standards of Excellence: S8P1.c, S8P3.b, S8P3.c, 8.PAR.3.6

• S8P1. Obtain, evaluate, and communicate information about the structure and properties of matter.
  • c. Plan and carry out investigations to compare and contrast chemical (i.e., reactivity, combustibility) and physical (i.e., density, melting point, boiling point) properties of matter.
• S8P3 Obtain, evaluate, and communicate information about cause and effect relationships between force, mass, and the motion of objects.
  • 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.
  • c. Construct an argument from evidence to support the claim that the amount of force needed to accelerate an object is proportional to its mass (inertia).
• 8.PAR.3: Create and interpret expressions within relevant situations. Create, interpret, and solve linear equations and linear inequalities in one variable to model and explain real phenomena
  • 6. Use algebraic reasoning to fluently manipulate linear and literal equations expressed in various forms to solve relevant, mathematical problems.

Next Generation Science Standard

• MS-PS2-2. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
• HS-PS2-1. Analyze data to support the claim that Newton’s second law of motion describes the mathematical relationship among the net force on a macroscopic object, its mass, and its acceleration.

8.3 Fantastic Forces (and Where to Find Them)

Forces and energy are all around us, interacting with the natural world in fascinating ways. But what happens when we go beyond a science lab and apply these scientific phenomena to living, breathing organisms? From electroreceptive sharks to floating frogs, dive into how aquatic animals use the invisible forces and fields at play to survive and thrive in their environments!

Georgia Standards of Excellence: S8P2.b, S8P5.a, 8.PAR.3.1

• S8P2. Obtain, evaluate, and communicate information about the law of conservation of energy to develop arguments that energy can transform from one form to another within a system.
  • b. Plan and carry out an investigation to explain the transformation between kinetic and potential energy within a system (e.g., roller coasters, pendulums, rubber bands, etc.).
• S8P5. Obtain, evaluate, and communicate information about gravity, electricity, and magnetism as major forces acting in nature.
  • a. Construct an argument using evidence to support the claim that fields (i.e., magnetic fields, gravitational fields, and electric fields) exist between objects exerting forces on each other even when the objects are not in contact.
• 8.PAR.3: Create and interpret expressions within relevant situations. Create, interpret, and solve linear equations and linear inequalities in one variable to model and explain real phenomena
  • 8.PAR.3.1 Interpret expressions and parts of an expression, in context, by utilizing formulas or expressions with multiple terms and/or factors.

Next Generation Science Standards:

• MS-PS2-5 Conduct an investigation and evaluate the experimental design to provide evidence that fields exist between objects exerting forces on each other even though the objects are not in contact.
• MS-PS3-5 Construct, use, and present arguments to support the claim that when the kinetic energy of an object changes, energy is transferred to or from the object.

Oceanic Occupations

Many unique jobs keep Georgia Aquarium afloat, from animal trainers and aquarists to artists and engineers, but what does it take to become the Aquarium’s newest hire? Explore habitats and work areas around our facility, discovering how we create a healthy environment for our animals and an exciting experience for our guests.

Georgia Standards of Excellence/ CTAE

• SZ5. Obtain, evaluate, and communicate information to analyze the relationship between humans and animals within various phyla.
  • SZ5.b. Design a solution to preserve species diversity in natural and captive environments with regard to conservation, habitat restoration, breeding programs and management of genetic diversity at local and global levels.
• SSPFL4. Evaluate alternatives for life after high school, including college, technical school, internships, working, military, taking a “gap year”, traveling, or other options.

 Next Generation Science Standards

• HS-ETS1 Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics as well as possible social, cultural, and environmental impacts.

Ethology Antics

Without the ability to speak with animals, how does a facility like Georgia Aquarium ensure the safety and care of the creatures that rely on us? From the largest whale to the smallest fish, all animals learn from their environment and require daily attention to ensure positive welfare. Investigate the variety of training and enrichment techniques that allow our care staff to monitor, document, and modify behavior, as well as the veterinary care and nutrition science that support this vital goal.

Georgia Standards of Excellence/CTAE

• SZ5. Obtain, evaluate, and communicate information to analyze the relationship between humans and animals within various phyla.
  • SZ5.c. Construct an argument based on evidence of the short-term and long-term impacts of legal, societal, political, ethical, and economic decisions on animal diversity. (Clarification statement: Arguments should include, but are not limited to medical, research, and agricultural use of animals.)
• AFNR-VS-16 Critique animal behavior through observation and draw conclusions on the interaction with other animals, humans, and environments.
• AFNR-VS-16 (16.2). Explain common animal behaviors based on age, sex, and production period.
• AFNR-VS-16 (16.1) Discuss the most common types of behaviors displayed by various animal species/breeds

 Next Generation Science Standards:

• HS-LS2-8 Evaluate the evidence for the role of group behavior on individual and species’ chances to survive and reproduce.

Rifts and Restorations

You’ve heard it said, “If you’re not part of the solution, you’re part of the problem,” but is it possible to be both? In recent history, Earth, its climate, and its oceans have undergone unprecedented change driven by human activity. Explore legal initiatives, scientific research projects, and other community-minded action at the Aquarium and beyond to help create large-scale solutions to problems humans have created.

Georgia Standards of Excellence/CTAE:

• 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.a. Analyze and interpret data related to short-term and long-term natural cyclic fluctuations associated with climate change.
  • SEV2.c. Construct an argument to predict changes in biomass, biodiversity, and complexity within ecosystems, in terms of ecological succession.

Next Generation Science Standards:

• HS-LS2-7. Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.

Oceanography

The ocean, with its abyssal depths and boundless reach, hides many mysteries in its waters. Oceanographers seek to illuminate these unknowns by examining the ocean’s ancient history, documenting current conditions, and exploring their way towards a brighter future. Step into the shoes of these brilliant scientists as we examine the physical, chemical, geographical, and biological features of the ocean.

Georgia Standards of Excellence/CTAE

• SO1.Obtain, evaluate, and communicate information about how and why humans explore our ocean.
  • SO1.b. Define problems and challenges associated with oceanographic research and exploration. (Clarification statement: Emphasis should be on using technology to address issues such as seawater corrosiveness, deep sea temperatures and pressure, water depth, distance from land, and wave action.)
• SO3. Obtain, evaluate, and communicate information to model the flow of energy in the ocean.
  • SO3.b. Ask questions to compare and contrast the relative role of photosynthesis and chemosynthesis in oceanic biologic productivity and describe the oceanic realms in which each mode of primary production occurs. (Clarification statement: Distinguish between photosynthesis and chemosynthesis in ocean organisms.)

 Next Generation Science Standards

HS-ESS2-4 Use a model to describe how variations in the flow of energy into and out of Earth’s systems result in changes in climate.