Museum Station

BioTrek Curriculum for Museum Station

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The Biodiversity and Conservation Museum Station

From above the rainforest, museum exhibits tie the past with the present and link the far away with home.  This stop emphasizes the importance of environmental conservation for the older ages.  

A guide to the Biodiversity and Conservation Museum at BioTrek may be viewed for the following grades:

The standards that may be covered include:





Grade 6

Earth Sciences


Students know how to explain major features of California geology (including mountains, faults, volcanoes) in terms of plate tectonics.


Students know water running downhill is the dominant process in shaping the landscape, including California’s landscape.


Students know rivers and streams are dynamic systems that erode, transport sediment, change course, and flood their banks in natural and recurring patterns.


Students know beaches are dynamic systems in which the sand is supplied by rivers and moved along the coast by the action of waves.


Students know earthquakes, volcanic eruptions, landslides, and floods change human and wildlife habitats.

Life Sciences


Students know energy entering ecosystems as sunlight is transferred by producers into chemical energy through photosynthesis and then from organism to organism through food webs.


Students know matter is transferred over time from one organism to others in the food web and between organisms and the physical environment.


Students know the number and types of organisms an ecosystem can support depends on the resources available and on abiotic factors, such as quantities of light and water, a range of temperatures, and soil composition.

Science/Energy in Earth System


Students know the sun is the major source of energy for phenomena on Earth’s surface; it powers winds, ocean currents, and the water cycle.



Students know the utility of energy sources is determined by factors that are involved in converting these sources to useful forms and the consequences of the conversion process.


Students know different natural energy and material resources, including air, soil, rocks, minerals, petroleum, fresh water, wildlife, and forests, and know how to classify them as renewable or nonrenewable.

Grade 8

Life Sciences/ Chemistry


Students know that carbon, because of its ability to combine in many ways with itself and other elements, has a central role in the chemistry of living organisms.


Students know that living organisms are made of molecules consisting largely of carbon, hydrogen, nitrogen, oxygen, phosphorus, and sulfur.



Students know reactant atoms and molecules interact to form products with different chemical properties.

Grades 9-12



Students know biodiversity is the sum total of different kinds of organisms and is affected by alterations of habitats.


Students know how to analyze changes in an ecosystem resulting from changes in climate, human activity, introduction of nonnative species, or changes in population size.


Students know how water, carbon, and nitrogen cycle between abiotic resources and organic matter in the ecosystem and how oxygen cycles through photosynthesis and respiration.


Students know a vital part of an ecosystem is the stability of its producers and decomposers.


Students know at each link in a food web some energy is stored in newly made structures but much energy is dissipated into the environment as heat. This dissipation may be represented in an energy pyramid.

Earth Sciences/ Energy in Earth System


Students know the fate of incoming solar radiation in terms of reflection, absorption, and photosynthesis.


Students know how differential heating of Earth results in circulation patterns in the atmosphere and oceans that globally distribute the heat.


Students know properties of ocean water, such as temperature and salinity, can be used to explain the layered structure of the oceans, the generation of horizontal and vertical ocean currents, and the geographic distribution of marine organisms.


Students know rain forests and deserts on Earth are distributed in bands at specific latitudes.


Students know the interaction of wind patterns, ocean currents, and mountain ranges results in the global pattern of latitudinal bands of rain forests and deserts.


Students know weather (in the short run) and climate (in the long run) involve the transfer of energy into and out of the atmosphere.


Students know the effects on climate of latitude, elevation, topography, and proximity to large bodies of water and cold or warm ocean currents.


Students know how Earth’s climate has changed over time, corresponding to changes in Earth’s geography, atmospheric composition, and other factors, such as solar radiation and plate movement.

Earth Sciences/ Biogeochemical Cycles


Students know the carbon cycle of photosynthesis and respiration and the nitrogen cycle.


Students know the global carbon cycle: the different physical and chemical forms of carbon in the atmosphere, oceans, biomass, fossil fuels, and the movement of carbon among these reservoirs.

Earth Sciences/ Composition of Atmosphere


Students know the location of the ozone layer in the upper atmosphere, its role in absorbing ultraviolet radiation, and the way in which this layer varies both naturally and in response to human activities.

California Geology


Students know the resources of major economic importance in California and their relation to California’s geology.


Students know the importance of water to society, the origins of California’s fresh water, and the relationship between supply and need.

Biotrek is an education-based project that reaches out to K-12 and college students, and other community members, emphasizing the need to share knowledge, values and behaviors that support biological sustainability on a finite Earth.