Snorkel and Kayak Adventure
While traveling down to the Florida Keys students discuss the dynamics of Kissimmee River–Lake Okeechobee-Everglades (KLOE) watershed system. Focusing on the changing salinity of Florida Bay and delicate balance between the Everglades, undoubtedly made famous by Marjorie Stoneman Douglas author of The River of Grass, and the Florida Keys. Students observe the historical human impact in the southern Everglades by observing encroaching mangrove trees into the freshwater ecosystem. Working in journals, students observe the transition to Mangrove and Seagrass ecology, and learn about the physical adaptations of these trees and plants.
In Key Largo, students begin their kayak adventure exploring the estuarine ecosystem. Paddle through mangrove tunnels and observe submerged seagrass habitats, home to a rich and diverse assemblage of animals. Through the calm nutrient rich waters of the estuary, view, sponges, algae, corals, snappers, stingrays, and even the occasional small bonnet head shark. Migratory and residential birds can be seen roosting in mangrove trees and feeding in tidal seagrass beds. In addition, student groups are provided with the educational opportunity to better understand the conservation efforts between human activities and estuary communities.
Next, entering John Pennekamp Coral Reef State Park, the first underwater park in United States, students get ready for their snorkeling adventure. Board the 49-passenger boat, traveling through mangrove channels head out Florida Reef, the only barrier reef in North America and the third largest coral barrier reef in the world. Student groups snorkel in the clear blue waters of the Florida Keys National Marine Sanctuary identifying a variety of corals and associated marine life. While snorkeling, students dive down to get a closer look at snappers, hogfish, groupers, queen angelfish, parrotfish, and the elusive spotted eel. Certainly, students discover many different species of hard and soft corals living in and around the reef. Furthermore, students are able to observe the work of marine scientists that have created elkhorn and staghorn coral nurseries in hopes of preserving these endangered corals. In addition, students discuss the vulnerability of the coral reefs worldwide and discover the importance of conservation efforts to save these fragile ecosystems.
The field trip continues with the History of the Florida Keys, from Key Largo to Key West, while traveling to the famous “Robert is Here” local fruit stand in Homestead. This family owned and operated farm has hundreds of different types of fruits, mostly grown locally, and famous fruit smoothies made fresh on site.
Finally, students journey home with a better understanding of the Everglades, coral reef diversity, mangrove ecology, and the ever-changing dynamics of conservation in the Florida Keys.
- Experienced and professional
- Required to complete an intensive on-site training program
- Present the program material in a way that makes it come to life
- Lifeguard, First Aid and CPR certified
- FDLE and FBI Level 2 Background Checked
- ASAP-Camp Safety Certified
OUR PROGRAMS BUILD…
- Leadership skills
- A “can do” attitude
OUR FIELD TRIPS INCLUDE:
- Certified instructors
- All meals and snacks-full day and overnight trips
- Activity fees
- All equipment
- Educational journals
- Bus activities
- Accommodations-overnight trips
FLEXIBILITY AND CUSTOMIZATION:
- Each trip is carefully planned to provide an educational and memorable experience
- All programs can be custom tailored to meet your school’s individual needs
- Level of instruction varies based on grade level.
- All programs are taught using a fun, interdisciplinary and hands-on approach
- Local history is incorporated into the learning experience
- Scholarships available so no student gets left behind
Florida State Standards following Grades 6-12
- 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.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.
- 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.
- 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.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.
- 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.
- 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.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.
- SC.4.L.17.1 Compare the seasonal changes in Florida plants and animals to those in other regions of the country.
- 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.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.
- 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.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.
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.
- SC.4.L.17.4 Recognize ways plants and animals, including humans, can impact the environment.
- understand the history and cultural significance of the Seminole tribe, with a focus on their traditional relationship with the natural environment
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.
- SS.4.A.2.1 Compare Native American tribes in Florida.
Field Trip Pricing
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Instruction, activities, equipment, lunch, snacks, and coach transportation
Student Educational Field Trip in Key Largo, Florida
- Estuary and Everglades Dynamics
- Key Largo Kayaking
- Mangrove, Seagrass, and Coral Reef Ecology
- John Pennekamp snorkeling
- Robert is Here Fruit Stand