SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD
SOUTH FLORIDA SCIENCE CENTER AND AQUARIUMFIELD TRIP GUIDEsfsciencecenter.org
Fellow Educators,Thank you for your interest in the South Florida Science Center and Aquarium (SFSCA).We look forward to meeting with you and your class while you explore our exciting newexhibition Eww! What’s Eating You?This Field Trip Guide is designed to enhance your Science Center experience and helpyou prepare for your visit. Planning a great field trip is like planning a great adventureand researching options up front will help ensure your time is productive and fun!Additionally, we’ve created pre- and post-visit activities to complement the contentpresented at the Science Center, and reinforce concepts for enhanced retention. If youhave additional questions, call our Group Sales office at (561) 832-2026. It is our sincerehope that your experience embodies our mission to “Open Every Mind to Science.”We’ll see you at the Science Center!Sincerely,The Education TeamSouth Florida Science Center and Aquarium
SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD TRIP GUIDE 3Table of ContentsField Trip Planner. 4Pricing & Policies. 4Directions and Map. 5Science Center Code of Conduct. 5Science Center Store Guidelines. 5What to do at the Science Center . 6Arrival. 6Programs. 6Lunch. 6Exhibits. 6Related Books and Websites. 8Sunshine State Standards. 9Pre- and Post-Visit Activities. 11
4Field Trip PlannerIf you would like to schedule a trip to the South Florida Science Centerand Aquarium, please call our Group Sales Office at 561-832-2026.Field trips may be scheduled at any time during the year. Also, whenyou call be sure to ask how you can order discounted Subway lunchesfor your group. Lunches include a sub sandwich, juice, and chips orcookie for only 5.00!PricingPricing for groups scheduled in advanceLunch from Subway per student 5.00Self-guided visit admission per student 6.00Visit plus an additional educational program per student 7.50Visit plus a laboratory program per student 9.00- 12.00*One chaperone is required per 5 students at 6.00 per chaperone.Policies Final payment must be made by the day of your scheduled visit. If final payment has not been received by the day of your visit, reservations are subject tocancellation. NO REFUNDS WILL BE GRANTED. On the day of your scheduled visit, check in your group at the Front Desk under your group/contact name. Additional tickets may be purchased at the group rate, on the day of yourscheduled visit, providing space is available. Increase in headcount should be called in as soon as possible to ensure availability. Acceptable forms of payment are check, money order, or credit card (Visa or Master Card). Please make checks or money orders payable to the South Florida Science Center andAquarium and mail to:South Florida Science Center and Aquarium4801 Dreher Trail NorthWest Palm Beach, FL 33405Attention: Group Sales Surcharges may apply for special event days and holidays. Science Center Memberships, coupons and other discounts are not applicable with schoolgroup rates. Teacher Members receive 25 off the total cost of any educational programs on their first visit.
SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD TRIP GUIDE 5The South Florida Science Center is located at:4801 Dreher Trail North,West Palm Beach, FL 33405Phone: (561) 832-1988Belvedere RdNSouthern BlvdDreher ParkSummit BlvdParker AveDirections and MapFLORIDAÕSTURNPIKEForest Hill BlvdFrom the Florida Turnpike: Take the Southern Boulevard exit 97 east, and continue just past I-95.Make a right into Dreher Park. Follow Dreher Trail to the Science Center.From I-95, heading south: Take exit 68, Southern Boulevard and head east. Immediately over theI-95 bridge, make a right into Dreher Park. Follow Dreher Trail to the Science Center.From I-95, heading north: Take exit 68, Forest Hill Boulevard east to Parker Avenue. Turn left onParker Avenue (north) to Summit Boulevard. Turn right on Summit (west). At the first light (DreherTrail North), turn right and continue around to the Science Center.Science Center Code of ConductPLEASE REVIEW THESE GUIDELINES WITH YOUR STUDENTS BEFORE YOU ARRIVE AT THESCIENCE CENTER. Please adhere to the Code of Conduct established by school systems and community centers.Behavior that is not acceptable at schools and community centers is not acceptable at theScience Center. Please walk, do not run, while in the Science Center. This is for your safety, as well as the safetyof other visitors. Please do not touch the glass on any exhibits, including the aquarium, as fingerprints andsmudges can make it hard for everyone to see and tapping on the tanks causes stress to our fish. Please enjoy yourselves and the hands-on exhibits, but leave them the way you found them. Please limit eating and drinking to the Subway dining area (for Subway customers only) andoutdoors only. Please have students remain with their chaperone at all times. Violation of the rules could result in your group being asked to leave the Science Center. No refunds will be given.Science Center Gift Shop RulesPLEASE DO NOT ALLOW MORE THAN 5 CHILDREN PER CHAPERONE IN THE STORE ATONE TIME. ALL SALES ARE FINAL, SO PLEASE CHOOSE CAREFULLY.Most importantly, enjoy your visit!
6What to Do at the Science CenterArrivalWelcome! Upon arrival, have students either remain on the bus or line up on the front plazaleading up to the entrance doors. Have your group leader check in at the front desk and getdirections on where to go first. One of our SFSCA staff members will welcome and instruct yourentire group.ProgramsFavorite programs such as planetarium shows, Nitromania, or Touch Tanks can be scheduled fora small fee to be added in with your field trip. Call (561) 832-2026 in advance to schedule.LunchMake lunch easy, fresh, and healthy for your students by ordering Subway lunches in advance.This 5 lunch includes one turkey, ham, veggie, or Italian sub, juice box, and chips or cookies.If you order more than 15 lunches, an adult’s lunch is FREE. Call (561) 370-7741 to order yourSubway lunches. The special Subway pricing is valid when ordering in advance only.You could also pack a lunch and store it on the bus until you are ready to eat. Picnic tables areavailable on the Science Trail or you can eat within Dreher Park, surrounding the Science Center.ExhibitsThe following exhibits will enhance your experience at the Science Center:States of MatterExplore the basic principles of science with hands-on displays representing the states of matter,including solid, liquid, gas, and plasma displays. Continue through the gallery for more basicprinciples of electricity revealed through conversion machines and Jacob’s Ladder.NanoNano is an interactive exhibition that engagesaudiences in nanoscale science, engineering,and technology. Hand-on exhibits presentthe basics of nanoscience and engineering,introduce some real world applications, andexplore the societal and ethical implications ofthis new technology.
SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD TRIP GUIDE 7Apollo 14 Moon RockPart of the Ambassadors of Space Exploration, the Science center was honored by Apollo14 Astronaut Dr. Edgar Mitchell with a long-term loan of an authentic Moon rock collectedduring the Fra Mauro expedition. Mitchell was the Lunar Module Pilot on NASA’s 3rd Moonexpedition where Mitchell became the 6th man to walk on the Moon. Authentic mission footageaccompanies this rare display.Aquariums of the AtlanticSee ocean life from around the world in over5,000 gallons of salt-water sea life. A living coralreef, sharks, eels, mangrove sea life and a “touchtank” create this wonderful undersea room.Marvin Dekelboum PlanetariumSit back and be transported through the universewith daily star shows, weekend laser concertsand interactive astronomy shows. Tickets are only 1.50 more per adult/child visitor to book as aschool group.WS4FSM Ham Radio Center (days and hours of operation vary)Welcome to WS4FSM, the Science Center’s exciting Ham Radio Station, where you canbroadcast to others in Argentina, Amsterdam, St. Kitts, or one of two million amateur radiooperators around the world! The West Palm Beach Amateur Radio Club will assist visitors inwriting their name in Morse code and in making contacts with other “hams” worldwide.Science TrailEnjoy a walk around a winding trail of interactive exhibits. This outdoor trail features parabolicwhisper dishes, a gem panning station, a fossil dig with authentic Florida fossils, dinosaur trackswhich tell a story and even an original turtle-hop game! Along the way, enjoy the flora and faunawhile gazing through our Nature’s Kaleidoscopes. There’s a surprise around every corner of ourtrail, with new exhibits opening throughout the year.Hurricane SimulatorHave you ever experienced hurricane force winds? Visitors will get to dial up the winds of aCategory 1 Hurricane and see the 78 mph wind make your skin crawl! Visitors can also learn howto better protect their lives and property, and what to do once the storm has passed. The boothwill use video, audio and high wind speed to make you feel like you are right in the storm!Science On A SphereScience on a Sphere (SOS) is a room sized, global displaysystem that uses computers and video projectors to displayplanetary data onto a six foot diameter sphere, analogousto a giant animated globe. Researchers at NOAA developedScience on a Sphere as an educational tool to help illustrateEarth System science to people of all ages
8Related Books and WebsitesBuckman, R. (2002). Human wildlife: The life that lives on us. Baltimore. The Johns HopkinsUniversity Press.Gleason, C. (2011). Feasting bedbugs, mites and ticks. New York: Crabtree Publishing Company.Nagami, P. (2001). The woman with a worm in her head & other true stories of infectious disease.New York: St. Martin’s Press.Rodger, E. (2011). Bloodsucking lice and fleas. New York: Crabtree Publishing Company.Zimmer, C. (2000). Parasite Rex: Inside the bizarre world of nature’s most dangerous creatures.New York: Touchstone.Internet ResourcesExplore these links to learn more about lery.htmwww.cdc.gov/parasites/ (parasites ayoclinic.com/health/tapeworm/DS00659/DSECTION causeswww.ars.usda.gov/main/docs.htm?docid /www.marvistavet.com/assets/images/Life Cycle mosis parasitic /DS00510/DSECTION le.htmhttp://en.wikipedia.org/wiki/Vector 3/ParaSites2006/Lymphatic laria/about/biology/
SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD TRIP GUIDE 9Sunshine State StandardsKindergartenSC.K.L.14.2- Recognize that some books and other media portray animals and plants with characteristics andbehaviors they do not have in real life.SC.K.L.14.3- Observe plants and animals, describe how they are alike and how they are different in the way theylook and in the things they do.SC.K.N.1.5- Recognize that learning can come from careful observation.1st GradeSC.1.L.14.3- Differentiate between living and nonliving things.SC.1.L.16.1- Make observations that plants and animals closely resemble their parents, but variations exist amongindividuals within a population.SC.1.L.17.1- Through observation, recognize that all plants and animals, including humans, need the basicnecessities of air, water, food, and space.SC.1.N.1.1- Raise questions about the natural world, investigate them in teams through free exploration andsystematic observations, and generate appropriate explanations based on those explorations.2nd GradeSC.2.L.16.1- Observe and describe major stages in the life cycles of plants and animals, including beans andbutterflies.SC.2.L.17.1- Compare and contrast the basic needs that all living things, including humans, have for survival.SC.2.L.17.2- Recognize and explain that living things are found all over Earth, but each is only able to live inhabitats that meet its basic needs.SC.2.N.1.1- Raise questions about the natural world, investigate them in teams through free exploration andsystematic observations, and generate appropriate explanations based on those explorations.3rd GradeSC.3.N.1.1- Raise questions about the natural world, investigate them individually and in teams through freeexploration and systematic observations, and generate appropriate explanations based on those explorations.SC.3.N.3.2- Recognize that scientists use models to help understand and explain how things work.4th GradeSC.4.E.6.5- Investigate how technology and tools help to extend the ability of humans to observe very smallthings and very large things.SC.4.L.16.2- Explain that although characteristics of plants and animals are inherited, some characteristics can beaffected by the environment.SC.4.L.16.3- Recognize that animal behaviors may be shaped by heredity and learning.SC.4.L.17.2- Explain that animals, including humans, cannot make their own food and that when animals eatplants or other animals, the energy stores in the food source is passed to them.SC.4.L.17.3- Trace the flow of energy from the Sun as it is transferred along the food chain through the producersto the consumers.SC.4.L.17.4- Recognize ways plants and animals, including humans, can impact the environment.SC.4.N.1.1- Raise questions about the natural world, use appropriate reference materials that supportunderstanding to obtain information (identifying the source), conduct both individual and team investigationsthrough free exploration and systematic investigations, and generate appropriate explanations based on thoseexplorations.
105th GradeSC.5.L.14.2- Compare and contrast the function of organs and other physical structures of plants and animals,including humans, for example: some animals have skeletons for support -- some with internal skeletons others withexoskeletons -- while some plants have stems for support.SC.5.L.15.1- Describe how, when the environment changes, differences between individuals allow some plants andanimals to survive and reproduce while others die or move to new locations.SC.5.L.17.1- Compare and contrast adaptations displayed by animals and plants that enable them to survive indifferent environments such as life cycles variations, animal behaviors and physical characteristics.6th GradeSC.6.L.14.6- Compare and contrast types of infectious agents that may infect the human body, including viruses,bacteria, fungi, and parasites.SC.6.L.15.1- Analyze and describe how and why organisms are classified according to shared characteristics withemphasis on the Linnaean system combined with the concept of Domains.7th GradeSC.7.L.15.2- Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variationand environmental factors contribute to evolution by natural selection and diversity of organisms.SC.7.L.15.3- Explore the scientific theory of evolution by relating how the inability of a species to adapt within achanging environment may contribute to the extinction of that species.SC.7.L.17.1- Explain and illustrate roles of and relationships among producers, consumers, and decomposers in theprocess of energy transfer in a food web.SC.7.L.17.2- Compare and contrast the relationships among organisms such as mutualism, predation, parasitism,competition, and commensalism.SC.7.L.17.3- Describe and investigate various limiting factors in the local ecosystem and their impact on nativepopulations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.8th GradeSC.8.N.4.1- Explain that science is one of the processes that can be used to inform decision making at thecommunity, state, national, and international levels.9-12th GradeSC.912.L.14.6- Explain the significance of genetic factors, environmental factors, and pathogenic agents to healthfrom the perspectives of both individual and public health.SC.912.L.15.13- Describe the conditions required for natural selection, including: overproduction of offspring,inherited variation, and the struggle to survive, which result in differential reproductive success.SC.912.L.17.6- Compare and contrast the relationships among organisms, including predation, parasitism,competition, commensalism, and mutualism.SC.912.L.17.9- Use a food web to identify and distinguish producers, consumers, and decomposers. Explain thepathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.
SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD TRIP GUIDE 11Snow SnotPurposeNasal mucus is one way the bodyfights off bacteria and filters the airwe breathe. This experiment willdemonstrate how nasal mucus filtersair debris and makes boogers.Material List Plastic sandwich bag 2 cups of warm water; 1/8 cup of borax(dilute together) 2 tablespoons of gel glue 3 tablespoons of water Food coloring (green or yellow) Flour (for dust)Activity1. Have each student dissolve 1/8 cup of borax in two cups of warm water.2. In another container, have students stir together two teaspoons of glue gel and threeteaspoons of water. (White glue will work too, but the gel makes the snot more slimy.)3. Add a few drops of green and yellow food dye and stir.4. Pour mixtures into a small bag, seal, and then squish the mixtures together.5. Remove snot from the bag. After the kids are done playing with thesnot, have them blow dust across the surface of it.6. Remind the students they should wash their hands after handlingany kind of snot—real or fake!velLeadeGr thdetges 2nd -6guS
12Glitter Germs!PurposeShow how abundant germs areand how easily they are spread.It teaches the importance ofwashing your hands well.Material List Glitter Bug -bug-lotion.html) Black light Hand soap Sink (to wash hands in)Activity1. Drop a few drops of the Glitter Bug Potion on one student’s hands and have them rub it in.2. Place the students’ hands under a black light to see the “germs” that are present.3. Have all of the students begin shaking hands with each other. This will simulate how easilygerms can be spread to one another.4. Now take all of the students and place their hands under the black light to see who has thegerms and who does not.5. Now have all of the students wash their hands as best they can (in a timely manner).6. One more time, check the student’s hands under a black light. Ifsome parts still glow, that means the germs are still there and theyneed to wash again!velLeadeGrdetes K-5thggSu
SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD TRIP GUIDE 13Bug Me While I’m EatingPurposeStudents will calculate how many bugsthey would have to consume to equal thesame level of nutrition as some of theirfavorite foods.Material List Data sheet (make copies from table provided) Bug nutrition table Nutritional values from students favorite foods (per 100g)What to do Have students research their favorite foods to find nutritional values for comparison tothe insects. Have students calculate how many bugs (in grams) they would need to consume to equaltheir intake of their favorite foods.
14Super SpitPurposeTeaches the importance of saliva in tastingfoodMaterial List Paper towels Dry foods such as crackers, pretzels, bread, bagels andpotato chips WaterActivity Have students use paper towels to dry off their tongues. Next, have them taste a variety of dry foods one at a time. Ask them to record their observations. Next, have the students take a drink or two of water. (This will help stimulate saliva production.) Have them try the foods again and record their findings. Chemicals in the food will dissolve inthe saliva and should trigger receptors on the taste buds.
Lunch Make lunch easy, fresh, and healthy for your students by ordering Subway lunches in advance. This 5 lunch includes one turkey, ham, veggie, or Italian sub, juice box, and chips or cookies. If you order more than 15 lunches, an adult’s lunch is FREE. Ca
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State of Florida Response to 2016 South Florida Algal Bloom October 20, 2016 Inland HABs Discussion Group Webinar. 2016 South Florida HAB Response 2 Florida’s Multi-Agency Approach Florida does not have an agency specifically tasked to monitor for freshwater harmful algal blooms
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4 Table of Contents Page Number(s) Preface 6 Introduction 7-8 How to Read the Standards 9 South Dakota Science Standards Kindergarten Science Standards 10-11 First Grade Science Standards 12 Second Grade Science Standards 13-14 Third Grade Science Standards 15-16 Fourth Grade Science Standards 17-18 Fifth Grade Science Standards 19
Introduction to Science Section 2 The Branches of Science, continued The branches of science work together. -biological science: the science of living things botany, ecology -physical science: the science of matter and energy chemistry: the science of matter and its changes physics: the science of forces and energy -earth science: the science of the Earth, the
