[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

           0



              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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                                                                    OCEAN ENVIRONMENTS
                                          ARINE

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                                                                      V                                        CEAN?
                                                                          L.). 'I M IF 'A %.W


                                              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

                    Environmental Education Resource Directory of Dade County

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

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

                    "Florida Mangroves", Florida Department of Natural Resources, pamphlet.

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

                    "National Marine Sanctuary Program", NOAA, pamphlet

                    Peterson Guide 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 -13



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








                                      2. HOW DO WE KNOWTHE OCEAN?
                                                       (Modified from Holt, Winston, Reinhart)

                     OBJECTIVE: To investigate the current methods of ocean mapping and to consider
                     its effectiveness in establishing an accurate picture of the ocean floor.

                     THE STUDENTS WILL:


                        I). Students determine the contours of an ocean bottom.

                        2). Evaluate the accuracy of sonar as a tool for studying the ocean bottom.
                     COMPETENCIES: Dade CBC 6th, @th or 8th Grade

                     SCHEDULE: One class period (55 minutes)

                     VOCABULARY:.

                     sonar              reef               bathymetric                   depth              rif t
                     contour            isobath            topographic                   Continental Shelf

                     MATERIALS:

                     CONSUMABLE                                       NON-CONSUMABLE
                                                                                   (Per Group)

                     pencil                                           1 piece of construction paper (18" x 24")
                     paper                                            a.ssorted small objGcts
                                                                      empty soda box (or lid from copy.paper box)
                                                                      paper clips
                                                                      metric rulers
                                                                      protractor (Teacher)
                                                                      masking tape (Teacher)

                     PREPARATION:

                        1). Turn the soda box upside, down and draw a grid on it. (suggested' 1                                     x 1

                        2). Label grid numbers across the top; letters down the side.

                        3). Use a protractor to punch a hole at each cross mark.

                        4). Take a piece of construction paper (larger than the soda box).

                                                                               1-2-1



                                                       OCEANOQRAPHICv CULTURAL, ENVIRONMENTAL ACTIVITY NOTEBOOK
                                   ADMW40TERED 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.AJL -NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION









                         5). Take the assorted objects you have collected and tape them to the paper.

                         6). Covert,he objects with the soda box.

                         7). Tape the paper to the sides of the soda box so the students can't peek.

                         8). Group students into investigative teams of four.

                      BACKGROUND: This classroom activity gives the students a glimpse of the problems
                      we have interpreting data about an area we have never seen. We have used sonar to
                      map the ocean bottoms and as a beginning its not bad but it leaves a lot to be
                      learned.


                      TEACHING SUGGESTIONS:

                         1). Perform this activity before taking a field trip that uses SONAR to. help them
                               understand some of the difficulties encountered with undersea mapping.

                         2).   An extension of SONAR is ultrasound. If possible, obtain a video or picture of a
                               fetus to share other applications of this technique.

                         3).   The field experience could be a trip on a boat that has a sonar
                               unit. Students could see actual data and how it is assembled into a picture-ot,,,--
                               the ocean below (probably by a computer). Check with the Coast Guard br
                               auxiliary power squadron. Possible charter boat. Follow-up classroom activity
                               would be to have students invent a better method for examining the ocean floor
                               (ie: design and build a model of a mini-sub).

                      CONNECTIONS:

                      Math - Have the students solve'distance problems with obtained
                               or fictional data using the formula: Distance = (Speed of Sound) ( 1/2 Time.fo@
                               Echo Reception). They could even plot the data to create a profile the same
                               way they did in the experiment.

                      Languag-e / Social Studies - 1).               Encourage students to research the development of
                                                                     submersibles and SONAR to share with the.class
                                                                     either as a written or oral report.

                                                               2).   Within the cooperative groups, have the students
                                                                     present their perspective on the importance of the
                                                                     future use of submersibles and SONAR.

                      Art - Have the students use their newly created profile to create a colorful and "living"
                               environment
                                                                              1-2-2





                                                       OCEANOGRAPHr_ CULTURAL, &WRONMENTAL ACTIViTY NOTEBOOK
                                    ADMISTERED AND PUBLISHED BY PNE JOG MMONMENTAL 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 ADMIMTRATION






                   Student Pages                                                                           NAME:
                                                                                                           DATE:
                                                                                                           CLASS:

                                     2.     HOW DO WE KNOW THE OCEAN?
                                                      (Modified from Holt, Winston, Reinhart)

                   OBJECTIVE: To investigate the current methods of ocean mapping and to consider
                   its effectiveness in establishing an accurate picture of the ocean floor.

                   THE STUDENTS WILL:

                      1). Students determine the contours of an ocean bottom.

                      2). Evaluate the accuracy of sonar as a tool for studying the ocean bottom.

                   COMPETENCIES: Dade. CBC 6th, -Ah or 8th Grade

                   SCHEDULE: One class period (55 minutes)

                   VOCABULARY:

                   sonar               reef               bathymetric                  depth               rift
                   contour             isobath            topographic                  Continental Shelf

                   MATERIALS:

                   CONSUMABLE                                       NON-CONSUMABLE
                                                                                  (Per Group)

                   pencil                                 paper clips
                   1 piece of construction                          metric rulers
                          paper (18" x 24")                         assorted small objects
                   paper                                  empty soda box (or lid from copy paper box)
















                                                                             1-2-3




                                                      OCEANOGRAPHIC, CULTURAL. ENVIRONMENTAL ACTIVITY 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.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION






                     Student. P.ages                                                                         N A Inval E:
                                                                                                             DATE:
                                                                                                             CLASS:


                     PROCEDURE:

                         1).   With your group         of four students, obtain a constructed model, a paper clip and
                               a metric ruler.

                         2).   Measure the depth of the box by putting the metric ruler along
                               the side of the box. Record the length.

                         3).   Write down each grid marking (ie: Aj; A,2; etc.)

                         4).   Take the paper clip and put it into the hole at the grid mark (The easiest -way is
                               to measure the length of the paper clip is to slip the clip into the hole, measure
                               how much is still sticking out the box and subtract.)

                         5).   Record the depth at grid mark A, 1.

                         6).   Repeat this procedure for all grid marks

                         7).   Graph each letter's depth.

                         8).   Cut out profiles and tape to piece of notebook paper. Predict what the
                               landscape under the box looks like.

                         9).   Uncover landscape and compare.























                                                                                1-2-4



                                                         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 ASUBGRANT AWARDED BY N.OJLA. - NATIONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION







                                                                                                                                               DATE:
                                                                                                                                               CLASS:


                              Use the grids below to draw and cut out cross sectional profiles of the unseen
                              surface:

                                           a Fill

                                                     I I    I r I              III[
                                 A era                                                                                         er"

                                           C M              T__
                                                 --t-     -tt
                                           C 1`111 . I      I I
                                                                                                                               Cm
                                           em             _LL                                                                  em

                                           C r"                                                                                C      ---

                                           a
                                 B
                                           C In                                                                                Cm
                                           or"                              _:@  --------                                      Cm
                                                                                                                               Cm
                                           em-                                                                                 Cm
                                                      _T-FT_I
                                           a m                                                                                 0 m

                                                                                                                               cm_

                                                                                                                               C m

                                                        T         TTTIn"""                                                     Cm   _T T                 v      rl        nnn



                                           era                                                                                 am

                                                                                                                               C In

                                           am                                                                                  Cm

                                           a m                                                                                 C M
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                                                                     LLL I     I EE.
                                           a

                                           am                       F       I  I I  I 1  11      1 1  1 1 1   1 1              am           I I  I .  I  1      1-1  1  1    1  1

                                                                                                                                  m

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                                           cis                                             R11 41 TI It: IF IF                                                                              I I L
                                                                                                                               I -cra


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                                  E 011111                                                                                     am                               fill            I
                                                                                                                                                         I      fill
                                                                                                                               am                I    if.       fill



                                                                                                                               em





                                                                                              12 IL A L I
                                                                                                                                                 T
                                                                                                                                  m
                                                                                                                               CM
                                           C rfl
                                           C ",                           I I  I j - I-]-
                                           ell   @J_                   Li   I  I I LL.
                                           C ra                           ELITI

                                           ell                                                                                 Cm











                                                                                                                               CM
                                                                                                                            @Ccmm
                                                                                                                            @Cc'rmn
                                                                                                                               am

                                                                                                                               am
                                                                                                                            ['eco mmm
                                           00
















                                                                            OCEAMMWM VATUMA.
                                                 AOMNNMPWD #AD Pu"Nm my me joe aim"                           wrAL mwAmm cEmm AT ftOMA Anmm umEms                               v
                                                 PUNIND W TIM WATE OF FILAXIMM - FLORIDA COASTAL MANAGEMW PWWW 96FAMM10 OF CONAL"TY AFFAIRS
                                                            AS A StidQAAUT AWAFIOEO BY PLOA-^. - MATIG04AL OCIEAPOC AND ATMOOP"ENC ADWHOTRATIO"







                                                                                                            NAML:
                                                                                                            DATE:
                                                                                                            CLASS:

                      Tape your cross sectional profil*s on the grid below:


                                                             01@





                                                        H
                                                                                             IT
                                                        F
                                                        E



                                                      --EL-






                      Did your pe              match Ow wkW interior of the box?                                  If you were asked to
                      map Ow oosm ftor u*V fts nvothod, what wotdd you do to intprove the
                      reflabiNity of yaw map?




                      REINFORCEMENT: Study the different types of submersibles that have been 'bufft
                      and used to study ocean depths.

                      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

                    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                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


                                                         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. - NA71ONAL OCEANIC AND ATMOSPHERIC ADMINISTRATION










                           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





                                                      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











                      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:


                    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




                                                                             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

                                       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






                  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

                  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
                  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

                                                           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






           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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                                                                     00II14,101040111411114C, CM"MIAL. OWARCONEWAL ACTIVITY NO
                                              &Mmmmwm@ Me PUMLOMM V1 ME JOG NOMM@WAL 9DWAWM CENTER AT FLORIDA ATLANTIC LINIVERNTY
                                             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































































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                                 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:

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









                                                                           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:
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                                              Date:
                                              Class:
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                          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:

                      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 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:
                           ï¿½ Economic (sugar growers - What are their roles?)
                           ï¿½ Political ( Washington, D.C. lobbyists and laws)
                           ï¿½ Social (Migrant workers)
                           ï¿½ 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










                                                    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










                    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


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                                       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
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                                       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
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                                       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
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                                       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

















                                                               W - 14 -   6
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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

                         ï¿½ 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.
                         ï¿½ 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.
                         ï¿½ Make a survey of your neighborhood or town to observe people's impact on
                           the environment. Report back to the class
                         ï¿½ 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

                            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 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:




                   DATE:




                   DATE:





                 DATE:




                   DATE:




                   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:





                       DATE:






                      DATE:




                       DATE:





                      3). Also, during the test week, observe human actions with the environment around
                                your home. Record your observations below:
                      DATE:




                       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

                  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.

                  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.'































                                      5F








                                       ..........




    ...........
          -: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@









                                                                                                                                                         L




                                                                            -: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:

                      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
                            9). 258.22          Selection of Wildorness 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 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

                   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 - 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

                                                       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









                                       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



























                                                                                                                                                        S,



                               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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