O.C.E.A.N. book: a teachers resource guide Dade - Broward

[From the U.S. Government Printing Office, www.gpo.gov]

Oceanographic
Cultural
Environmental
Activity Notebook

TEACHER IN-SERVICE WORKSHOP
AND
CURRICULUM WRITING PROGRAM

"THE O.C.E.A.N. BOOK:
A TEACHER'S RESOURCE GUIDE"

Dade -Broward-Palm Beach
Middle School Program
1 October 1993 - 30 September 1994

Funded by
The State of Florida
Florida Coastal Management Program
Department of Community Affairs
as a Subgrant Awarded by
N. 0. A. A.
National Oceanic and Atmospheric Administration

Administered and Published by
Pine Jog Environmental Education Center
at Florida Atlantic University
A Self-Supporting Unit Within the College of Education

TASK 3.1.01

Oceanographic
Cultural
Environmental
Activity. Notebook

TEACHER IN-SERVICE WORKSHOP
AND
CURRICULUM WRITING PROGRAM
"THE[O.C.E.A.N. BOOK:
A TEACHER'S RESOURCE GUIDE"

Dade -Broward-Palm Beach
Middle School Program
1 October 30 September 1994

Funded by
The State of Florida
Florida Coastal Management Program
Department of Community Affairs
as a Subgrant A@warded by
N.O.A.A.
National Oceanic and Atmospheric Administration

Administered and Published by
Pine Jog Environmental Education Center
at Florida Atlantic University
A Self-Supporting Unit Within the College of Education

Millions of Florida residents live in communities on or near the coast. The impact from
population density on the extensive Florida coastline reflects escalating threats as
development, recreation and waste disposal activities increase, often in conflict with
long-term natural processes.

By educating teachers of grades 6-8, the O.C.E.A.N. curriculum can be incorporated
into middle school instruction to create "Marine Literate Students". The objective of
the O.C.E.A.N. Project was to equip classroom teachers to teach students how to
become knowledgeable about the marine environment. Young people must develop
an information base in order for them to make the ecologically and sociologically
sound choices necessary to protect and maintain the world of water all around them.

It is our hope that this educational pro'ect has generated a curriculum guide which will
J
meet the needs of teachers throughout South Florida. The teaching materials
contained in this guide are both laboratory-oriented and field-based. Most of the
activities and field experiences have been designed to lead student action-oriented
involvement by students.

This Teacher's Guide is the result of a team effort of project staff and teachers from
Dade, Broward, and Palm Beach Counties. The fifty-two teachers from the Tri-County
area made significant contributions to the overall interdisciplinary character of this @. '."
guide. Although an effort was made to standardize the overall format of the contents,.
within the four modules, the integrity of individual contributions was maintained.
Congratulations to 'all the teachers and project personnel who contributed to this
teaching resource. Many thanks for a job well done.

Joyce B. Taylor Kathryn Jones
R. Duncan Mathewson III Patricia Welch

OCEANOGRAP HIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED By PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED By THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOJLA. - HATW44L C`CEANIC AND ATMOSPHERIC ADWUMTRATION

The O.C.E.A.N. Book:
A Teacher's Resource Guide
Project Staff:
Patricia Welch, Principle Investigator,
Executive Director - Pine Jog Environmental Education Center
Kathryn R. Jones, Project Manager, Science Education 113pecialist
Joyce B. Taylor, Curriculum Specialist
R. Duncan Mathewson, III, (Durriculum Specialist
Rita Adamo, Secretary
Martha Pasley, Secretary
Arlene Rowold, Editing Secretary

Contributing Authors:
Kathleen Ailspaw Priscilla Larder
Rose Marie Bailey Millard Lightburn
Greg Berton Eileen Lilley-Broas
Jo Ann Berton Sherry Little
Claudia Bostwick Barbara Lynch
Deborah Bowen Rebecca Mazzerella
Helena Brierton R. Duncan Mathewson, III
Alan Burke Mary McClinton
Kathy Kwoka Cable Betsy Merriam
Ronald Cardonick Amy Morgan
Al Cumberbatch Dee Nix
Jocelyn David Debbie Parrot
Sylvia A. Earle Gregory Pluim
Sharron Ellis Mary Lou Raulerson
Steven Fink Luke Ross
Larry Floyd Arlene Rowold
Stacy Gammella Kathleen Ruse
Fred Gold Eric Samuel
Maria Hanrahan Don Stone
Sharon Johnson Joyce B. Taylor
Kathryn R. Jones Patricia Welch
David Kendall Mindy Wert
Mark Williams

Compillation and Editing: Kathryn R. Jones, R. Duncan Mathewson, 111, Arlene
Rowold, Joyce B. Taylor, and Patricia Welch

Artwork: Kathryn, Allyson, and Robbie Jones

Pine Jog
A Center for Environm*ntal Education
6301 Summft Boulevard
West Palm Beach, Florida 33415

THE O.C.E.A.N. BOOK
A TEACHERS RES"POURCE GUIDE

COME ON IN - THE WATER'S GREAT

"IN CELEBRATION OF INNER SPACE" - Dr. Sylvia Earle

1. MARINE - OCEAN ENVIRONMENTS

1. TROPICAL MARINE BIOLOGY 1- 1-1

2. HOW DO WE KNOW THE OCEAN? 1-2-1

3. LIFE STYLES OF SEA ORGANISMS 1-3-1

4. CAN YOU IDENTIFY FLORIDA'S SALTWATER FISH? 1-4-1

5. FRIEND OR FOE? 1-5-1

11. MANGROVE ESTUARINE ENVIRONMENTS

6. WHAT ROLE DO MANGROVES PLAY IN SOUTH
FLORIDA'S ECOSYSTEM? 11-6-1

7. MANGROVE ECOLOGY - A MULTICULTURAL PERSPECTIVE 11-7-1

8. MANGROVE METROPOLIS 11-8-1

9. A TASTE OF SALT 11- 9-1.

Ill. AQUATIC WETILAND ENVIRONMENTS

10. HOW IMPORTANT IS SOUTH FLORIDA'S .7
FRESHWATER SUPPLY? 111-10-1

11. HOW DO VARIOUS PHOTOSYNTHETIC MICROORGANISMS
LIVE AT DIFFERENT LEVELS OF SEDIMENT AND MUD? 111-11-1

12. FIELD INVESTIGATION OF SOUTH FLORIDA'S PLANTS 111-12-1

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

13. THE EVERGLADES: ITS PAST, PRESENT AND FUTURE 111-13-1

14. FRESHWATER ECOSYSTEMS: WHAT ARE THE LIVING
AND NON-LIVING FACTORS OF A FRESHWATER
ECOSYSTEM? 111-14-1

15. ECOSYSTEM INTERACTIONS: HOW DO ORGANISMS
INTERACT IN AN ECOSYSTEM? 111-15-1

16. THE. WATER TABLE AND FLOODING 111-16-1

17. FLORIDA'S GREATEST WETLANDS: THE EVERGLADES 111-17-1

IV. CULTURAL ECOLOGY

18. THE HISTORY OF DEERFIELD ISLAND PARK IV - 18-1

19. TREASURE HUNT JV - 19-1

20. SEMINOLE BURIAL GROUNDS IV - 20-1

21. YOUR OPINION PLEASE IV - 21-1

V. APPENDIX

FIELD TRIP EXPERIENCES

PINE JOG ENVIRONMENTAL EDUCATION CENTER

OCEANOGRAPFJC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY MOAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

COME ON IN - THE WATERS GREAT 1

Have you ever had "one of those days" that was about as periect as possible, a
day when everything just clicked, and wonderful things happened to you without your
trying to make them occur? Most of us have had a day like that every now and then.
Well, yesterday was MY DAY!
Over the last fifteen years or so, I have taken many weekend inservice
workshops for science teachers. I have done this on my personal time for various
reasons: for points, to "fill up my bucket" or when I felt I was getting a little stale in
the classroom. Best of all, I always meet new people and have some fun "playing
science" with my peers. I usually acquire a few pearls of wisdom to take home for my
investment of time and effort. Maybe',, I learn a new skill, obtain some knowledge or
insight I did not have, acquire a scieribe "toy" to take back to my kids or just find a
reason to feel good about having decided to go into teaching some thirty years ago. I
have traveled far and wide with and without my students on the never-ending quest for
new experiences. Besides the love of my family, it is these experiences which make
me feel rewarded, productive and important.
I am a kindred spirit with those people, famous or not, who hold the marine
world in highest regard and find a "psychological home" in the spectacular world
beneath the sea. My best friend often teases me when I get cranky by saying,
"What's the matter with you? Do you need to get your flippers wet?" Some of my
happiest hours of discovery have been spent peeking into the nooks and crannies of
the coral reef and once, even a wonderful kelp garden in an icy bay off the coast of
New Zealand. Two summers ago, I went half way around the world to the Great
Barrier Reef with a group of thirty-one middle school science exchange students.
Who says teachers do not have fun!
My latest escapade came in the form of a regional ecology conference in the
Florida Keys held by the Florioa.Marine Science Educators Association, of FMSEA.
Fortunately for me, this organization includes educators in its ranks.. A group of about
40 of us gathered in Islamorada on a Friday r-Afternoon.. We were to begin our A.-.
conference experience with a "research dive" on Alligator Reef. What made this reef
trip different was that Dr. Sylvia Earle, the world renowned oceanographer, was joitiing
our group and would address our conference as keynote speaker later that evening.
I have read about and shared with my science students. what I knew of
Dr. Earle and her achievements. In 1990, she was appointed as the first female chief
scientist of National Oceanic and Atmospheric Administration. In 1979, she made an
incredible journey to the ocean floor and walked about in an untethered diving suit at a
depth of over 1200 feet. Her participation in the Tektite 11 underseas habitat research
program back in the 70's gave me the desire to volunteer twice to take part in the
underwater Marine Lab program at Marine Resources Development Foundation in
Key Largo. In 1987, 1 stayed under for 24 hours and then a year or so later, for 48
hours in a tiny marine habitat 30 feet beneath the water. On the latter dive, I was part
of a scientific research study conducted by the University of Pennsylvania to collect
data on nitrogen saturation in sport divers.

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED 13Y THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUB31RANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Needless to say, Dr. Earle's presence was a thrill for those of us who were
acquainted with her impressive career. Arriving at 1he boat dock early, I rented a wet
suit and excitedly waited for Dr. Earle and the others to arrive. I wondered what she
would look like and how she had been delivered to the floor of the ocean on her world
famous deep ocean walk.
The day was partly cloudy and the water a bit choppy, not an ideal day for
diving and especially not a great day'for those in the grou'p who were snorkeling. We
were thrilled, howeveri when a golf cart deposited. our famous guest at the boat dock.
Dr. Earle good naturedly allowed the photographers to record her arrival while her
huge, brown eyes seemed to dance'. with excitement as if our,,rather modest dive trip to.
a 20 foot reef was an exciting new,challenge. When asked. ,-to say a few words, she
charmed us with, "Let's.go diving!" . It always amazes 'me how unpretentious truly
great people can be. -As we headed out to our ocean destination, the local press took
turns interviewing her and taking pictures. Between these interruptions, Dr. Earle
chatted with those of us fort un ate, enough to be sitting near her. I actually got the
opportunity to ask her questions which my students had asked me, about her
scientific experiences. She told me that she rode the nose of a,,submersible, much
like a hood ornament, to the bottom of the ocean floor on her record breaking ocean
walk. My students will love that story!
When we reached the dive location we divided into buddy pairs and Dr. Earle.
and I were the only ones without partners. I'could not believe my incredible luck to be
selected as Dr. Sylvia Earles's diving buddy! Je is truly wonderful!
Our dive was splendid. A professional photographers accompanied the two of
us and snapped dozens of pictures of her. We took turns pulling shreds,of plastic off
fire coral and monof ilament off seagrowths, The highlight of the dive for me was to
find and show her a marvelous green moray ee!. under a Coral ledge. At one point,
the photographer made it known that he wanted to photograph us together as well. I
was so excited I almost swallowed m@ regulator!,.
On shore the following day, I saw slides of the pictures he had taken of us. I
will purchase some of them to incorporate into a marine environmental lesson for my
students.
In her address to the FMSEA members later that evening, Dr. Earle
encouraged us to "get into the water." She implored us to make our students an'd
others aware of the magnificent world that lies at O"ur shore, Dr. Earle told us that we
must not allow others to look at the ocean as just blank blue places on a globe. We
must "fill in the blanks!" Only then can we appreciate what we have to lose.
Her advice can be taken in many contexts. T he reason for telling my story is to
encourage teachers to "ge 't theirfeet wet" when it comes to taking advantage of the
ektra opportunities that are available. Workshops, summer institutes, and trips run by'
organizations such as FMSEA are yours for the taking. You may be surprised at the
adventure and excitement that is awaiting you if you dare to "take the plunge". So
come on in ... THE WATER'S GREAT!
&J M OSp LORIPAS
FRAGILE
0 110fiR A PARADISI

el
FLORIDA MARINE SCIENCE
Nt 0
EDUCATOBS ASSOCIATION.

BANA,i'vI
BAY
A
RESOR
NOcean Education Weeku
Dr. Earle making a presentation to O.O.E.A.N. teachers at the
FMSEA-SE Regional meeting in the Florida Keys - 4-5 February 1994
(Photo: Carol Leonard, FMSEA President 1993-1994)

"A Celebration of Inner Space"

When talking to students Ga'Dout th-e Ocean, I often Ilike to ask theirn to imagine what it
would be like to be approaching our planet for the first time as an alien from some
distant galaxy. As the Earth has become known to us through all of human history,
what has really set this planet apart from all others in our Solar System? And of
course the answer is - the ocean.

The existence of.water over two-thirds of the Eatth's surface does not present the full
picture. The most intriguing thing to,me as a biologist is that the ocean contains the
most life found anywhere on Earth. Ninety-five percent of the living space on Earth is
aquatic space.

There is just no excuse for not getting out there, Everybody should rush right out to
the ocean, put on a face mask and flippers and jump right in, If any of you have
resisted so far, don't let,any more time pass. Get.with it. See what this planet is
really about from the inside out while getting to meet fish ort.their own terms.

Understanding the ocean will deepen our, knowledge of the interdependency of life on
@Earth. Most people don't see the connections between our daily lives and the lives of
earthworms, beetles, and frogs, sharks and ancient ocean creatures that don't yet
even have a name. If we can get one thing right, it would be to understand the
connections and to prize them, not just to respect them, but to cherish and protect
them.

We are all tied to the ocean in one way or another. This O.C.E.A.N. Teachers
Resource Guide helps to make these important connections by getting students to
realize that they are part of the same ecosystem that relates to the oceans of the
world. I congratulate all the teachers and project personnel who worked so well
together to produce this product of learning as a fitting celebration of Inner Space.

Dr. Sylvia A. Earle

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY FINE JOG ENVIRONMENTAL ED@JCATION CENTER, A- FLORICA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLOR DA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNIT-Y AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A,A. -INATIONIAL OCEANIC AND ATMOSPHERIC ADVIMSTRATION

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L-11 a- STYLES OF SEA ORGANISMS

CAN YOU IDENTIFY FLORIDA'S SALTWATER FISH?

FRIEND OR FOE?

OCEANOGRAPFNC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSM
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUSGRANT AWARDED BY N.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

1. TROPICAL MARINE BIOLOGY

OBJECTIVE: To familiarize students with various marine species and the ocean
ecosystem in South Florida.

THE STUDENTS WILL:

,l). Learn about the survival adaptions of different species on rocky and sandy
shores at different tide levels.

2). Discover the workings of a coral reef.

3). Identify the different mangrove types.

4). Consider the importance of mangroves to the South Florida coastal
ecosystems.

6). Describe the workings of a Florida coastal ecosystem.

COMPETENCIES: Dade County CBC: Grade 7, 71V A. 7.400

SCHEDULE: 27 days

VOCABULARY:

mangroves rocky shore sandy beach shore coral reef
artificial reef tidal zones seagrasses shoal grass
turtle grass wetlands corals sponges
shells manatee-grass (red, white, black)

MATERIALS:

CONSUMABLES NON-CONSUMABLES
3 x 5 index cards movies, videos
note book paper over head projector
fish food books, Peterson Guide series
Aquatic tank set-up.
snorkeling gear
small plastic beach shovels
buckets
hand nets
cotton gloves
slates (UM')'
glass jars

OCFANOGRAP HIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND, PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA -FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N,OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

PREP ARATION: Provide students with a background about different habitats within
the coastal ecosystem in South Florida.

BACKGROUND: The nation's wetlands and coastal habitats are disappearing at an
alarming rate. The United States has lost over 50% of its wetlands in the past
century. California has lost more than 90% of its coastal wetlands. What better way
to preserve our wetlands than to educate those that surround them. We can start by
educating our young - our future.

TEACHING SUGGESTIONS:

1). Collect materials to be used at the sites prior to class.

2). Set-up field site activities for each area 'to be investigated.

3). Schedule appropriate site activities according to the tide table

4). Obtain proper supervision; schedule enough chaprones for all water activities

5). Review safety rules prior to each activity

6). Visit the site before scheduling trips

7). Instruct students on observation techniques

8). Prior to the field trip, divide the class into cooperative groups that will research
one area and present their research findings to the class. These groups will
also be the "work teams" for the field experience. (Where they will investigate
all of the areas)

CONNECTIONS:

Math - Have students measure lengths of organisms found and create comparison
charts to share with the class.

Language - Students are integrating language skills through their research, reports
and sharing.

Social Studies - Along with their reports about the organisms of their area, have them
also investigate human usage and history of the area.

Art - While on the field trip, have the students carry a sketch pad to draw the regions
and organisms. Short videos are also useful.

1-1 -2

OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED By PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

PROC EDURES:

1. Qiscussions
Cooperative groups are to lead discussions on different types of
ecosystems:
sandy beach at low tide
sandy beach at high tide
rocky beach at low tide
rocky beach at high tide
coral reefs
mangroves
shipwreck

11. Field Trig:
A. Important Rules for All Participants:

*See Safety below

*Students should carefully collect living and non-living specimens (note:
all living specimens will be returned their natural environments as soon
as possible after observation.)

*No duplication of specimens throughout the cooperative groups

Troper lab.procedures and safety are required

*Live specimen are to be placed in tanks immediately

B. Survey the site and'record observations on the data sheets

C. Carefully collect and separate living from non-fiving specimens

D. Spread specimens out by zone, area located, and habitat

E. Repeat E,F,and G for each of the areas remembering to follow the rules for
participants.

1. Compare class findings

J. Record notes of group findings

1-1 -3

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND P BLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
UE
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

SAFETY INFORMATION:

1). To participate, each student must be tested for swimming abilities and adequate
skills must be displayed at that time.

2). The buddy system will be used at all times.

3). Proper clothing will be worn at all times.

4). Proper foot wear will be required

5). Water communication signals will be taught to everyone

6). When snorkeling at sites, a dive flag is required for each group
of 6 students.

7). A First Aid kit will be available and complete for all activities.

ASSESSMENT:

1). Teacher observations on group and individual activities.

2). Vocabulary building activities

3). Exam,'identification of species and content

4). Hands-on station exam

ENRICHMENT:

Summer Program: Trip to the Bahamas for comparison or similar Ecosystem

Trip to Bimini for comparison and contrast of areas.

Visit to Shark Lab - Dr. Sammual Gruber at Rosentiel Lab, University of Miami

1-1-4

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG EIMRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.AA - NATIONAL OCEANIC AND ATMOSPHERIC ADAMNISTRATION

FURTHER READING:

Environmental Education Resource Directory of Dade County

"Florida Coral Reef System", Deevon Quirolo and Marybelle Donnelly, pamphlet.

"Florida Keys National Marine Sanctuary", W. Harrigan, pamphlet

"Florida Mangroves", Florida Department of Natural Re sources, pamphlet.

"Hard Bottom, a Biological Community", The Florida Keys Chapter, The lzaak
Walton League of America.

"National Marine Sanctuary Program", NOAA, pamphlet

PetersomGuide to Coral Reefs to the Sea Shore and Shore Line.

Places to Go With Children in South Florida - p. 130

The G.R.E.E.N. Book, Environmental Resource Book for Monroe County

"The Other Edge of the Sea",Mote News, Dr. Ernie Estevez, p. 8-9

"The Underwater World of Florida Sea Grasses", Florida Department of Natural
Resources, pamphlet

"Wetlands of the Florida Keys", The Florida Keys Chapter, The lzaak Walton
League of America.

1-1 -5

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

1. TROPICAL MARINE BIOLOGY

OBJECTIVE: To familiarize students with various marine species and the ocean
ecosystem in South Florida.

THE STUDENTS WILL:

1). Learn about the survival adaptions of different species on rocky and sandy
shores at different tide levels.

2). Discover the workings of a coral reef.
3). Identify the different mangrove iypes.

4). Consider the importance of mangroves to the South Florida coastal
ecosystems.

6). Describe the workings of a Florida coastal ecosystem.

COMPETENCIES: Dade County CBC: Grade 7, 71V A. 7.400

SCHEDULE: 27 days

VOCABULARY:

mangroves rocky shore sandy beach shore coral reef
artif icial reef tidal zones seagrasses shoal grass
turtle grass wetlands .1 corals sponges
shells manatee-grdss (red, white, black)

MATERIALS:

CONSUMABLES NON-CONSUMABLES
3 x 5 index cards movies, videos
note book paper over head projector
fish food books, Peterson Guide series
Aquatic tank set-up
snorkeling gear
small plastic beach shovels
buckets
hand nets
cotton gloves
slates (U/W)
glass jars
1-1-6

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMISTERED AND P BUSHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC LINIVERSITY
UE
FtINDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF OOMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

PROCEDURES:

1. Discussions
Cooperative groups are to lead discussions on different types of
ecosystems:
sandy beach at low tide
sandy beach at high tide'
rocky beach at low tide
rocky beach at high tide
coral reefs
mangroves
shipwreck

11. Field Trip:
A. Important Rules for All Participants:

*See Safety below

*students should carefully collect living and non-living specimens (note:
all living specimens will be returned their natural environryients as soon,
as possible after observation.)

*No duplication of specimens throughout the cooperative groups

Proper lab procedures and safety are required

*Live specimen are to be placed in tanks immediately

B. Survey the site and -record observations on the data sheets

C. Carefully collect and separate living from non-living specimens

D. Spread specimens out by zone, area located, and habitat

E. Repeat E,F,and G for each of the areas remembering to follow the rules for
participants.

1. Compare class findings

J. Record notes of group findings

1-1-7

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

SAFETY INFORMATION:

1). To participate, each student must be tested for swimming abilities and adequate
skills must be displayed at that time..

2). The buddy system will be used at all times.

3). Proper clothing will be worn at all times.

4). Proper foot wear will be required

5). Water communication signals will be taught to everyone

6). When snorkeling at sites, a dive flag is required for each group
of 6 students.

7). A First Aid kit will be available and complete for all activities.

Additional Notes:

1-1 -8

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRON19ENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADIIANISTRATION

Student Pages' NAME:
DATE:
CLASS:
Record your field findings below:
Area: Sandy Beach at Low Tide

Survey and Zone Observations:

Organisms
Living Non-living

Area: Sandy Beach at High Tide

Survey and Zone Observations:

Organisms
Living Non-living

1-1 -9

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLOF40A ATLANTIC UNVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.AA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

Area: Rocky Beach at Low Tide

Survey and Zone Observations:

Organisms
Living Non-living

Area: Rocky Beach, at High Tide

Survey and Zone Observations:

Organisms
Living Non-living

1-1-10

OCEANOGRAPNIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS ASUBGRANT AWARDED BY PLOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

Area: Coral Reefs

Survey and Zone Observations:

Organisms
Living Non-living

Area: Mangroves.

Survey and Zone Observations:

Organisms
Living Non-living

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE 400 ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAJR8
AS A SUBGRANT AWARDED BY N.O.AJL - NATIONAL C*^-EANC AND ATMOSPHEFLIC ADMI14STRA71ON

Student Pages NAME:
DATE:
CLASS:

Area: Shipwreck

Survey and Zone Observations:

Organisms
Living Non-living

Describe the., workings of the ecosystems you have visited. Are they
interdependent? Explain. Are they important? (Use additional paper if needed.)

1-1 -12

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY H.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

FURTHER READING:

Beebe, William (1,951),Haff Mile Down Duel, Sloan & Pearce

Pieers, Anthony (1970) On the Bottom of the Sea, Dunlop

Cousteau, Jacques (1979) The Ocean World, Abrams

Jordan, Bernard L.(1 970) Man and the Sea: Classic Accounts of Marine Exglbrations
The Natural History Press.
1-2-6
it

OCEMOOAAPNIC@ CULTURAL. 11118MOMMENTAL ACTIVITY NOTEBWK
ADMINISTERED AND PUKANED BY FINE JOG ENIVIROMMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC Uwvotwry
FUNDED BY THE STATE OF FLOP40A - FLORIDA COASTAL MAO"MMENT PP40GRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUDGRANT AWARND BY K.O.A.A. - MATH)NAL OCEANIC AND ATWSPHERIC ADMIMTRATIM

3. LIFESTYLES OF SEA ORGANISMS
HOW DOES A SPECIFIC HABITAT AFFECT
ORGANISM STRUCTURE AND LIFESTYLE?

OBJECTIVE: To investigate how specific habitats affect organism
structure and lifestyle

THE STUDENTS WILL:

1). List different habitats that exist within an ocean ecosystem.

2). Describe structures that would be common to each of the four lifestyles:
1). benthic
2). nek tonic
3). planktonic
4). land and water

3). Create an'original 3-dimensional sea organism specific to one of the four
lifestyles.

4) Define the four basic lifestyles:
a). Benthic Lifestyle: organisms that live on or attached to the ocean bottom.

b). Nektonic Lifestyle: organisms that swim under their own power.

c). Planktonic Lifestyle: floating plants or animals ( they may or may not swim)
which are swept about by the ocean currents.

d). Land and Water Life .style:.' organisms that live on beaches or on land near
the ocean. (They often feed in the ocean).

COMPETENCIES: 6th, 7th and 8th Grades

SCHEDULE: 3 Class Sessions

VOCABULARY:
lifestyle habitat behavior benthic
nektonic, planktonic niche

MATERIALS:
CONSUMABLE NON-CONSUMABLE
pipe cleaners shells ocean diagrams showing top, middle,
glue straws bottom, and sea line
beads buttons posters/pictures of sea life.
feathers plastic soda bottles
markers construction paper
1-3-1
OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC U19VERSM
FUNDED By THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY H.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

PREPARATION: -Provide students with background about different habitats within an
ocean bbosystem.--

BACKGROUND: Lffestyle of an organism includes its habitat, behavior and energy
requirements.

TEACHING SUGGESTIONS:

1). Prepare pictures of sea creatures

2) Organize cooperative learning groups if not already in place.

3). Be sure that students come up,.with concepts before you name them - discovery
method. not lecture.

PROCEDURES:
Day One

1). Show students videos, filmstrips, posters etc. of marine ecosystems.

2). Have groups list possible habitat niches of the ocean.

3). Have.groups share lists

4). Allow-the groups to lead a class discussion on different types of ocean
creatures and where they might live in the ocean.

Concept Formation

1). Divide the board into four'sections.

2). Pass out laminated pictures of different sea creatures representing all four,
lifestyles.

3). Have groups take pictures to appropriate board sections.

4). Facilitate class discussion of placement.

Dgay Two

1). Have students in groups list structures common to lifestyles.

2). Discuss the necessity of these structures to maintain a particular lifestyle.

1-3-2

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UWERSITY
FUNDE D BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

3). Assign a particular lifestyle to each group - instruct students to create a sea
creature appropriate to the lifestyle.

Day Three

1). Complete sea creature

2). Present creatures to the class specifically explaining adaptions to lifestyle.

CONNECTIONS:

Math / Art : 1). While creating their creature, encourage the groups to use geometric
shapes drawn with compass, ruler, and protractor to give it the
desired shape.

2). The class the class might figure out food chain numbers (ie: How
many minnows make a whale).

Language Social Studies: 1). Draw an analogy between human lifestyles and the
lifestyles of sea creatures.

2). Discuss where else similar sea creatures may We
around the world.

3). Ask students from other areas of the U.S and other
countries what types of other creatures they know.

ASSESSMENT: Cooperative learning assessment on presentation.

SPECIAL RESOURCE: Invite Gordon Gilbert or Steve Bass from the Gumbo Limbo.
Nature Center to visit the class as a guest speaker.

i - 3 - 3

OCEANOGRAPHIC- CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERS17Y
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNIRY AFFAIRS
AS A SUBGRANT AWARDED BY ILOAA - NATIONAL OCEANIC AND ATMOSPHERIC AMNISTRATION

PROCEDURES: Snorkel in cooperative learning groups locating assorted organisms
that have been investigated in the previous assessment:

1). Cooperation

2). Describe organisms you saw

3). Compare and contrast real and student creations

4). Cooperative learning activity evaluation

REFERENCES:

Allen, Wendy Beard and Patty Owens McLaughlin, Sea Sampler, Aquatic Activities for
the Field and Classroom, University of South Carolina, Sea Grant Publication
SC-SG TR 85-1

Erickson, John, The Mysterious Oceans (1988) TAB Books Inc.,
Blue Ridge Summit, Pa Ch.13

Groves, Don. The Oceans (1989) John Wiley & Sons Inc..Washington, D.C.

Spence, Lundre and Vivian Barbee Cox, Coastal Capers: A Marine Education Pr imer
UNG Sea Grant Publication, UNG SC 84-05

The Ocean Book: Aquarium and Seaside Activities and Ideas for All Ages. (1989)
Center for Marine Conservation, Washington, D.C.
John Wiley & Sons Inc.

1-3-4

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMIMISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY ILOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
CLASS:

3. LIFESTYLES OF SEA ORGANISMS
HOW DOES A SPECIFIC HABITAT AFFECT
ORGANISM STRUCTURE AND LIFESTYLE?

OBJECTIVE: To investigate how specific habitats affect organism
structure and lifestyle

THE STUDENTS WILL:

1). List different habitats that exist within an ocean ecosystem.

2). Describe structures that would be common to each of the four lifestyles:
a). benthic
b). nektonic
c). planktonic
d). land and water

3). Create an 'original 3-dimensional sea organism specific to one of the four
lifestyles.

4) Define the four basic lifestyles:
a). Benthic Lifestyle

b). Nektonic -Lifestyle

c). Planktonic Lifestyle

d). Land and Water Lifestyle

COMPETENCIES: 6th, 7th and 8th Grades

SCHEDULE: 3 - 4 Class Sessions

VOCABULARY:
lifestyle habitat behavior benthic
nektonic planktonic niche

MATERIALS:

CONSUMABLE NON-CONSUMABLE
pipe cleaners shells ocean diagrams showing top, middle,
glue straws bottom, and sea line
beads buttons posters/pictures of sea life.
feathers plastic soda bottles
markers construction paper
1-3-5

OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets. NAME:
DATE:
CLASS:

PROCED"RE,

1). With your group, list different habitats that exist within an ocean ecosystem.

2). Describe structures that would be common to each of the four lifestyles:
a). benthic -

b). nektonic -

c). planktonic -

d). !and and water -

3). Create an original 3-di'mensional sea organism specific to one of the four
lifestyles. Use your imagination and creativity!

4). Define the four basic lifestyles:
a). Benthic Lifestyle -

b). Nektonic Lifestyle -

c). Planktonic Lifestyle -

d). Land and Water Lifestyle -

5). Share your ideas and creatures with the other groups.
1-3-6

OCEANOGRAPHIC_ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA -ATLANTIC LWERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADIIIIINISTRATION

Student Sheets NAME:
DATE:
CLASS:

REFERENCES:

Allen, Wendy Beard and Patty Owens McLaughlin, Sea Sampler, Aquatic
Activities for the Field and Classroom, University of South Carolina,
Sea Grant Publication SC-SG TR 85-1

Erickson, John, The Mysterious Oceans (1988) TAB Books Inc.,
Blue Ridge Summit, Pa Ch.13

Groves, Don. The Oceans (1989) John Wiley & Sons Inc..Washington, D.C.

Spence, Lundre and Vivian Barbee Cox, Coastal Capers: A Marine EducatLo-n
Primer LING Sea Grant Publication, LING SC 84-05

The Ocean Book: Aauarium and Seaside Activities and Ideas foLAq_Aggg,. (1989)
Center for Marine Conservation, Washington, D.C.
John Wiley & Sons Inc.

1-3-7

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A-k - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

4. Can you Identify Florida's Salt Water Fish?

.OBJECTIVE: To recognize South Florida's common. salt water fish.

THE STUDENTS WILL:

1). Identify Florida's salt water fish.

2). Identify and name all fish fins.

3). Recognize all fish which have streamlined bodies.

COMPETENCIES: 6th - 8th Grades

SCHEDULE: 5 Class Periods

Day One: Construct sculpting form
Day Two & Three: Cover form with several layers of "art paste" coated paper strips.
Day Four: Paint base coats (make sure forms are dry)
Day Five: Paint details/Share with class

VOCABULARY:

paper-mache fin f ish sculpting form pectoral
pelvic dorsal caudal anal

MATERIALS:

CONSUMABLE
art paste (15) size 4 paint brushes (3)
tempera paint quarts 3/4" paint brushes (3)
white (6-8 qts.) two-gallon bucket to mix art paste
black (1-2 qts.) scissors
brown (1-2 qts.)
green (1-2 qts.)
red (1 -2 qts.)
blue (1-2 qts.)
yellow (1-2 qts.)
1/2" masking tape (3)
cardboard needed for
frame of fish (use old science fair boards or boxes)
foam pans from meat or fruit etc. to fill art paste and dip paper strips into.

"Approximate cost of 150 students is $75.00 or 50 cents each. (If money needs to be
collected)
1-4-1

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACW.TY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

TEXT - "Fishing Lines Anglers Guide to Florida Marine Resources' available at Gumbo
Limbo Nature Center of South Palm Beach County and Pine Jog Environmental
Education Center in West Palm Beach

PREPARATION: Provide students with background about South Florida fish
commonly caught in the ocean.

BACKGROUND: Fish are cold blooded vertebrates belonging to the Cordate phylum.
Fish are adapted to life underwater and take oxygen from the water through structures
called gills. Fish reproduce by external fertilization and are found in both fresh and
salt water.

Fish are divided into three classes: the jawles-- fish, the cartilaginous fish, and the
bony fish. Bony fish have a hard endoskeleton made of hard bones. Another
important feature of bony fish is their swim bladder. The swim bladder is a sac filled
with air which the fish can inflate or deflate. By letting air in and out of the bladder, a
fish can 'remain. At any level in the water.

Papier-mache is an art form made by coating strips of newspaper with "art paste"
solution. Mold the wet strips of newspaper over sculpting forms made,from cardboard,..
crumpled newspaper and masking tape. Continue putting strips on the form untittoere,
are five or six layers. Models may be painted after paper-mache forms are dry.

TEACHING SUGGESTIONS: Prepare all materials before the class and try your hand
at paper-mache modelling before attempting it with your class.

CONNECTIONS:
1). This project requires the use of math, language, social studies and
science skills.
2). Compare fish caught off the United States with similar and different species
caught by other peoples around the world.

1-4-2

OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF commUmay AFFAIRS
AS A SUBGRANT AWARDED BY KOJLAL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

4'' Can
you Identify Florida's Salt Water Fish?

OBJECTIVE: To recognize South Florida's common salt water fish.

THE STUDENTS WILL:

1). Identify Florida's salt water fish.

2). Identify and name all fish fins.

3). Recognize all fish which have streamlined bodies.

COMPETENCIES: 6th - 8th Grades

SCHEDULE: 5 Class Periods

VOCABULARY:

paper-mache fin fish sculpting form pectoral
pelvic dorsal caudal anal

MATERIALS:

CONSUMABLE NONCONSUMABLE
art paste (15) size 4 paint brushes (3)
tempera paint quarts 3/4" paint brushes (3)
white (6-8 qts.) two-gallon bucket to mix art paste
black (1-2 qts.) scissors
brown (1-2 qts.)
green (1-2 qts.)
red (1 -2 qts.)
blue (1-2 qts.)
yellow (1-2 qts.)
1/2" masking -tape (3)
cardboard needed for
frame of fish (use old science fair boards or boxes)
foam pans from meat or fruit etc. to fill art paste and dip paper strips into.

**Approximate cost of 150 students is $75.00 or 50 cents each. (if money needs to be
collected) - 1
1-4-3

OCEANOGRAPHIC@ CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNVERNTY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

BACKGROUND: F ish are cold blooded vertebrates belonging to the Cordate phylum.
Fish are adapted to life underwater and take oxygen from the water through structures
called gills. Fish reproduce by external fertilization. and are found in both fresh and
salt water.

Fish are divided into three classes: the jawless fish,,the cartilaginous fish, and the
bony fish. Bony fish have a hard encloskeleton made of hard bones. Another
important feature of bony fish is their swim bladder. The swim bladder is a sac filled
with air which the fish can inflate or deflate. By letting air in and out of the bladder, a
f ish can remain at any level in the water.

Papier-mache is an art form made by coating strips of newspaper with "art paste"
solution. Mold the wet,strips of newspaper over sculpting forms made from cardboard,
crumpled newspaper and masking tape. Continue putting strips on the form until there
are five or six layers. Models may be painted after paper-mache forms are dry.

PROCEDURE:
Dgy One
Construction of the Sculpting Form

1). Cut cardboard into the outline of the fish you wish to construct. The shape should
include the dorsal fin, caudal fin, anal fin as well as the body shape.
(Use "Fishing Lines Anglers Guide to Florida Marine Resources" for a
pictorial guide.)

2). Build up your fish to proper thickness by taping crumpled newspaper to both
sides of the cardboard cut-out.
3). Cut out cardbioard pelvic and pectoral fins. Securely tape fins to fish body.

Dgy Two and Three
Cover Sculpting Form with Paper-Mache Strips.

11). Make 1 gallon of art paste in the 2-gallon bucket.

2). Pour art paste solution into student foam pans.

3). Tear Oot cut) newspaper into strips about 1" by 12".

1-4-4

OCEANOGRAPHIC- CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINWERED AND PUBLISHED BY PINE JOG ENVIR0NMEN`rAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

4). Dip newspaper strips into art paste solution. Remove excess by running strip
through two fingers. (Do this over foam pan)

5). Carefully mold paper-mache strips over sculpting form covering all open areas
with 2 to 3 layers of wet strips.

6). Place in a clean, dry place to dry'overnight.

7). Wash all reusable materials.
Extra art paste solution may be stored overnight in a covered container.

Day Four
Painting Base Coats
1). Mix base color(s) of your fish in clean foam pan(s). Use mostly while adding only
small amounts of colored tempera.

2). Paint on base coats using 3/4" flat brush. Repeat.

3). Place model in a clean, dry place to dry overnight.

4). Wash all brushes and foam pans.

Day Five
Painting Fine Details
1). Mix detail colors in clean foam pans. Only small amounts will be needed.

2). Using small pointed brush, paint on fine details such as scales, fin spines, eyes,
brighter colors, etc.

3). Place model in a clean, dry place to dry overnight.

4). Wash all reusable materials. Share with the class.

ASSESSMENT: Graded Models

ENRICHMENT: Visit 1). Juno Beach State Park; 2). Sea World; 3). Disney Epcot
Center "Living Seas".

Follow-Up Classroom Activity: Graph, analyze and discuss all data obtained on field
experience.

Enrichment Project: Use "Surf Fishing Data Tables" and fill them out when you go
surf fishing. Periodically analyze data, continue on-going research.

OCEANOGRAPHICj CKTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC U14VEROM
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUN17Y AFFAIRS
AS A SUBGRANT AWARDE616Y ICOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINMTRATION

NAMC:
DATE:
LOCATION: CLASS:

SURF FISHING DATA TABLE

FISH TIME SPECIES BAI T LENGTH WEIGHT

WEATHER CONDITIONS
AIR TEMPERATURE:
VkATER TEMPERATURE
SURF CONDITIONS:
WIND SPEED-
CLOUD COVER (CIRCLE ONE); C&AM PARTLY CLOUDY
CLoum RJUNY

1-4-6

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mmiio p"Rom ff ME Joe smoommom Il COMM AT PLOMA ATLANTIC UWVMM
WATI OF FUWADA - FUNWA -: @, = DEPAWFOW OF COMMUNITY AFFAHW
i 91111011MAKI, AIN 0 BY ILOAA - 00011C AND ATUM"1910C AiIINIONITMIM

5. Friend or Foe?

OBJECTIVE: To familiarize the student with marine organisms and group them
according to their danger to people.

THE STUDENTS WILL:

1). Identify marine organisms

2). Discuss which organisms are dangerous to humans

COMPETENCIES: Dade County CBC: Grades 6-9

SCHEDULE: Two or three class periods; a 1/2 day field trip

VOCABULARY:

predator benthic gill slits prey
cam ouf lage dorsal venomous spinicles
lateral line

MATERIALS:

handouts showing drawings of various marine organisms.
reference books
videos and slides-

PREPARATION: Provide students with background about marine organisms that are
dangerous to humans. .1

BACKGROUND: References: Dictionary of Sharks; National Geographic Videos "The
Sharksu, "Coral Reef",; Teacher personal slides.

TEACHING SUGGESTIONS: Preview the videos before you show them and be sure
you can identify and discuss the organisms on the pre-test and post-test.

PROCEDURE:
Day One

1). Divide students into groups of 3-4 people.
40
2). Put vocabulary words on board and briefly discuss each word.
1-5-1

3). Have the groups do the ID sheet as pre-test and discuss answers.
4). Show& discu .ss video on sharks and other dangerous predatory
fish identification.

Day Two

1). Have the students move back into their groups

2). Show a coral reef video.

3). Discuss dangerous and poisonous invertebrate marine animals and bottom
dwelling fish, their identificatiop and presentation, and treatment of injuries.

Dgy Three

Take the students on field trip to beach or aquarium for observation of
live marine animals.

CONNECTIONS:

Math: Use information in Fishing Lines "Anciler's Guide to Florida's Marine Resources
to graph comparison charts of selected fish.

Language Arts: Read stories of encounters with marine organisms

Social Studies: 1). Research beliefs of various cultures about marine animals
ie: South Pacific peoples Shark God
Discuss- how.. different peoples of the world use sharks as a
resource for food, medicine, etc.

Ecology / Economics: Report on commercial shark fishing endangering many species
of sharks because of over hunting.

SAFETY INFORMATION: Before field trip make sure you have -enough chaperons
and if you are snorkeling that the chaperons are adequate swimmers. Be sure the
students can also swim. Have 6 maximum of 1 adult for every 4-5 students for water
work and- insist that the groups stay together with the chaperon all the time.

For an aquarium visit 1 adult to 10 students is recommended.

1-5-2

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADPANISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

5. Friend or Foe?

OBJECTIVE: To familiarize the student with marine organisms and group them
according to their danger to people.

THE STUDENTS WILL:

1). Identify marine organisms

2). Discuss which organisms are dangerous to humans

COMPETENCIES: Dade County Cl3b: Grades 6-9

SCHEDULE: Two or three class periods; a 1/2 day field trip

VOCABULARY: -

predator benthic gill slits prey
camouf lage dorsal venomous spinicles
lateral line

MATERIALS:

handouts showing drawings of various marine organisms.
reference books
videos and slides

PROCEDURE:

1). Use the Fishing Lines: "Angler's Guide to Florida Marine Resources," and other,
reference books, videos, and slides to identify the on the following
identification sheet.

2). With the information from the reference books, rank each of the fish
on a scale of 1 to 5 as to danger with 5 as the most dangerous.

3). Are the fish on the identification sheet important? If so, how?

1-5-3

OCEANOGRAPHIC, CULTURAL., ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED 13Y THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATK40SPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:
Name the organism and rank on a scale from 1 to 5 as to danger. (1 dangerous
and 5 extrome danger)

1-5-4

OCIAN00RAP04C. CULTURAL EWORIONMENTAL AC I IVITY NOTEBOOK
ACIMINISTBASID AM PtARANSD MY PINE JOG ENVIIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
PUMMI MY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Pages NAME:
DATE:
CLASS:

4). After snorkeling, or visiting the aquarium, describe your thoughts about one or
all of the "dangerous" fish.

Draw or sketch what you saw:

1-5-5

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADL41NISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

11. MANGROVE
ESTUARINE ENVIRONMENTS

eoll
will

wH'T ROLt MANGRQVI@S PLAY IN
SOUTH FLORIDA'S ECO$Y@9TEM?-

MANGROVE ECOLOGY
A Multicultural Perspective

MANGROVE METROPOLIS

A TASTE OF SALT

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE WATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUINRANT AWARDED BY N.OAA - NA71ONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

6. What Role do Mangroves Play
in South Florida's Ecosystem?

OBJECTIVE: To understand the role mangroves play in the South Florida
ecosystems.

THE STUDENTS WILL:

1). Identify the three common species of mangrove trees be physical characteristics.

2). Observe that each species of mang rove is adapted to live in a specific salinity
zone.

3). Locate the mangrove species which are predominant in zones formed by
distance.

4). Identify organisms which compose the mangrove food pyramid and food web.

5). Understand the role mangroves play.

COMPETENCIES: Dade County CBC 6.400 7.400 8.400

SCHEDULE; 3-4 days

VOCABULARY:

f reshwater ecosystem nursery preamatophores
secrete cycles shoreline elevation
extract nutrients rookeries aerial root
exclude salinity prop-roots propagation
absorption attachment propagu les elliptical
filter swamp

MATERIALS:

CONSUMABLE NONCONSUMABLE
3 types of mangrove leaves 3 petri dishes/group
Sample of decaying leaves Slides and cover slips
and muck Microscopes
Tweezers
Group copies of "Florida's Mangroves"
Turkey basters
Viewers

PREPARATION:

1). Obtain a variety of books, films, videos, pamphlets, etc. on marine invertebrates
and mangroves for class reference. Photograph mangrove communities and
related organisms for slide presentation.

2). These activities are best performed at a mangrove site. If that is not possible,
go to a local mangrove area to collect three types of mangrove leaves and a
.sample of decaying leaves and muck. Remember to consider class size when
collecting . Check with local authorities about taking the samples before
removing them from the site.

3). Have petri dishes, slides and covqr slips, microscopes and/or viewers, tweezers,
turkey basters on hand and divided into groups for easy student access.

4). Review water safety before the field experience.

5). Teach handling of marine organisms to prevent injury to the organism or student.

BACKGROUND: Three main species of trees are dominant in the mangrove forest
along the South Florida shoreline. there include the red mangrove (Rhizophore
mangle), the Black mangrove (Avicennia germinans), and white mangrove
(Laguncularia racemosa). Through survival adaption, each species of mangrove tree
lies in regions specific salinity range. Additionally, these trees are host to multitudes
of organisms. The following activities are designed to help the students explore the
mangrove swamps of South Florida.

TEACHER SUGGESTIONS:

ACTIVITY 1:

1). Divide the class into groups.

2),. Give each team a sample of each mangrove leaf and a copy of "Florida's
Mangroves" or other publication containing information about the three tree
species and a graphic organizer.

3). After the activity, allow time for the students to share their results with others. You
could use a transparency or the chalkboard in the format of the "Comparison of
Mangroves" organizer to compile a class overview.

4). Note: These leaves can be dried (press between sheets of newspaper and place
in a large book) for later use but may loose some of their color and will be more
fragile unless they are mounted and laminated (glue on 100% rag paper and
either cover with clear contact paper or use a heat laminating process).

11-6-2
OCEANOGRAPHIC- CULTURJU@ ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY FLOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

ACTIVITY 2:

1). Review food chains and pyramids.

2). Give the students the Dade Cgunty Environmental Sto!y and ask them to turn to
p. 15. (Or use another reference book with Mangrove information.)

3). Wrap up with class summary of the mangrove food pyramid. Again, the
chalkboard or transparencies are helpful.

ACTIVITY 3:

1). Prepare your students for Mosquitoes and other insects that are commonly found
in Mangrove areas.

2). Be sure to review water safety before reaching the shore and beginning this
activity.

ACTIVITY 4:

1). This activity is best if performed on site. If that is not possible, collect the sample
close to the same day you plan to do this activity since the organisms will not live
indefinatly in containers. Also, remember that hot cars and closed containers are
dangerous for living organisms.

2). If performed at the site, special care should be given to protect the microscope
from mishaps. A good picnic table not far from the collection site would make a
good working "Field Lab."

3). Remind the students that they will need to move their sample around to see all of,
the organisms present.

4). At the "Field Lab," extra resource guides placed among the microscopes will help
the students to begin using characteristics to identify specific organisms.
Additionally, this ready reference will help them view the adults along as
learners also.

11-6-3

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL AC-,1VITy NOTEBOOK
A@ISTERED AND PUBLISHED BY PIKE JOG ENVIRONMENTAL EDUCATION CENTFR AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLOF40A COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SU13GRANT AWARDED BY FLOAA - NATIONAL OCEANIC AND ATMOSPHEMC ADMINISTRATION

CONNECTIONS:

Math - measuring distances of the mC-Angrove trees, calculating average distance, and
plotting graphs

Language -1. Read the story The Wondrous World of the Mangroves Swamps by
Katherine Orr.
2. Have the students write a descriptive paper or fictional story about the
Mangrove site they visited.
3. Assign "Reporters" for the trip to document the trip with short articles,
photos and, if possible, a short video covering the discoveries of their
classmates or teams.

Social Studies - 1. Using data from toe math zone measurements, develop a
mangrove zonation map.
2. Research the affects of Hurricanes on Mangroves.
3. Research the interrelationships between town and city
development and the survival of the Mangrove Swamp.
4. Help students form 'a "Coastal Clean-up" volunteer group to work
in the Mangrove site visited by the team.

Art - Have the students create their own mangrove swamp art. (Drawings, Paintings,
Photographs, Models, etc.)

FURTHER READING:

Dade Counly Environmental StgW p. 15 (Teacher Resource)
The WonderiWl World of the Mangrove Swamps of the Everglades gnd the Florida
Ke s by Katherine Orr (Student Book)

11-6-4

OCEANOGRAPHIC- CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UINVERS[TY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUISGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
CLASS:
6. What Role do Mangroves Play
in South Florida's Ecosystem?

OBJECTIVE: To understand the role mangroves play in the South Florida
ecosystems.

THE STUDENTS WILL:

1). Identify the three common species of mangrove trees be physical characteristics.

2). Observe that each species of mangrove is adapted to live in a specific salinity
zone.

3). Locate the mangrove species which are predominant in zones formed by
distance.

4). Identify organisms which compose the mangrove food pyramid and food web.

5). Understand the role mangroves play.

COMPETENCIES: Dade County CBC 6.400 7.400 8.400

SCHEDULE: 3-4 days

VOCABULARY:

f reshwater ecosystem nurseiy preamatophores
secrete cycles shoreline elevation
extract nutrients rookeries aerial root
exclude salinity prop-roots propagation
absorption attachment propagu les elliptical
f ilter swamp

MATERIALS:

11-6-5
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISIIERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC LINIVERSTY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O_4A - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

DATE:
CLASS:

ACTIVITY 1

COMPARISON OF MANGROVES

MATERIALS:

Samples of three types of mangrove leaves
"Florida's Mangroves"

PROCEDURE

1. Read the information in "Florida's Mangroves."
2. Study the leaves.
3. Complete the graphic organizer below.
4. Share information from groups and discuss differences.
HOW DIFFERENT?

HOW ARE THEY
RED WHITE BLACK DIFFERENT WITH
MANGROVE MANGROVE MANGROVE! REGARD TO

LEAF/SEED
CHARACTERISTICS,.

TREE LOCATIONS
(variations of
salinity)

TREE NAME/
CHARACTERISTICS.
(roots- trtink---

SALT EXTRACTOR-
1 OR EXCLUDER

HOW ALIKE?

OQ5A*9QM1r, CMIUMAL. SMVV9*1MSNTAL ACTIVITY NO
AM" CENTER AT FLOVADA ATLANTIC UNWEPONTY
BSB Me PUSMM W TE JDQ =L KWAL @DUr
"J@00 BY THE STATE OP FLOWA - PLONDA LIANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAJL - HATKMAL OCEA14C AND ATMOSPHEFIC ADMINSTRATM

Student Sheets NAME:
DATE:
CLASS:

ACTIVITY 2

THE MANGROVE FOOD PYRAMID

1. Using the Dade County Environmental Sto!y p.15 or another reference book,
identify the components of the food web and food pyramid.

2. Construct a food pyramid or food chain using the organisms commonly found in
Mangrove Swamps on the pyramid below. (Drawings with labels are helpful.)

11-6-7

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNVER61W
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEINENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY ILOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

DATE:
CLASS:
ACTIVITY 2

THE MANGROVE FOOD PYRAMID
1 - Using the Dade -CLO-unty Environ p. 15 or another reference book, identify
the components of the food web and food pyramid.
2. Construct a food pyramid or food chain using the organisms commonly found in
Mangrove Swamps on the pyramid below. (Drawings with labels are helpful.)
/' IVI r d a",
/* sharks,
/
snappers
barracuda,
other large fish

worms, mollusks
juvenile fish, shrimp

detrivores:
copepods, mysl de, mangrove trees
amphipods algae

Nutrients
Detritall particles from broken down leaves and twigs.
bacteria, fungi, protozoa

Student Sheets, NAME:,
DATE:
CLASS:

ACTIVITY 3

A TRIP TO THE MANGROVE FOREST
- Graphing the Shoreline

MATERIALS

Data Table
Pencil
Graph Paper
Tape Measure or Meter Stick

PROCEDURE

1. Identify the difference between the three species of mangrove trees.

2. Locate 3 samples of each type.

3. Measure the distance between the trees and the shoreline and record the data on
the table below.

4. Calculate the average distance of each species from the water.

5. Construct a graph that represents your findings and write some general
conclusions about the mangrove species and their relative distance from shore.

DATA
SRecies I
Tree A Tree B Tree C
AVERAGE
DISTANCE

Species 2
Tree D Tree E Tree F
AVERAGE
DISTANCE

ft2cies 3
Tr22 G Tree H Tree I AVERAGE
DISTANCE

11-6-8
OCEANOGRAPHIC, CULTURAL. ENVL90NMENTAL AC17VITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNWP BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
CLASS:

GRAPH

GENERAL CONCLUSIONS

11-6-9
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTE1300K
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A WEIGRANT AWARDED BY KOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
CLASS:

ACTIVITY 4

A TRIP TO THE MANGROVE FOREST -
What Organisms are Found in the
Mangrove Forest?

MATERIALS:

Detritus sample
Turkey Baster (for picking up water samples)
Slides and coverslips
Petri dish
Microscope,stereoscope, or viewer

PROCEDURE:

1 - Using the turkey baster, put a sample of the detritus on a petri dish or viewer and
observe.

2. Illustrate organisms in the circle below.

3. Using the tweezers, place a tiny sample of detritus on a slide and cover with a
cover slip.

4. Observe under low, medium, and high power. (You may need to move the sample
around to see any or all of the organisms. Illustrate the organisms you observe
in the circles provided.

5. Using resource.book and your own knowledge, try to name and label some of the
organisms you observed.

6. Consider 3 of the organisms and come up with an answer for the following
questions:

Does the organism have A:
camouflage? 13:
Describe it. C:
How do they get their food? A:
13:
C:
Do they travel? How? A:
B:
C:

11-6-10

OCEANOGRAPHIC@ CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMISTERED AND PUBLISHED BY ME JOG ENWRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL W"GEMENT PROGRAM DEPARTMENT OF COMMUNrTy AFFAIRS
AS A SUBGRANT AWARDED BY PLOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME.,
DATE:
CLASS:
OBSERVATION DIAGRAMS

L o_w-pD-we r

Medium-Power High-Rov
@er

OCSA"DMAPHIr. CULTURAII, UNSIONMENTAL ACTIVITY NOTEBOOK
*BWPMMIWD AM PO"I'M By PINE JOG DIM' MIENTAL EXICATION CENTER AT FLORIDA ATLANTIC LINIVERSITY
R11111CIED 1W TW STATE OF FLORIDA - FLORIDA COASTAL WAMIEMENT PROGRAM DEPARTMENT OF COMMtXffTY AFFAIRS
AD A SUMNANT AWARDED my fLoAA - NATKNAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

btuaent SheetS NAME:
DATE:
CLASS:

ASSUMPTIONS AND CONCLUSIONS

Use the graphic organizer below to summarize your knowledge about the Mangrove
Swamps in Florida.
Conclusions

angroves help protect\
@outh Florida's coastline)

uppor @uppor upporf, \ Suppo
@r CUD I

Obe*rvaflons

1118 0
IA@@ JEW wmm 010101ma som"M C@ AT FLOWA ATLMM
R00100 MY "Iff STATE OF FLONVA - FLONDA COASTAL MANWININT PPA)GOWN 01PANTEW OF AFFAIM
AS A StWPAXT AWARDED BY ILOAA - %ATW" MUM AND AMOSPHEINC AMNISTRATION

btuaent bneets NAME:
D AT E
CLASS:

CLEAN-UP:

Before leaving the Mangrove site, make sure that all samples are returned to their
collection site.

FURTHERAEADING:

Dade County Environmental 51or
y p. 15 (Teacher Resource)

The Wonderful World of the Mangrove Swamps of the Everglades and the Florida
Keys by Kath.erine Orr (Student Book)

11-6-13

OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.AA NATIONAL OCEANIC.AND ATMOSPHERIC ADMINISTRATION,

Mangrove Ecology - A Multicultural Perspective

OBJECTIVE: To understand the interrelationships between the Mangrove ecosystem
and the human inhabitants of South Florida.

THE STUDENTS WILL:

1). Use research techniques to investigate the history and sociology of the human ties
to the Mangrove communities of South Florida.

2). Present their findings to the classthrough multimedia.

3). Understand the role mangroves play.

4). Discuss and.recommend future directions to create a Ecological/Social balance in
South Florida.

COMPETENCIES: Dade County CBC 6.400 7.400 8.400

SCHEDULE: 1-2 weeks

TEACHINGSUGGESTIONS:

A). Have the students research and prepare Team (4-person) presentations on
mangrove ecology and the. importance of preserving mangrove communities
using posterboards with,,. graphics, transparencies or other media. Have the
students include the following':

1). Discussion of Native Americans and their relationship with coastal
mangrove ecology.

2). Caribbean connection - Importance and prevalence of mangrove
communities throughout region in coastal habitats.

3). Issues of the fisheries,. land development and South Florida
population density.

B). Invite, or have students invite, guest speakers from the regions or industries that
their presentation was based on.

C). Have the student teams recommend suggestions for creating a balance between
the environmental needs and the social/industrial needs of South Florida.

11-7-1

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMIINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
CLASS:

7. Mangrove Ecology - A Multicultural Perspective

OBJECTIVE: To understand the interrelationships between the Mangrove ecosystem
and the human inhabitants of South Florida.

THE STUDENTS WILL:

1). Use, research techniques to investigate the history and sociology of the human ties
to the Mangrove communities of South Florida.

2). Present their findings to the class through multimedia.

3). Understand the role mangroves play.

4). Discuss and recommend future directions to create a Ecological/Social balance in
South Florida.

COMPETENCIES: Dade County C BC 6.400 7.400 8.400

SCHEDULE: 1-2 weeks

PROCEDURE

A). Research and prepare a Team (4-person) presentation on
,mangrove ecology and the importance of preserving mangrove communities
using posterboards with graphics, transparencies or other media. Make sure
that you include the following:

1). Discussion of Native Americans and their relationship with coastal
mangrove ecology.

2). Caribbean connection - Importance and prevalence of mangrove
communities throughout region in coastal habitats.

3). Issues of the fisheries, land development and South Florida
population density.

13). Invite a guest speaker from the regions or industries that your presentation was
based on. (Schedule the time/date with your teacher.)

C). Recommend, within your group or class, suggestions for creating a balance
between the environmental needs and the social/industrial needs of South
Florida.
11-7-2

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATIUN CENTER AT FLORIOA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMFNT PROGFIAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY NO A.A. - NATIONAL OCEANIC AND ATMOS PHERIC ADMINISTRATION

8. Mangrove Metropolis

OBJECTIVE: To learn about the importance of mangroves in our environment.

THE STUDENTS WILL:

1). observe the relationship of mangroves to the surrounding environment.

2). write a story that they will illustrate or act out that shows interactions of
life on a mangrove "island".

3). Discover that "no man is an island"; nothing can exist alone; all living things
are interrelated.

COMPETENCIES: 4 through 12

VOCABULARY:
banded tulip orb-weaving spiders
black mangrove oysters
fiddler crabs rhizophores
great blue heron red mangrove
great egret roseate spoonbill
mangrove crab tannin
mollusk tropics
needle fish sea squirts
sub-tropics
MATERIALS:
CONSUMABLE NON-CONSUMABLE

,art supplies video camera (optional)
video tape (optional) clip board with pencil attached
scavengerli 'sts with a string
white washed cotton fabric for testing tannin identification and reference books
binoculars
microscopic viewer

PREPARATION:

1). Read As much information as you can about the ecology of South Florida before
beginning these activities. Mangrove Island by Marjory Bartlett Sanger is a
great help. Tell the students that they are going to become an expert on
whatever little bits of nature that they want to introduce into their stories. Even
their families will be astonished about their knowledge.

2). Assign cooperative groups for both the classroom activities and-Jor the field trip.

11-8-1
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED By PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRA11ON

BACKGROUND:

Mangroves build islands. At least, the red mangroves do. Scientists believe
they first@originated,in West Africa but were beat out by more aggressive land plants.
Fortunately, evolution equipped them to handle salt and designed seeds which can
travel long distances. They float vertically upright with the root ends down. Passing
over a sand bar, they will attach and grow. Mangroves require a great deal of rain in
order to survive. Since all tropic regidns'have a rainy season, mangroves have
developed leathery leaves designed to store moisture.
They belong to a group of plants called halophytes. This means "salt-plants."
At the base of each leaf is an opening which permits the elimination of salt crystals.
They can survive even when the salinity is very high. Most even seem to prefer it.
some believe they might even receive nourishment from the salt.
The red mangrove or Rhizophora mangle is not the only mangrove found in
Florida. There is also the white and black mangrove. Although totally unrelated,
these two are also capable of surviving in a salty environment. Avicennia nitida, the
black mangrove, belongs to the same family as teak. The wood of the black
mangrove is not valuable but it does bear flowers that smell like honey and attract
swarms of bees. - Orb-weaving spiders spin their nets here to trap the bees. the white
mangrove always grows more inland behind the black. Laguncularia racemosa does
not bear live seeds or send up breathing roots.
These activities are designed to investigate the interrelationships of the
organisms that live within the "Mangrove Metropolis."

CONNECTIONS: These activities are also designed to help the students see ties
between all disciplines. Encourage your students to use all of their skills to learn more
and create their best work.

ENRICHMENT: Your students may also enjoy collecting tracks and identifying
them. If there is no appropriate place, create one by having sand hauled in beside a
drainage area. Place a tablespoon of peanut butter on a plastic lid and bury the
edges under the sand (to keep the lid from blowing away). Check for tracks the next
morning. Have the students draw the tracks, try to identify it and then make a plaster
cast. (Bird tracks do not easily make a good imprint.) When the cast is dry, remove
from the sand and brush it off. This is great fun for the student and can be done
easily.

FURTHER READING:
Anderson, Robert (1985) Guide to Florida Seashore Life, Erwin Lampert

Rezendes, Paul (1992) Tracking the Art of Seeing, Camden House Publishing, Inc.,
Charlotte, Vermont

Ricciuti, Edward R. (1982) The Peacemakers Guide, Doubleday & Company, Inc.
Garden City, New York.

Sanger, Marjory Bartlett (1963) Mangrove Island, The World Publishing Company,
New York 11-8-2

Student Sheets NAME:
DATE:
CLASS:

8. Mangrove Metropolis

OBJECTIVE: To learn about the importance of mangroves in our environment.

THE STUDENTS WILL:

1). observe the relationship of mangroves to the surrounding environment.

2). write a story that they will illustrate or act out th6t shows interactions of
life on a mangrove "island".
3). Discover that "no man is an islanj nothing can exist alone; all living things
are interrelated.

COMPETENCIES: 4 through 12

art supplies video camera (optional)
video tape (optional) clip board with pencil attached
scavenger lists with a string
white washed cotton fabric for testing tannin identification and reference books
binoculars
microscopic viewer
BACKGROUND:

Mangroves build islands. At least, the red mangroves do. Scientists believe
they first originated in West Africa but were beat out by more aggressive land plants.
Fortunately, evolution equipped them to handle salt and designed seeds which can
travel long distances. They float vertically upright with the root ends down. Passing
over a sand bar, they will attach and grow. Mangroves require a great deal of rain in
order to survive. Since all tropic regions have a rainy season, mangroves have
developed leathery leaves designed to store moisture.

11-8-3

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PU13LISHED BY FINE JOG ENVIRONMIENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Stu,dent Sheets NAME:
DATE:
CLASS:

They belong to a group of plants called halophytes. This means "salt-plants." At the
base of each leaf is an opening which permits the elimination of salt crystals. They
can survive even when the salinity is very high. Most even seem to prefer it. some
believe they might even receive nourishment from the salt.
The red mangrove or Rhizophora mangle is not the only mangrove found in
Florida. There is also the white and black mangrove. Although totally unrelated,
these two are also capable of surviving in a salty environment. Avicennia nitida, the
black mangrove, belongs to the same family as teak. The wood of the black
mangrove is not valuable but it does bear flowers that smell like honey and attract
swarms of bees. Orb-weaving spiders spin their nets here to trap the bees. the white
mangrove always grows more inland behind the black. Laguncularia racemosa does
not bear live seeds or send up breathing roots.
These activities are designed tp investigate the interrelationships of the
organisms that live within the "Mangrove Metropolis."

ACTIVITY 1

You will be going on a field trip to gather data. Before you go, read or listen to
the story about how mangrove came to Florida - "Mangrove Metropolis." Our
ancestors made up many stories to explain the nature around them. You will get a
chance to continue the story after you have collected data and done research. At
that time, your story can be illustrated or acted out to create a video for the class.

ACTIVITY 2

When you visit a mangrove swamp, carry a sketch pad and take notes about all that
you see. Use the viewers and binoculars to see everything you can. - You might even
dip a piece of white cloth in the "muck" or detritus at the base of the mangroves to
take a look at the effect of the tannins in the water.

ACTIVITY 3

Back in the classroom, extend your knowledge by choosing one organism you
observed on the field trip to become an "expert on". Research the organism in the
classroom and media center resources. Remember to include information on other
a,reas beyond South Florida. When your research is complete, tie the information you
found with "Mangrove Metropolis" or another story. Illustrate or act out your creation
to help others understand how all living things are interconnected.

11-8-4

Student Sheets -L,4AME-i
DATE:
CLASS:

Mangrove Metropolis

Long ago and far away, a very old tree stood on the shore of a sparking sea.
His enemies had pushed him to the very water's odge. The tree planned secretly for
years to save his children, to give them a place to grow free. The old father's roots
dug deep in the sand. Small sea creatures whispered to him, telling their secrets,
thanking him for protecting them in his branches. Year after year, the old tree
planned. At last he was ready. He made boats for his children and sent them off from
the shore with quiet whispers of love. The children in the bobbing cocoons whispered
back. "We love you, too. We'll find homes, Father." The last little boat pleaded,
nFather, let me stay with you." But, the bent old tree pushed his son gently into the
outward tide. The young seedling cried until the waves gently cradled him to sleep.
For many months he traveled, 6nly waking for short periods of time. All around
him were the blue of sky and the blue of sea beneath his feet. Occasionally a sea
creature could come close, wondering at the bobbing boat.
"Where are you going?" they would question.
"To find a land of my own," he would say.
uWe understand," they always replied.
The seedling awakened one stormy night. All was black around him except
when a flash of lightening pierced the dark sea. "Father, I'm scared," cried.the
seedling., No one answered. Father was too far away. The seedling huddled in his
dark cocoon and rode the swelling waves. "I'm scared," he whispered to the waves.
Another voice answered back,"I'm scared, too.u
OWho.are you,N asked the seedling.
"A friend," replied the voice.
The seedling felt himself entwined in seaweed. The voice even closer said,
"Don't worry. We'll ride the storm together."
Throughout the cold dark night, the seedling and his friend talked quietly of
sunny days and far off places. Finally, just before dawn, he slept.
Morning came. The sun warmed the little boat. Gentle lapping waters swirled
around him but the boat no longer moved. The sun sparkled and the little seedling
realized his roots were firmly attached in the sand. "I'm home," he sighed, "I'm home!""
"Well if you're home, then I must be home too," laughed a voice in his ear.
The seedling now saw the stranger from the long night before. A golden spider
lay gleaming upon the debris caught around him.
"You mean you'll stay?" he said.
"Of course,N said the spider, "But now I must rest."
The little seedling grew, spreading branches, and having children of his own.
To each he told the story of the Father tree before he pushed them gently into the tide
whispering words of love. The spider stayed. The seedling welcomed the black
mangrove to shelter at his back. For this, the black mangrove, produced for him
honey scented flowers. Here the spider and her children stayed spinning webs and
catching all the bees that ventured in. They were joined by friends .......

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINIMRED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC ANP ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
Notes: CLASS:

FURTHER READING:
Anderson, Robert (1985) Guide to Florida Seashore Life, Erwin Lampert

Rezendesi Paul (1992) Tracking the Aq of Seeing, Camden House Publishing, Inc.,
Charlotte, Vermont

Ricciuti, Edward R. (1982) The Peacemakers Guide, Doubleday & Company., Inc.
Garden City, New York.

Sanger, Marjory Bartlett (1963) Mangrove Island, The World Publishing Company,
New York 11-8-6

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK'
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED ErY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

9. A Taste of Salt

OBJECTIVE: To determine the effect of salinity on the growth of native dune plants.

THE STUDENTS WILL:

1). Research ocean salinity

2). Conduct salinity experiment

3). Illustrate observed growth changes.

COMPETENCIES: Dade CBC: Grades 6, 7 & 8

SCHEDULE: Initial start-up of one class period (50 minutes); Observe growth time: 9
weeks; To observe: 1 class period to discuss results and support reasons for
outcome.

VOCABULARY:

salinity reef sea oats salinity tester

MATERIALS:

CONSUMABLE NONCONSUMABLE

grass seed 2 beakers
box salt .7. pots (cardboard root pots, usually free)
water sand
triple balance beam
salinity tester (purchase through commercial
vendor ie: Carolina Biological)

PREPARATION: Provide students with background about the salinity of ocean water
(by research or by testing actual water from the ocean).

BACKGROUND: Sea Oats and related grasses have made special adaptions to living
in a salt rich coastal environment.

TEACHING SUGGESTIONS: Since it is illegal to collect sea oats, the in-class
experiment will use grass which is a relative of the sea oats. Other native plants can
also be used it purchased from a nursery. (Some common dune plants are: Sea
Grape, Rail Road Vine, Inkberry, Seacoast Marsh Elder, Golden Creeper and Bay
Cedar)

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.&A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

PROCEDURE:

1). Plant grass seeds in the seven pots filled with sand. Number the pots.

2). Prepare 120 ml of salt water which has the same salinity as the ocean water.
Pour 20 ml of this solution into pot #1.

3). Divide the remaining water into 2 beakers.

4). Place the salinity tester in one beaker and set Ahe other beaker aside.

5). Add water to the beaker until the salinity is 50% less than the original. Pour 20
ml of this solution into pot #2.

6). Place the salinity tester back into the beaker and add water until the salinity is
50% less than pot #2. Pour 20 ml of this solution into pot #3.

7). Continue diluting and watering each successive pot until all are prepared.

8). Observe.

9). Water as needed with saline water. (Remember to always water each pot with
water that has the same salinity as the water you put in the first time.)

10). Record, graph and illustrate the growth of the grass.

11). Field Experiment: Check salinity of water in areas where there. are sea oats
and where there aren't any.

CONNECTIONS:

Math: Expect the students to use their math skills by:
1). producing solutions that are the same salinity as the ocean water,
2). performing the dilutions themselves,
3). creating their own growth graphs

Language Arts: Have the students research and report on changes in the protection
of dunes areas.

11-9-2

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL AC71VITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Fine Arts: Observational diagrams will help the students remember the changes that
occurred over the growth period.

Social Studies/Economics: Debate the issue of home and business beach front
construction on top of the dunes as compared to construction with boardwalks behind
the dunes.

FURTHER READING:

Workman, Richard W. (1980) Growing Native: Nati4 Plants for Landscapg Use in
Coastal South Florida, Sanibel-Captiva Conservation Foundation, Inc.

11-9-3

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OJL& - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
CLASS:

9. A Taste of Salt

004ECTIVE: To determine the effect of salinity on the growth of native dune plants.

THE STUDENTS WILL:

1). Research ocean salinity

.2). Conduct salinity experiment

3). Illustrate observed growth changes.

COMPETENCIES: Dade CBC: Grades 6, 7 & 8

SCHEDULE: Initial start-up of one class period (50 minutes); Observe growth time: 9
weeks; To observe: 1 class period to discuss results and support reasons for
outcome.

VOCABULARY:

salinity reef sea oats salinity tester

MATERIALS:

CONSUMABLE NONCONSU MABLE

grass seed 2 beakers
box salt 7.pots (cardboard root pots, usually free)
water sand
triple balance beam
salinity tester (purchase through commercial
vendor ie: Carolina Biological)

PREPARATION: Provide students with background about the salinity of ocean water
(by research or by testing actual water from the ocean).

BACKGROUND: Sea Oats and -related grasses have made special adaptions to living
in a salt rich coastal environment. Since it is illegal to collect sea oats, the in-class
experiment Will use grass which is a relative of the sea oats. Other native plants can
also be used if purchased from a nursery. (Some common dune plants are: Sea
Grape,. Rail Road Vine, Inkberry, Seacoast Marsh Elder, Golden Creeper and Bay
Cedar)

11-9-4

OCEANOGRAPHIC, CULTURAL, ENVIRONMEN 17AL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA AT'LANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL. MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NAT10NAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
CLASS:

PROCEDURE:

1). Plant grass seeds in the seven pots filled with sand. Number the pots.

2). Prepare 120 ml of salt water which has the same salinity as the ocean water.
Pour 20 ml of this solution into pot #11.

3). Divide the remaining water into 2 beakers.

4). Place the salinity tester in one beaker and set the other beaker aside.

5). Add water to the beaker until the salinity is 50% less than the original. Pour 20
ml of this solution into pot #2. 1.

6). Place the salinity tester back into the beaker and add water until the salinity is
50% less than pot #2. Pour 20 ml of this solution into pot Q.

7). Continue diluting and watering each successive pot until all are prepared.

8). Observe.

9). Water as needed with saline water. (Remember to always water each pot with
water that has the same salinity as the water you put in the first time.)

10). Record, graph and illustrate the growth of the grass.

11). Field Experiment: Check salinity of water in areas where there- are sea oats
and where there aren't any.

FURTHER READING:

Workman, Richard W. (1980) Growina Native: Native Plants for Landscage Use in
Coastal South Florida, Sanibel-Captiva Conservation Foundation, Inc.

11-9-5

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMONTAL EDUCATION CENTER AT FORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAA - NATIONAL OCEANIC AND ATMO$PHERIC ADIMNISTRATION

DATE:
CLASS:
Use the chart'below to construct a growth graph for each pot and draw a sketch of all
the pots each week.

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FUNIMD W TM VITATE OF FLORIDA - FLORIDA MARITAL "VAE0111111hil PROGRAM DEPARTIONINT OF COMMMAM AFFAIRS
AS A 1111111141MANT AWAMD BY N.O.A.A. - MAINNAL OCEAMC AM ATMOPMENC ACOMMISTRATON

111. AQUATIC WETLAND
'ENVIRONMENTS

W NT IS SOUTH FLORIDA'S
H ATER SUPPLY?

RIOUS PHOTOSYNTHETIC
I ORGANISMS LIVE AT
DI
ELS OF SEDIMENT AND MUD?

I INVESTIGATION OF
H FLORIDA'S PLANTS

ERGLADES: ITS PAS
8 NT AND FUTURE

ESH ATER ECOOX/@TEMS
RE T LIVING I)b)NON-
OF A ESHWA 0

S INTERAC S: -10)
1,,TE@ACTIN
THE WATER TABLE AND FLOODING

FLORIDA'S GREATEST WETLANDS:,
A
THE EVERG%Lr-%DES

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED 13Y N.O.AJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

10. How Important is South Florida's
Fresh Water Supply?

OBJECTIVE: To investigate the water cycle of South Florida as the basis of a healthy
environment.

THE STUDENTS WILL:

1). Investigate the importance of water to our daily lives and environment.

2). Identify the biotic (living) and non -living(a biotic) factors in a
f reshwater ecosystem.

3). Explain the interactions between biotic and abiotic factors in a freshwater
ecosystem.

4). Identify the niche and habitat of the living components of the ecosystem.

5). Compare the impact of several environmental disasters to the potential impact
of a similar accident in South Florida.

6). Apply the consequences of improper water usage to an action plan to reduce
their own water consumption and prevent contamination of freshwater
ecosystems.

COMPETENCIES: Dade CBC

SCHEDULE: It could be developed into a two-week multidisciplinary module.

VOCABULARY:

Abiotic Endangered Pollution
Aquifer Environment Precipitation
Biotic Estuary Producer
Condensation Evaporation Reservoir
C6nseq:'uence F66dchain Seepage
Consumer Foodweb Transpiration
Contaminated Habitat Universal pH paper
Cycle Impact Vapor
Decomposer Niche Wetland
Ecology Percolation Wildlife
Ecosystem Phytoplankton

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED 13Y ME J013 ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY FLOAA - MAMMAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

MATERIALS:

CONSUMABLES NONCONSUMABLE
Electrical Tape 2 equal size small glass jars
Ice Graduated Cylinder or measuring cup
Colored Pencils Plastic Bucket (white if possible)
Water Net for dipping
Motor Oil Pond Life field guides
Baby diaper lining Microscope
Slides and coverslips
Dropper
Thermometer
Shallow aluminum pan
Small ruler

PREPARATION:

1. Visit the school Media Center and secure copies of reference materials that relate
to the life found in freshwater, historical information on the importance of the
water flow 'in South Florida, and articles on recent environmental disasters that
have impacted regional biomes (oil spills, chemical spills, urban
development, etc.)

2. Have students begin collecting, reading and sharing newspaper and magazine
articles on water and how it affects their lives.

3. If you plan to visit a site away from school to perform the field activities, contact
the site(s) early. Many such resources become booked early in the school
year.

4. Review water safety and care of handling living things before the field experience.

BACKGROUND: Since water is a very important and fragile component of South
Florida's ecosystem, we need to teach our children about our aquatic environment, in
terms of its quality and preservation; thus, enabling them to make informed choices
about their activities and impact on an ecosystem.

TEACHER SUGGESTIONS:

ACTIVITY I

1. About 2 weeks before beginning the unit, ask students to bring in current events
related to South Florida's water (weather reports included - this could lead into
weather, Hurricane tracking, etc.). Methods for sharing current events are
numerous. AM
111-10-2
OCEANOGRAPHICv CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBUSHED BY PINE JOG MVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND @TMOSPHERIC AC*M-=TRATION

The purpose for sharing with each other about their articles is to get
them to think about where water comes from, how it is used, and how precious it
is before the.actual water activities- begin.

2. Before assigning Activity 1, begin a chart of all of the ways water is used in the
articles and brainstorm ways students might use water at home.

3. Emphasize that they don't have to measure every cup of water they put into a
bathtub or sink but they can take a measurement of the rate of water flow and
time themselves for a given activity.

4. Posting a class average of water use will help thle students compare their use with
others.

ACTIVITY 2

1. This activity is designed to help students understand the nature of the water cycle.
A variety of additional water cycle activities can be found in An Activijy Guide for
Teachers* Everalades National Park.

2. In terms of sharing and discovery, make sure that the groups working on this are
small (2-3 people).

ACTIVITY 3

1 . Scheduling freshwater biomig sites for this activity should begin early in the school
year. Make sure that you have all of the proper paperwork together well in
advance .

2. Forewarn parents that the students might get wet and dirty while on the trip. Extra
chaperons are also helpful.

3. Review water safety and organism handling before arriving at the site.

4. Group.materials such as thermometers, pH paper and hand lenses assembled into
"kits" for each group to be responsible for helps avoid confusion when at the site.

5. Make bulletin board space available for sketches of the ecosystem and organisms.

111-10-3
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINWTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLONDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED 13Y ILOAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADL41NISTRATION

ACTIVITY 4

1 . The lining of Ultra baby diapers are made of a "Super Soaker" similar to the
absorptive materials used to clean up oil spills with. The students should observe
its properties before being informed that this material could be used for this
purpose..

2. At the end of the lab, the lining material should not be washed down the drain.
Neither should the oil.

ACTIVITY 5

I., Distribu 'te the "I.promi se..." sheets and ask the, students to consider the knowledge
they've gained and to write one promise that they can keep to save our freshwater
ecosystems.

2. Display of the student's drawings and promises helps promote "positive peer.
pressu,rem help the students encourage one another. Use these to create a
beautiful and meaningful bulletin board. (Or, have them cut out the drop's and
glue them to blue paper and hang them from the ceiling.)

3. Teacher participation also may facilitate and encourage the students to continue
their promise.

CONNECTIONS

Math - 1. Converting temperature. measurements
2. Calculating average temperature
3. Graphing the spread of oil across still water

Language - 1. Read historical information about the South Florida water supply and
manmade changes in the flow of water that comes into the area.
2. Research and discussion about disasters such as the Valdez.
3. Written response to III promise..."

Social Studies - 1 Discuss, describe, and write about changes that have taken place
as a result of the mix of different people and culture (eg. social,
political, environmental and economic changes) in this region and
how it might affect the aqatic environment.
2. Create an environment of "Positive Peer Pressure" with the "I
promise ..." bulletin board. Allow students (friends and parents)
outside the class to add their promises too. This could even
extend into a school effort, even possibly a regional effort!

111-10-4
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADLINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Science - 1. Observation
2. Collection and identification of organitms.
3. Data Collection and analysis.

Art/Music - 1. Creation of "Life I found..." pictures and "I promise..." bulletin board
2. On the field trip, students may want to carry cameras. If they are
interested, consider the inclusion of their photos on the bulletin board,
in a school newspaper, or in a yearbook.
3. South Florida has so many cultures, consider playing a variety of
prescreened selections while the students are researching, writing,
drawing, or participating in classroom lab activities. Students may
have some discussion of the origin of the style of music particularly if it
has origins in their etl4nic background. Sounds of nature tapes may
also add additional interests.

ADDITIONAL INFORMATION/CROSS REFERENCES

An Activity Guide for Teachers: Everglades National Park is an invaluable resource
that contains a number of extensions and activities related to South Florida's water
resources and ecosystems. It is available through Everglades National Park, P.O. Box
279 Homestead, Florida

Miami Herald: issue dates March 25-27, 1989 (Exxon Valdez oil spill)

National Geographic Sp@cial Edition: Water the Power, Promise, and Turmoil of North
America's Freshwater November 1993

"South Florida Water: Paying, the Price" National Geographic July 1990.

"The Exxon Valdez Disaster" Nova Video Tapes

Pond Life: A Guide to Common Plants and Animals of North American Pond$ and
Lakes, Reid, G. 1987 Golden Press. New York, 160 p.

The Dade County Environmental Sto!y and
The Nature of Dade County: A Hometown Handbook are available through
Environmental Information Service of Friends of the Everglades
3744 Stewart Avenue, Miami, Florida 33133 (305) 888-1230

The Vgyage of the MIMI: Ecosystem with Island Survivors , 1985, Sunburst
Communications, Inc. 76p.

Water Information Phone Numbers (source: National Geographic Society):
American Ground Water Trust: 1-8007423-7748
U.S. Environmental Protection A%jncy: 202-260-2090
U.S. Department of Agriculture S-6-il Conservation Service: 1-800-THE-SOIL
111-10-5
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLOF91DA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRAT10N

Student Sheets NAME:
DATE:
PERIOD:
10. How Important is South Florida's
Fresh Water Supply?

OBJECTIVE: To investigate the water cycleof South Florida as the basis of a healthy
environment.

THE STUDENTS WILL:

11). Investigate the importance of water to our daily lives and environment.

2). Identify the biotic (living) and non-I iving(a biotic) factors in a
f reshwater ecosystem.

3). Explain the interactions between biotic and abiotic factors in a freshwater
ecosystem.

4). Identify the niche and habitat of the living components of the ecosystem.

5). Compare the impact of several environmental disasters to the potential impact
of a similar accident in South Florida.

6). Apply the consequences of improper water usage to an action plan to reduce
their own water consumption and prevent contamination of freshwater
ecosystems.

COMPETENCIES: Dade CBC,

SCHEDULE: It could be developed into a two-week multidisciplinary module.

VOCABULARY:

Abiotic Endangered Pollution
Aquifer Environm ent Precipitation
Biotic Estuary Producer
Condensation Evaporation Reservoir
Consequence Foodchain Seepage
Consumer Foodweb Transpiration
Contaminated Habitat Universal pH paper
Cycle Impact Vapor
Decomposer Niche Wetland
Ecology Percolat ion Wildlife
Ecosystem Phytoplankton

111-10-6
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUSLARED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBORANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
ACTIVITY 1 - WATER USE PERIOD:

BACKGROUND INFORMATION

Human beings require a minimum of 2.4 liters (about 2/3 gallon) of water per
day to sustain life. However, the average American uses about 100 times more water
than this everyday at home. People drink or use for cooking only a tiny portion of the
water entering their homes, less that 4 liters (less than a gallon) per person per day.
The rest of the water is used for washing, cleaning, and removing waste.
In this activity, your class is going to compare the amount of water they use for
two activities: brushing their teeth and bathing.

MATERIALS

Large bucket
Measuring cup
Watch with a second hand
Pen or pencil

PROCEDURE

1 - At home, place a large container under the faucet in your bathtub. While timing,
turn the water on and allow it to run until the container is filled. Record the time
below.

2. Measure the amount of water in the large container. Record the volume below.

3. Repeat steps 1 and 2 two more times.

4. Calculate the rate of water flow for the bath tub for each trial. (Divide volume by
time.) Average the three. (Add the flow rate for the three trials and divide by 3.),
This is the average water flow rate.

5. Repeat steps 1-4 with the sink.

6. When you take your bath, shower, or brush your teeth, time yourself, record it in
the table below, and then calculate the amount of water you used. (Multiply the
average flow rate by the time the water ran.)

7. Share your results with the rest of the class and answ er the questions.

111-10-7
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
A011011STERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - KATIIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
DATA PERIOD:

Bathtub Sink
Trial I Trial 2 Trial 3 Trial I Trial 2 Trial 3

Volume

Time

Flow rate

Bathtub Sink
Average flow rate Average flow rate

Length of bath or shower Time running water

Water used in I bath Water used in
brushing teeth

QUESTIONS AND CONCLUSIONS

1. After comparing with your classmates, what can you conclude about the water you
use to take a bath and to brush your teeth?

2. What are some other ways we can conserve our household and school freshwater
supplies?

3. Where does the water we use come from?

OCEANOGRAP NIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
AD=ISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPNERIC ADMINISTRATION

Student Sheets NAME:
DATE:
ACTIVITY 2 PERIOD:

THE WATER CYCLE

BACKGROUND INFORMATION

The word "cycle" means a complete circle, or to end up where you started.
The drinking water from your Tkitchen faucet and the ocean water in which you swim
are part o the 'Water Cyclen. the water cycle occurs@ in three basic steps:
precipitation, evaporation and condensation.
Water can take the form of rain, snow, or ice. When precipitation occurs, or
water falls to the ground, some of it will run into lakes, wetlands, or other reservoirs.
A reservoir is a place where water is itored. A wetland is an area where the soil is
soaked most of the time.
Percolation, or water sinking into the earth, occurs until it reaches a natural
underground storage area called an aquifer. Some of the rain water will also run into
the ocean, where this fresh water mixes with the ocean's saltwater and an estuary is
formed.
The second step of the water cycle is evaporation, which is a change in water
from a liquid to a vapor (moist gas). When plants give off vapors, the process is
called transpiration. Water vapor travels into the atmosphere through evaporation and
transpiration.
As the atmosphere becomes saturated with water, condensation and then
precipitation occurs. (Condensation is when vapor turns into liquid.)- and our cycle
continues ... and continues ... and continues.
In this activity, you'll make your own water cycle!

MATERIALS

Two equal-sized baby food jars, no covers
Electrical Tape
Ice
Graduated cylinder or small measuring cup
4 milliliters of water

PROCEDURE

1 - Create, a condensation chamber by placing four milliliters of water in one jar.

2. Invert the other jar and tape both jars together mouth to mouth.

111-10-9
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINNTERED AND PUBLISHED SLY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED 13Y THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
A8 A SUBGRANT AWARDED BY FLOAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets N AIM E:
DATE:
PERIOD:
3. Place the chamber in a warm sunny location. Describe the changes you se
What forms on the sides of the jars?

How does it get there?

4. Place an ice cube on top of the chamber and describe the changes you see.

What effect does the ice cube have on the chamber?

CONCLUSIONS

How is this experiment like the water cycle?

When does the water cycle stop? (or does it?)Explain.

Draw the water cycle below and label the steps.

III-10-10
OCEANOGRAPHIC, CULTURAL. ENIVIRONMENTAL ACTIVITY NOTEBOOK
ADMINIVIIERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY FLOJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
ACTIVITY 3 - A VISIT TO A FRESHWATER ECOSYSTEM

MATERIALS

Colored Pencils Medicine Dropper
Thermometer Slides
Universal pH paper Cover slips
Handlens Microscope
Net for dipping Water sample
Large white bucket
Pond Life Field Guide
Small Plastic container with a lid

PROCEDURE

1. Draw a sketch of the freshwater area on the "Water Drop" page.

2. Measure the temperature of the water

How might temperature effect life in this area?

3. Using a small strip of universal pH paper, touch the water with the strip and then
compare the color that forms with the appropriate pH.
(7 is neutral, numbers below 7 are acidic and numbers above 7 are basic)

How might pH effect life in this area?

OCEANOGRAPHIC. CULTURAL, ENVIRONMENTAL ACTIVITY NVTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL ED11CATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROeRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
4. Gently dip the net in the pond. Carefully place any organisms in the bucket. Tr .y 40
to identify them (use the field guide if needed) and share your findings with your
classmates. List or describe the special organisms you find. Return all organisms to
the water:

5. Collect a water sample to look at under the microscope when back in the class.
To do this, make sure that you collect it from below the surface.

6. Back in the classroom, place a drop of the collected water on a slide and cover
with a coverslip. Look for any organisms. Draw them and try to name them on the
"Life I Found..." sheet.

CONCLUSIONS

Even though the water in the ecosystem you visited is not being used for human
consumption, how might areas like this be important to life in South Florida both now
and in the past?

111-10-12
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
RINDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY FLOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Shoots NAME:
DATE:
PERIOD:
WATER DROP

A VIEW OF

0-10-13
QQG%9lWWWftr4 CMMML. 1111411RIMAIIIIIIINTAL ACTIVITV NOTEBWK
A1111111111IM111111 NO PUBMW M @ JOG 111WINOINIIINTAL 1111RICATION CENTER AT FLORIDA ATLAPTIC LNVERSITY
PUNIND w THIll WATE OF FLOPM - FLOMA COAXTAL SIMMMIT PROGRAM DEPARTIONT OF COMARM AFFAIRS
AS A GUIIIIINANT AINAMD NY ILOAA - HATIC110A. MUM AND ATWSPMK AMMTRAMN

*tucient %*#mots NAME:
DATE:
PERIOD:
LIFE I FOUND

. ... ... . ... .

...... ..... ..
/
LIFE I FOUND IN
A DROP OF FRESHWATER
JHAT CAME FROM ----------
A

allm@mm am_ 10111101111101111MAL AQW*WV 10TEMOOK
A11111111IM11100 AM flvft@ W WN JM MMO11111011TAk. SWXATION Cemm AT PLOSIDA ATLANTIC UINVERGM
11MED Vf TW STATE OF PLONDA - FLOWA 0OASTAL MAIIACIRMIT PROGAM DEPAMM OF COWKWTV APFAIM
All A KINCRANT AWAMED WY K.OAA. - NATIONAL OCKAPW AND ATMOSPIMM ADINIGITRATIOPI

Student Sheets NAME:
DATE:
PERIOD:
ACTIVITY 4 - OIL SPILL AND CLEAN UP

MATERIALS

Shallow pan
Water
Medicine dropper
Small amount of oil
Ruler
Baby diaper lining (about the size of three cotton balls)

PROCEDURE

1. Pour water into shallow pan (covqr bottom)

2. Get a small amount of oil in a dropper. Drop 1 drop on the surface of the water.

3. Measure the diameter of the drop and record below.

4. Add another drop, measure its diameter, and record below. Continue until 10
drops have been added.

What happens as the drops are added?

5. Lay the baby diaper lining on top of the oil drop. Leave it for about 30 seconds
and then remove it. What happened?

6. Place the baby diaper material in the trash and pour the rest of the water down the
drain.

OCEANOGRAPM CULTURAL4 ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTIERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UHIVERSrIY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIR$
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
DATA

Trial of Drops Diameter of Drop
A I -
B 2
C 3
D 4
E. 5
F 6
G 7
H 8
9
10

Graph the spread of the drop in the bar graph below:

3 4 9 G 7 9 8 10
CONCLUSIONS Door$

1. Why is it so imporim to AM an oil Will as som as possible, il'one occurs?

2. Other than ffiSuper Soakers,u what are some other ways to clean up oil spills?

W - 10 - 16
0011ANOMAPHIC, CMTUIVA. ONVVIONISINTAL ACTIVITY NOTEDOM
imam KDANO PMAM WPM "SNYSIONIMENTAL MWATION CENTER AT FLORIDA ATLANTIC VNIVERSFFY
101010111) BY IM STATII OP FLORIDA - RANDA COASTAL AVIAMEWIT PROGIIIAM DEPARTISENT OF COMMUNITY AFFAIRS
AS A 9UPGRANT AWAIIND BY ILOAA - NATIONAL OCEANIC MOD A7WSPHENC AI)NINNITRATION

Student Shoots NAME:
DATE:
PERIOD:
ACTIVITY 5 - Consider the knowledge you've gained and write one promise that
you can keep to help save our freshwater ecosystems.

I PROMISE TO SAVE OUR''-".,,
FRESHWATER ECOS`(STEMS@
BY...

CKTURAL. Wftft)@WAL ACTIV ITY NO
A011INW1111111ED AM PUNU11MI W M JOG ENMOMWNTAL BWAIION CENTER AT FLOMA ATLANTIC UNIVERUTY
PUIM[D BY THE STATE OF FLONDA - PLONDA COASTAL MANA01111011" INNOGRAM DEPAXVMff OF CONORAW" AFFAIRS
AS A SUMPIANT AWAIWD BY PLOAA - NATIONAL OGRAIM AND ATMOSPHROC AMONISTRATION

11. How DoVarlous Photosynthetic Microorganisms
Live at Different Levels of Sediment and Mud?

OBJECTIVE: To explore microscopic life in bottom sediment.

THE STUDENTS WILL:

1). Collect mud and sediments from various South Florida sources.

2). Create a raised core sample and supply the conditions necessary to grow and
display microbial organisms living in different layers and regions.

3). Investigate the seen and unsee"n living organisms found in sediments and mud.

4). Determine the important roles living organisms found in mud and sediments
play in the natural world.

5). Keep a scientific log of observations over a period of time.

6). Research and compare theories about the origination and maintenance of the
microbial world.

7). Investigate the effects of restoration of the sheet flow in the Everglades on the
microscopic environment.

COMPETENCIES: Grades 4 through 12

SCHEDULE: Variable. It could be developed into a two week multidisciplinary
module.

VOCABULARY:

aerobic zone fungi photosynthesis
anaerobic zone hydrogen sulfide gas sulfur gradient
bacteria microaerophillic zone translucent
cyanobacteria oxygen gradient wavelength (visible light)
Winogradsky column

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCA71ON CENTER AT FLORIDA ATLANTIC UMIVERSITY
FUNIDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

MATERIALS:

CONSUMABLE NONCONSUMABLE

Transparent container (soft-drink bottle) Slides and cover slips
at least 15 cm tall Pipet or long medicine dropper
Large bucket of soil, mud or sand Handlens
Water - from the region where the soil was collected Microscope
(sea water if it is a marine environment) 'Small rulers
Quick food source - hard boiled egg yolks, an Colored pencils
entire raw egg, or cheese and powdered
calcium sulphate
Carbon source - shredded newspaper,
calcium carbonate (lime), chalk dust, or
plaster of Paris
Brown paper to surround the container
between observations
.Plastic wrap to cover the top

PREPARATION:

1. Ask students to collect and bring in the following:
a. their own soft drink bottle
b. a sample of soil, mud, or sand
c. a water sample from the region around the soil sample site
d. a description of the collection region
(Collect several samples Jor yourself - or anyone who might not have theirs.)

2. Have a variety of resource books on m1croorg-anisms available for the students to
use for reference. A class trip to the library for resource investigations may be helpful.
If possible, obtain and have students read copies of "Life in a Teaspoon of Soil" by
Shirley Foster Fields, Science Scope, volume 16, No. 5, February 1993.

3. Before beginning Activity 1, prepare the classroom for working with messy
materials or plan to work outside. Students will want to wash their hands when their
columns are complete.

BACKGROUND:

Have you ever stopped to wonder what soil is and where it comes from? Soil
isn't udirt cheap." It "s precious and vital to life on earth. Without soil, most plants
could not grow on the land. Without plants, no animals would survive.

111-11 -2
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY HOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY H.O.AJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Soil covers most of the earth's land surface. It ranges in thickness from a few
millimeters to a few meters. Many times soil has layers: topsoil, subsoil, and parent
rock. Topsoil is a mixture of small grains of rock and the decayed matter of plants
and animals. It is formed slowly as the remains of plant and animal life decay. The
decayed matter combines with small rock particles for form dark soil called humus.
Humus supplies the essential chemicals that plans need to grow. Because it is
spongy, humus stores water. It can h6ld'600 times its own weight in water. Humus
also contains air spaces which allow air and water to reach plant roots.
Vital to the formation of soil is the role played by decomposers. These
organisms, the bacteria and fungi in soil, break down dead plants and animals into
simple chemicals substances which become the nutrients needed by growing plants.
It is the kind of bacterial that live at different leaves that we will focus our attention on
as we investigate how the various photosynthetic microorganisms live in soil and
sediment. The microbial organisms that live at different levels in soil and sediments
live there because conditions vary at different levels. Each level is unique and
supports a different kind of microbial population.

TEACHER SUGGESTIONS:

ACTIVITY 1:

1. Make sure that there is ample space for storage of the columns after they are
prepared so that the students can make observations on a daily basis as they
enter the classroom.

2. Before creating the columns, divide the class into teams that can work together to
produce a group of columns (one for each student).

3. Ask the students to READ the background information and procedure before
assembling their columns.

ACTIVITY 2:

I. To create journals, copy master cover in heavy stock paper and master inside
pages front to back. Staple in the middle and fold.

2. Column/Journal observations can be done each day with a minimum amount of
effort by each student. Have students do their column observations as they
enter the class and journal writing immediately after class begins. (A time limit
might be helpful.)

3. Student journals kept with the column or in a file in the classroom will help
eliminate "lost papers" and disorganized information.

111-11 -3
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PIKE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PRO43RAM DEPARTMENT OF COMMUNITY AFFAIRS
As A suBGRANT AwARDEo BY NoAA - NAr4NAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

ACTIVITY 3:

1. Perform this activity once upon completion of the.column and once after the
columns have had a chance to "mature."

2. Have droppers, slides, hand lenses, microscopes and reference books at lab
stations before class.

*Adapted from"Microbial Cityu found in The Microcosmos Curriculum Guide to
Exploring Microbial Space, by Dr. Douglas Zook, Boston University School of
Education, Boston MA, published by Kendall/Hunt 'Publishing company, 1992.

CONNECTIONS

Math - Measuring band width and creating a growth graph

Langugage - 1. Journal Entries
2. Have the students write a fictional narrative about "life in the living soil."
3. After a media center research trip, ask the students to write either a
scientific research paper, theological or opinion based about the theories
of how microbial,life originated and how it has maintained itself over time.
4. Have a debate on how restoration of the sheet flow in the Everglades would
affect the microscopic environment.

Science - Utilized science skills: collection of soil and water samples, preparation of
a raised core sample, scientific log and measurements, preparation of -slides and
proper microscope usage, and literature review.

Social Studies - Have students plot collection sites on a city/county map. Discuss
growing conditions of the areas. Ask them to consider and discuss why or why not
these sites were chosen for housing, farming, fishing,etc.

Art - Create a "Living Soil Portrait" Bulletin Board to display the students work

CLEAN-UP

At the end of the observation period, allow the studpnts to take the columns home
with their work for continued observations or to be returned to the source.

FURTHER READING
Sagan, Dorion and Lynn Margulis (1988) Garden of Microbial Delights: A Practical
Guide to the Subvisible World, Harcourt, Brace, Jovanovich, *Inc.

Hurd, Dean et.al (1992) General Science: Vgyage of Adventure,, Prentice Hall:
Englewood Cliffs, New Jersey

OCEANOGRAPHIC- CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTME14T OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

1. How Do Various Photosynthetic Microorganisms
Live at Different Levels of Sediment and Mud?

OBJECTIVE: To explore microscopic life in bottom sediment.

THE STUDENTS WILL:

1). Collect mud and sediments from various South Florida sources.

2). Create a raised core sample and supply the conditions necessary to grow and
display microbial organisms living in different layers and regions.

3). Investigate the seen and unseen living organisms found in sediments and mud.

4). Determine the important roles living organisms found in mud and sediments
play in the natural world.

5). Keep a scientific log of observations over a period of time.

6). Research and compare theories about the origination and maintenance of the
microbial world.

7). Investigate the effects of restoration of the sheet flow in the Everglades on the
microscopic environment.

COMPETENCIES: Grades 4 through 12

SCHEDULE: Variable. It could be developed into a two week multidisciplinary
module.

VOCABULARY:

111-11 -5
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED 13Y THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.CAA - NATIONAL OCEA1QC AND ATMOSPHERIC ADMINISTRATION

Student Shoots NAME:
DATE:
PERIOD:

MATERIALS:

CONSUMABLE NONCONSUMABLE

Transparent container (soft-drink bottle) Slides and cover slips
at least 15 cm tall Pipet or long medicine dropper
Large bucket of soil, mud or sand Handlu-ns
Water - from the region where the soil was collected Microscope
(sea water if it is a marine environment) Small rulers
Quick food source - hard boiled egg yolks, an Colored pencils
entire raw egg, or cheese and powdered
calcium sulphate
Carbon source - shredded newspaper$
calcium carbonate (lime), chalk dust, or
plaster of Paris
Brown paper to surround the container
between observations
Plastic wrap to cover the top

BACKGROUND:.

Have you ever stopped to wonder what soil is and where it comes from? Soil
isn't "dirt cheap." It's precious and vital to life on earth. Without toil, most plants
could not grow on the land. Without plants, no animals would survive.
Soil covers most of the earth's land surface. It ranges in thickness from a few
millimeters to a few meters. Many times soil has layers: topsoil, subsoil, and parent
rock. Topsoil is a mixture of small grains of rock and the decayed matter-of plants
and animals. It is formed slowly as the remains of plant and animal life decay. The
decayed matter combines with small rock particles for form dark soil called humus.
Humus supplies the essential chemicals that plans need to grow. Because it is
spongy, humus stores water. It can hold 600 times its own weight in water. Humus
also contains air spaces which allow air and water to reach plant roots.
. Vital to the formation of soil is the role played by decomposers. These
organisms, the bacteria and fungi in soil, break down dead plants and animals into
simple chemicals substances which become the nutrients needed by growing plants.
It is the kind of bacterial that live at different leaves that we will focus our attention on
as we investigate how the various photosynthetic microorganisms live in soil and
sediment. The microbial organisms that live at different levels in soil and sediments
live there because conditions vary at different levels. Each level is unique and
supports a different kind of microbial population.

111-11 -6
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNMD BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

ACTIVITY I

CREATING A OLIVING SOIL" ENVIRONMENT*

PROCEDURE:
To grow microorganisms in a raised soil profile, we must @provide all the
conditions necessary for them to survive. These conditions include soil or sediment,
water, a quick food source, sulfur, carbon, and light. Colonies of bacteria grow best in
a warm environment. Soil for our purposes may come from a variety of sources:
birdbaths, local ponds, streams, bogs or marshes. Our task will be to grow and
observe columns of these essential microorganisms in plastic souda bottles, observing
the colorful layers of development over a period of several weeks ... or even months.

1. Make sure you have read the "Living Soil" background information.

2. Cut the top off the plastic bottle just above where it curves in at the neck.

3. Working in a well ventilated area, mix the soil with enough water to make it
acreamy." Pick out the rocks and sticks, so it is a smooth mixture.

4. Mix in the carbon and sulfur source.

5. Fill the column, tapping it on the table frequently to get rid of air bubbles. (The cut
off top portion can be used as a funnel.) Fill to within 4-5 cm of the top.

6. Allow the column to settle for 24 hours.

7. Add or remove water with an eyedropper to leave about 1 cm of water on the top.

8. Cover the top of the column with clear plastic wrap and the sides with the
brown paper.

9. Write your name and date on the bottle and place the bottle in a well-lit place.
(Ideally, 40-60 watt bulb illuminating the top and sides either continuously or on
a 12 hour timer. One light for 5-10 columns should provide enough light.

10. Do not allow your column to dry out. It takes 3-6 weeks to become established
with different colored layers of bacteria.

11. Consider your column and your classmates columns and answer the questions.

12. Begin observations by drawing your column and writing your observations on the
journal sheets.

OCEANOGRAP HIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PuBWHED By PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAJL - NATIONAL C@CEAIQC AND ATMOSPHEFP('ADWdMSTRATION

Student Sheets NAME:
DATE:
PERIOD:

1. What factors might vary with the level of the column?

2. Many of the bacteria that will grow in the column perform photosynthesis. How
might the needed light get to the lower levels?

3. What important part do living organisms found in mud and sediments play in the
natural world?

ACTIVITY 2

OBSERVING THE GROWTH
OF A "LIVING SOIL" COLUMN

MATERIALS

Raised soil column created in Activity I
Copies of "Living Soil Journal" pages
Small Ruler
Colored Pencils

PROCEDURE

1. At the. beginning of. each class, unwrap the brown paper from the column, observe,
and describe any changes in "Living Soil Journal."

2. Draw and color the column on the "Living Soil Portrait" once at the beginning and
once every week afterward.
.

OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL AC7IIVrI`Y NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UFSVERSITY
FUNIDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBORANT AWARDED BY N.OAA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

stuaent Sheets NAME:
DATE:
PERIOD:

3. Measure the width of any bands that may form and record them beside their
corresponding band on the "Portrait"

4. At the end of 6 weeks, plot a graph of the growth of each color band.

5. At the end of the 6 weeks, in your journal, write some general conclusions about
the growth of your column.

6. Compare your results with others.

ACTIVITY 3

LOOKING INTO THE MICROBIAL
WORLD OF LIVING SOIL

PROCEDURE

1. Use a hand lens to observe the top of the soil column and the colored bands if
any appear.

2. Describe your observations in the journal begun in Activity 2.

3. Using the pipet, draw a sample of liquid from within the soil sample.

4. Place a drop on the slide, cover it with the cover slip and observe with the
microscope.

5. Draw any organisms you observe below and try to identify them using the
reference materials.

6. Repeat this activity immediately after constructing the column and after 6 weeks.

7. In your journal, describe the changes you observed from the creation of the "living
soil" column.

CLEAN-UP
At the end of the observation period, take the column home with their work for
continued- observations or return it to the source.

FURTHER READING
Sagan, Dorion and Lynn Margulis (1988) Garden of Microbial Delights: A Practical
Guide to the Subvisible World, Harcourt, Brace, Jovanovich, Inc.

Hurd, Dean et.al (1992) General Science: Voyage of Adventure,, Prentice Hall:
Englewood Cliffs, New Jersey
111-11-9
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISNED BY ME JOG ENVIRONMENTAL EDUCA71ON CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY tLOAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

-CONCLUSIONS:

An Observational Journal

MICROSCOPE VIEWS:
Name:
Date:
Class:
[IV 0

"Gard otbe b!@ev
Dates ------------
OB ERVATION NOTES.-m
DATE:

DATE:

Dates ------------

DATE:

fteard bond width* below
ORto - ------------- OBSERVATION NO ES:
DATE:

DATE:

Date - -------------

DATE:

0
bood vletbe below
Date - ------------
ER ION NOTES,
DATE:

DATE:

Date - ------------

DATE:

DATE:
Bt VAT

DATE:

"*old "64A 'allotas bel"
Dau - ------------ OBSERVATION NO S:
DATE:

DATE:

Dato - ------------

DATE:

DATE:
TE

DATE:

"*Ord bevoldtlis belom
Date - ------------
'ERVATION NOTES.
DATE:-

DATE:

Dale - ------------

DATE:

DATE:
Bt'

..DATE:

12. Field Investigation of South Florida's Plants

OBJECTIVE: To determine the population and stratification of native and non-native
flora in a given ecosystem and to remove unwanted species in a highly motivated
.science activity.

THE STUDENTS WILL:

1). develop an awareness of South Florida plants"

2). conduct a field study

3). participate in the eradication of non-native flora without resorting to
chemical means to do so

COMPETENCIES: 6th, 7th, 8th Dade CBC: Grades 6 - 7: 1 - 5,6,7,8: AIV: 1A A
Grade 8 ll: 1,2: A

SCHEDULE: 3 class periods: 1-day Field Trip

VOCABULARY:

exotic indigenous native

MATERIALS:

200 linear feet nylon fishing line (use a brightly colored 9-pound line for easy visibility)
25 pieces of 16 inch long wooden spikes
25 inch long wide headed tacks or nails
1 measuring tape
16 pairs gardening gloves
16 shovels for removing small plants

PREPARATION: Provide students with a background about the plants of South
Florida.

BACKGROUND: South Florida -is facing a major environmental threat caused by the
usometimes innocent" introduction of non-native flora and fauna into this environment.
The result of such intrusions at such an alarming rate, are causing a succession of
these foreign species over the natives which if unchecked, may cause major
environmental damage.

OCEANOGRAPHIC@ CULTURAL, MMOMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENMONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEAMC AND ATMOSPHERIC ADMINISTRATION

TEACHER.SUGGESTIONS:

1). Choose a site from which to conduct the activity. Parks are ideal. Plan your
field trip well in advance.- Choosing a site that has non-native invasive plant
species that need to be removed will make the activity much more interesting
for your students.

2). Borrow videos from the media center on the topic.
3). Select reference books from our library on Florida's plants.

4). Discuss plants of Florida and the need to preserve them.

5). Assign names of plants as a vocabulary definitions word list.

6). Take care of paper work associated with the field trip - discuss/ emphasize
safety procedures.

7). Assign students to work in pairs. Give them their lab activity at the site.

8). Have about six students prepare the grids after you have chosen the site.
Other students can be preparing their data table while the grids are being
prepared.

9). Data tables can be completed at the site. Graphs and analysis questions can
be done back in school.

10). Grades for the lab can be determined by the teacher.

PROCEDURES:

1). Measure off an area 16 x 16 feet square of your pr oposed site under
investigation.

2). Drive in stakes at 4 foot intervals then inside the square in order to have 16 -
4x4 foot squares.
3). Hammer your tacks about 1/2 inch into the top of each stake.

4). At one end of the large square, tie your nylon line to the tack then the anchor
on each stake following the diagram below:
(Note: Less line will be needed if this procedure is followed. Ultimately, you will have
cordoned off sixteen 4 x 4 foot squares. This would be ideal for a class of 32
students. A larger class would necessitate a larger area being used.)

111-12-2
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A WBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
i2,". Field Investig ation of South Florida's Plants

OBJECTIVE: To determine the population and stratification of native and non-native
flora in a given ecosystem and to remove unwanted species in a highly motivated
science activity.

THE STUDENTS WILL:

1). develop an awareness of South Florida plants

2). conduct a field study

3). participate in the eradication of hon-native flora without resorting to
chemical means to do so

COMPETENCIES: 6th, 7th, 8th Dade CBC: Grades 6 - 7: 1 - 5,6,7,8: AM 1A A
Grade 8 ll: 1,2: A

SCHEDULE: 3 class periods: 1-day Field Trip

VOCABULARY:

exotic indigenous native

MATERIALS:

For the Class:
200 linear feet nylon fishing line (use a brightly colored 9-pound line for easy visibility)
25 pieces of 16 inch long wooden spikes
25 inch long wide headed tacks or nails
1 measuring tape
Field guides with native and non-native species identification

For each person in the groug:
gardening gloves
shovel for removing small plants
goggles

PROCEDURE:

1). Help the class section off the transect area following the teacher's instructions.

2). Go to the assigned area in the field of study.

111-12.4
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERNTY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATWN

5). Have students work in pairs, 1 pair per square and carry field guides to
the site.

6) On completing their data collection, students should, under supervision, uproot'
and dispose of unwanted plant species.

MULTICULTURAL COMPONENT ': Research and discuss plants and herbs used by
Native Americans for medicinal -purposes.

SAFETY INFORMATION: Observe the normal precautions during the field trip.

ADDITIONAL INFORMATION: Younger/ smaller plants will generally be ahead of
older/ larger plants._, The direction of new growth can be caused by wind direction, or
the direction the birds and other seed/ fruit eaters travel.
Non-native plants are brought to Florida by visitors and Floridians returning
from other countries as well as by owners of plant nurseries. Removal is needed
because these plants bring new pests, replace native species but do not prevent soil
erosion as native species do; succeed natives and create a loss of habitat for native
animals; clog the canals and rivers; and incur the use of taxpayers' money to
eradicate them.

ENRICHMENT: Invite speakers from the Audubon Society or the Native Plant
Society in your county.

111-12-3
OCEANOGRAPHIC_ CULTUR41, UrVIROMMENTAL ACTIVITY NOTEBOOK
ADMISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY TM STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
- - " AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

3). Using reference guides, identify type and number of plants in the area. Record
data as native and non-native species in the data table.

4). Remove non-native species as directed by the teacher to a safe disposal area.

5). Calculate the total and percentages of native and non-native plants in your grid.
Then for all grids in your class. Enter these figures in your data table.

6). As a class, draw bar graphs showing the percentages all of the grids.

Conclusions and Observations

1). What was the percentage of non-native plants in you grid?

2). Using East, West, North, South as points of direction, where was your
grid located?

3). Which grid had the most non-native plants?
The least?

4). On the basis of answers in 3 and 4, which direction would you assume the non-
native plants were heading in new growth as they populated the area? Why do
you think so?.

5). Give two reasons non-native plants grow in Florida.

6). Give three reasons for removing or eradicating non-native species of plants
from the Florida ecosystem.

111-12-5
OCEANOGRAPHIC, CKWRAL. ENIVNIONMENTAL ACTIVITY NOTEBOOK
ADMNISTERED AND PUSLISHED NY PIK JOG 910VIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC tINIVERSITY
KINDED By THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A OL41GRANT AWARDED NY KOAA . NATIONAL OCEANC AHn ATUnqDHF=d' ArAffi"WT0AVV-A-

Student Sheets NAME:
DATE:
DATA PERIOD:

NATIVE NON-NATIVE
NAME OF PLANT SCIENTIFIC NAME SPECIES SPECIES OTY

111-12-6
ocahmmmpw, cumma. ommoommmAL Amr" ooonwm
ADINUMNED AIM PUKnMW SY MR JOG WM@EHTAL MX"WM MITER AT RAHWA ATLMTIC UWVERSM
ROWD By THE STATE OF MON= - PWMA *0A5TAL KWWWNEW PWOPIAN DEPAWSIENT OF COMMUNTY AFFAIRS
AS A SUBGRANT AWARDED BY KOAA - I&ATWHAL %X:EANC AND AT008-HENC AWMNMTRATKM

13. The Everglades: It's Past, Present and Future

OBJECTIVES:

1). To determine how has man's altering of the natural water flow of the rivers, lakes
and estuaries in the state of Florida affected the eco-system of the Everglades

2). To analyze the motivation for the canalization of the Kissimmee River and what
effects are being seen today.

3). To consider all the factors which caused and still cause destruction to the
Everglades and how society can bring about an end to this
destruction.

THE STUDENTS WILL:

1). work in cooperative learning groups to explore and research historical
information on the canalization of the Kissimmee River, the creation of
canals and waterways as agricultural draining systems and the resultant effect
on the Everglades.

2). research specific chapters in Marjorie Stoneman Douglas' s book "The
Everglades: River of Grass" (Chapters 1, 13-15) leading to a discussion,
understanding and possible solutions to the essential questions given.

3). create two maps of the Kissimmee waterway. These will tDis completed on
overheads in the form of a base and overlay maps. (These maps, involving
map skills completed in the 6th grade curriculum will be a spring board for in-
class discussion.)

4). generate classroom roundtable discussions using the CORT thinking skills. PMl
plus interesting inventory and CAF (consider all factors).

5). view the Everglades "first hand" with'a culminating field trip.

COMPETENCIES: 7th and 8th Grade advanced or gifted 6th Grade students
* Map Skills
* Research Skills
* CORT Thinking Skills

SCHEDULE: 1-2 Weeks of Multidisciplinary activities.

111-13-1

OCEANOGRAPHIC- CULTURAA, OMRONME14TAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY ILOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

VOCABULARY:

algae algae bloom aquifer eutrophication
canals coastal wetland conservationists aquifer depletion
dredge environmentalists Kissimmee River Lake Okeechobee
meandering commercial inorganic@ fertilizer
environmental degradation

MATERIALS:

overheads
overhead pens
tape
rulers
maps of Kissimmee River and canals

PREPARATION: Provide students with a background about the Everglades and the
Kissimmee waterway. Through the following:

1). In-class reading of Everglades. River of Grass.

2). Research from articles in Sun Sentinel found on CD-ROM articles
by Robert McClure.

3). Newspaper articles on Marjorie Stoneman Douglas.

4). South Florida Water Management District Map.

BACKGROUND READING:

The Everglades: River of Grass by Marjorie Stoneman Doug!.-s, IN'lockingbird Books
Inc. Marietta, GA - 1974, Chapters 1, 13-15.

Sun Sentinel CD-ROM articles by Robert McClure, staff writer, "Everglades Clean-Up".
INDEX TERMS: Everglades restoration, conservation, Florida wetlands, Everglades
and the sugar industry.

Kids Workbook for Social Action by Barbara Lewis

Glimgses of South Florida History by Stuart Miller, historical columnist for the New/Sun
Sentinel.

111-13-2

OCEANOGRAPHICo CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUSLAHED BY ME J043 ENVIRONMENTAL EDUCATION CENTER AT FLOPJDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY NOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

ASSESSMENT: Assessment of a unit such as this can be done in a variety of ways.
Outcomes can be measured through a scoring procedure such as:

1). Presentation (30 points)
a. Students have evolved answers to the essential question
b. Students have researched and addressed key points
2). Objective (20 points)
3). Cooperation among members (10 points)
4). Preparation/ Time Management (20 points)
5) Visual / Props / Maps / Overlays (10 points)
6). Follow-up letter writing / Petitions (10 points)

The assessment categories may be changed to fit the personal needs of the class.

VOLUNTEER PROGRAMS:

Bay Watch (Water Sampling): Contact - Fran Decker at Florida keys National Marine
Sanctuary in Marathon - 743-2437

Broward's Earth KeeRer Program: Contact - Kay Gervasi at the Department of Natural
Resource Protection - 519-1257

FURTHER READING:

Lewis, Barbara (1991)The Kids Guide to Social Action Free Spirit Publishing
Minneapolis, MN

McIver, Stuart (1988) Glimses of South Florida Histo[yFlorida Flair Books Miami, F1

Miller, Jr., G. Tyler (1988) Environmental Science: Sustaining the Earth Wadsworth
Publishing Belmont, CA
Morris, Allen (1991) The Florida Handbopk 1991-1992 Peninsular Press,
Tallahassee, FL

Postal, Sandra Water for Agriculture: Facina the Limits World Watch Institute
Washington, D.C.

Important Telephone Numbers-

South Florida Water Management Dis-trict407-686-8800
Kids Book for Social Action 612-338-2068
Everglades Holiday Park 305-434-8111
Fax: 305-434-4252

111-13-4

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
AMMOMRED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLOF40A COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAA, - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

PROCEDURES:

1). Stan students off reseatching the wetland environment of South Florida.

2). With class help, create a base map depicting the natural flow of the Kissimmee
River. This overlay should depict canals and all artificial waterway structures

3). Trace the man-made changes to the Kissimmee River and Lake Okeechobee
on an overhead - (a) before and (B) after.

4). As a class, develop a time-line depicting when these changes occurred.

5). Discuss the political and economic reasons for these changes using
critical thinking skills.

6). Discuss causes, motivations and consequences for these changes keeping in
mind the following factors:
Economic (sugar growers - What are their roles?)
Political ( Washington, D.C. lobbyists and laws)
Social (Migrant workers)
Environmental (Florida Bay, Everglades, fires, salt intrusion)

7). Research in newspapers - about laws applying to the Everglades.

8). Compile biographical sketches on famous activists such as
Marjorie Stoneman Douglas

9). Write letters and petitions to political representatives. See Background Reading
Kids Workbook for Social Action by B. Lewis.

10). Take a trip to the Everglades to get a first-hand view of what the River of Grass
looks like. Learn from air boat captains some more of the past history.

9). Take water samples at the Everglades and test for impurities and
excess nutrients.

ENRICHMENT: Contact the International Oceanographic Foundation, 3979
Rickenbacker Causeway, Virginia Key, Miami, FI 33149. As pan of the University of,
Miami, IOF will help answer questions about career possibilities in oceanography and
marine science.

Arrange to have a guest speaker from South Florida Water Management DistrictT.
(1-800-432-2045).

111-13-3,

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNVERSrIY
FUNDED BY THE STATE OF FLORIDA - FLORJDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED 13Y KOAJL - NATIONAL OCEANC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
13. The Everglades: It's Past, Present and Future

OBJECTIVES:

1). To determine how has man's altering of the natural water flow of the rivers, lakes
and estuaries in the state of Florida affected the eco-system of the Everglades

2). To analyze. the motivation for the canalization of the Kissimmee River and what
effects are being seen today.

3). To consider all the factors which caused and still cause destruction to the
Everglades and how society can bring about an end to this
destruction.

THE STUDENTS WILL:

3). create two maps of the Kissimmee waterway. These will be completed on
overheads in the form of a base and overlay maps. (These maps, involving
map skills completed in the 6th grade curriculum will be a spring board for in-
class discussion.)

4). generate classroom roundtable discussions using the CORT thinking skills. PM1
plus interesting inventory and CAF (consider all factors).

5). view the Everglades "first hand" with a culminating field trip.

COMPETENCIES: 7th and 8th Grade advanced or gifted 6th Grade students
Map Skills
Research Skills
CORT Thinking Skills

SCHEDULE: 1-2 Weeks of Multidisciplinary activities.

111-13-5

OCEANOGRAP Hr- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY H.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

.Student Sheets NAME:
DATE:
PERIOD:

VOCABULARY:

algae algae. bloom aquifer eutrophication
canals, coastal wetland conservationists aquifer depletion
dredge environmentalists Kissimmee River Lake Okeechobee
meander.ing commercial inorganic fertilizer
environmental degradation

MATERIALS:.,

overheads
overhead pens
tape
rulers
maps of Kissimmee River and canals

BACKGROUND READING:

The Everglades: River of Grass by Marjorie Stoneman Douglas, Mockingbird Books
Inc. Marietta, GA - 1974, Chapters 1, 13-15

Sun Sentinel CD-ROM articles by Robert McClure, staff writer, "Everglades Clean-Up".
INDEX TERMS: Everglades restoration, conservation, Florida wetlands, Everglades
andthe sugar industry.

Kids Workbook for Social Action by Barbara Lewis

Glimgses of South Florida HistgV by Stuart Mill er, historical columnist for the New/Sun
Sentinel.

PROCEDURE: Within the class cooperative groups, read and research background
materials about the Everglades and the Kissimmee River:

1). Read,,in class, EveLglades: River of Grass.

2). Research articles from the Sun Sentinel found on CD-ROM
by Robert McClure.

3). Locate and read newspaper articles on Marjorie Stoneman Douglas.

4). Look at the South Florida Water Management District Map of the Kissimmee
River restoration project.

111-13-6
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERIED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

5twent 5neets NAME:
DATE:
PERIOD:

5). With your class, create a base map depicting the natural flow of the Kissimmee
River. This overlay should depict canals and. all artificial waterway structures

3). Trace the man-made changes to the Kissirrim ee River and Lake Okeechobee
on an overhead - (a) before and (B) after.

4). As a class, develop a time-line depicting when these changes occurred.

5). Discuss the political and economic reasons for.these changes using
critical thinking skills.

6). Discuss causes, motivations and consequences for these changes keeping in
mind the following factors:
� Economic (sugar growers - What are their roles?)
� Political ( Washington, D.C. lobbyists and laws)
� Social (Migrant workers)
� Environmental (Florida Bay, Everglades, fires, salt intrusion)

7). Research in newspapers - about laws applying to the Everglades.

8). Compile biographical sketches on famous activists such as
Marjorie Stoneman Douglas

9). Write letters and petitions to political representatives. See Background Reading
Kids Workbook for Social Action by B.,L.ewis.

10). Take a trip to the Everglades to get a first-hand view of what the River of Grass
looks like. Learn from air boat captains some more of the past history.

9). Take water samples at the Everglades and test for impurities and
excess nutrients.

ENRICHMENT: Contact the International Oceanographic Foundation, 3979
Rickenbacker Causeway, Virginia Key, Miami, FI 33149. As part of the University of
Miami, IOF will help answer questions about career possibilifles in oceanography and
marine science.

Arrange to have a guest speaker from South Florida Water Management District.
(1-800-432-2045).

111-13-7

OCEANOGRAPHIC, CULTURAL, OMONMENTAL ACTIVITY 140TESOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY PLOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

ASSESSMENT:
I). Presentation (30 points)
a. Students have evolved answers to the essential question
b. Students have researched and addressed key points
2). Objective (20 points)
3). Cooperation among members (10 points)
4). Preparation/ Time Management (20 points)
5) Visual / Props / Maps / Overlays (10 points)
6). Follow-up letter writing / Petitions (10 points)

VOLUNTEER PROGRAMS:

Bay Watch (Water Sampling): Contact - Fran Decker at Florida keys National Marine
Sanctuary in Marathon - 743-2437

Broward's Earth Keeper Program: Contact - Kay Gervasi at the Department of Natural
Resource Protection - 519-1257

FURTHER READING:

Lewis, Barbara (I 991)The Kids Guide to -Social Action Free Spirit Publishing
Minneapolis, MN

McIver, Stuart (1988) Glimgses of South Florida HistoryFlorida Flair Books Miami, Fl

Miller, Jr., G. Tyler (1988) Environmental Science: Su@taining the Earth Wadsworth
Publishing Belmont, CA

Morris, Allen (1991) The Florida Handbook 1991-1992 Peninsular Press,
Tallahassee, FL

Postel, Sandra Water for Agriculture: Facing the Limits World Watch Institute
Washington, D.C.

Important Telephone Numbers:

South Florida Water Management District 407-686-8800
Kids Book for Social Action 612-338-2068
Everglades Holiday Park 305-434-8111
Fax: 305-434-4252

111-13-8.

OCEANOGRAPNC@ CULTURAL. ENVIRONMENTAL AC71VITY NOTEBOOK
ADMINISTERED AND PU13USHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
GROUP
DATE:
PERIOD:
GROUP EVALUATION

TOPIC/OBJECTIVE:

Members and Grade Level:

Evaluator:

GROUP EVALUATION

1. PRESENTATION (30 POINTS)
2. OBJECTIVE - EXPLAINED AND MET (20 POINTS)
3. COOPERATION AMONG MEMBERS (10 POINTS)
4. PREPARATION/TIME MANAGEMENT (20. t-UlN
5. VISUALIPROPS (10 POINTS)
6. FOLLOW-UP LETTER WRITING/PETITION (10 POINTS)
TOTAL POINTS

GROUP AVERAGE
(GRADE)

111-13-9

OCEANOGRAPNIC@ CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISNED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

14. Freshwater Ecosystems: What are the Living and
Non-Living Factors of a Freshwater Ecosystem?

OBJECTIVE: To determine the differences between biotic and abiotic parts of
freshwater environments.

THE STUDENTS WILL:

1). Identify the biotic (living) and abiotic (non-living) factors in an ecosystem.

2). Explain the interactions between biotic and abiotic factors.

3). Identify the niche and habitat of *the living components of an ecosystem.

COMPETENCIES: Dade County CBC: 7th but can be adapted to 6th and 8th.
Component IV Objectives 2,3,4
Competency A.

SCHEDULE: Three class periods

VOCABULARY:
ecosystem biotic abiotic niche
habitat consumer producer decomposer
food chain food web zooplankton phytoplankton

MATERIALS:

textbook
notebook
field guide
pen
pencil

Field Trig: Laborato!)L
proper attire microscope
wide mouth plastic containers with lids slide and cover slip
pond field guide medicine dropper
thermometer pond water sample
secchi disk pond life field guide etc.
plankton net etc. water test kits: pH, Oxygen and
carbon dioxide

PREPARATION: @ Provide students with a background about what lives in a freshwater
habitat.

BACKGROUND: Ecosystems are communities of living things and their
surroundings. Studying ecosystems is one way scientists study nature. All the parts
of an ecosystem are connected to one another. This means that,if something
happens in one area of an ecosystem, other parts are affected.
A single ecosystem may have hundreds of different parts. These parts can be
divided into two large groups: Living and non-living. Living things are call Biotic, from
the Greek word bios ', meaning life. Non-living things. are called Abiotic, (putting an a in
front of a word often adds the meaning not. Abiotic means not living.) The role that a
living organism plays in its environment is called niche and the area where it lives is
called habitat.
Florida is known for its warm cl imate, nice beaches and abundant water
sources. When Ponce cle Leon landed in Florida in 1513, he was searching for riches
and water that would make them young again. Since water ils a vety important and
fragile component of South Florida ecosystem, we need to teach our children about
our aquatic environment in terms of its quality and preservation.

TEACHING SUGGESTIONS: It is important that students have a clear idea about
how living and non-living things are related to each other in a freshwater ecosystem.
They should also fully understand field activity procedures and objectives before going
on any trips.

PROCEDURE:
Day One

Introduce ecosystem concepts and field trip procedures.

1). Discuss the key vocabulary words.
2). Complete the Word Search and Crossword Puzzle

DayTwo

Field Trip to Miami Springs Elementary Biome

1). Make a list of plants and animals found at biome
2). Describe and draw the aquatic vegetation.
3). Describe the water color.

111-14-2

OCEANOQRAPHIC@ CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMWISTERED AND PUBLISHED 13Y PINE JOG ENVIRONMENTAL EDUCATM CENTER AT FLORIDA ATLANTIC UM[VERSrTY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADM] NISTRATION

4). Determine the transparency, surface and bottom temperature
5). Determine the substrate type
6). Collect a water sample for use in class tomorrow
7). Gather historical information about the biome

Day Three

Laboratory Activity

1). Use a microscope and field guide to identify phytoplankton and zooplankton
2). Conduct a water chemistry analysis: ph, C02, 02
3) Draw the pond food chain and food web
4). Write field trip and laboratory report

ENRICHMENT ACTIVITY:

Libra!y research: Investigate the effect of temperature fluctuation and water
transparency on species survival in pond water.

MULTICULTURAL COMPONENT: Compare how the Seminoles and Miccosukees
live in the Everglades with the traditional life styles of the Sioux and other native
American Indians of the western plains.

FURTHER READING:

Dade County Environmental Story

Reid, G.(1987) Pond Life: A Guide to Common Plants and Animals of North American
Ponds and Lakes. Golden Press, New York

The Vgyage of the MIMI: Ecosystem with island Survivors (1985)
Sunburst Communications Inc. Publishers

Florida Department of Environmental Regulation Classroom and Field Experiences for
Florida's Environmental Resources (pamphlet).

111-14-3.

OCEANOGRAP Hr. CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAJL - NA71ONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD: 40
14. Freshwater Ecosystems: What are the Living and
Non-Living Factors of a Freshwater Ecosyste,m?,

OBJECTIVE: To determine the differences between biotic and abiotic parts of
freshwater environments.

THE STUDENTS WILL:

1). Identify the biotic (living) and abiotic (non-living) factors in an ecosystem.

2). Explain the interactions between biotic and abiotic factors.
3). Identify the niche and habitat of@the living components of an ecosystem.

COMPETENCIES: Dade County CBC: 7th but can be adapted to 6th and 8th.
.Component IV Objectives 2,3,4
Competency A.

SCHEDULE: Three class periods

VOCABULARY:
ecosystem biotic abiotic niche
habitat consumer producer decomposer
food chain food web zooplankton phytoplankton

MATERIALS:

textbook
notebook
field guide
pen
pencil

Field Trip: LaboratM-
proper attire microscope
wide mouth plastic containers with lids slide and cover slip
pond field guide medicine dropper
thermometer pond water sample
secchi disk pond life field guide etc.
plankton net etc. water test kits: pH, Oxygen and
carbondioxide

111-14-4
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME 400 ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
ASASUBGRANT AWARDED BY KOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

BACKGROUND: Ecosystems are communities of living things and their
surroundings. Studying ecosystems is one way scientists study nature. All the parts
of an ecosystem are connected to one another. This means that if something
happens in one area of an ecosystem, other parts are affected.
A single ecosystem may have hundreds of different parts. These parts can be
-divided into two large groups: Living and non-living. Living things are call Biotic, from
the Greek word bios, meaning life.' Non-living things are called Abiotic, (putting an a in
front of a word often adds the meaning not. Abiotic means not living.) The role that a
living organism plays in its environment is called niche and the area where it lives is
called habitat.
Florida is known for its warm climate, nice beaches and abundant water
sources. When Ponce de Leon landed in Florida in 1513, he was searching for riches
and water that would make them young again. Since water is a very important and
fragile component of South Florida ecosystem, we need to teach our children about
our aquatic environment in terms of its quality and preservation.

PROCEDURE:

Day One
1). Discuss the key vocabulary words.
2). Complete the Word Search and Crossword Puzzle
DayTwo
Field Trip to Miami Springs Elementary Biome - Use the information pages
Day Thre
Laboratory Activity - Use the information pages

ENRICHMENT ACTIVITY:

Libra!y research: Investigate the effect of temperature fluctuation and water
transparency on species survival in pond water.

MULTICULTURAL COMPONENT: Compare how the Seminoles and Miccosukees
live in the Everglades with the traditional life styles of the Sioux and other native
American Indians of the western plains.

FURTHER READING:
Dade County Environmental Story

Reid, G.(1987) Pond Life: A Guide to Common Plants and Animals of North American
Ponds and Lakes. Golden Press, New York

The Vagge of the MIMI. Ecosystem with island Survivors (1985)
Sunburst Communications Inc. Publishers

Florida Department of Environmental Regulation Classroom and Field Exoeriences for
Florida's Envirgnmental Resources (pamphlet).
111-14-5
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLOFIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.AJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

btudent Sluets NAME:
DATE:
PERIOD:
In the puzzlebelow, there are words related to equatic ecology. These words
are hidden horizontally, vertically and diagonally. Circle these words and then define
them.

AQUATIC ECOLOGY

a Y R S L H FX 0 H 0 D N V ME R V LV M C J W D S Y Z F P DB
E M S U Y Z J X A Q S A Z X 0 P R X 6 L W 0 D 0 F B 0 0 V 1 0 B
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,&.?O,V. Ic Q 0 W 0 0 P YX R L I T 0 D XC K A SR U U H G C 0 R I T V TR
R J H W F 0 GX J D X A N R SC X N WK 0 A D U W B Y 1 0 JF
M B F N A K NH A C J L J F WV K Y 0'YI W Y I C V B X Z X ZM
P/yy E T H J Z G IR S C F U V X FW K P ZB X Y 0 E I R L D R 0 JT
zoo, - @Opi M D E R 0 M JL K S 0 W B Z XD S E PL X A Y U E R M U U 0 NS
Pk 4&/., A X R V A F B0 0 E Z Z H R 0X Z N J H A G S W .3 D U J L 0H
O/V E Z B H F J L K L X T C N D Y 0 D B T B P 1 0 U E 0 Z W D X 0 M
I M J T J S H 8 U I A I S V W F P Z H J 0 P I N N P 8 S B C L D
0 X H 0 L C 0 0 W E C F H Q W C U L R C M 6 P A Y L J X R W F Y
B E A K E R V S L D I C F C H 0 R N A 0 1 A Y C U S 0 L M R S T
Y Z B K L M S V J I U A H Q H B K 0 C N K Z N M T X R I H T K P
I S I V B J G D B P V E M V A Z L E V I K J I H Y D D S W P I X
E M T 0 L N Z P W Y C U F C L A D W P 0 K T I Z C P Y .3 N T G H
A K A W I Z I V L Q S U M T Q R F J E Z P W 0 1 S E X M-V K M Y
Y C T F U G I U R T X K Y X K F M I I X I H T N A V L C F H N F
X B 0 J D D VL K U S Y T U AF 0 B 06 P 0 L 0 K U A 0 K C 0C
f'00 0 P K K H A IM I P R S B P HF W 0 YT I F G 0 P C I T C E LZ
F 0 1 H T 0 X W Y Y N G 0 K X M L T D B R -R P I N J X V H V 0 R
N M V W L'U A 0 K 0 H T U I S 0 N Q A W E P 0 R Y X S H S Z M M
C 0 P H Y T 0 P L A N K T 0 N M X B W C E R V G D 0 Y P R G S J
Z N J 1 0 X Z J I E H M P L V F J W U E J B 0 U S T N E R 0 A E
B C W X P B Z F Y T V W E U S M I,D V K G D H H F 6 0 E M B I A
F 0 0 D C H A I N T S M J L T T 0 X E C 0 S Y S T E M Y T F R T
W 0 C I G I B A B U Q E I P L R V S N B C L Y U E U R V T 9 S I
R X W 0 X Y C I K E H R C E P Z E N J S E K X H S S 0 X Z I P M
Z F D Z 0 R Z 1 0 C P N C L G W D N T X N S N N D L E Z 0 X J B
0 L R B I Z A F I T L A F U M F 9 M W M A J 0 S W M C F M S H C
V Y J H 0 8 F N C Z I H 6 U E R M F Y P E C D M M U W 6 X 0 Y 6
N X 6 P T V H N D A R C Y B V K 9 X L 0 N A Y M C C U J E P A

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A& A GUBOMNT AWARMD BY PLOAA - HUMNAL OCZANC AM ATWSPHEPNC ADWNISTRATION

btucent bneets NAME:
DATE:
ECOSYSTEM CROSS WORD PUZZLE PERIOD:

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111-14-7
OCEANOGRAPHIC, CULTURAL, ENVIROMADITAL AC'"VITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UIdV
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MAMAUEMENT PROGRAM DEPARTMENT UF COISIRINITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAJL - NATIONAL OCEANIC AM ATMOSPHERIC ADIMNISTRATION

Student Sheets NAME:
DATE:
PERIOD:
FIELD INVESTIGATION

1). Make a- list of plants and animals found at the biome:

2). Describe the biome making sure to include: water color, transparency, surface
and bottom temperature, and substrate type.

Draw the aquatic vegetation:

"Collect a water sample for use in class tomorrow
'Gather historical informatio n about the biome

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SU1BQRANT AWARDED BY ILOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

1). Use a microscope and field guide to identify phytoplankton and zooplankton
Draw and name what you find below:

2). Conduct a water chemistry analysis: ph, C02, 02. What are your findings?

3) Draw the pond food chain and food web:

4). Write field trip and laboratory conclusions:

111-14-9
OCEANOGRAPHIC. CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

15. Ecosystem Interactions: How do organisms
interact in an Ecosystem?

OBJECTIVES:

1). To determine human impact on marine ecosystems.

2). To consider limiting factors in an ecosystem.

3). To evaluate the effect of water pollution on an ecosystem.

THE STUDENTS WILL:

1). r Make a model of a marine ecosystem

2). Observe the relationships among organisms within a marine ecosystem.

3) Evaluate human impact on the environment and make recommendations to
minimize that impact.

COMPETENCIES: Grades 6-8

SCHEDULE: 1st Day - 40 minutes (set-up)
5-10 minutes per day for 2 weeks

VOCABULARY:
habitat population community niche
ecosystem ecology

MATERIALS:
aquarium with pump (aerator) & lid
materials collected from site
sand
salt water
aquatic plants
small stones
variety of life collected - see attached
warming light
gravel

PREPARATION: Provide students with background concerning the relationships of
living organisms in an aquarium ecosystem.

13ACKGROUND: Students discover how plants and animals interact with each other
in an ecosystem. One type of interaction is illustrated through food chains from simple
to more complex. Water, energy, oxygen, nitrogen and carbon are recycled and not
wasted. 111-15-1
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA@ - NATIONAL ocFAhor ANn ATUnQDUr.R191 ArWWN1QT0AT1nW

Ecology

In an ecosystem, organism's interact with members of their own population as
well as other members of their Community along with the non-living aspects of the
environment. Natural cycles provide an example of systems that maintain a balance
-of resources in the environment. Energy is evident in the ecosystem's food chain. In
this complex system, various organisms either acquire food energy through
photosynthesis, by consuming producers or by decomposition of organic matter.

Human Impact on the Environment

Since prehistoric times, people have changed their environment. Early people
lived spread out over large areas so the changes they made to the environment had
little overall affect. Today, with increased population, people live closer together.
Changes to the environment are more extensive and affect many people. All products
of today's life style makes our life easier but adds greatly to the human impact on the
environment. Until only recently have people become aware of their impact on the air,
water, and land.

Living Space

Limiting factors for people include food, water, shelter, clothing, health care,
energy, entertainment, transportation etc. Because these items are plentiful in urban
areas, many people prefer to live in cities. But as the population in urban areas grow,
some of these items are becoming scarce.

Water Pollution

Polluting substances are added to the environment in many ways. Detergents,
fertilizers and garbage often wash into streams. These substances can influence the
growth of algae in fresh water. As algae growth increases, dissolved 02 is used up in
the water causing other organisms to die that need, 02.

PROCEDURE: Create 4 classroom aquatic biomes for observation

1). Place aquariums in a sunny area but not direct sunlight.

2). On one side of aquarium place gravel and sand sloping the sand to have a
thinner layer.

3). Place aquatic plants and stones in aquarium

4). Add water

111-15-2
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG BWONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

5). Add collected (either collected by the teacher or by students) specimens.

6). Place lid on and warming light

7). Keep a daily record of the happenings in the e cosystem for two weeks.
Observe both the living organisms and the non-living features.

SAFETY INFORMATION: Care should be taken to set up a "drip loop" for aquarium
tubing so as to avoid danger of electrical shock.

ASSESSMENT: Completion of Data Sheet.

CONNECTIONS: Art, Language, Science, Social Studies, and Math

ENRICHMENT: If you wanted to fill more niches in this ecosystem, what would you
add?
Follow-Up Activities

� Test the effects of detergent, fertilizer and garbage on the growth of algae in
water and observe and record changes that occur in the water environments
for one more week.
� Calculate the area, population and population density of your classroom.
* Determine how decreased area and increased population change population
density and determine how high population density affects people.
� Make a survey of your neighborhood or town to observe people's impact on
the environment. Report back to the class
� Use the record the way in which humans have affected
your local environment and suggest some ways people can change their impact
on the environment.

RESOURCES
Software
Food Webs, Diversified Educational Enterprises.
Balance - Predgtor - Prey Stimulation, Diversified Educational Enterprises.

Audiovisual

Introducing Ecology, film, Coronet/MTL.
Relationships, laser disc, Syscon Corporation.
Food Cycle and Food Chains, film, Coronet/MTL.
The Ecosystem, Network of Life, film, BFA.

. Other Resources
Odum, Eugene P. (1989) Ecology and Our Endangered Life-Support Systems,
Sunderland, MA: Sinauer Associates Inc.

Florida Coral Reefs are Imperiled" National Gpogr - hic July 1990
111-15.3
OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATkA11AL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
15. Ecosystem Interactions: How do organisms
interact in an Ecosystem?

OBJECTIVES:

1). To determine human impact on marine ecosystems.

2). To consider limiting factors in an ecosystem.

3). To evaluate the effect of water pollution on an ecosystem.

THE STUDENTS WILL:

1). Make a model of a marine ecosystem

2). Observe the relationships among organisms within a marine ecosystem.

3) Evaluate human impact on the environment and make recommendations to
minimize that impact.

COMPETENCIES: Grades 6-8

SCHEDULE: 1st Day - 40 minutes (set-up) 5-10 minutes per day for 2 weeks

VOCABULARY:
habitat population community niche
ecosystem ecology

MATERIALS:
aquarium with pump (aerator) & lid
materials collected from site
sand
salt water
aquatic plants
small stones
variety of life collected
warming light
gravel

BACKGROUND: Discover how plants and animals interact with each other in an
ecosystem. One type of interaction is illustrated through food chains from simple to
more complex. Water, energy, oxygen, nitrogen and carbon are recycled and not
wasted.

111-15-4
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED MD PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIYERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
Ecology

In an ecosystem, organisms interact with members of their own population as,
well as other members of their community along with the non-living aspects of the
environment. Natural cycles provide an example of systems that maintain a balance
of resources in the environment. Energy is evident in the ecosystem's food chain. In
this complex system, various organisms either acquire food energy through
photosynthesis, by consuming producers or by decomposition of organic matter.

Human Impact on the Environment

Since prehistoric times, people have changed their environment. Early people
lived spread out over large areas so the changes they made to the environment had
little overall affect. Today, with increa*ed population, people live closer together.
Changes to the environment are more extensive and affect many people. All products
of today's life style makes our life easier but adds greatly to the human impact on the
environment. Until only recently have people become aware el their impact on the air,
water, and land.

Livina Si)ace

Water Pollution

PROCEDURE: Create 4 classroom aquatic bilomes for'observation

1). Place aquariums in a sunny area but not direct sunlight.

2). On one side of aquarium place gravel and sand sloping the sand to have a
thinner layer.

3). Place aquatic plants and stones in aquarium

4). Add water

OCEANOGRAPHIC, CULTURAL@ ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED By THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY PLOAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student'Sheets NAME:
DATE:
PERIOD:
5). Add collected (either collected by the teacher or by students) s pecimens.

6) Place lid on. and warming light

7). Keep a daily record of the happenings in the ecosystem for two weeks.
Observe both the living organisms and the non-living features.

SAFETY INFORMATION: Care should be taken to set up a "drip loop" for aquarium
tubing so as to avoid danger of electrical shock.

ASSESSMENT: Completion of Data Sheet.

ENRICHMENT: If you wanted to fill mpre niches in this ecosystem, what would you
add?

ADDITIONAL RESOURCES
Software
Food Webs, Diversified Educational Enterprises.
Balance - Predator - Prgy Stimulation, Diversified Educational Enterprises.

Audiovisual

Introducing Ecology, film, Coronet/MTL.
Relationshigs, laser disc, Syscon Corporation.-,
Food Cycle and Food Chains, film, Coronet/MTL.
The Ecosystem, Network of Life, film, BFA.

Other Resources
Odum, Eugene P. (1989) Ecology and Qur Endangered Life-Support Systems,
Sunderland, MA: Sinauer Associates Inc.

Florida Coral Reefs are Imperiled" National Geographic July 1990

111-15-6
OCEANOQRAPHIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

CLASSROOM MARINE BIOME OBSERVATIONS AND CONCLUSIONS:

DATE:

.DATE:

DATE:

111-15-7
OCEANOGRAPHIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISNED, BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UN11VERSITY
FUNDED BY TNE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
After the two week observation period, what conclusions can you draw about "created"
biomes?

1). Label each tank as follows: Control, Detergent, Fertilizer, and Garbage
2). Test the effects of detergent, fertilizer and garbage on the growth of algae in
water and observe and record changes that occur in the water environments
for one more week. Record your observation s.,below:
DATE:

DATE:

3). Also, during the test week, observe human actions with the environment around
your home. Record your observations below:
DATE:

DATE:

111-15-8
OCEANOQRAPHIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME 400 ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC U19VERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBQRANT AWARDED BY XO.AA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
DATE:

DATE:

Calculate the area, population and population density of your classroom.

How does decreased area and increased population change population
density and people?

What effect does the introduction of things like detergent, fertilizer, garbage, and
higher population have on already stressed environments?

What are some solutions?

Create a picture or model of the perfect "Home Sweet Home."

111-15-9
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOQ ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

16. The Water Table and Flooding

OBJECTIVE: To measure the percolation rates of rainfall and try to determine the
underlying ground water condition.

THE STUDENTS WILL:

1). Measuring the rate of rainfall percolating into the ground.

2). Record comparative rates of rainfall being absorbed by the ground water.

COMPETENCIES: Dade CBC: Grades 6-8

SCHEDULE: Varies from 1 5+ hours or class periods

VOCABULARY:
percolation drainage water table water cycle
Biscayne Aquifer

MATERIALS:

CONSUMABLE NONCONSUMABLE

water coffee can (5 lb. size)
graph paper hammer
carrying container
watch with second hand

PREPARATION: In order to find a wide range of drainage sites, walk around the
school area after a rain. Also ask the school grounds keeper. He will know where the
water remains.

BACKGROUND: As more of Florida is built up, the underground system of drainage
has been impacted. Commercial development is one of the common causes of these
changes. Flooding is sometimes the result of this impact.

TEACHING SUGGESTIONS: Provide students with background about the water
cycle.

PROCEDURE: Using your school yard, you can find areas that flood and areas that
drain easily.

OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Analysis of rates of percolation

1). Draw a diagram of the school and its fields.

2). Select about 10 sites to test. Use sites that are varied whether they remain wet
or dry after a rain.

3). Cut off the top and bottom of a large can (coffee can size).

4). Hammer 3"-6" of the can into the ground.

5). Pour 5 liters of water into the can and time it until all the water has drained into
the soil.

6). Record the time and plot a graph comparing the location and the time.

Note: The students will clearly see the range in percolation rates. In a class
discussion, make educated guesses about the soil types (sand, coral, etc.)

REINFORCEMENT: 1). Field trip to a water treatment plant.
2). Research and map flooding disasters in Florida, the United
States and worldwide.

FURTHER READING:

Freshwater Ecology, and Investigating Aguatic Ecosystems, Prentice-Hall

111-16-2

OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL AVIIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PW JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAjRS
AS A SUBGRANT AWARDED BY N.O.AA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

16. The Water Table and Flooding

OBJECTIVE: To measure the percolation rates of rainfall and try to determine the
underlying ground water condition.

THE STUDENTS WILL:

1). Measuring the rate of rainfall percolating into the ground.

2). Record comparative rates of rainfall being absorbed by the ground water.

COMPETENCIES: Dade CBC: Grades 6-8

SCHEDULE: Varies from 1 - 5+ hours or class periods

VOCABULARY:
percolation drainage water table water cycle
Biscayne Aquifer

MATERIALS:

CONSUMABLE NONCONSUMABLE

water coffee can (5 lb. size)
graph paper hammer
carrying container
watch with second hand

PROCEDURE: Using your school yard, you can find areas that flood and areas that
drain easily.
Analysis of rates of percolation

1). Draw a diagram of the school and its fields.
2). Select about 10 sites to test. Use sites that are varied whether they remain wet
or dry after a rain.
3). Cut off the top and bottom of a large can (coffee can size).
4). Hammer X-6" of the can into the ground.
5). Pour 5 liters of water into the can and time it until all the water has drained into
the soil.
6). Record the time and plot on a graph comparing the location and the time.

111-16-3

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PU13LJSHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED By THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
MAP OF SCHOOL:

INFILTRATION
SITE TIME GRAPH
1
2
3
4
5
6
7
8
.9
10

FURTHER READING:

Freshwater Ecology, and investigating Aguatic Ecosystems, Prentice-Hall

111-16-4
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNWERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUSGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

Research and map flooding disasters in Florida, the United
States and worldwide.'

..........

...........
-:x ........ .. .......
@X . . .

COMPAW YOUR FV00183.

IN - 16 - 5

OCEAHOWC@ CULIUM1. OrW*WWAL AMM "OTOW
AWBOMIRD PM PU"WD 4Y MR JOG MMOWWWAL BOU""M CINMR AT FLORM ATLMTIC UWERWM
MMO BY IN WATI OF RAMM - K*WA WWAL ""NEW P"OQRW DEPAMWNT OF COMAWrY APPAM
A WOMW AV#MWD 4V KOAA - NArOW OC90M AM ATW*P@"Iv AMMIRATM

17. Florida's Greatest Wetlands: The Everglades

OBJECTIVES: To answer the following questions:

1). If the Everglades become extinct, what impact would it have on wildlife and
humans?

2). Is the survival of South Florida and the biodiversity of living things dependent
upon the Everglades?

THE STUDENTS:

1). Describe characteristics of wetl@nds.

2). Describe the value and functions of wetlands with regard to wildlife and
humans.

3). Identify the four kinds of mangroves and their importance to the wetland
ecosystem.

4). State and discuss local, state and federal actions to be taken to protect
0 preserve the Everglades.
5). Suggest ways students could make a difference to preserve the Everglades.

COMPETENCIES: Dade CBC

SCHEDULE: 4 Class Periods and 1 Field Trip

VOCABULARY:

marsh swamp wetland salt marsh
habitat endangered species threatened species

MATERIALS:

CONSUMABLE NONCONSUMABLE

Markers Teacher-made slide presentation of Everglades/
Poster Paper Wetlands taken in Everglades National Park
markers
poster paper

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLAN nC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMI NISI RATION

PREPARATION: Compile teaching resource materials for students to refer to in the
classroom.

BACKGROUND: The Everglades is the most complicated ecosystem under threat in
the United States.

TEACHING SUGGESTIONS: Contact Everglades National Park, the South Florida
Water Management District and the U.S. Army Corps of Engineers for resource
material to be used in the classroom as background to this lesson plan.

CONNECTIONS: Science, Social Studies, Language Arts, Fine Art

PROCEDURE:

payl Introduction to Wetlands:
1). Divide students into groups of 3-4.
2). Show slide presentation with no narration
3). Direct students to list observations - plants, animals, characteristics.
4). Allow students to discuss their observations
5). Have each group list 5 plants and animals of the Everglades Ecosystem.
6). Create a class list on the board using 3 columns:
Characteristics Plants Animals

7). Distribute markers / posters and resource materials to each group.
8). Have the students to create their own interpretation of a wetiand.
9). Define Everglades as meaning "River of Grass"

2ay2
Have the cooperative groups come up with uWetland Metaphors." Share these by
writing them on the Owetiand" posters and displaying them.

Qa
y3
Field Trip - Everglades National Park, Everglades - Holiday Park, or Loxahatchee
National Wildlife refuge

Pa
y4
Discuss mangrove community
Students to observe mangrove mbuntings
Discuss food webs in mangrove communities

2ay5
Quiz / Test
Questionnaire - survey of students / parents

Da
y6
Share survey results
111-17-2

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENNARONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

MULTICULTURAL COMPONENTS: Compare world-wide wetland locations and the
inhabitant's impact on those ecosystems.

ADDITIONAL INFORMATION / CROSS REFERENCES:

Cavanaugh, Peggy and Margaret Spontak (1992) Protecting Paradis Phoenix
Publishing Fairfield, F1

Davis, Steven M and John C. Ogden (1994) Toward, Ecosystem Restoration

Evergladgs National Park, Teacher's Resource Notebook
(available through participation in Teacher Workshop - Sandy Dayhoff, Ranger
Loop Road Station, (813) 695-4796).

Focus on Life Science (1986) Charles E. Merril Publishing Co.

Florida Salt Marshes (publication) Florida Department of Natural Resources
Bureau of Marine Research P.O.Box F St. Petersburg, F1 33731

Meyers, Ronald L. and John J. Ewel (1990) Ecosystems of South Florida

"Project Wild" Western Regional Environmental Education Council pp. 54-56

"Restoring the Everglades"The Miami Flgrald 14 January 1994

"The Everglades: Reversing Man's Mistakes" (Special Report) The Palm Beach Post
11 April 1993

The Source Book of Marine Sciences Florida Oceanographic Society pp. 1-10

"Walking Trees" (publication) Florida Department of Natural Resources

Weaver, James and Bradford Brown et al (1993) Science Subgroug Rel2ort of the
Federal South Florida Ecosystem Restoration Working Group

Wetlands of the Elorida K@ys (gublication)-The Florida Keys Chapter of the lzaak
Walton League of America P.O. Box 465 Islamorada, F1 33036

111-17-3
OCEANOGRAPHIC, CULTURAL, ENVIF40NMENTAL ACTIVITY NOTEBOOK
ADWNISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

17. Florida's Greatest Wetlands: The Everglades

OBJECTIVES: To answer the following questions:

1). if the Everglades become extinct, what impact would it have on wildlife and
humans?

2). Is the survival of South Florida and the biodiversity of living things dependent
upon the Everglades?

THE STUDENTS WILL:

1). Describe characteristics of wetlAnds.

2). Describe the value and functions of wetlands with regard to wildlife and
humans.

3). Identify the four kinds of mangroves and their importance to the wetland
ecosystem.

4). State and discuss local, state and federal actions to be taken to protect
preserve the Everglades.

5). Suggest ways students could make a difference to preserve the Everglades.

COMPETENCIES: Dade CBC

SCHEDULE: 4 Class Periods and 1 Field Trip

VOCABULARY:

marsh swamp watland salt marsh
habitat endangered species threatened species

MATERIALS:

CONSUMABLE NONCONSUMABLE

Markers Teacher-made slide presentation of Everglades/
Poster Paper Wetlands taken in Everglades National Park
markers
poster paper

111-17-4
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED 13Y PINE JOG ONVIONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PRO13RAM DEPARTMENT OF COMJMUNITY AFFAIRS
AS A SUIPORANT AWARDED BY KQA^ - NATIONAL 009AM AND ATMO
,SPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:
PROCEDURE:
1). Watch the slide presentation
2). List your observations - plants, animals, characteristics.
3). In your group list 5 plants and animals of the. Everglades Ecosystem.
4). Create a class list on the board using 3 columns:

Characteristics Plants Animals

5). Using your markers and poster board, create your own interpretation of a
wetland.

Day 2
Within your cooperative groups, come up with "Wetland Metaphors." Share these by
writing them on the "wetland" posters and displaying them.

Dgy 3
Field Trip

Day 4
Discuss mangrove community
observe mangrove mountings
Discuss food webs in mangrove communities

Day 5
Quiz / Test
Conduct a survey of students / parents by asking the following questions:

- Is there a swamp, bog, freshwater marsh, salt marsh, or other type of wetiand
In or near your community? If so describe it.
- Can you give seven reasons who wetlands are important?
- Can you name several animals that depend on wetlands?
- Can you name two famous wetlands in North America?

Dgy 6
Share survey results

MULTICULTURAL COMPONENTS: Compare world-wide wetland locations and th e
inhabitant's impact on those ecosystems.

ADDITIONAL INFORMATION / CROSS REFERENCES:
Cavanaugh, Peggy and Margaret Spontak (1992) Protecting Paradise Phoenix
Publishing Fairfield, FI

Davis, Steven M and John C. Ogden (1994) Toward Ecosystem Restoration
111-17-5
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY KOAA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

Everglades National Park, Teacher's Resource Notebook
(available through participation in Teacher Workshop - Sandy Dayhoff, Ranger
Loop Road Station, (813)695-4796).

Focus on Life Science (1986) Charles E. Merril Publishing Co.

Florida Salt Marshes (publication) Florida Department of Natural Resources
Bureau of Marine Research P.O.Box F St. Petersburg, Fl 33731

Meyers, Ronald L. and John J. Ewel (1990) Ecosystems of South Florida

"Project Wild" Western Regional Environmental Education Council pp. 54-56

"Restoring the Everglades "The Miami Herald 14 January 1994

"The Everglades: Reversing Man's Mistakes" (special Report) The Palm Beach Post
11 April 1993

The Source Book of Marine Sciences Florida Oceanographic Society pp. 1-10

"Walking Trees" (publication) Florida Department of Natural Resources

Weaver, James and Bradford Brown et al (1993) Science Subgroup Report of the
Federal South Florida Ecosystem Restoration Working Group

Wetlands of the Florida Keys (publication)-The Florida Keys Chapter of the Izaak
Walton League of America P.O. Box 465 Islamorada, Fl 33036

III-17-6
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A.-NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

IV. CULTURAL ECOL00

All

vl@

-:77

J,i

THE HISTORY OF DEERFIELD ISLAND PARK

TREASURE HUNT

SEMINOLE BURIAL GROUNDS

YOUR OPINION PLEASE
OCEANOQRAPW% CULWRAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PMAHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC t*#VERWff
FUNDED By THE STATE OF FLORIDA - FLORIDA COASTAL MAkAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANC AND ATMOSPHERIC ADMINISTRATION

18. The History of Deerfield Island Park
CAI Capone's Island")

OBJECTIVES:

1). To acquaint students with laws from the "Florida State Wilderness Act" to
include:
a). 258.18 Statement of Legislative Intent
b). 258.19 Definitions
c). 258-25 Number of Areas
d). 258.26 Priority of Establishment
e). 258.22 Selection of Wilderness Areas

2). To involve students in a hands-on activity to go with Al Capone History Lecture
by labeling map of Deerfield Island Park.

THE STUDENTS WILL:

1). Learn the history of Deerfield Island Park

2). Identify the flora and fauna of the island

3). Construct a map of the island

COMPETENCIES: Dade CBC: Grades 6-8

SCHEDULE: One Class Period (50 minutes)

VOCABULARY:

island habitat canal waterway
marina park

MATERIALS:
CONSUMABLE
(I per student)
outline map of Deerfield Island Park
(the learner will label points of interest on the map)

PREPARATION: Become familiar with Deerfield Island Park and how activities
overlap with one another.

IV - 18 - I
OCEANOGRAP HW, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
AMMISTERED AND PUBLJSHED BY PINE 400 ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UMVERWN
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUPORANT AWARDED PY KO." - NATIONAL OCEANIC AND AVOPHERIC ADONOTRATION

BACKGROUND: A brief outline of the history -

a). A[ Capone acquired 55.2 acres of land on the north side of Hillsboro Canal
(AlA and the Intracoastal Waterway).

b). In the last years of Prohibition, Capone had troubles with the IRS and the
Boca Raton Council.

c). 1930 - Capone wants to build homes, but Boca Raton Council refused by
requiring him to build an access road into town.

d). 1934 - U.S. Government requires property of Capone's bankrupt estate and
conveys it to the Florida Island,Navigation District (F.I.N.D.). This
conveyance was subject to the Army Corps of Engineers as a spoil area.
(Spoil Area #702).

e). 1952 - F.I.N.D. gave option to J. Meyer Schine's Corporation, Boca Raton
Club Inc.

f). 1956 - Arvida entered the picture and'dug a canal from the Intracoastal
Waterway west to Hillsboro Canal and then the Capone property became
an Island.

g). 1959 - Arvida gave F.I.N.D. a 50' x 300' deed easement for any future
bridge. J. Meyer Schine Corp., Boca Raton Club Inc. went to State and
Federal Courts claiming a 95 year lease and abridged its right to first
refusal. Schine lost in both courts.

h). 1977 - Broward County allocated $179,000 for the first pha-se of
construction. Broward County asked Boca Raton to provide water. SInce
then, Deerfield Beach has provided water to the island.

i). 1978 - FP&L plans to provide electricity.

j). Today - Royal Palm Improvement Association is helping Broward County to
develop a water related recreational area and protection for all wildlife.

IV - 18 - 2

OCEANOQRAPNICg CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBMHED BY PONE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FLINDED BY THE STATE OF FLOFADA - FLOFWDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUPGRANT AWAFMD BY 14OAA - NATIONAL OCWAG MP ATMQ6PH9F4C AWWWRATION

On Deerfield Island Park, the iollowina plants and animals are found:

Flora

Hardwood Trees Understory Trees and Shrubs Ferns

Red Mangrove Wild Coffee Serpent Fern
White Mangrove BrazHian Pepper Tree Leather Fern
Gumbo Limbo Sea Grape Swamp Fern
etc. etc. etc.

Fauna

Reptiles & Amphibians Mammals Birds

Soft Shall Turtle Raccoon Brown Pelican
Newt Salamander Grey Squirrel Common Egret
Green Tree Frog Cottontail Rabbit Mangrove Cuckoo
etc. etc. Little Blue Heron
Carolina Wren
etc.
(migratory birds)

TEACHING SUGGESTIONS: Develop each activity as an integrated part of the whole
lesson.

Activity One: Identifying Indigenous Flora and Fauna of Deerfield !sland Park
(Classroom Activity)

Have site specific lab stations, information on manila folders that describes the
flora or fauna (4 per station). Also on one side of the manila folder, questions would
be stated that the learner will answer about each species at that station. The lab
station will'have either live species or a picture of each species and observational
tools such as hand lens, microscope, etc.. The learner will then draw the species in
their own folders.
Depending on the number of species, it is possible to have at least six or more
lab stations. To facilitate flow, allow the learners either 15 minutes per station.

IV - 18 - 3
OCEANOGRAPHIC- CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PU13LJSNED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC tINIVERSITY
FtINDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUPGRANT AWARDED BY NOAA. - NAPM44 OCIIAMC AND ATMOSPHERIC AORNISTRATION

The last 30 minutes of lab work, ask for clues from the learners to list and
identify the species in their own folders. These should be copies into the folders to
use on the field trip to locate and draw the species..

Assessment: Grade questions and answers. Grade drawings. Check clue list.

Activi1y Two: nTrail Blazing on Deerfield' Island Parku

1). Students will follow map directions according to teacher instructions. Students
should be able to get from point A to point B.
2). Students will divide up into groups - each group will "blaze" or mark their own
trail. After marking their own trail, groups will exchange trails to see if they can
follow the marking of the group, that originally blazed the trail.

Activi1y Three: Scavenger Hunt

1). Each learner is to locate each of the 20 species. Then, draw the habitat and
species (especially fauna) on site.

2). The student must then return to the teacher to have it checked for
accuracy. When checked off, they may either draw at least 2 sketches
of a site or the island and label or add detail to the map in activity two.

3). Have a uTreasure Rewardu for completion of the projects!

IV - 18 - 4.
ocEANOGRApW, CULTURAL. ENVIROMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE Joe BIVIRONMENTAL EIXICATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O-4JL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINSTRATION

Student Sheets NAME:
DATE:
PERIOD:
18. The History of Deerfield Island Park
CAI Capone's Island")

OBJECTIVES:

2). To involve students in a hands-on activity to go with Al Capone History Lecture
by labeling map of Deerfield Island Park.

THE STUDENTS WILL:

1). Learn the history of Deerfield Island Park

2). Identify the flora and fauna of the i sland

3). Construct a map of the island

COMPETENCIES: Dade CBC: Grades 6-8

SCHEDULE: One Class Period (50 minutes)

VOCABULARY:

island habitat canal waterway
marina park

MATERIALS:
CONSUMABLE
Manila Folders
outline map of Deerfield Island Park
(the learner will label points of interest on the map)

IV - 18 - 5
OCEAFMRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVrTY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAQEMENT PRO13PAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED 41Y KQAA - NATIONAL OCEANIC AND ATMOSPHERIC AUMNSTRA71ON

Student Sheets NAME:
DATE:
PERIOD:

BACKGROUND: A brief outline of the history -

a). Al Capone acquired 55.2 acres of land on the north side of Hillsboro Canal
(AlA and the Intracoastal Waterway).

b). In the last years of Prohibition, Capone had troubles with the IRS and the
Boca Raton Council.

c). 1930 - Capone wants to build homes, but Boca Raton Council refused by
requiring him to build an access road into town.

d). 1934 - U.S. Government requires property of Capone's bankrupt estate and
conveys it to the Florida Island Navigation District (F.I.N.D.). This
conveyance was subject to the Army Corps of Engineers as a spoil area.
(Spoil Area #702).

e). 1952 - F.I.N.D. gave option to J. Meyer Schine's Corporation, Boca Raton
Club Inc.

f). 1956 - Arvida entered the picture and dug a canal from the Intracoastal
Waterway west to Hillsboro Canal and then the Capone property became
an Island.

g). 1959 - Arvida gave F.I.N.D. a 50' x 300' deed easement for any future
bridge. J. Meyer Schine Corp., Boca R@tton Club Inc. went to State and
Federal Courts claiming a 95 year lease and abridged its right to first
refusal. Schine lost in both courts.

h). 1977 - Broward County allocated $179,000 foi- the first phase of
construction. Broward County asked Boca Raton to provide water. since
then, Deerfield Beach has provided water to the island.

1). 1978 - FP&L plans to provide electricity.

j). Today - Royal Palm Improvement Association is helping Broward County to
develop a water related recreational area and protection for all wildlife.

IV-18-6 41

OCEANOGRAPKC, CULTURAL, ENVIRONMENTAL ACTWITY 140TESOOK
ADMINWTEREO AND PUBLISHED BY PINE JOG EWAROHMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMEW PROGRAM DEPARTMENT OF COMMUNTY AFFAIRS
AS A WSWANT AWARDED BY KOAA - 1NATOM OCEANIC AND ATMOSPHERIC AP04MISTRAWN

Student Sheets NAME:
DATE:
PERIOD:

On Deerfield Island Park, the following plants and animals are found:

Flora

Hardwood Trees Understory Trees and Shrubs Ferns

Red Mangrove Wild Coffee Serpent Fern
White Mangrove Brazilian Pepper Tree Leather Fern
Gumbo Limbo Sea Grape Swamp Fern
etc. etc. etc.

Fauna

Reptiles & Amphibians Mammals Birds

Soft Shell Turtle Raccoon Brown Pelican
Newt Salamander Grey Squirrel Common Egret
Green Tree Frog Cottontail Rabbit Mangrove Cuckoo
etc. etc. Little Blue Heron
Carolina Wren
etc.
(migratory birds)

Activity One: Identifying Indigenous Flora and Fauna of Deerfield Island Park
(Classroom Activity)
1). With your group, travel to the lab stations in your class. The information on the
manila folders describes flora or fauna and asks several questions. The lab
station will have either live species or a picture of each species and
observational tools such as hand lens, microscope, etc.. Read the
information, take a close look at the species, answer the questions and
draw the species in your own folders.
2). The last 30 minutes of lab work, share clues with the class to help identify the
species that will be seen on the field trip.

Activity Two: "Trail Blazing on Deerfield Island Park"
1). Follow map directions according to teacher instructions. Be
able to get from point A to point B.
2). Divide up into groups - each group will "blaze" or mark their own
trail. After marking a trail, exchange trails with another group to see
if they can follow the markings.

IV - 18 - 7

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAJL - NATIONAL OCEANIC AND ATMOSPHERICA-DMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

Activity Three: Scavenger Hunt
1). Try to locate each of the 20 species. Draw the habitat and
species (especially fauna) on site.

2). Return to the teacher to have it checked for accuracy. When all species are
checked off, either draw at least 2 sketches of a site or the island or add detail
to the map in activity two.

Sketches:

IV - 18 - 8

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNVERSITY.
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY ILOJL& - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATM

19. Treasure Hunt

OBJECTIVE: To understand how the Florida's reefs were responsible for hundreds of
shipwrecks along the coast.

THE STUDENTS WILL:

1). Create a map using I" to 1' scale to plot shipwreck "treasure" sunken of the
Florida coast.

2). Develop mapping skills to find hidden "treasure".

COMPETENCIES: Grades 6-8

SCHEDULE: Three to six 60 minute class periods.

VOCABULARY:

Keys reefs cardinal directions continental shelf
symbols scale Gulf Stream

MATERIALS:

bandannas
patches,
jolly rogers and other pirate paraphanelia
parchment paper
rulers
compass
colored pencils
gold covered chocolate pieces
18 x 24 white drawing paper

PREPARATION:

1). Assign groups, arrange supplies and room.

2). Have rules and guidelines ready to hand out.

3). Inform students to bring pirate type clothing for day of treasure hunt.

BACKGROUND: Discuss stories about sunken treasure. (Treasure Island Look at
and discuss maps of the Florida Keys and the southern coast of Florida showing the
reefs, continental shelf, gulf stream and underwater obstacles along the coast.
Discuss why ships were sunk and where pirates may have hid their treasure. Make
maps to relocate it. Discuss scale and how maps use scale.
IV - 19 - 1
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINWMRED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

TEACHING SUGGESTIONS: Show the class the video of "Treasure Island".

PROCEDURE:

At the beginning of class, use masking tape to create a map of South
Florida on the floor of the classroo m-. Get the students to help with this portion.

1). Discuss background information

2). Show students how to scale down a map

3). Draw small individual practice map to locate shipwreck " treasures"; separate
into cooperative groups and make one larger map to mark shipwrecks off the
coast of South Florida.

4). All groups make maps of their "treasure" spot.

5). Have all groups hide gold pieces, switch maps, and go find treasure.

6). All groups switch maps and go find the other group's "treasure".

MULTICULTURAL COMPONENT: Research the history of Spanish treasure fleets to
Florida and the Caribbean.

CONNECTIONS: Social Studies, Art, Geography, Math; Write. a pirate song and sing
it to class; Design a pirate flag and show it to the class.

FURTHER READING:

1). Educational information from the Mel Fisher Maritime Heritage Society Museum
in Key West.

2). Magazines, papers and books from school and public libraries.

3). The G.R.E.E.N. Book, Teachers Resource Guide for Monroe County.

IV - 19 - 2
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOB ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED 13Y THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets NAME:
DATE:
PERIOD:

19. Treasure Hunt

OBJECTIVE: To understand how the Florida's reefs were responsible for hundreds of
shipwrecks along the coast.

THE STUDENTS WILL:

1). Create a map using 1 u to 1' scale to plot shipwreck "treasure" sunken of the
Florida coast.

2). Develop mapping skills to find hidden "treasure".

COMPETENCIES: Grades 6-8

SCHEDULE: Three to six 60 minute class periods.

VOCABULARY:

Keys reef s cardinal directions continental shelf
symbols scale Gulf Stream

MATERIALS:

bandannas
patches,
jolly rogers and other pirate paraphanelia
parchment paper
rulers
compass
colored pencils
gold covered chocolate pieces
18 x 24 white drawing paper

IV - 19 - 3
OCEANOGRAP HIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBUSHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLOFUDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.AJL - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Student Sheets % NAME:
DATE:
PERIOD:

PROCEDURE:

At the. beginning of class, use masking tape to create a map of
South Florida on the floor of the classroom.

1). Discuss background information

2). Learn how to scale down a map

3). Draw small individual practice map to locate shipwreck " treasures"; separate
into cooperative groups and make one larger map to mark shipwrecks off the
coast of South Florida.

4). Within the groups, decide on a place to hide treasure. Make maps of that
"treasure" spot using the floor map and classroom features.

5). Hide gold pieces, switch maps with another group, and go find treasure.

6). All groups switch maps again and go find the other group'.s "treasure".

MULTICULTURAL COMPONENT: Research the history of Spanish treasure fleets to
Florida and the Caribbean. ' 0
CONNECTIONS: Social, Studies, Art, Geography, Math; Write a pirate song and sing
it to class; Design a pirate flag and show it to the class.

FURTHER READING:
Educational information from the Mel Fisher Maritime Heritage Society Museum
in Key West.

FLO .RIDA 2e
SROWARD COUNTY

@COLLIER COUNTY MIAMI -@o

MONROE COUNTY
DADE COUNTY

FOWEY
ROCKS
HOMESTEAD . ....... .. 30'
GULF OF
MEXICO BISCAYNE
-4- NATIONAL
PARK
PACIFIC
REEF
f

10.
KEY LARGO
-NATIONAL
MARINE
WALE OF MILES f e, SANCTUARY 25,
0 S 10 20 30
P CORALREEF
STATE PARK
ALLIGATOR
REEF

IIIIIIAPAUEW SOMBRERO
KEY
E KEY
IDKEY KEY WEST NATIONAL MARINE SANCTUARY 30'

20. Seminole Burial, Grounds

OBJECTIVE: To reinforce the importance of leaving sacred burial grounds and
archaeological sites untouched.

THE STUDENTS:

1). Draw conclusions and make inferences from reading.

2). Visit archaeological and Native American museums.

COMPETENCIES: 6-8

SCHEDULE: Two class periods

VOCABULARY:

Seminole burial grounds sacred Miccosukee
artif act time-capsule excavate

MATERIALS:

class set of Vision Quest books
pictures
artifacts

PREPARATION: Reads Vision Quest books or similar reading material.

BACKGROUND: Have, in the classroom, a reading collection of appropriate material
about Indian artifacts being illegally dug up from grave sites and sold to museums.

PROCEDURE:

1). Have the students research the practice of archaeological excavation for
commercial purposes.

2). Have students prepare a debate on Grave Robbing.

3). Discuss how Broward County construction companies have built over Indian
burial grounds. Cite examples such as Westin Coral Springs Reality Co.

4). Draw conclusions, finding similarities and differences in the way of other
counties, states etc. have handled this problem.
IV - 20 - I.

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIV`ITY NOTE1300K
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

5). Make inferences about two different situations.

6). Discuss possible plans to prevent this in the future.

7). Create a class time capsule to bury on the sch,ool grounds. Ask each student
to make a small contribution.
ENRICHMENT: Research the history and location of the various Indian tribes in
Florida

CONNECTIONS: Social Studies, Archaeology, Art

MULTICULTURAL COMPONENT: Compare Seminole' and Miccosukee traditional
folkways to other Native American customs as well as world-wide (ie: Egyptian).

Invite local tribe members to share some of their tribal traditions and memories.

IV - 20 - 2

21. Your Opinion Please

OBJECTIVE: Students will determine their Representative in government and write a
letter outlining personal opinions regarding crucial water issues.

COMPETENCIES: Grades 6-12, 1-40 students

SCHEDULE: 4 - 12 (or more) class periods

MATERIALS: Current events and editorials in the newspapers, Legislators' page from
the telephone book, copy of voter's r9gistration card.

PREPARATION: After discussing the necessity of water to all life, the problems of
pollution, and the ease with which we accept inexpensive, fresh water, have the
students collect and discuss water issues in the news.

BACKGROUND: Students collect newspaper articles and current events ranging from
sewer pipe problems, Everglades cleanup, the building of "Wayne's World"
Amusement Park, environmental group activities, exotic plants that consume too much
water and land areas, or any other related issue.

TEACHING SUGGESTIONS: Prepare students sufficiently with the topic before the
letter writing with current events topics and supplemental activities. A poster-sized
sample letter may be necessary for those students who are not confident in letter
format.

PROCEDURE: Once students have become familiar with water issues, they may be
suggesting the most common logical step - local action. Some may want to take
around petitions, but thoughtfully written letters have been said to be more effective
tools to influence legislators. Some issues must be addressed at specific levels, local,
state, or national and this must be carefully explained. The use of the Legislators' List
in the telephone book, a copy of a voter's registration card and carefully selected
maps may be effectively used.

A sample letter may be shown as an example as long as students realize they must
not copy the body of the letter; the letter must reflect their own ideas and opinions.

Letters may be sent individually or in a large packet. Letters that are sent individually
may receive more serious attention. Show students responses received from the
legislators by previous writings by the teachers, so that the students may be motivated
by the possibility of a response if the letter is clear and thoughtful; also remind
students that a response may take a month or possibly two. Allow students to share
ideas after their letters are written, and remind students that even the professional
writers write at least one or two rough drafts before sending off their final copy.

IV-21 -1
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY FINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLO."11DA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS

STUDENT DATA SHEETS: Learning the names of legislators is a valuable activity
and it makes students more aware of the names and legislative roles as they appear
on the news. Use the front section of the telephone book to get the most current
legislative officers and their addresses.

MULTICULTURAL COMPONENT: Clean water is essential to all people and
involvement in governmental action at all ages and levels is recommended by the
competency- based curriculum. Students may be able to work in pairs or teams if they
find the current events work or letter writing frustrating.

SAFETY INFORMATION: Remind students that letters must be serious, thoughtful,
and non-threatening. Serious legal consequences can arise if students send threats
through the postal system.

ASSESSMENT: Final copies of the letters may be put into the student's personal
portfolio if that student chooses.

ENRICHMENT: Students may be encouraged to write to legislators at every level and
to any other person who may be influential in the decision-making processes of
government.

SP ECIAL RESOURCES & BACKGROUND READING: The Miami Herald, Sun
Sentinel, and Palm Beach Post are especially helpful. Contact them about
participating in the Newspapers In Education.

IV-21 -2-
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED HY THE STATE OF FLORIDA - FLORiDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS.A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

V. APPENDIX

U'l

j
FIELD TRIP EXPERIENCES

PINE JOG ENVIRONMENTAL EDUCATION CENTER

OCEANOGRAPHIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED By PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA.FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

FIELD EXPERIENCES

SAFTETY CONSIDERATIONS

*Proper lab procedures and safety are required.

*A First Aid kit will be available and complete for all activities.

*To participate in water activities, each student must be tested for swimming
abilities and adequate skills must be displayed at that time.

*The buddy system should be used at all times.

*Proper clothing including foot wear should be worn at all times.

*Water communication signals will be taught to everyone

*When snorkeling at sites, a dive flag is required for each group
of 6 students.
s
Students should carefully collect living and non-living specimens (note: all living
pecimens will be returned their natural environments as soon as possible after
observation.)

V - FE - I

OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLIISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.OAA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

WRECK, CORAL REEF, AND ARTIFICIAL REEF FIELD TRIP
Atlantis Dive Center

Address: 51 Garden Cove Drive, Key Largo, Fl 33037 (Monroe County)

Contact Person: Environmental Education Director

Telephone: 305-451-1325

Tour Guide: Yes, Dive Master

Handout Literature: Fliers

Restroom: Yes

Gift Shor): Yes

Parking: Yes

Admission: $5.00 for Students ($5.00 set snorkeling gear)

Lunch Spot: Snacks, pack lunch, restaurant

Hours: 8:00 A.M. - 6:00 P.M.

Public Teler)hon : Yes

Medical Facilities: Dive Master and Park Rangers trained in First Aid

Physically Impaired Access: Yes

Objectives: Marine Wildlife observation

Background Information: Program offers snorkeling or diving trips

Natural and Cultural Environment: Three different reef curriculums are available and
can be combined with trips

Time Frame: 1 Dive (9:00 A.M. , 12:30, 3:30 P.M.); 2 Dives (8:30 A.M., 1:30 P.M.)

Group size: 40

V - FE - 2

OCEANOQRAPHIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC U19VERSFTY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS

SANDY SHORE AND ROCKY SHORE FIELD TRIP
Metro Dade Parks & Recreation (Crandon Park)

Address: Natural Services, 3701 S.W. 70 Ave., Miami, Fl 33155
(400 Crandon Blvd., Key Biscayne, Fl 33149) Dade County

Contact Person: Alice Thurmono

Teleghone: 305-662-4124 (361-5421)

Tour Guide: Yes, Environmental Center

Handout Literature: Tropical Trails

Restroom: Yes

Gift Shog: No

Parking: Yes

Admission: $2.00 per vehicle plus $1.00 toll on Rickenbacker Causeway

Lunch Sgot: Picnic area, grills, concession stand

Hours: 8:00 A.M. - 5:00 P.M.

Public Teleghon : Yes

Medical Facilities: Life Guards on duty, First Aid

Physically Impaired Access: Yes

Oboectives: Touch the Bay - Hands-On program

Background Information: Crandon Park has three miles of scenic beach

Natural Environment: A unique black mangrove fossil reef, one of only two such reefs
in the world.

Time Frame: High and low tides

Group Size: 30-60

V-FE-3

OCEANIOGRAPHIC@ CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY ME JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS ASUBGRANT AWARDED BY N.O.AA - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

SNORKLE TRIP
John Pennekarnp State Park

Oboectives: To give students the experience of snorkeling over a live coral reef and
actually seeing and experiencing this environment.

Background Information: The trip to Pennekamp will enable the students to observe
and experience the following natural environments:

1). Tropical Hardwood Hammock
2). Mangrove Swamp
3). Lagoon area - in-shore fish, invertebrates and algae.

Activity Procedures:

1). Plan Field Trip - Make RSVP, get parent volunteers.
2). Teach class
3). Arrive Pennekamp
4). Check in for snorkel and get gear
5). Visit aquarium for dry fish ID
6). Snorkel in lagoon for last minute snorkeling lesson refresher and swim group
practice.
7). Eat lunch and observe the mangrove swamp next to picnic tables and -tropical
hammock.
8). Board boat for ride out to reef - observe mangroves and erosion as you leave
the dock.
9). Travel by tidal flats and then visit reef
10). Snorkel in groups for approximately 1- 1 1/2 hours.
11). Return to Pennekam p, shower, return gear and return home.
12). Next day - show videos taken on trip - discuss marine life.
13). Give post-test on fish ID, coral and marine food chains.

Grou12 Size: Class size: 40 max., 15-20 ideal, over 40 - control bebomes a problem.

Address: North Key Largo, Florida

Contact: Concessionaire / Dive locker

Phone: See Monroe County Telephone Book

Tour Guide: Teacher / Parents

Hand-Outs: Plastic fish ID cards 1 per each dive group - to be returned to teacher

Rest Rooms: By gift shop and dock

V - FE - 4
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTE1300K
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMEN1 OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Gift Shop: Next to aquarium - have chaprones go with students to prevent theft gift
shop and aquarium next to parking lot.

Admission: Fee waivers for State rPark can be applied for by mail before trip. Cost
per student for snorkel trip is $18.00 for boat and gear. (groups of 25 or more) $22.00
per person for adults.

Lunch S12ot: Snack bar in gift shop, picnic tables across parking lot.
Hours: Snorkel Trips - Boats leave dock at 9 A.M., Noon and 4 P.M. Snorkelers must
be at scheduling counter at snack bar / gift shop at least 1 hour before departure time
- earlier is better to sign up. RSVP can be made before time and paid for reserved
space.

Medical Facilities: First Aid station near snack bar. Students should have parent's
permission slip signed and any medical problems.

WHAT TYPES OF FISH CAN BE CAUGHT IN THE SURF?
Juno Beach State Park

Contact Person: Florida marine Patrol Region IV, District 10

Teler)hone: 407-624-6935

Restroom: Yes

Parking: Yes

Admission: Free

Lunch S The sea shore

Hours: Dawn to Dusk

Public Telephone: Yes

Medical Facilities: Nearest hospital: Jupiter Medical Center-

Physicaliv. Iml2aired Access: Yes, in restrooms

V - FE - 5
OCEANOGRAPHIC, CULTURAL, ENVIRONMENIAL ACTIVITY NOTEBOOK
ADL41NISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA , FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Field Exgerience Objectives:

1). To obtain an understanding of Florida's beach "-nd surf habitats.
2). To learn fishing ethics and regulations
3). To discover fish quantities of different species caught in the surf.

Backaround Information: Use Fishing Lines Anglers Guide to Floricla@s Marine
Resources as classroom text before field experience. Obtain texts from
Department of Environmental Protection.
Office of Communications
Mail Station 30
3900 Commonwealth Blvd.
Tallahassee, Fl 32399 -,,3
,000
or
Gumbo Limbo Nature Center
(See handouts attached)
I
Multicultural Comgonent: Learn names of fish in English and Spanish

Activity Procedure:

1). Draft a letter to be taken home by students to their parents asking if they would
be willing to participate in a Saturday morning of surf fishing with their child.
(Encourage catch and release fishing)
2). On a pre-arranged Saturday morning, meet with parents and children at the
given stretch of beach or parking lot.
3). Surf fish for 2-4 hours recording all data on "Surf Fishing Data Table".

Time Frame: Two to Four hours

Grour) Size-, Parents and children are to stay together and fish as a group.

Teacher Pregaration and Teaching Tigs:

1). Call parents of students who are going on the field trip.
2). Parents and children must provide their own rods, reels, bait, etc.
3). Parents are responsible for their child's transportation, food, drink etc.

Resource Materials and Reading_List:
"Fishing Lines Anglers Guide to Florida Marine Resources"
"Florida Fishesu by Rube Allen, Great Outdoors Publishing
"Fish Florida Saltwater" by Boris Arnov, Gull' Publishing Co.
"The History of Angling" by C.F. Waterman, Winchester Press
Free Brochures - Florida Department of Environmental protection
100 Eighth Ave. S.E.
St Petersburg, Fl 33701 - 5095
V - FE - 6
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.C.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

SANDY DUNE FIELD TRIP
MacArthur State Park

Rest Rooms: Yes

Gift Shol2: Yes

Parkina: Yes

Lunch Spot: Bring bag lunch

Hours: 9:00 A.M. - 5:00 P.M.

Public Telephon : Yes

Medical Facilities: First Aid Kit - teacher certified in First Aid and CPR

Physically Impaired Access: Yes

CORAL REEF, SANDY BEACH AND MANGROVE ESTUARY FIELD TRIP
Gumbo Limbo Nature Center and Red Reef Park

Address: AlA Boca Raton, Florida

Contact: City of Boca Raton Parks and Rec.

Tour Guide: Yes, Environmental Education Center

Handout Literature: Yes, in Center

Restroom: Yes

Gift Shop: Yes

Parking: Yes

Admission: Free with letter from field school

Lunch Sr)ot : On the beach, student brings

Hours: 8:00 a.m. to 4:00 p.m.

Public Telel2hone: Yes

V - FE - 7
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED 13Y THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N,O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Medical Facilities: Major medical facilities are nearby and center employees and life
guards are trained in first aid and CPR.

Physically Impared Access: Yes

Objectives: Snorkel to view various ocean inhabitants. Compare their creations with
real organisms and to visit a natural coastal environment

Time Frame: Approx. Time - 4 1/2 hours

Groug Size: 40 Students
**Make sure students can swim and snorkel!

Observing/Collecting Specimens for a Model Ecosystem.

Obwectives: The student will collect specimens for a model ecosystem..

Background Information:

Fishing Lines
Department of Environmental Protection
pp. 3-8 "Florida's Marine Habitat"

Florida Estuaries
Florida Sea grant College Program SGEB-23
pp. 2-9
Humphreys, Fraz Seaman

"Nationwide Study Looks at Pesticide Threat to Estuaries"
Fathom
Summer 1993; Vol. 5 #2; pp. 3-4

The Nature Co.
Palm Beach Gardens
3101 PGA Blvd.
West Palm Beach, FL
Contact: Kim Switzer - (407) 624-1066
"Exploring the Beach Ecosystem" Tour

Multicultural Compgnent: p. 359, 361 (Glencoe) Science Interactions Book I
Activities Booklet pp. 27-28 (See China Yangtze example)

Activity Procedures:

1). Using hand nets and large 2 person "drag" net students will collect specimens
for their model ecosystem.
V - FE - 8
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTEn AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

2). Collect sand and water for ecosystem.

3). Collect specimens, place in collection buckets.
4). ID organisms collected (Handout: Chordinates Invertebrates of Palm Beach
County)

Time: 1 Hour

Group Size: 15-20 Students

Teacher Preparation and Teaching Til2s:

1). Bring a whistle to regroup.
2). Students should wear water socks or bring an extra pair of sneakers to wear in
the water and a dry pair to change in to.

3). Bring 12 collection buckets / containers.

4). Students should bring a towel.

5). Bag lunch, money for drink machine

6). Sunscreen

7). First Aid Kit

8). Bring Aerator for optimal survival rate.

MANGROVE FIELD TRIP
Biscayne National Park

Address: P.O. Box 1369, Homestead, Fl 33090 - 1369 (Dade County)

Contact Person: Public Outreach Coordinator

Teler)hone: 305-247-2044

Tour Guide: Yes, Park Rangers

Handout Literature: Park Brochure

Restroom: Yes

Gift Shog: Yes
V - FE - 9
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANIT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Parking: Yes

Admission: Free

Lunch Spot: Picnic areas available with tables & grills

Hours: 8:00 A.M. - Sunset

Public Telephone: Yes

Medical Facilities: Park Rangers trained in First Aid

Physically Iml2aired Access: Yes

Objectives: Marine Wildlife, Terrestrial and Cultural Identification

Natural and Cultural Environment: America's largest aquatic national park comprising
181,500 acres of islands and reefs, gives a picture of what South Florida looked
like hundreds of years ago.

Multicultural Component: Tales of ancient shipwlrecl,%s and fascinating islands.

Time Frame: 9:00 A.M. - 2:30 P.M.

GrouI2 Size: Any size group

Wetland Wonders

Address: 6446 SW 42 St.
Davie, Florida 33314

Contact: Diane A. Vasily (of the Science Eye) and Ed Harrison Of the Learning Center

Telephone: (305) 792-7393
1-800-423-9944

Time: 1 Day

Location: Everglades National Park - Alligator Alley

Transportation: Provided by Tour Group - Students to be picked up at school 8 A.M.
and return 6 P.M.

Cost: $50 /student with food - for 36 or more students.

V - FIE - 10
OCEANOGRAPHIC, CULTURALI ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PnoGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Instruction: Provided by Tour Group
Natural Environment: Canoe trip into the waters ofthe Ten Thousand Island area of
Florida to explore the mangrove, marshos and swamps. 'Students to explore
the animals and plants, mangroves, freshwater big cypress and aquatic world of
Southern Everglades.

Everglades Boat Ride - Everglades Holiday Park

Address: 21940 Griffin Rd.

Contact Person (s): "Angela" in the office

Telephone: (305) 434-8111

Tour Guide: Air Boat Captains - Bill Sidman

Handout Literature: Pamphlets

Rest Rooms: Yes

Gift Shol2: Yes - Open 9:00 A.M. - 5:00 P.M. Combination Grocery store/ 'souvenir
shop, also Indian artifacts on "Seminole Island"

Parking: Yes

Admission: Group rate available: half- day / full day

Lunch Soot: Food available on premises, may bring bag lunch

Hours: 9:00 A.M. - 5:00 P.M. Air boat captain will take students to "Picnic Island"
where tables are available. Island located in the Everglades.

Public Telel2hone: Yes

Medical Facilities: First Aid Kits

Physically Impaired Access: Yes, boats will accommodate physically impaired
individ.

Cost: Varies, average group rate
"Captain Bill Sidman will create a special tour according to your needs. He will, with
two days notice, obtain grass samples, search out nesting locations of turtles and
alligators etc. Captain Bill will show students the effects of pollution on plant life and
aviary rookeries. Home phone: 680-6473
V - FE - 11
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Obiectives: The objective of the Everglades field trip is to give all students a first-hand
view of the "River of Grass" so that they may take the knowledge gained from "in-
class" research and draw comparisons "in-field".

Touch, feel and see life in the Everglades
(Alligators are the exception ... )
Students will take water and* soil samples in order to obtain scientific data
once they are back in the classroom.

Backaround Information: The Everglades located at the western end of Griffin Road is
a totally natural environment other than the canals dug by the Army Corps of
Engineers.

Multicultural Comgonent: Seminole Island, although a tourist stop, does contain some
Indian art work. "Jacob", the Seminole Indian alligator wrestler, has agreed to
speak on Seminole history. He will also explain the anatomy of the alligator.
This is a nice diversion and students will enjoy the "show". Call ahead and let
them know you are coming. Call the park's number.

Activity Procedures: Procedures may vary according to your emphasis and the time
you have in the park.

1)., Call ahead and ask for reservations. Determine the length of time you would
like to spend:
a. touring the Everglades
b. observing the wildlife
c. observing environmental changes
d. visiting "Picnic Island" for lunch
e. visiting "Seminole island"

2). Request, if possible, Capt. Bill. He is very accommodating and knowledgeable.

3). Enjoy!

Time: From Davie Road and 595, the drive is about one-half hour. The air boat ride
will last a minimum of 90 minutes. However, arrangements can be made for
varying time frames depending on your needs.

Grow Size: One boat can accommodate 40 students. There are at least 4 boats
available. They do have one boat available to hold 70 students.

Teacher Pre2aration and Teaching Tir)s: Students who have completed research
studies will be more than delighted to view the "River of Grass" from the seat of
an air boat.

V - FE - 12
OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY NOTFROOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATICNAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Ask students to keep a close eye open for wildlife. Alligators are floating
in the Everglades but are difficult to spot unless you are paying attention. The
air boat captain does take you to nesting sites where animals are present.
Students could be given a lesson ahead of time involving the drawing of wildlife
which they should expect to see such as the heron, blue heron, alligator,
catfish, oscar, etc.

*Science Eye: A private group located in Pompano Beach will conduct full day labs at
this location. Contact "Jeff" at (305) 587-7977

The Treasures of Bonnett House

Address: Bonnett House
900 N. Birch Rd.
Ft. Lauderdale, Fl 33304

Teleghone: 305-563-5393; Fax: 305-561-4147

Hand-Out Literature: Request from Bonnett House Literature

Rest Rooms: Yes

Gift Shog: Yes

Parking: Yes

Admission: $5.00

Lunch Spot: Yes

Public Phone: Yes

Medical Facilities: Within the city

Physically Impaired: Yes

Objectives: To be able to locate the "natural treasures" at this Ft. Lauderdale site that
influenced settlers to stay.'

Background lntormgtion: Contact Bonnett House for their hand out when, why, and
how the house was built.

Environment:
Natural: Yes - an "island in the stream"
Cultural: Yes - Shows how early people lived
Built: Land not too badly disturbed
V - FE - 13
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER Ar FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION

Activity Procedure: Arrive by bus, - divide into groups - escort through

Time Frame: 1-2 days to do background
1 day - visit
1 day - follow-up

Group Size: 30 max. - split

Tegcher Pregaration: Calling, getting information ready to present to class and to
arrange buses from school.

Resource: Anything on early Ft. Lauderdale

Other Field Experiences:

The Graves Museum of Archaeology and Natural History.
This museum is operated by the:
Broward County Archaeological Society
481 South Federal Highway
Dania, FL 33004
Phone: (305) 925-7770
Fax: (305) 925-7064

Ah.Tha.Thi.Ki Seminole Museum and Visitors Center.
This historical and archaeological museum is operated by the Seminole Tribe of
Florida on the Hollywood Reservation.
Contact Person: Billy L. Cypress, Executive Director
3240 North 64th Ave.
Hollywood, FL 33024
Phone: (305) 967-8997

Scientific observation fieldtrip to "Miami Springs Elementary School Biome, "contact:
Ms. Susan Lehrman (Principal)
or Ms. Judy Gelina (Community School Administrator)
Miami-Springs Elementary School
51 Park Street
Miami Springs, Florida 33166
(305) 888-4558
Hours available: 8:30 a.m. to 6:00 p.m. except weekends
Background literature is available on request.

To schedule a Mulitcultural 1 to 2 day fieldtrip with "Florida Outback Safari's,n contact:
Ed Harrison or Kenn Gorman
Florida Outback Safaris, Inc
6446 S.W. 42 St
Davie, FL 33314
(305) 792-7393 or 1 (800) 423-99444,

V - FE - 14
OCEANOGRAPHIC, CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
ADMINISTERED AND PUBLISHED BY PINE JOG ENVIRONMENTAL EDUCATION CENTER AT FLORIDA ATLANTIC UNIVERSITY
FUNDED BY THE STATE OF FLORIDA - FLORIDA COASTAL MANAGEMENT PROGRAM DEPARTMENT OF COMMUNITY AFFAIRS
AS A SUBGRANT AWARDED BY N.O.A.A. - NATIONAL OCEANIC AND ATMOSPHERIC ADNINNISTRATfON

PINE JOG
A CENTER FOR ENVIRONMENTAL EDUCATION
6301 SUMMIT BOULEVARDi WEST PALM BEACH, FLORIDA 33415
(407)686-6600

MISSION.,

Pine Jog is an environmental education center with the purpose of
providing environmental education programs which foster an awareness and
appreciation of the natural world, promote an understanding of ecological
concepts and instill a sense of stewardship toward the earth and all its
inhabitants.

HISTORY

Pine Jog, established by Mr. and Mrs Alfred G. Kay, is a designated wildlife
sanctuary and occupies 150 acres of natural wilderness surrounded by urban
development.
The property, now known as the Pine Jog Environmental Education Center
was first called Pine Jog Plantation by the Kays who purchased it in 1946 for the
purpose of growing flowers, fruits, and vegetables. The Kays were involved in
many philanthropic community projects and in 1960 created Pine Jog to educate
young students about their natural environment and to instill in them a feeling of
stewardship toward their environment. The biotic communities used in the
educational programs include pine flatwoods, sawgrass, marsh, pond, grass
meadow, and low hammock.

PUBLICfflfl[VATE NCTOR PARTNERSHIP

In 1970, Pine Jog established a formal relationship with Florida. Atlantic
Univors" which created a unique public/private sector partnersNp. Pine Jog is
a seff-supportirig unit within the College of Education of Fk)rids Atlantic
University and has a Board of Directors. Administrative responsibility for Pine
Jog rests with FkwWa Atlantic University and the Board of Directors who we
responsible to the president of Florida Atlantic University for the operation,
policies and welfw* of Pine Jog in accordance with University polici*s and
proce.dures.
4t

SERVICE POPULATION ANDEROdR@kMs

Pine.Jog's primarytarget audiences are-students and teachers with a
focus on programs for the elementary sector.
Pine Jog has contracted with the School Board of Palm Beach County
since 1972 and provides environmental education programs to approximately
50% of all schools in Palm Beach County, which is the third largest school
system In the state. In addition to providing contracted services, Pine Jog offers
programs to other-public and private schools. Pine Jog currently provides 16
programs for student participation: two Earth Education'. *programs, nine
programs in a curriculum for gifted student, and first, third, fourth,.fifth, and.
seventh grade programs.
Services to other populations,. Include inservice training and workshops for
teachers and educational opportunities of adults, families, scout groups, and
local organizations. Summer camps for both students and teachers combine
learning about ecology with exciting field trips to Florida's natural ecosystems.

PROGRAM DEVELOPMENT PROJECT

Be,ginning in 1991, the Program development Task TeamcoT,Oleted a K-5
curriculum, framework and program development criterion. With funding from the
John. D. and Katherine T. MacArthur Foundation,. the task team developed and
field tested a comprehensive se quence of environmental education programstor
grades'..three, @four, and five and is currently., conOucti ng a substantive research
project to,measure the effectiveness of. the new programs.

WATER RESOURCES TEACHER- EDUCATION

Since 1992, Pine Jog has contracted with the South Florida Water
Management District to maintain an infrastructure of trained workshop.- facilitators
and to coordinate teacher inservice workshops in a 16 county region.

.LEADERSHIP AT THE STATE LEVEL
Pine Jog administers the, Region V EnVAronmental Education Service
project., for the State Department of Education. The, RSP-V Is intended to meet
the environmental education needs in a seven county, region by providing the
programs, services, and leadership at all levels to meet the mandate to integrate
environmental education throughoUt.the Florida educational -system. The.RSP-V
serves the school districts, community colleges, and state universities
throughout Martin, Palm Beachi.Aftward, Dade, Monroe, Collier, and Hendry
counties. 4

LITTER PREVENTION@EACH CLEAN-UP CAMPAIGN

To increase public awareness and impact the beach litter problem, in
1988, Pine Jog imptemented an on going Litter Prevention/Beach Clean-up
Campaign. The ciani@ign includes the following elements: (1) coordination of
an annual beach clean-up; (2) establishment of "Adopt-A-Shore" program; (3)
education presentations; (4) informal display for exhibit at public events; (5)
coordination with the Center for Marine Conservation with Pine Jog serving as
Palm Beach County zone captain; a n*d (6) media -campaign.

STAFF

Pine Jog staff consists of an Executive Director, Director of Education,
Regional Service Project staff, Water Resource Education Project Staff, Program
Development Staff, Instructional Specialists, Instructional Interns, Secretaries,
Groundskeeper, and Custodian. The following boards/committee provide
support:
Pine Jog Board of Directors
Education Advisory Council
Coastal Clean-up Steering
Committee
Regional Service Project Board
Regional Service Project County
Advisory Councils (7)
CATT Advisory Council

BUDGET

Income to support the operating budget, exclusive of capital allocations is
derived from the following sources:
Clubs and organizations
Corporations/Businesses
Foundations and Trusts
Individual Special Gifts
Interest
Program Services
State and Federal Sources

ROLE IN THE COMMUNITY

In April 1991, with the completion of interpretative exhibits and two self-
guiding trails, Pine Jog officially opened to the public. Pine Jog staff also
provide presentations and community consultation to schools and community
groups and serve on advisory councils and governing boards.

PINE JOG IS A SELF-SUPPORTING UNIT WITHIN THE COLLEGE OF EDUCATION
AT FLORIDA ATLANTIC UNIVERSITY

'it Matters To T HIS,-, One

As I walked along the seashore
This young boy greeted me.
He was tossing stranded starfish
Back into the deep blue sea.
I said "Tell me why you bother,
Why you waste your time this way.
There's a million stranded starfish
Does it matter, anyway?"

And he said "it matters to this one.
It deserves a chance to grow.
It matters to this one.
I can't save them all. I know.
But it matters to this one.
I'll return it to the sea.
It matters to this one.
And it matters to me."

I walked into the classroom,
The teacher greeted me.
She was helping Johnny study,
He was struggling, I could see.
I said, "Tell me why you bother,
Why you waste your time this way.
Johnny's only one of millions,
Does it matter anyway?"

And she said "It matters to this one.
He deserves a chance to grow.
It matters to this one.
I can't save them all. I know.
But it matters to this one.
I'll help him be what he can be.
It matters, to this one.
And it matters to me.- 1:0

Unknown Author

"Children First - Each One Matters"

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