Imax
Galapagos
Join marine biologist Dr. Carole Baldwin on a tour of one of the world's most intriguing natural environments: the Galapagos Islands. See in brilliant IMAX® clarity the volcanic archipelago's famous tortoises, sea lions, lizards and birds, and then dive beneath the ocean to find fantastic sea creatures, some of which were previously unidentified.
Using sophisticated equipment, including a massive wide-screen camera and a submersible vehicle, Dr. Baldwin captures close encounters with sinuous moray eels, spiraling schools of hammerhead sharks, and marine iguanas.
Narrated by Kenneth Branagh and scored by Mark Isham, this arresting underwater journey immerses viewers in the stark beauty of the Galapagos Islands.
| Format | Omni Film |
| Grades | 3 – 12 |
| Author | IMAX Corporation |
| Source/Publisher | Imax Corporation |
| Location | Omni Theater — Museum of Science, Boston |
| Website | Visit the Galapagos offical website |
| Media | OPEN VIDEO |
| Script | Galapagos_script.pdf |
| Reservation | Required at least two weeks in advance |
| Fee | $3 per person with Museum Exhibit Halls admission; $6 per person for Omni only |
Local Sponsor
Galapagos
+ View Detailed Standard Connections
Primary Connections:
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Life Science (Biology) > Characteristics of Plants and Animals (Grade: 3 – 5)
- Technology/Engineering > Engineering Design (Grade: 3 – 5)
- Life Science (Biology) > Adaptations of Living Things (Grade: 3 – 5)
- Life Science (Biology) > Adaptations of Living Things (Grade: 3 – 5)
- Life Science (Biology) > Plant Structures and Functions (Grade: 3 – 5)
National Science Education Standards (1996)
(National)
- Science in Personal and Social Perspectives > Changes in environments (Grade: K – 4)
- Science in Personal and Social Perspectives > Changes in environments (Grade: K – 4)
- Life Science > The characteristics of organisms (Grade: K – 4)
- Life Science > The characteristics of organisms (Grade: K – 4)
- Life Science > The characteristics of organisms (Grade: K – 4)
- Science as Inquiry > Understanding about scientific inquiry (Grade: K – 4)
- Science as Inquiry > Understanding about scientific inquiry (Grade: K – 4)
Secondary Connections:
National Science Education Standards (1996)
(National)
- Life Science > Life cycles of organisms (Grade: K – 4)
- Life Science > Organisms and environments (Grade: K – 4)
- Life Science > Organisms and environments (Grade: K – 4)
- Science and Technology > Understanding about science and technology (Grade: K – 4)
- History and Nature of Science > Science as a human endeavor (Grade: K – 4)
- History and Nature of Science > Science as a human endeavor (Grade: K – 4)
- History and Nature of Science > Science as a human endeavor (Grade: K – 4)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
- Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
- History and Nature of Science > Science as a human endeavor (Grade: K – 4)
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Technology/Engineering > Engineering Design (Grade: 3 – 5)
- Life Science (Biology) > Adaptations of Living Things (Grade: 3 – 5)
- Life Science (Biology) > Plant Structures and Functions (Grade: 3 – 5)
- Life Science (Biology) > Plant Structures and Functions (Grade: 3 – 5)
- Earth and Space Science > Earth's History (Grade: 3 – 5)
– View Concise Standard Connections
Primary Connections:
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Life Science (Biology) > 01 Characteristics of Plants and Animals (Grade: 3 – 5)
Classify plants and animals according to the physical characteristics that they share. - Technology/Engineering > 2.2 Engineering Design (Grade: 3 – 5)
Describe different ways in which a problem can be represented, e.g., sketches, diagrams, graphic organizers, and lists. - 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. - Life Science (Biology) > 06 Adaptations of Living Things (Grade: 3 – 5)
Give examples of how inherited characteristics may change over time as adaptations to changes in the environment that enable organisms to survive, e.g., shape of beak or feet, placement of eyes on head, length of neck, shape of teeth, color. - Life Science (Biology) > 05 Plant Structures and Functions (Grade: 3 – 5)
Differentiate between observed characteristics of plants and animals that are fully inherited (e.g., color of flower, shape of leaves, color of eyes, number of appendages) and characteristics that are affected by the climate or environment (e.g., browning of leaves due to too much sun, language spoken).
National Science Education Standards (1996)
(National)
- Science in Personal and Social Perspectives > Changes in environments (Grade: K – 4)
Some environmental changes occur slowly, and others occur rapidly. Students should understand the different consequences of changing environments in small increments over long periods as compared with changing environments in large increments over short periods. - Science in Personal and Social Perspectives > Changes in environments (Grade: K – 4)
Environments are the space, conditions, and factors that affect an individual's and a population's ability to survive and their quality of life. - Life Science > The characteristics of organisms (Grade: K – 4)
The behavior of individual organisms is influenced by internal cues (such as hunger) and by external cues (such as a change in the environment). Humans and other organisms have senses that help them detect internal and external cues. - Life Science > The characteristics of organisms (Grade: K – 4)
Each plant or animal has different structures that serve different functions in growth, survival, and reproduction. For example, humans have distinct body structures for walking, holding, seeing, and talking. - Life Science > The characteristics of organisms (Grade: K – 4)
Organisms have basic needs. For example, animals need air, water, and food; plants require air, water, nutrients, and light. Organisms can survive only in environments in which their needs can be met. The world has many different environments, and distinct environments support the life of different types of organisms. - Science as Inquiry > Understanding about scientific inquiry (Grade: K – 4)
Scientists make the results of their investigations public; they describe the investigations in ways that enable others to repeat the investigations. - Science as Inquiry > Understanding about scientific inquiry (Grade: K – 4)
Scientists develop explanations using observations (evidence) and what they already know about the world (scientific knowledge). Good explanations are based on evidence from investigations.
Secondary Connections:
National Science Education Standards (1996)
(National)
- Life Science > Life cycles of organisms (Grade: K – 4)
Many characteristics of an organism are inherited from the parents of the organism, but other characteristics result from an individual's interactions with the environment. Inherited characteristics include the color of flowers and the number of limbs of an animal. Other features, such as the ability to ride a bicycle, are learned through interactions with the environment and cannot be passed on to the next generation. - Life Science > Organisms and environments (Grade: K – 4)
An organism's patterns of behavior are related to the nature of that organism's environment, including the kinds and numbers of other organisms present, the availability of food and resources, and the physical characteristics of the environment. When the environment changes, some plants and animals survive and reproduce, and others die or move to new locations. - Life Science > Organisms and environments (Grade: K – 4)
All organisms cause changes in the environment where they live. Some of these changes are detrimental to the organism or other organisms, whereas others are beneficial. - Science and Technology > Understanding about science and technology (Grade: K – 4)
Tools help scientists make better observations, measurements, and equipment for investigations. They help scientists see, measure, and do things that they could not otherwise see, measure, and do. - History and Nature of Science > Science as a human endeavor (Grade: K – 4)
Science and technology have been practiced by people for a long time. - History and Nature of Science > Science as a human endeavor (Grade: K – 4)
Men and women have made a variety of contributions throughout the history of science and technology. - History and Nature of Science > Science as a human endeavor (Grade: K – 4)
Although men and women using scientific inquiry have learned much about the objects, events, and phenomena in nature, much more remains to be understood. Science will never be finished. - Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
Communicate investigations and explanations. - Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
Use data to construct a reasonable explanation. - Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
Employ simple equipment and tools to gather data and extend the senses. - Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
Plan and conduct a simple investigation. - Science as Inquiry > Abilities necessary to do scientific inquiry (Grade: K – 4)
Ask a question about objects, organisms, and events in the environment. - History and Nature of Science > Science as a human endeavor (Grade: K – 4)
Many people choose science as a career and devote their entire lives to studying it. Many people derive great pleasure from doing science.
MA Science and Technology/Engineering Framework (2006)
(Massachusetts)
- Technology/Engineering > 2.1 Engineering Design (Grade: 3 – 5)
Identify a problem that reflects the need for shelter, storage, or convenience. - Life Science (Biology) > 08 Adaptations of Living Things (Grade: 3 – 5)
Describe how organisms meet some of their needs in an environment by using behaviors (patterns of activities) in response to information (stimuli) received from the environment. Recognize that some animal behaviors are instinctive (e.g., turtles burying their eggs), and others are learned (e.g., humans building fires for warmth, chimpanzees learning how to use tools). - Life Science (Biology) > 03 Plant Structures and Functions (Grade: 3 – 5)
Recognize that plants and animals go through predictable life cycles that include birth, growth, development, reproduction, and death. - Life Science (Biology) > 02 Plant Structures and Functions (Grade: 3 – 5)
Identify the structures in plants (leaves, roots, flowers, stem, bark, wood) that are responsible for food production, support, water transport, reproduction, growth, and protection. - Earth and Space Science > 12 Earth's History (Grade: 3 – 5)
Give examples of how the surface of the earth changes due to slow processes such as erosion and weathering, and rapid processes such as landslides, volcanic eruptions, and earthquakes.
Galapagos
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Galapagos
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