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Educational Objectives For 1 Day Trips- Florida
EVERGLADES EXPLORATION EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 3-12
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.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena.
SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
- 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.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids.
SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence.
SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.
SC.4.P.8.2 Identify properties and common uses of water in each of its states.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.
SC.8.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.9.2 Differentiate between physical changes and chemical changes.
- 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 exotic species, like Melaleuca-
SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem-
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
- 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.3.N.1.4 Recognize the importance of communication among scientists.
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.
SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.
SS.3.E.1.3 Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.
SS.4.A.8.4 Explain how tourism affects Florida's economy and growth.
SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems
SS.4.E.1.2 Explain Florida's role in the national and international economy and conditions that attract businesses to the state.
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.
SS.912.C.2.4 Evaluate, take, and defend positions on issues that cause the government to balance the interests of individuals with the public good.
SS.912.C.2.8 Analyze the impact of citizen participation as a means of achieving political and social change.
SS.912.G.2.5 Use geographic terms and tools to analyze case studies of debates over how human actions modify a selected region.
SS.912.G.3.3 Use geographic terms and tools to explain differing perspectives on the use of renewable and non-renewable resources in Florida, the United States, and the world.
SS.912.G.5.2 Analyze case studies of how changes in the physical environment of a place can increase or diminish its capacity to support human activity.
SS.912.G.5.4 Analyze case studies of how humans impact the diversity and productivity of ecosystems.
- understand the history and cultural significance of the Miccosukee tribe, with a focus on their traditional relationship with the natural environment-
SS.3.G.2.6 Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area.
SS.3.G.3.2 Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.4.1 Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.4.2 Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.
SS.4.A.2.1 Compare Native American tribes in Florida.
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
SS.912.H.3.1 Analyze the effects of transportation, trade, communication, science, and technology on the preservation and diffusion of culture.
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SURFSIDE SAFARI EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 3-5
Students will:
- Learn the importance of recording data in a field journal, with an emphasis on using their own powers of scientific observation
SC.3.N.1.3 Keep records as appropriate, such as pictorial, written, or simple charts and graphs, of investigations conducted.
SC.3.N.1.7 Explain that empirical evidence is information, such as observations or measurements, that is used to help validate explanations of natural phenomena.
SC.3.N.1.1 Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.1 Raise questions about the natural world, use appropriate reference materials that support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
SC.4.N.1.4 Attempt reasonable answers to scientific questions and cite evidence in support.
SC.4.N.1.6 Keep records that describe observations made, carefully distinguishing actual observations from ideas and inferences about the observations.
SC.4.N.1.7 Recognize and explain that scientists base their explanations on evidence.
SC.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
- 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.3.N.1.2 Compare the observations made by different groups using the same tools and seek reasons to explain the differences across groups.
SC.3.P.8.1 Measure and compare temperatures of various samples of solids and liquids.
SC.3.N.3.1 Recognize that words in science can have different or more specific meanings than their use in everyday language; for example, energy, cell, heat/cold, and evidence.
SC.4.E.6.5 Investigate how technology and tools help to extend the ability of humans to observe very small things and very large things.
SC.4.N.1.2 Compare the observations made by different groups using multiple tools and seek reasons to explain the differences across groups.
SC.4.N.1.5 Compare the methods and results of investigations done by other classmates.
SC.4.P.8.2 Identify properties and common uses of water in each of its states.
SC.5.N.1.3 Recognize and explain the need for repeated experimental trials.
- Understand how Native Americans were able to utilize Florida’s unique barrier island systems throughout their history, how they taught the Spanish to use the available resources and discover how their use of certain plants and trees made a significant cultural contribution to the students’ own lives
SC.4.L.17.2 Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
SS.3.G.2.6 Investigate how people perceive places and regions differently by conducting interviews, mental mapping, and studying news, poems, legends, and songs about a region or area.
SS.3.G.3.2 Describe the natural resources in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.4.1 Explain how the environment influences settlement patterns in the United States, Canada, Mexico, and the Caribbean.
SS.3.G.4.2 Identify the cultures that have settled the United States, Canada, Mexico, and the Caribbean.
SS.4.A.2.1 Compare Native American tribes in Florida.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
- 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.3.N.1.6 Infer based on observation.
SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
- 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.3.L.17.2 Recognize that plants use energy from the Sun, air, and water to make their own food.
SC.3.L.14.1 Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.
SC.3.L.14.2 Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light and their roots grow downward in response to gravity.
SC.4.P.9.1 Identify some familiar changes in materials that result in other materials with different characteristics, such as decaying animal or plant matter, burning, rusting, and cooking.
- Understand the significance of human-made objects found on the beach and how human actions, including their own, can affect marine organisms
SC.4.L.16.3 Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.
- Identify and understand basic marine organisms and their unique structures, functions and environmental adaptations
SC.3.L.15.1 Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors.
SC.4.L.16.2 Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
- 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.3.N.1.5 Recognize that scientists question, discuss, and check each others' evidence and explanations.
SC.4.E.6.4 Describe the basic differences between physical weathering (breaking down of rock by wind, water, ice, temperature change, and plants) and erosion (movement of rock by gravity, wind, water, and ice).
SS.4.G.1.1 Identify physical features of Florida.
SS.4.G.1.3 Explain how weather impacts Florida.
- Understand that organisms and ecosystems are interconnected through examination of hardwood hammock, coastal and lagoon systems
SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.
- Understand why Hugh Taylor Birch made the purchase of the land and 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 what they can do in terms of conservation and that other people may choose to use the land differently
SC.3.N.1.4 Recognize the importance of communication among scientists.
SS.3.C.2.1 Identify group and individual actions of citizens that demonstrate civility, cooperation, volunteerism, and other civic virtues.
SS.3.E.1.3 Recognize that buyers and sellers interact to exchange goods and services through the use of trade or money.
SS.4.A.8.4 Explain how tourism affects Florida's economy and growth.
SS.4.C.2.2 Identify ways citizens work together to influence government and help solve community and state problems
SS.4.E.1.2 Explain Florida's role in the national and international economy and conditions that attract businesses to the state.
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
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ISLAND EXPLORATION EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-12
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.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
- 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.5.N.1.3 Recognize and explain the need for repeated experimental trials.
SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.
SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.
SC.8.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.9.2 Differentiate between physical changes and chemical changes.
- 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
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- 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.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
- identify and understand basic marine organisms and their unique structures and functions
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7 Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
- 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.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.
SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.
SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
- understand that organisms both within and between ecosystems are interconnected and how they are affected by natural weather patterns and changes, using the example of the hurricane that changed the salinity of the study area
SC.6.E.7.3 Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, and humidity and precipitation.
SC.6.E.7.7 Investigate how natural disasters have affected human life in Florida.
SC.6.E.7.8 Describe ways human beings protect themselves from hazardous weather and sun exposure.
SC.7.N.1.5 Describe the methods used in the pursuit of a scientific explanation as seen in different fields of science such as biology, geology, and physics.
- understand the impact individuals, group organizations and governments have had on the preservation of natural areas : Peanut and Munyon islands
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.7.C.3.14 Differentiate between local, state, and federal governments' obligations and services.
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DAY AT DICKINSON EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-12
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.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
SC.912.N.1.3 Recognize that the strength or usefulness of a scientific claim is evaluated through scientific argumentation, which depends on critical and logical thinking, and the active consideration of alternative scientific explanations to explain the data presented.
SC.912.N.1.6 Describe how scientific inferences are drawn from scientific observations and provide examples from the content being studied.
SC.912.N.2.4 Explain that scientific knowledge is both durable and robust and open to change. Scientific knowledge can change because it is often examined and re-examined by new investigations and scientific argumentation. Because of these frequent examinations, scientific knowledge becomes stronger, leading to its durability.
- 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.5.N.1.3 Recognize and explain the need for repeated experimental trials.
SC.5.E.7.2 Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.
SC.8.E.5.10 Assess how technology is essential to science for such purposes as access to outer space and other remote locations, sample collection, measurement, data collection and storage, computation, and communication of information.
SC.8.N.1.3 Use phrases such as "results support" or "fail to support" in science, understanding that science does not offer conclusive 'proof' of a knowledge claim.
SC.8.N.1.4 Explain how hypotheses are valuable if they lead to further investigations, even if they turn out not to be supported by the data.
SC.8.P.8.8 Identify basic examples of and compare and classify the properties of compounds, including acids, bases, and salts.
SC.8.P.9.2 Differentiate between physical changes and chemical changes.
- understand how events and personalities in Florida’s history, from Native Americans to Trapper Nelson and the Kitching family, have made multiple impacts (environmental, economic, etc.) on the area surrounding the Loxahatchee river
SS.5.A.2.2 Identify Native American tribes from different geographic regions of North America (cliff dwellers and Pueblo people of the desert Southwest, coastal tribes of the Pacific Northwest, nomadic nations of the Great Plains, woodland tribes east of the Mississippi River).
SS.6.E.1.3 Describe the following economic concepts as they relate to early civilization: scarcity, opportunity cost, supply and demand, barter, trade, productive resources (land, labor, capital, entrepreneurship).
SS.8.G.2.1 Identify the physical elements and the human elements that define and differentiate regions as relevant to American history.
-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
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- 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.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.912.L.15.13 Describe the conditions required for natural selection, including: overproduction of offspring, inherited variation, and the struggle to survive, which result in differential reproductive success.
- understand the importance of mangroves as the base of the food web and how they 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
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
SC.912.L.14.8 Explain alternation of generations in plants.
SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
- learn about the history and importance of cypress trees and that dead trees are an indication of an increase in salinity in this changing ecosystem and draw conclusions about the permanent impact of this increase
SC.5.L.15.1 Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.7.N.2.1 Identify an instance from the history of science in which scientific knowledge has changed when new evidence or new interpretations are encountered.
SS.5.G.3.1 Describe the impact that past natural events have had on human and physical environments in the United States through 1850.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.912.L.17.4 Describe changes in ecosystems resulting from seasonal variations, climate change and succession.
SC.912.L.17.8 Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species.
- 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.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.E.7.8 Explain how various atmospheric, oceanic, and hydrologic conditions in Florida have influenced and can influence human behavior, both individually and collectively.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
- 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.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.17.3 Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms.
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
-understand how erosion and weathering led to the landforms observed at Blowing Rocks
SC.6.E.6.1 Describe and give examples of ways in which Earth's surface is built up and torn down by physical and chemical weathering, erosion, and deposition.
SC.6.E.6.2 Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas, and lakes and relate these landforms as they apply to Florida.
SC.7.E.6.2 Identify the patterns within the rock cycle and relate them to surface events (weathering and erosion) and sub-surface events (plate tectonics and mountain building).
SC.7.L.15.1 Recognize that fossil evidence is consistent with the scientific theory of evolution that living things evolved from earlier species.
SC.912.E.6.2 Connect surface features to surface processes that are responsible for their formation.
SC.912.E.6.4 Analyze how specific geologic processes and features are expressed in Florida and elsewhere.
-recognize that the Earth’s magnetic force operates a compass and learn the basics of compass use
SC.6.P.13.1 Investigate and describe types of forces including contact forces and forces acting at a distance, such as electrical, magnetic, and gravitational.
SS.5.A.3.1 Describe technological developments that shaped European exploration.
SS.5.G.1.1 Interpret current and historical information using a variety of geographic tools.
SS.5.G.1.2 Use latitude and longitude to locate places.
SS.6.G.1.1 Use latitude and longitude coordinates to understand the relationship between people and places on the Earth.
SS.6.G.1.4 Utilize tools geographers use to study the world.
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SNORKELING SAFARI EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-8
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.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
SS.912.A.1.3 Utilize timelines to identify the time sequence of historical data.
- 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
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- 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.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
SC.912.L.14.8 Explain alternation of generations in plants.
SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
- 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 and how this relates to life in the mangrove estuary and ocean ecosystems, focusing on the interconnectedness of these ecosystems
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.
SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
- identify and understand basic marine organisms and their unique structures and functions and how these are related to environmental adaptations, with a focus on the coral reef
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7 Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
- 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.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.912.C.2.2 Evaluate the importance of political participation and civic participation.
KEY LARGO KAYAKING ADVENTURE EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-8
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.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
SS.912.A.1.3 Utilize timelines to identify the time sequence of historical data.
- 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
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- 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.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
SC.912.L.14.8 Explain alternation of generations in plants.
SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
- 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 and how this relates to life in the mangrove estuary and ocean ecosystems, focusing on the interconnectedness of these ecosystems
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.
SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
- identify and understand basic marine organisms and their unique structures and functions and how these are related to environmental adaptations, with a focus on the coral reef
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7 Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
- understand the impact individuals, cultures and group organizations have had on the preservation of natural areas through discussion of the greater history of the Florida Keys
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.912.C.2.2 Evaluate the importance of political participation and civic participation.
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KEY LARGO KAYAKING ADVENTURE EDUCATIONAL OBJECTIVES
Sunshine State Standards following grades 5-8
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.5.N.1.1 Define a problem, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types such as: systematic observations, experiments requiring the identification of variables, collecting and organizing data, interpreting data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.5.N.1.6 Recognize and explain the difference between personal opinion/interpretation and verified observation.
SC.5.N.2.1 Recognize and explain that science is grounded in empirical observations that are testable; explanation must always be linked with evidence.
SC.6.N.1.1 Define a problem from the sixth grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.6.N.1.4 Discuss, compare, and negotiate methods used, results obtained, and explanations among groups of students conducting the same investigation.
SC.7.N.1.1 Define a problem from the seventh grade curriculum, use appropriate reference materials to support scientific understanding, plan and carry out scientific investigation of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.7.N.1.6 Explain that empirical evidence is the cumulative body of observations of a natural phenomenon on which scientific explanations are based.
SC.8.N.1.1 Define a problem from the eighth grade curriculum using appropriate reference materials to support scientific understanding, plan and carry out scientific investigations of various types, such as systematic observations or experiments, identify variables, collect and organize data, interpret data in charts, tables, and graphics, analyze information, make predictions, and defend conclusions.
SC.8.N.1.6 Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
SS.8.G.6.2 Illustrate places and events in U.S. history through the use of narratives and graphic representations.
SS.912.A.1.3 Utilize timelines to identify the time sequence of historical data.
- 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
SC.6.N.2.3 Recognize that scientists who make contributions to scientific knowledge come from all kinds of backgrounds and possess varied talents, interests, and goals.
SC.7.L.17.3 Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.5.A.2.3 Compare cultural aspects of Native American tribes from different geographic regions of North America including but not limited to clothing, shelter, food, major beliefs and practices, music, art, and interactions with the environment.
SS.5.A.3.2 Investigate (nationality, sponsoring country, motives, dates and routes of travel, accomplishments) the European explorers.
SS.5.A.3.3 Describe interactions among Native Americans, Africans, English, French, Dutch, and Spanish for control of North America.
SS.5.A.4.1 Identify the economic, political and socio-cultural motivation for colonial settlement.
SS.5.E.2.1 Recognize the positive and negative effects of voluntary trade among Native Americans, European explorers, and colonists.
SS.6.G.2.6 Explain the concept of cultural diffusion, and identify the influences of different ancient cultures on one another.
SS.6.G.4.1 Explain how family and ethnic relationships influenced ancient cultures.
SS.7.G.2.3 Explain how major physical characteristics, natural resources, climate, and absolute and relative location have influenced settlement, economies, and inter-governmental relations in North America.
SS.8.A.2.5 Discuss the impact of colonial settlement on Native American populations.
- 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.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
SC.912.L.14.8 Explain alternation of generations in plants.
SC.912.L.14.10 Discuss the relationship between the evolution of land plants and their anatomy.
SC.912.L.17.2 Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity, and temperature.
SC.912.L.17.9 Use a food web to identify and distinguish producers, consumers, and decomposers. Explain the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
- understand the predictability and logistics behind the KLOE system, with a focus on the Everglades as a natural and interrupted ecosystem
SC.7.E.6.6 Identify the impact that humans have had on Earth, such as deforestation, urbanization, desertification, erosion, air and water quality, changing the flow of water.
SC.8.N.4.1 Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
SS.8.G.5.2 Describe the impact of human modifications on the physical environment and ecosystems of the United States throughout history.
SC.912.L.17.19 Describe how different natural resources are produced and how their rates of use and renewal limit availability.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
SS.912.G.5.6 Analyze case studies to predict how a change to an environmental factor can affect an ecosystem.
SC.912.L.17.20 Predict the impact of individuals on environmental systems and examine how human lifestyles affect sustainability.
- 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 and how this relates to life in the mangrove estuary and ocean ecosystems, focusing on the interconnectedness of these ecosystems
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.6.G.3.2 Analyze the impact of human populations on the ancient world's ecosystems.
SC.8.N.4.2 Explain how political, social, and economic concerns can affect science, and vice versa.
SS.8.G.5.1 Describe human dependence on the physical environment and natural resources to satisfy basic needs in local environments in the United States.
SC.912.L.17.11 Evaluate the costs and benefits of renewable and nonrenewable resources, such as water, energy, fossil fuels, wildlife, and forests.
SC.912.L.17.12 Discuss the political, social, and environmental consequences of sustainable use of land.
SC.912.L.17.13 Discuss the need for adequate monitoring of environmental parameters when making policy decisions.
SC.912.L.17.15 Discuss the effects of technology on environmental quality.
SC.912.L.17.16 Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion, and surface and groundwater pollution.
SC.912.L.17.18 Describe how human population size and resource use relate to environmental quality.
SC.912.N.4.2 Weigh the merits of alternative strategies for solving a specific societal problem by comparing a number of different costs and benefits, such as human, economic, and environmental.
- identify and understand basic marine organisms and their unique structures and functions and how these are related to environmental adaptations, with a focus on the coral reef
SC.5.L.14.2 Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support -- some with internal skeletons others with exoskeletons -- while some plants have stems for support.
SC.5.L.17.1 Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
SC.6.L.15.1 Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.
SC.7.L.16.1 Understand and explain that every organism requires a set of instructions that specifies its traits, that this hereditary information (DNA) contains genes located in the chromosomes of each cell, and that heredity is the passage of these instructions from one generation to another.
SC.7.L.15.2 Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
SC.7.L.15.3 Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species.
SC.912.L.15.7 Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla, and chordate classes using typical examples.
SC.912.L.17.6 Compare and contrast the relationships among organisms, including predation, parasitism, competition, commensalism, and mutualism.
SC.912.L.17.7 Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems.
- understand that leaf litter in mangrove estuary decomposes to release nutrients vital to the growth of the juvenile marine creatures living there
SC.7.L.17.1 Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
SC.7.L.17.2 Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism.
SC.8.L.18.1 Describe and investigate the process of photosynthesis, such as the roles of light, carbon dioxide, water and chlorophyll; production of food; release of oxygen.
- understand the impact individuals, cultures and group organizations have had on the preservation of natural areas through discussion of the greater history of the Florida Keys
SS.5.C.2.5 Identify ways good citizens go beyond basic civic and political responsibilities to improve government and society.
SS.912.C.2.2 Evaluate the importance of political participation and civic participation.
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