Lessons and Standards

During the Kindergarten program, students explore the rocky seashore, discover how animals and humans utilize this ecosystem, and learn how they can protect the rocky seashore and the animals that live there, today and in the future.

During the Community Building Day, students build belief that they are unique individuals who belong to a community of scientists by learning kinesthetic movements that describe what all scientists do and creating a movement that represents them as an individual scientist.  They are also introduced to the rocky seashore environment and the organisms that live there by populating a two-dimensional rocky seashore with drawings of local rocky seashore animals.

During the Exploration Day at Birch Aquarium, students build belief that they can recognize and do science by exploring how animals use the rocky seashore ecosystem while using scientific tools, making observations, and asking questions.

During the Make a Difference Day at the Living Lab, students’ belief that science is important and relevant, that a career in science is a possibility, challenges can be opportunities to learn and grow, and that they can make a difference in the world.  They participate in a “Meet and Greet” with living rocky seashore animals and learn how they can protect these organisms by pursuing a career as a scientist in the future. They become biologists, dressing in field gear and using their imagination to search for “rocky seashore animals”, and they create a sign that communicates their love for the rocky seashore to share with family and friends. Students also meet a scientist who shares their career pathway, and challenges and obstacles they have faced along the way to becoming a science leader.

Students love becoming biologists, exploring the rocky seashore, using scientific tools, getting to know science leaders, and making a difference in the world!

NGSS Alignment

Performance Expectations

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

K-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.

DCI ESS3.C: Human Impacts on Earth Systems – Things that people do to live comfortably can affect the world around them. But they can make choices that reduce their impacts on the land, water, air, and other living things.

Crosscutting Concepts – Systems and systems models – students understand that a system is a group of related parts that make up a whole and can carry out functions its individual parts cannot. They can also describe a system in terms of its components and their interactions.

Classroom Media

Schedules

Additional Resources