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Wetlab: Identity

Biodiversity and Classification

Voulez-vous faire ce programme en Français ? C’est possible le lundi ! Veuillez indiquer lors de votre réservation si vous souhaiter faire ce programme en Anglais ou en Français, merci !

Available for Grades 4 - 12

Place-based learning focused on local B.C. marine ecosystems

Join us behind-the-scenes at the Vancouver Aquarium in our original Wet Lab for a unique hands-on experience!

In this program, your students will:

  • Handle live animals that live in BC waters, organized by a variety of animal phyla
  • Explore local marine biodiversity and the different characteristics used to classify marine life
  • Understand how the classification system is used to increase our knowledge of marine life and why this
    is important to the survival of all living things!

Our Wet Lab programs are a great way to engage your group, inspire curiosity and instill a sense of respect for all ocean life and its environment! This is a unique hands-on experience where your students will interact with and learn about live tidal pool sea animals from local B.C. waters and gain a first-hand insight into the inner workings of intertidal marine life. Students will be broken into groups to be led through exhibit stations with our knowledgeable staff and docents. Through an inquiry approach, students will be encouraged to explore the physical traits and behaviors we use to identify and group these animals. Through conversation, students will consider the impacts that their study of classification, as well as their own daily habits, have on these organisms.

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

Salty Science

Program Details

Availability 

October 10, 2017 – June 22, 2018
Type: Wetlab
Days: available in English Mondays - Fridays; available in French Mondays only
Time: 9:30 a.m. or 11:30 a.m. 

Duration: 90 minutes

Book Now

 

Fee Information

October 10, 2017 - March 16, 2018: $15 per student 
April 3, 2018 - June 22, 2018: $18 per student

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

Class Size

Classes require a minimum of 20 students to register. The maximum capacity of the class is limited to 32 students. 

Activities and Lesson Plans

Find learning materials to support your class field trip


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.

Grade 4

  • All living things sense and respond to their environment (Science: Big Ideas)
  • The motion of Earth and the moon cause observable patterns that affect living and non-living systems (Science: Big Ideas)
  • Make observations about living and non-living things in the local environment (Science: Curricular Competencies)
  • Experience and interpret the local environment (Science: Curricular Competencies)
  • Identify some simple environmental implications of their and others’ actions (Science: Curricular Competencies)
  • Express and reflect on personal or shared experiences of place (Science: Curricular Competencies)

 Grade 5

  • Multicellular organisms have organ systems that enable them to survive and interact within their environment (Science: Big Ideas)
  • Experience and interpret the local environment(Science: Curricular Competencies)
  • Express and reflect on personal, shared, or others’ experiences of place(Science: Curricular Competencies)
  • Basic structures and functions of body systems: digestive, excretory, respiratory, circulatory (Science: Content)
  • The nature of sustainable practices around BC's living and non-living resources (Science: Content)

 Grade 6

  • Multicellular organisms rely on internal systems to survive, reproduce, and interact with their environment (Science: Big Ideas)
  • Experience and interpret the local environment(Science: Curricular Competencies)
  • Express and reflect on personal, shared, or others’ experiences of place(Science: Curricular Competencies)
  • The basic structures and functions of body systems: musculoskeletal, reproductive hormonal, nervous (Science: Content)
  • Complex global problems require international cooperation to make difficult choices for the future (Social Studies:  Big Ideas)

 Grade 7

  • Evolution by natural selection provides an explanation for the diversity and survival of living things (Science: Big Ideas)
  • Make observations aimed at identifying their own questions about the natural world Science: Curricular Competencies)
  • Experience and interpret the local environment(Science: Curricular Competencies)
  • Survival needs of organisms, including space, food, water, and access to resources in order to survive (Science: Content)

 Grade 8

  • Characteristics of Life, where living things respire, grow, take in nutrients, produce waste, respond to stimuli, and reproduce (Science: Content)
  • Make observations aimed at identifying their own questions about the natural world(Science: Curricular Competencies)
  • Experience and interpret the local environment(Science: Curricular Competencies)
  • Demonstrate an understanding and appreciation of evidence (qualitative and quantitative) (Science: Curricular Competencies)

Grade 9

  • Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world(Science: Curricular Competencies)
  • Experience and interpret the local environment(Science: Curricular Competencies)
  • Asexual reproduction: mitosis, different forms(Science: Content)
  • Sexual reproduction: meiosis, human sexual reproduction(Science: Content)
  • The physical environment influences the nature of political, social, and economic change(Social Studies: Big Ideas).

Grade 10

  • Demonstrate scientific literacy (Processes of Science)
  • Demonstrate ethical, responsible, cooperative behaviour (Processes of Science)
  • Explain the interaction of abiotic and biotic factors within an ecosystem (Life Science)
  • Assess the potential impacts of bioaccumulation (Life Science)
  • Explain various ways in which natural populations are altered or kept in equilibrium (Life Science)
  • Evaluate possible causes of climate change and its impact on natural systems (Earth and Space Science)

 Grade 11

  • Apply the Kingdom system of classification to study the diversity of organisms (taxonomy)
  • Describe the process of evolution (evolution)
  • Analyze the functional inter-relationships of organisms within an ecosystem (ecology)
  • Describe the major natural resources found in British Columbia
  • Evaluate methods used in the extraction, processing, use and management of a locally used or produced resource (Natural Resources and the Environment)
  • Discuss the impact of society on natural resource management and the environment (Natural Resources and the Environment)
  • Analyze the impact of technologies on the environment(Natural Resources and the Environment)
  • Analyze the environmental, social, and economic significance of fisheries at the local, provincial, and global levels (Fisheries: Sustainable resources)
  • Outline the dynamics of ecosystems related to fisheries (Fisheries: Sustainable Resources)
  • Assess current practices related to management of sustainable fishery resources in British Columbia (Fisheries: Sustainable Resources)
  • Investigate current practices related to the development of fisheries products (Fisheries: Sustainable Resources)
  • Illustrate various roles of technology in fishery practices (Fisheries: Sustainable Resources)
  • Analyze challenges and opportunities faced by fishery industries in British Columbia (Fisheries: Sustainable Resources)

Grade 12

  • Assess the importance of fisheries in British Columbia and Canada (Fishery Resources and Society: Sustainable Resources)
  • Analyze the impact of fishing and ocean resources on global development and international relations (Fishery Resources and Society: Sustainable Resources)
  • Examine the biotic and abiotic components of a variety of aquatic ecosystems (Structure and Function of Aquatic Ecosystems: Sustainable Resources)
  • Investigate interactions found within aquatic ecosystems (Structure and Function of Aquatic Ecosystems: Sustainable Resources)
  • Determine environmental issues and challenges related to fisheries (Issues and Challenges Facing Sustainable Fisheries: Sustainable Resources)
  • Outline economic and political issues and challenges related to fisheries (Issues and Challenges Facing Sustainable Fisheries: Sustainable Resources)
  • Analyze sustainability issues and challenges related to fisheries (Issues and Challenges Facing Sustainable Fisheries: Sustainable Resources)
  • Assess issues and challenges related to aquaculture (Issues and Challenges Facing Sustainable Fisheries: Sustainable Resources)

Draft Curriculum Gr. 10-12

 Grade 10

  • Impacts of genetics and the environment on the diversity of life: mutation, natural and artificial selection (Science: Content)
  • Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world (Science: Curricular Competencies)
  • Experience and interpret the local environment (Science: Curricular Competencies)
  • Interconnections between demography, urbanization, environmental issues, and globalization (Social Studies: Content)

 Grade 11

  • All organisms have characteristics that define them as living and interdependent. Life can be organized in a functional and structural hierarchy ranging from cells to the biosphere (Biology: Big Ideas)
  • Living things are interdependent (Biology: Big Ideas)
  • Living things are diverse and evolve over time. (Biology: Big Ideas)
  • The survival of all living things on Earth is dependent on biodiversity. (Environmental Science: Big Ideas)
  • Healthy and sustainable ecosystems support biodiversity (Environmental Science: Big Ideas)
  • Experience and interpret the local environment (Biology: Curricular Competencies)
  • Use knowledge of scientific concepts to draw conclusions that are consistent with evidence(Biology: 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)
  • Features and structure of living things: respiration, reproduction, growth, nutrient intake (Biology: Content)
  • How animals shape their physical environment (Biology: Content)
  • Healthy and sustainable ecosystems: ecosystem functions and services including benefits and limits of biodiversity, humans as agents of positive change on systems including conservation, restoration, and protection of ecosystems, responsible personal and community actions, responsible uses of technologies and alternative resources  (Environmental Science: Content)

 Grade 12

  • Everyone has the ability to develop sustainable practices that impact a system, a community, and themselves. (Environmental Science: Big Ideas)
  • Make observations aimed at identifying their own questions, including increasingly abstract ones, about the natural world (Environmental Science: Curricular Competencies)
  • Experience and interpret the local environment (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)
  • 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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