Thinking Sustainably (Grades 7-10, Ages 12-15)

Duration 75 minutes
Child, Youth, Student and Senior $ 9.00
Adult $12.00

*  Please see booking information for more details.

Humans, along with other living things on the planet, depend on biodiversity for our basic needs. At the same time, biodiversity, the variety of living things and ecosystems, is being lost at a rapid rate. Using the collections to help frame our thinking, we will explore multiple perspectives on biodiversity conservation and actions we can take to ensure biodiversity continues to flourish. We will create a collaborative mural for your classroom showcasing the glass sponge reef ecosystem and the many connections to species, other ecosystems, and humans.

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Targeted Curriculum

Social Awareness and Responsibility:

  • Social Awareness and Responsibility involve the awareness, understanding, and appreciation of connections among people, including between people and the natural environment. Social Awareness and Responsibility focus on interacting with others and the natural world in respectful and caring ways.
  • People who are socially aware and responsible contribute to the well-being of their social and physical environments. They support the development of welcoming and inclusive communities, where people feel safe and have a sense of belonging.
  • A socially aware and responsible individual contributes positively to their family, community, and environment; empathizes with others and appreciates their perspectives; resolves problems peacefully, and develops and sustains healthy relationships.

Critical Thinking and Reflective Thinking:

  • A set of abilities that students use to examine their own thinking and that of others. This involves making judgments based on reasoning, where students consider options, analyze options using specific criteria, and draw conclusions.
  • People who think critically and reflectively are analytical and investigative, willing to question and challenge their own thoughts, ideas, and assumptions and challenge those of others.
  • They reflect on the information they receive through observation, experience, and other forms of communication to solve problems, design products, understand events, and address issues.
  • A critical thinker uses their ideas, experiences, and reflections to set goals, make judgments, and refine their thinking.


We encourage you to plan to arrive early and/or stay late after your program is finished, so you can explore the museum collections more fully. We have a wide variety of educator resources to support you before, during, and after your visit. Here are some suggested ways to frame your exploration:

Before your visit:

At the museum:

After your visit:

Accessibility notes

We will move around the museum which is equipped with level concrete flooring and ramps. There are no lips or steps to get to all program areas. Some spaces in the museum are dark and/or narrow but can fit a wheelchair easily. Expect to spend some time walking, standing, and sitting. Students may work in pairs, small groups, or as a large group. Activities may incorporate drawing or writing, touching real museum specimens, and discussions. Read more about accessibility in the museum here. We will ensure we get all group members to participate in a way that works for them. Let us know how we can meet the access needs of your group!