Florida Keys Adventure

Mangrove, Seagrass, Marine Ecology, and Coral Reef Diversity

Key Largo, Florida

Explore Key Largo and the Middle Florida Keys!

The field trip begins with instructors introducing students to the dynamic ecosystems that make up the Florida Keys. Working in journals, students orient themselves on the topics discussed over the course of the trip.

Arrive at John Pennekamp Coral Reef State Park in Key Largo. With snorkel gear in hand, students snorkel the wonderous Mangrove and Seagrass communities. Experience the rare underwater view of an estuary while snorkeling near mangrove roots and over protected seagrass communities. Providing food for large number of herbivores such as manatees and sea turtles, as well as for the smallest of organisms that act as decomposers, students begin to understand the importance of seagrass communities. Snorkel over seagrass in search of stingrays, crabs, lobsters, shrimp, and countless fish species that live in this wonderful habitat. At Dolphins Plus Bayside, students participate in a hands-on Invertebrate Touch Tank, an opportunity to examine up close the local marine flora and fauna that call Florida Bay home. At the Squid Dissection Lab, student groups examine the unique soft bodied mollusks that evolved to adopt a predatory lifestyle. Discover the importance of these animals and their relationship to the food chain, including many marine mammals. Evening exploration brings students to the star gazing astronomy presentation before heading to comfortable hotel rooms resting for the next day’s Florida Keys adventure.

In Key Largo, students begin their kayak adventure exploring the estuarine ecosystem. Groups 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. Student groups are provided with the educational opportunity to better understand the conservation efforts between human activities and estuary communities. Student groups travel to Islamorada, arriving at Robbie’s Marina to feed the famous-giant Tarpons that peacefully swim around the docks waiting for a snack. Continuing with the adventure, groups arrive at Crane Point Museum, Nature Trails and Historic Site in Marathon. Students explore one of the few remaining sub-tropical thatch palm hammocks in North America and discover the Adderley Historic site. The Adderley house, made of tabby, is the oldest house in the Keys outside of Key West. Explore how these early pioneers from the Bahamas lived in the keys in the late 1890’s. While at Crane Point, students learn about wild birds at the site’s Wild Bird Center. At the hotel, working in journals, student groups better prepare for snorkeling, with an educational Coral Reef Ecology and Fish Identification class.

Entering John Pennekamp Coral Reef State Park, the first underwater park in the United States, students get ready for a snorkeling adventure. Student groups snorkel in the clear blue waters of the Florida Keys National Marine Sanctuary identifying a variety of corals and associated marine life. Snorkelers dive down to get a closer look at snappers, hogfish, groupers, queen angelfish, parrotfish, and the elusive spotted eel, while discovering the many different species of hard and soft corals. Continue the field trip with the History of the Florida Keys, from Key Largo to Key West. Final stop at the famed “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.

Journey home with a better understanding of the Everglades, marine and mangrove ecology, and the ever-changing dynamics of conservation in the Florida Keys!

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 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.
  
  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. 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.
understand how Native Americans and early European settlers were able to utilize Florida’s unique barrier island systems throughout history
- 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 how the culture and dynamic history of Key West has been shaped historically through trade, settlement and other factors
- 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.
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 basic dolphin anatomy, its unique structures and functions, and dolphin behavior how these are related to environmental issues
- 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 organisms both within and between ecosystems are interconnected through examination of Everglades, mangrove estuary and ocean systems, with emphasis on the human element in these systems
- SC.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 basics of astronomy including the changes that occur in the organization of the solar system seasonally
- SC.8.E.5.1 Recognize that there are enormous distances between objects in space and apply our knowledge of light and space travel to understand this distance.
  
  SC.8.E.5.2 Recognize that the universe contains many billions of galaxies and that each galaxy contains many billions of stars.
  
  SC.8.E.5.3 Distinguish the hierarchical relationships between planets and other astronomical bodies relative to solar system, galaxy, and universe, including distance, size, and composition.
  
  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.