Glances on the Gulfside

Comparative Ecosystems, Marine and Barrier Island Ecology, Calusa Indian History

Cayo Costa Island, Florida

Explore and discover the natural wonders of Cayo Costa State Park on Florida’s Gulf Coast!

Journey to Florida’s west coast, arriving in Ft. Myers where student groups begin the exploration of Six Mile Cypress Slough Preserve. Hiking through the Cypress Slough, that catches and slowly filters rainwater on its way to Estero Bay, students observe a myriad of animals, such as otters, alligators, turtles, and wading birds that live in the slough year-round. Working in Journals, student groups document their observations and understand the importance of preserving and protecting the Six Mile Cypress Slough for future generations.

The adventure continues as students board the Tropic Star Ferry, an authentic “jungle queen” riverboat. Crossing Pine Island Sound, on the way to Cayo Costa, students look out for dolphins jumping in the ferry’s wake. On the island of Cayo Costa island, students board a tram to the campsite. Student groups set camp and head off to explore the miles of pristine beaches renowned for the abundance of shells. Bags filled with the oceans discarded treasures, students return to camp and identify their findings. In the evening around the campfire, students understand the importance of Native American culture. Pirate Lore songs, and delicious s’mores, a perfect end to a perfect day!

Continuing the field trip, student groups explore the surrounding islands by way of kayaks. Students kayak through mangrove channels discovering the abundant diversity of life surrounding a barrier island. Observe brightly colored sponges and tunicates on the prop roots of red mangrove trees, schools of fish swimming, and even the shy manatee feeding in dense seagrass meadows. At camp, students spend the afternoon at the beach swimming, discovering, and identifying the many of the invertebrates and shore birds that inhabit Cayo Costa beaches. At the beach, instructors facilitate a marine biology lecture and analyze water quality using scientific instruments. Student groups test their skills in an adventure race while traveling from clues indicative to island ecology to the finish line. Watch the sunset and discover if there is a flash of light as the sun falls below the horizon. At the beach campfire students participate in a vision quest experience, a very important Native American traditional rite of passage. Night hike through the trails on Cayo Costa exploring the rich history of the island while searching for nocturnal wildlife!

Early morning hike back to the beach to see what tidal treasures washed ashore during the night! Students beachcomb adding to their shell collection, return to camp, identify finds, curate shells, and make crafts with treasures found. Following the hike, students break camp and depart for the mainland.

Journey home with a better understanding of Florida’s Gulf Coast’s natural beauty and the wonders of Cayo Costa.

INSTRUCTORS ARE:

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…

Self-confidence
Self-reliance
Teamwork
Friendships
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
Transportation
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 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 Native Americans were able to utilize Florida’s unique barrier island systems throughout their history and discover how Sanibel Island has a unique past that includes the Calusa Indians and many other groups that have influenced and shaped its culture and natural environment
- 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 of native and exotic organisms through observation of Brazilian pepper, Australian pine trees, water hyacinth, etc. noting that they have adaptations specific to a certain geographic region and thinking about how this might impact different natural systems
- 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
- 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.
identify and understand Cayo Costa’s marine organisms, with a focus on gastropods and their structural functions and how these relate to behavior
- 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. 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 that the importance of mangrove trees lies in their adaptive ability to flourish in salt water systems where competition is minimized
- 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 impact individuals and group organizations have had on the preservation of the cypress slough
- 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.