Biscayne Bay Journey

• Lab Options
  • Show Me the Mangroves—Determine how to value Biscayne Bay’s many natural resources. Then, create a choropleth map using these economic estimates to visualize a human/wildlife conservation plan for the region.
  • Miami’s Dolphins—Explore the spatial relationship between Biscayne Bay’s dolphins and their native habitats using a library of dorsal fin ID’s from FIU and NOAA. Then map their home ranges using algebra, trigonometry and geometry.
  • Operation STEM Fair—Prep students for environmental-themed STEM fair projects with guidance from FIU CASE. Resources include guidance on building/documenting research methods, science communication techniques to help them present and preparation checklists to ensure all are ready for the big day/night.

Alignments

Check out how our program aligns to Florida Department of Education and Scout benchmarks:

• K - 2
  This program is generally offered for 3 - 8 audiences. If you'd like to reserve it for younger participants, please contact the Education Outreach team and share your focused area of study so that we can tailor the experience based on your needs.
• 3 - 5

  3^rd Grade

  • SC.3.N.1.1: Raise questions about the natural world, investigate them individually and in teams through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.
  • SC.3.L.17.1: Describe how animals and plants respond to changing seasons.
  • SC.3.L.15.1: Classify animals into major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs) according to their physical characteristics and behaviors. 

   

  4^th Grade

  • SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment.
  • SC.4.L.17.2: Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
  • SC.4.L.16.3: Recognize that animal behaviors may be shaped by heredity and learning.

   

  5^th Grade

  • SC.5.L.14.2: Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support - some with internal skeletons others with exoskeletons - while some plants have stems for support.
  • SC.5.L.17.1: Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycles variations, animal behaviors and physical characteristics.
  • SC.5.L.15.1: Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. 
• 6 - 8

  6^th Grade

  • SC.6.N.1.3: Explain the difference between an experiment and other types of scientific investigation, and explain the relative benefits and limitations of each.
  • SC.6.N.1.5: Recognize that science involves creativity, not just in designing experiments, but also in creating explanations that fit evidence.
  • SC.6.L.15.1: Analyze and describe how and why organisms are classified according to shared characteristics with emphasis on the Linnaean system combined with the concept of Domains.

   

  7^th Grade

  • SC.7.L.15.2: Explore the scientific theory of evolution by recognizing and explaining ways in which genetic variation and environmental factors contribute to evolution by natural selection and diversity of organisms.
  • SC.7.L.17.1: Explain and illustrate the roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web.
  • SC.7.L.17.3: Describe and investigate various limiting factors in the local ecosystem and their impact on native populations, including food, shelter, water, space, disease, parasitism, predation, and nesting sites.

   

  8^th Grade

  • SC.8.N.1.6: Understand that scientific investigations involve the collection of relevant empirical evidence, the use of logical reasoning, and the application of imagination in devising hypotheses, predictions, explanations and models to make sense of the collected evidence.
  • SC.8.N.4.1: Explain that science is one of the processes that can be used to inform decision making at the community, state, national, and international levels.
  • SC.8.N.4.2: Explain how political, social, and economic concerns can affect science, and vice versa.
• 9 - 12
  This program is generally offered for 3 - 8 audiences. If you'd like to reserve it for high school level participants, please contact the Education Outreach team and share your focused area of study so that we can upscale the experience based on your need
• Girl Scout Badges and Patches

  Eco Learner (Daisy/Brownie) and Animal Habitats (Junior)