South Florida Field Trips- Educational Objectives For 1 Day Trips From Build-A-Field Trip.

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Educational Objectives For 1 Day Trips

SURFSIDE SAFARI EDUCATIONAL OBJECTIVES GRADES 3-5
Codes in brackets indicate specific standard and/or benchmark addressed by objective

Students will:

- Learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation (SC.H.1.2.1-4)

- Learn the importance of conducting water testing using a variety of measuring tools, understand how to use these tools and begin to interpret the results (SC.A.1.2.1)

- Understand how Native Americans were able to utilize Florida’s unique barrier island systems throughout their history and discover how their use of certain plants and trees made a significant cultural contribution to the students’ own lives (SS.A.6.2.2&6)

- Understand the concept of native and exotic organisms through observation of Australian pines, water hyacinth, etc. in the lagoon and hardwood trees in the hammock, noting that they have adaptations specific to a certain geographic region (SC.G.1.2.2)

- Understand that leaf litter in the hammock and lagoon decomposes to release nutrients for the surrounding trees and their shallow, visible root systems in the hardwood hammock allow for better nutrient and water absorption (SC.G.1.2.4)

- Understand the significance of human-made objects found on the beach and how human actions, including their own, can affect marine organisms (SC.D.2.2)

- Identify and understand basic marine organisms and their unique structures and functions (SC.F.1.2.3&4)

- Learn that human attempts to prevent beach erosion to protect oceanfront objectives are in conflict with the natural processes that are constantly reshaping barrier island systems (SC.D.1.2.4)

- Understand that organisms both within and between ecosystems are interconnected through examination of hardwood hammock, coastal and lagoon systems (SC.G.1.2.1)

- Appreciate the importance of having the information and natural experience contained within this park- the “old Florida”- in the middle of an urban center, understanding that many would choose to use the land differently (SS.D.1.2)

- Express their impression of the day in story form (LA.B.2.2.1)

ISLAND EXPLORATION EDUCATIONAL OBJECTIVES GRADES 3-5
Codes in brackets indicate specific standard and/or benchmark addressed by objective

Students will:

- learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation (SC.H.1.2.1-4)

- understand how Native Americans were able to utilize Florida’s unique barrier island systems throughout their history and discover how their use of certain plants and trees made a significant cultural contribution to the students’ own lives (SS.A.6.2.2&6)

- understand the concept of native and exotic organisms through observation of Australian pines, noting that they have adaptations specific to a certain geographic region (SC.G.1.2.2)

- identify and understand basic marine organisms and their unique structures and functions (SC.F.1.2.3&4)

- learn that human attempts to prevent beach erosion to protect oceanfront properties are in conflict with the natural processes that are constantly reshaping barrier island systems (SC.D.1.2.4)

- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there (SC.G.1.2.4)

- understand that organisms both within and between ecosystems are interconnected through examination of coastal hammock, mangrove estuary and ocean systems (SC.G.1.2.1)

- understand the impact individuals and group organizations have had on the preservation of natural areas : Peanut and Munyon islands (SS.D.1.2)

ISLAND EXPLORATION EDUCATIONAL OBJECTIVES GRADES 6-8
Codes in brackets indicate specific standard and/or benchmark addressed by objective

Students will:

- learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation while working in a group comparing and contrasting data collected (SC.H.1.3.1,4,7)

- understand the concept of native and exotic organisms through observation of Australian pines, noting that they have adaptations specific to a certain geographic region (SC.G.1.3.2)

- identify and understand basic marine organisms and their unique structures and functions (SC.F.1.3.1,7)

- learn that human attempts to prevent beach erosion to protect oceanfront properties are in conflict with the natural processes that are constantly reshaping barrier island systems (SC.D.1.3.1,3)

- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there (SC.G.1.3.4)

- understand that organisms both within and between ecosystems are interconnected through examination of coastal hammock, mangrove estuary and ocean systems (SC.G.1.3.4)

DAY AT DICKINSON EDUCATIONAL OBJECTIVES GRADES 3-5
Codes in brackets indicate specific standard and/or benchmark addressed by objective

Students will:

- learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation while working in a group (SC.H.1.2.1-4)

- learn the importance of conducting water testing using a variety of measuring tools, understand how to use these tools and begin to interpret the results (SC.A.1.2.1)

- understand how events and personalities in Florida’s history have made an impact on the area surrounding the Loxahatchee river, from Native Americans to Trapper Nelson and the Kitching family (SS.A.6.2.2,3,6)

- learn how Europeans arriving by boat affected Native American populations living in this part of Florida and how both groups used their knowledge to shape each other and the land (SS.B.1.2.4)

- understand that characteristics of flora and fauna observed in the scrub habitat enable the organisms to survive in this ancient and inhospitable place and these specific adaptations have been inherited over many generations (SC.F.2.2.1)

- understand that mangroves are able to become dominant in areas of salt water because of a lack of competition for the resources in these areas (SC.G.2.2.1)

- learn that dead cypress trees are an indication of an increase in salinity in this changing ecosystem (SC.G.2.2.3)

- understand the link between increased salinity in the river and human consumption of fresh water (SC.D.2.2.1)

- learn that organisms living in a intertidal zone have a variety of specific adaptations that allow them thrive in an area of variable temperature, salinity, stability, etc. (SC.G.1.2.7)

- understand the force and predictability of tides and how they affect phenomena observed at Blowing Rocks and on the Loxahatchee River (SC.H.2.2.1)

- recognize that the Earth’s magnetic force operates a compass and learn the basics of compass use (SC.C.2.2.1)

DAY AT DICKINSON EDUCATIONAL OBJECTIVES GRADES 6-8
Codes in brackets indicate specific standard and/or benchmark addressed by objective

Students will:

- learn the importance of recording data in a field journal, with an emphasis on the value of each person’s contribution to the total body of scientific observations and the effort to compare and contrast their findings with those of other students (SC.H.1.3.1,4,7)

- learn the importance of conducting water testing, understand density, salinity, temperature, turbidity and pH and how these are measured and compare, and interpret the results of their investigations (SC.A.1.3.1)

- learn how Europeans arriving by boat affected Native American populations living in this part of Florida and how both groups used their knowledge to shape each other and the land (SS.B.1.3.4)

- understand that characteristics of flora and fauna observed in the scrub habitat enable the organisms to survive in this ancient and inhospitable place and these specific adaptations have been genetically inherited over many generations for millions of years (SC.F.2.3.2&3), (SC.G.1.3.2)

- understand that mangroves are able to become dominant in areas of increased salt in the water because of a lack of competition for the resources in these areas and learn that dead cypress trees are an indication of an increase in salinity in this changing ecosystem and draw conclusions about the permanent impact of this increase (SC.G.2.3.3)

- understand that the reduction of fresh water in Kitching Creek affects life outside of that system (SC.D.1.3.3)

- understand the link between increased salinity in the river and human consumption of fresh water, realizing that many decisions, from those of early settlers to politicians to their own, have led to the current situation (SC.D.2.3.2), (SC.G.2.3.4), (SS.A.6.3.5)

- learn that organisms living in a intertidal zone have a variety of specific adaptations that allow them thrive in an area of variable temperature, salinity, stability, etc. (SC.G.1.3.2)

- understand the force and predictability of tides and how they affect phenomena observed at Blowing Rocks and on the Loxahatchee River (SC.H.2.3.1)

- recognize that the Earth’s magnetic force operates a compass and learn the basics of compass use (SC.C.2.3.1)

SNORKELING SAFARI EDUCATIONAL OBJECTIVES GRADES 3-5
Codes in brackets indicate specific standard and/or benchmark addressed by objective

Students will:

- learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation (SC.H.1.2.1-4)

- understand the concept that the presence of certain trees are an indication of events that are occurring, noting that they have adaptations that allow them to live in certain areas, with a focus on the salt-water adaptations of the mangroves (SC.G.1.2.2)

- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem (SC.H.2.2.1)

- understand the significance of human actions, including their own, in the protection of natural resources such as water and its pollution and redirection in the Everglades area (SC.D.2.2)

- identify and understand basic marine organisms and their unique structures and functions (SC.F.1.2.3&4)

- learn that human attempts to protect oceanfront properties are often in conflict with the natural processes, for example, hurricanes, that are constantly affecting island systems (SC.D.1.2.4)

- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there (SC.G.1.2.4)

- understand that organisms both within and between ecosystems are interconnected through examination of Everglades, mangrove estuary and ocean systems (SC.G.1.2.1)

- understand the impact individuals and group organizations have had on the preservation of natural areas through discussion of John Pennekamp (SS.D.1.2)

SNORKELING SAFARI EDUCATIONAL OBJECTIVES GRADES 6-8
Codes in brackets indicate specific standard and/or benchmark addressed by objective

Students will:

- learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation (SC.H.1.3.4)

- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem (SC.H.2.3.1)

- understand the significance of human actions, including their own, in the protection of natural resources such as water and its pollution and redirection in the Everglades area (SC.D.2.3.2)

- identify and understand basic marine organisms and their unique structures and functions and how these are related to environment (SC.F.1.3.7)

- learn that human attempts to protect oceanfront properties are often in conflict with the natural processes, for example, hurricanes, that are constantly affecting island systems (SC.D.1.3.1)

- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there (SC.G.1.3.4)

- understand that organisms both within and between ecosystems are interconnected through examination of Everglades, mangrove estuary and ocean systems, with emphasis on the human element in these systems (SC.G.2.3.2-4)

- understand the impact individuals, cultures and group organizations have had on the preservation of natural areas through discussion of John Pennekamp and the greater history of the Florida Keys (SS.D.1.3, SS.A.6.3.4)

KEY LARGO KAYAKING ADVENTURE EDUCATIONAL OBJECTIVES GRADES 3-5
Codes in brackets indicate specific standard and/or benchmark addressed by objective