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4D Theatre: Big Picture Conservation

Skip the line and enjoy your very own screening of the 4D theatre Film with a bonus conservation themed program by one of our aquarium educators. Ideal for Large Groups.

This program is also available in French!

This program is a short exploration of human impact on ocean ecosystems. On booking, teachers choose either Marine Debris or Sustainable Seafood as a topic of focus. Students will be introduced to one of these current ocean conservation issues, what causes them, and how they can personally take action to protect the ocean. These issues directly relate to students lives; through this program students will develop a sense of responsibility for their local aquatic environment.

After this program enjoy a private screening of the current 4D film at the Aquarium, no waiting in line required. The 4D film does change from season to season so please see the website a few days before your trip to see what is on offer. Past films have included “Shallow Seas”, “The Great Salmon Run” and “The Polar Express”.

Please subscribe to the Teachers’ Newsletter for the most up-to-date information.

4-D

Program Details

Availability

September 18, 2017 - June 22, 2018
Days: available in French or English Mondays - Fridays
Time: 10:00 a.m.
Duration: 45 minutes

How to Book

Contact our Booking Office to check availability.

(604) 659-3552
programs@ocean.org

Fee Information

Kindergarten - Grade 7

$13 per student, September 18, 2017 - March 16, 2018
$16
per student, April 3, 2018 - June 22, 2018

Grade 8-12

$15 per student, September 18, 2017 - March 16, 2018
$18 per student, April 3, 2018 - June 22, 2018

One teacher/chaperone is admitted free for every five students booked.
A 25% deposit is required to make a booking.

Class Size

Classes require a minimum of 20 students to register. There is a maximum of 110 people total (students, teachers, chaperones included).


Learning Outcomes

These programs support the Prescribed Learning Outcomes of the B.C. Ministry of Education's new Integrated Resource Packages (IRPs) and the Aquarium's conservation mission.

Kindergarten

  • Plants and animals have observable features Science: Big Ideas)
  • Demonstrate curiosity and a sense of wonder about the world (Science: Curricular Competencies)
  • Observe objects and events in familiar contexts (Science: Curricular Competencies)
  • Basic needs of plants and animals (Science: Content)

 Grade 1

  • Living things have features and behaviours that help them survive (Science: Big Ideas)
  • Demonstrate curiosity and a sense of wonder about the world (Science: Curricular Competencies)
  • Observe objects and events in familiar contexts (Science: Curricular Competencies)
  • Consider some consequences of their actions on the environment (Science: Curricular Competencies)
  • Structural features of living things in the local environment (Science: Concepts and Content)
  • Behavioural adaptations of animals in their area (Science: Concepts and Content)

 Grade 2

  • Living things have life cycles adapted to their environment (Science: Big Ideas)
  • Demonstrate curiosity and a sense of wonder about the world (Science: Curricular Competencies)
  • Observe objects and events in familiar contexts (Science: Curricular Competencies)
  • Consider some consequences of their actions on the environment (Science: Curricular Competencies)
  • Local actions have global consequences, and global actions have local consequences (Social Studies: Big Ideas)

Grade 3

  • Classification organizes diverse organisms into groups based on their characteristics (Science: Big Ideas)
  • Demonstrate curiosity about the natural world (Science: Curricular Competencies)
  • Observe objects and events in familiar contexts (Science: Curricular Competencies)
  • Identify some simple implications of their and others' actions on the environment (Science: Curricular Competencies)
  • Make a value judgment about an event, decision, or action in their lives (ethical judgment) (Social Studies: Curricular Competencies)

 Grade 4

  • All living things sense and respond to their environment (Science: Big Ideas)
  • Demonstrate curiosity about the natural world (Science: Curricular Competencies)
  • Observe objects and events in familiar contexts (Science: Curricular Competencies)
  • Identify some simple environmental implications of their and others’ actions (Science: Curricular Competencies)

 Grade 5

  • Multi-cellular organisms have organ systems that enable them to survive and reproduce (Science: Big Ideas)
  • Make observations in familiar or unfamiliar contexts (Science: Curricular Competencies)
  • Demonstrate an openness to new ideas and consideration of alternatives (Science: Curricular Competencies)
  • Express and reflect on personal, shared, or others’ experiences of place (Science: Curricular Competencies)
  • The nature of sustainable practices around BC’s living and non-living resources (Science: Curricular Competencies)
  • To care for self, others, and community through personal or collaborative approaches (Science: Curricular Competencies)

 Grade 6

  • Multicellular organisms rely on internal systems to survive and interact with their environment (Science: Big Ideas)
  • Make observations in familiar or unfamiliar contexts (Science: Curricular Competencies)
  • Demonstrate an openness to new ideas and consideration of alternatives (Science: Curricular Competencies)
  • Express and reflect on personal, shared, or others’ experiences of place (Science: Curricular Competencies)
  • Contribute to care for self, others, and community through personal or collaborative approaches (Science: Curricular Competencies)

 Grade 7

  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest (Science: Curricular Competencies)
  • Use scientific understandings to identify relationships and draw conclusions (Science: Curricular Competencies)
  • Express and reflect on a variety of experiences and perspectives of place (Science: Curricular Competencies)
  • Consider social, ethical, and environmental implications of the findings from their own and others’ investigations (Science: Curricular Competencies)
  • Survival needs of organisms (Science: Content)

 Grade 8

  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest (Science: Curricular Competencies)
  • Express and reflect on a variety of experiences and perspectives of place (Science: Curricular Competencies)
  • Consider social, ethical, and environmental implications of the findings from their own and others’ investigations (Science: Curricular Competencies)
  • Contribute to care for self, others, and community through personal or collaborative approaches (Science: Curricular Competencies)
  • Characteristics of life (Science: Content)

 Grade 9

  • The biosphere, geosphere, hydrosphere, and atmosphere are interconnected, as matter cycles and energy flows through them (Science: Big Ideas)
  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest (Science: Curricular Competencies)
  • Consider social, ethical, and environmental implications of the findings from their own and others’ investigations (Science: Curricular Competencies)
  • Connect scientific explorations to careers in science (Science: Curricular Competencies)
  • Contribute to care for self, others, and community through personal or collaborative approaches (Science: Curricular Competencies)
  • matter cycles within biotic and abiotic components of ecosystems (Science: Content)

Grade 10

  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest (Science: Curricular Competencies)
  • Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world (Science: Curricular Competencies)
  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence (Science: Curricular Competencies)
  • Contribute to care for self, others, community, and world through individual or collaborative approaches (Science: Curricular Competencies)
  • Contribute to finding solutions to problems at a local and/or global level through inquiry (Science: Curricular Competencies)
  • Express and reflect on a variety of experiences, perspectives, and worldviews through place (Science: Curricular Competencies)

 Grade 11

  • Living things are interdependent (Biology: Big Ideas)
  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest (Biology: Curricular Competencies)
  • Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world (Biology: Curricular Competencies)
  • Contribute to care for self, others, community, and world through individual or collaborative approaches (Biology: Curricular Competencies)
  • The survival of all living things on earth is dependent on biodiversity (Environmental Science: Big Ideas)
  • Analyze Cause-and-effect relationships (Environmental Science: Curricular Competencies)
  • Analyze the impact of human activity on ecosystems, and assess the effectiveness of selected initiatives related to environmental sustainability (Environmental Science: Curricular Competencies)
  • Analyze how our thinking, choices, and behaviours affect ecosystems, now and in the future (Environmental Science: Curricular Competencies)
  • Infer the effects of natural phenomena and human activities that either contribute to or challenge an ecologically sustainable environment (Environmental Science: Curricular Competencies)
  • Analyze how our thinking choices, and behaviours affect ecosystems, now and in the future (Environmental Science: Curricular Competencies)
  • Reflect on their personal beliefs to accommodate new knowledge and perspectives, and effectively communicate this understanding to others (Environmental Science: Curricular Competencies)
  • Healthy and sustainable ecosystems; ecosystems functions and services; humans as agents of change on systems (Environmental Science: Content) 

Grade 12

  • Demonstrate a sustained intellectual curiosity about a scientific topic or problem of personal interest (Biology: Curricular Competencies)
  • Contribute to care for self, others, community, and world through individual or collaborative approaches (Science: Curricular Competencies)
  • Healthy systems are interconnected, resilient, and adaptive (Environmental Science: Big Ideas)
  • Healthy and sustainable global systems support life (Environmental Science: Big Ideas)
  • Everyone has the ability to develop sustainable practices that impact a system, a community, and themselves (Environmental Science: Big Ideas)
  • Examine how our connection to the environment is influenced by personal experiences and cultural understandings (Environmental Science: Curricular Competencies)
  • Recognize hidden dimensions of a system to understand natural phenomena through patterns and interrelationships not seen on the surface (Environmental Science: Curricular Competencies)
  • Assess the impacts of a local, regional, or global issue (Environmental Science: Curricular Competencies)
  • Infer the effects of natural phenomena and human activities that either contribute to or challenge an ecologically sustainable environment (Environmental Science: Curricular Competencies)
  • Create an action plan that addresses a specific environmental issue (Environmental Science: Curricular Competencies)
  • Interconnectedness of global systems; energy; water; land; climate (Environmental Science: Content)
  • Human and other influences on natural systems: evidence of change and sustainability; issues; long-term trends and future scenarios; environmental ethics and responsibility (Environmental Science: Content)
  • Leadership, innovation, and action for sustainable systems and communities: personal, local or global choices and actions; sustainable practices communities; environmental and sustainable technologies; careers (Environmental Science: Content)
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