Imax
Shackleton's Antarctic Adventure
This film chronicles the dramatic tale of explorer Sir Ernest Shackleton's ill-fated 1914-1916 British Imperial Trans-Antarctic Expedition. While never accomplishing its goal of the first crossing of the Antarctic continent, this expedition has become a testament to heroism and human endurance, with its men surviving nearly two years in the barren, frigid Antarctic after their ship was caught in pack ice and eventually crushed.
| Format | Omni Film |
| Grades | 3 – Adult |
| Author | NOVA / WGBH |
| Source/Publisher | NOVA / WGBH |
| Location | Mugar Omni Theater — Museum of Science, Boston |
| Website | Visit website |
| Duration | 55 minutes |
| Script | Shackleton_Script.pdf |
| Educator Guide | Shackleton_Guide.pdf |
| Reservation | Required at least two weeks in advance |
| Fee | $3 per person with Museum Exhibit Halls admission; $6 per person for Omni only |
| Capacity | 314 |
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Shackleton's Antarctic Adventure
+ View Detailed Standard Connections
Primary Connections:
National Science Education Standards (1996)
(National)
- Science in Personal and Social Perspectives > Personal and community health (Grade: 9 – 12)
- Science in Personal and Social Perspectives > Natural and human-induced hazards (Grade: 9 – 12)
- Science in Personal and Social Perspectives > Natural and human-induced hazards (Grade: 9 – 12)
- Science in Personal and Social Perspectives > Natural and human-induced hazards (Grade: 9 – 12)
- Science in Personal and Social Perspectives > Natural hazards (Grade: 5 – 8)
- Science and Technology > Abilities of technological design (Grade: 5 – 8)
- Science and Technology > Abilities of technological design (Grade: 5 – 8)
- Life Science > Regulation and behavior (Grade: 5 – 8)
- Life Science > Regulation and behavior (Grade: 5 – 8)
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Technology/Engineering > Materials, Tools, and Machines (Grade: 6 – 8)
- Technology/Engineering > Materials and Tools (Grade: 3 – 5)
- Earth and Space Science > Weather (Grade: 3 – 5)
- Earth and Space Science > Heat Transfer in the Earth System (Grade: 6 – 8)
- Technology/Engineering > Engineering Design (Grade: 9 – 10)
- Technology/Engineering > Engineering Design (Grade: 9 – 10)
- Life Science (Biology) > Adaptations of Living Things (Grade: 3 – 5)
- Technology/Engineering > Engineering Design (Grade: 6 – 8)
- Technology/Engineering > Engineering Design (Grade: 6 – 8)
- Earth and Space Science > The Water Cycle (Grade: 3 – 5)
Massachusetts History and Social Science Curriculum Framework (2003)
(Massachusetts)
- History > Human Origins in Africa through the Neolithic Age (Grade: 7)
- History > Human Origins in Africa through the Neolithic Age (Grade: 7)
- Geography and Economics > Southeast Asia and Oceania (Grade: 6)
- Geography > Southeast Asia and Oceania (Grade: 6)
- History > From Many, One (Grade: 2)
- Geography > From Many, One (Grade: 2)
- Geography > From Many, One (Grade: 2)
- Geography > From Many, One (Grade: 2)
– View Concise Standard Connections
Primary Connections:
National Science Education Standards (1996)
(National)
- Science in Personal and Social Perspectives > Personal and community health (Grade: 9 – 12)
Hazards and the potential for accidents exist. Regardless of the environment, the possibility of injury, illness, disability, or death may be present. Humans have a variety of mechanisms--sensory, motor, emotional, social, and technological--that can reduce and modify hazards. - Science in Personal and Social Perspectives > Natural and human-induced hazards (Grade: 9 – 12)
Normal adjustments of earth may be hazardous for humans. Humans live at the interface between the atmosphere driven by solar energy and the upper mantle where convection creates changes in the earth's solid crust. As societies have grown, become stable, and come to value aspects of the environment, vulnerability to natural processes of change has increased. - Science in Personal and Social Perspectives > Natural and human-induced hazards (Grade: 9 – 12)
Human activities can enhance potential for hazards. Acquisition of resources, urban growth, and waste disposal can accelerate rates of natural change. - Science in Personal and Social Perspectives > Natural and human-induced hazards (Grade: 9 – 12)
Some hazards, such as earthquakes, volcanic eruptions, and severe weather, are rapid and spectacular. But there are slow and progressive changes that also result in problems for individuals and societies. For example, change in stream channel position, erosion of bridge foundations, sedimentation in lakes and harbors, coastal erosions, and continuing erosion and wasting of soil and landscapes can all negatively affect society. - Science in Personal and Social Perspectives > Natural hazards (Grade: 5 – 8)
Internal and external processes of the earth system cause natural hazards, events that change or destroy human and wildlife habitats, damage property, and harm or kill humans. Natural hazards include earthquakes, landslides, wildfires, volcanic eruptions, floods, storms, and even possible impacts of asteroids. - Science and Technology > Abilities of technological design (Grade: 5 – 8)
Implement a proposed design. - Science and Technology > Abilities of technological design (Grade: 5 – 8)
Design a solution or product. - Life Science > Regulation and behavior (Grade: 5 – 8)
All organisms must be able to obtain and use resources, grow, reproduce, and maintain stable internal conditions while living in a constantly changing external environment. - Life Science > Regulation and behavior (Grade: 5 – 8)
An organism's behavior evolves through adaptation to its environment. How a species moves, obtains food, reproduces, and responds to danger are based in the species' evolutionary history.
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Technology/Engineering > 1.1 Materials, Tools, and Machines (Grade: 6 – 8)
Given a design task, identify appropriate materials (e.g., wood, paper, plastic, aggregates, ceramics, metals, solvents, adhesives) based on specific properties and characteristics (e.g., weight, strength, hardness, and flexibility). - Technology/Engineering > 1.1 Materials and Tools (Grade: 3 – 5)
Identify materials used to accomplish a design task based on a specific property, i.e., weight, strength, hardness, and flexibility. - Earth and Space Science > 08 Weather (Grade: 3 – 5)
Describe how global patterns such as the jet stream and water currents influence local weather in measurable terms such as temperature, wind direction and speed, and precipitation. - Earth and Space Science > 04 Heat Transfer in the Earth System (Grade: 6 – 8)
Explain the relationship among the energy provided by the sun, the global patterns of atmospheric movement, and the temperature differences among water, land, and atmosphere. - Technology/Engineering > 1.4 Engineering Design (Grade: 9 – 10)
Apply scale and proportion to drawings. - Technology/Engineering > 1.5 Engineering Design (Grade: 9 – 10)
Interpret plans, diagrams, and working drawings in the construction of a prototype. - Life Science (Biology) > 10 Adaptations of Living Things (Grade: 3 – 5)
Give examples of how organisms can cause changes in their environment to ensure survival. Explain how some of these changes may affect the ecosystem. - Technology/Engineering > 2.3 Engineering Design (Grade: 6 – 8)
Describe and explain the purpose of a given prototype. - Technology/Engineering > 2.1 Engineering Design (Grade: 6 – 8)
Identify and explain the steps of the engineering design process, i.e., identify the need or problem, research the problem, develop possible solutions, select the best possible solution(s), construct a prototype, test and evaluate, communicate the solution(s), and redesign. - Earth and Space Science > 11 The Water Cycle (Grade: 3 – 5)
Give examples of how the cycling of water, both in and out of the atmosphere, has an effect on climate.
Massachusetts History and Social Science Curriculum Framework (2003)
(Massachusetts)
- History > 7.5 Human Origins in Africa through the Neolithic Age (Grade: 7)
Describe how the invention of agriculture related to settlement, population growth, and the emergence of civilization. - History > 7.1 Human Origins in Africa through the Neolithic Age (Grade: 7)
Describe the great climatic and environmental changes that shaped the earth and eventually permitted the growth of human life. - Geography and Economics > SEAO.3 Southeast Asia and Oceania (Grade: 6)
Explain how absolute and relative locations, climate, major physical characteristics, major natural resources, and population size have influenced settlement and the economies of major countries of Southeast Asia and Oceania. - Geography > SEAO.1 Southeast Asia and Oceania (Grade: 6)
On a map of the world, locate Southeast Asia, the Indian Ocean, Australia, New Zealand, Antarctica, the major Pacific Islands, the Pacific Ocean, and the Coral Sea. On a map of Southeast Asia and Oceania, locate the Bay of Bengal, the South China Sea, the Great Victoria Desert, and the Great Barrier Reef. - History > 2.10 From Many, One (Grade: 2)
After reading or listening to a variety of true stories about individuals recognized for their achievements, describe and compare different ways people have achieved great distinction (e.g. scientific, professional, political, religious, commercial, military, athletic, or artistic). - Geography > 2.6 From Many, One (Grade: 2)
Explain the difference between a continent and a country and give examples of each. - Geography > 2.3 From Many, One (Grade: 2)
Locate the oceans of the world: the Arctic, Atlantic, Indian, Pacific, and Southern Oceans. - Geography > 2.1 From Many, One (Grade: 2)
On a map of the world, locate all of the continents: North America, South America, Europe, Asia, Africa, Australia, and Antarctica.
Shackleton's Antarctic Adventure
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Shackleton's Antarctic Adventure
Schedules
Remaining seats appear in parenthesis after event time.
June 10, 2010: 10:00 am (41)
