south florida science center and aquarium field trip …€¦ · south florida science center and...

FIELD TRIP GUIDE

sfsciencecenter.org

SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM

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 new exhibition Eww! What’s Eating You?

This Field Trip Guide is designed to enhance your Science Center experience and help you prepare for your visit. Planning a great field trip is like planning a great adventure and 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 content presented at the Science Center, and reinforce concepts for enhanced retention. If you have additional questions, call our Group Sales office at (561) 832-2026. It is our sincere hope 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

Table of ContentsField Trip Planner .............................................................4 Pricing & Policies .......................................................4 Directions and Map ..................................................5 Science Center Code of Conduct ...........................5 Science Center Store Guidelines .............................5

What to do at the Science Center .................................6 Arrival .........................................................................6 Programs ....................................................................6 Lunch ..........................................................................6 Exhibits .......................................................................6

Related Books and Websites ..........................................8

Sunshine State Standards ...............................................9

Pre- and Post-Visit Activities .........................................11

SOUTH FLORIDA SCIENCE CENTER AND AQUARIUM FIELD TRIP GUIDE 3

Field Trip PlannerIf you would like to schedule a trip to the South Florida Science Center and Aquarium, please call our Group Sales Office at 561-832-2026. Field trips may be scheduled at any time during the year. Also, when you call be sure to ask how you can order discounted Subway lunches for your group. Lunches include a sub sandwich, juice, and chips or cookie 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 to cancellation. 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 your scheduled 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 and Aquarium and mail to: South Florida Science Center and Aquarium 4801 Dreher Trail North West Palm Beach, FL 33405 Attention: Group Sales• Surcharges may apply for special event days and holidays.• Science Center Memberships, coupons and other discounts are not applicable with school group rates.• Teacher Members receive $25 off the total cost of any educational programs on their first visit.

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Directions and MapThe South Florida Science Center is located at: 4801 Dreher Trail North, West Palm Beach, FL 33405 Phone: (561) 832-1988

From 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 the I-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 on Parker Avenue (north) to Summit Boulevard. Turn right on Summit (west). At the first light (Dreher Trail 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 THE SCIENCE 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 the Science Center.• Please walk, do not run, while in the Science Center. This is for your safety, as well as the safety of other visitors.• Please do not touch the glass on any exhibits, including the aquarium, as fingerprints and smudges 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) and outdoors 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 AT ONE TIME. ALL SALES ARE FINAL, SO PLEASE CHOOSE CAREFULLY.

Most importantly, enjoy your visit!


Forest Hill Blvd

Summit Blvd

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Southern Blvd

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What to Do at the Science CenterArrivalWelcome! Upon arrival, have students either remain on the bus or line up on the front plaza leading up to the entrance doors. Have your group leader check in at the front desk and get directions on where to go first. One of our SFSCA staff members will welcome and instruct your entire group.

ProgramsFavorite programs such as planetarium shows, Nitromania, or Touch Tanks can be scheduled for a 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 your Subway 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 are available 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 basic principles of electricity revealed through conversion machines and Jacob’s Ladder.

NanoNano is an interactive exhibition that engages audiences in nanoscale science, engineering, and technology. Hand-on exhibits present the basics of nanoscience and engineering, introduce some real world applications, and explore the societal and ethical implications of this new technology.

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Apollo 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 collected during the Fra Mauro expedition. Mitchell was the Lunar Module Pilot on NASA’s 3rd Moon expedition where Mitchell became the 6th man to walk on the Moon. Authentic mission footage accompanies this rare display.

Aquariums of the AtlanticSee ocean life from around the world in over 5,000 gallons of salt-water sea life. A living coral reef, sharks, eels, mangrove sea life and a “touch tank” create this wonderful undersea room.

Marvin Dekelboum PlanetariumSit back and be transported through the universe with daily star shows, weekend laser concerts and interactive astronomy shows. Tickets are only $1.50 more per adult/child visitor to book as a school group.

WS4FSM Ham Radio Center (days and hours of operation vary)Welcome to WS4FSM, the Science Center’s exciting Ham Radio Station, where you can broadcast to others in Argentina, Amsterdam, St. Kitts, or one of two million amateur radio operators around the world! The West Palm Beach Amateur Radio Club will assist visitors in writing 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 parabolic whisper dishes, a gem panning station, a fossil dig with authentic Florida fossils, dinosaur tracks which tell a story and even an original turtle-hop game! Along the way, enjoy the flora and fauna while gazing through our Nature’s Kaleidoscopes. There’s a surprise around every corner of our trail, with new exhibits opening throughout the year.

Hurricane Simulator Have you ever experienced hurricane force winds? Visitors will get to dial up the winds of a Category 1 Hurricane and see the 78 mph wind make your skin crawl! Visitors can also learn how to better protect their lives and property, and what to do once the storm has passed. The booth will use video, audio and high wind speed to make you feel like you are right in the storm!

Science On A Sphere Science on a Sphere (SOS) is a room sized, global display system that uses computers and video projectors to display planetary data onto a six foot diameter sphere, analogous to a giant animated globe. Researchers at NOAA developed Science on a Sphere as an educational tool to help illustrate Earth System science to people of all ages


Related Books and WebsitesBuckman, R. (2002). Human wildlife: The life that lives on us. Baltimore. The Johns Hopkins University 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 parasites.www.nationalgeographic.com/xpeditions/lessons/18/g912/parasites.htmlwww.newscientist.com/gallery/mg20327161300-enemy-within-human-parasiteshttp://delusion.ucdavis.edu/www.thelifetree.com/gallery.htmwww.cdc.gov/parasites/ (parasites A-Z)www.mayoclinic.com/health/bedbugs/DS00663www.mayoclinic.com/health/tapeworm/DS00659/DSECTION=causeswww.ars.usda.gov/main/docs.htm?docid=11013www.who.int/schistosomiasis/en/www.cdc.gov/lice/index.htmlwww.mayoclinic.com/health/pinworm/DS00687http://www.bed-bug.org/bed-bugs-life-cycle/http://www.dpd.cdc.gov/dpdx/HTML/HeadLice.htmhttp://www.dpd.cdc.gov/dpdx/images/ParasiteImages/AF/http://www.metapathogen.com/IMG/hookworm.pnghttp://www.dpd.cdc.gov/dpdx/html/Ascariasis.htmhttp://www.nlm.nih.gov/medlineplus/ency/article/000628.htmhttp://www.marvistavet.com/assets/images/Life_Cycle_Toxocara.gifhttp://www.buzzle.com/articles/human-tapeworm-intestinal-parasite-infection.htmlhttp://www.saburchill.com/ans02/chapters/chap014.htmlhttp://www.healthscout.com/ency/68/708/main.htmlhttp://human-infections.suite101.com/article.cfm/toxoplasmosis_parasitic_diseasehttp://www.cdc.gov/toxoplasmosis/diagnosis.htmlhttp://www.mayoclinic.com/health/toxoplasmosis/DS00510/DSECTION=causeshttp://www.medicinenet.com/trichinosis/article.htmhttp://en.wikipedia.org/wiki/Vector_(epidemiology)http://www.dpd.cdc.gov/DPDx/HTML/Filariasis.htmhttp://www.who.int/mediacentre/factsheets/fs102/en/http://www.stanford.edu/class/humbio103/ParaSites2006/Lymphatic_filariasis/Images/lifecycle.JPGhttp://www.mayoclinic.com/health/malaria/DS00475http://www.cdc.gov/malaria/about/biology/

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Sunshine State StandardsKindergarten SC.K.L.14.2- Recognize that some books and other media portray animals and plants with characteristics and behaviors 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 they look 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 among individuals within a population.SC.1.L.17.1- Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.SC.1.N.1.1- Raise questions about the natural world, investigate them in teams through free exploration and systematic 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 and butterflies. 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 in habitats that meet its basic needs. SC.2.N.1.1- Raise questions about the natural world, investigate them in teams through free exploration and systematic 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 free exploration 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 small things and very large things. SC.4.L.16.2- Explain that although characteristics of plants and animals are inherited, some characteristics can be affected 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 eat plants 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 producers to 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 support understanding to obtain information (identifying the source), conduct both individual and team investigations through free exploration and systematic investigations, and generate appropriate explanations based on those explorations.

5th 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 with exoskeletons -- while some plants have stems for support. SC.5.L.15.1- Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations. SC.5.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.

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 with emphasis 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 variation and environmental factors contribute to evolution by natural selection and diversity of organisms. SC.7.L.15.3- Explore the scientific theory of evolution by relating how the inability of a species to adapt within a changing environment may contribute to the extinction of that species. SC.7.L.17.1- Explain and illustrate roles of and relationships among producers, consumers, and decomposers in the process of energy transfer in a food web. SC.7.L.17.2- Compare and contrast the relationships among organisms such as mutualism, predation, parasitism, competition, and commensalism. SC.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.

8th GradeSC.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.

9-12th GradeSC.912.L.14.6- Explain the significance of genetic factors, environmental factors, and pathogenic agents to health from 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 the pathway of energy transfer through trophic levels and the reduction of available energy at successive trophic levels.

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Snow SnotPurposeNasal mucus is one way the body fights off bacteria and filters the air we breathe. This experiment will demonstrate how nasal mucus filters air 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 three teaspoons 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 the snot, have them blow dust across the surface of it.

6. Remind the students they should wash their hands after handling any kind of snot—real or fake!

Suggested Grade Level

2nd -6th

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Glitter Germs!PurposeShow how abundant germs are and how easily they are spread. It teaches the importance of washing your hands well.

Material List• Glitter Bug Potion (http://www.stevespanglerscience.com/ glitter-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 easily germs 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 the germs 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. If some parts still glow, that means the germs are still there and they need to wash again!


K-5th


Bug Me While I’m EatingPurposeStudents will calculate how many bugs they would have to consume to equal the same level of nutrition as some of their favorite 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 to the insects.• Have students calculate how many bugs (in grams) they would need to consume to equal their intake of their favorite foods.


K-5th

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Super SpitPurposeTeaches the importance of saliva in tasting food

Material List• Paper towels• Dry foods such as crackers, pretzels, bread, bagels and potato chips • Water

Activity• 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 in the saliva and should trigger receptors on the taste buds.

south florida science center and aquarium field trip …€¦ · south florida science center and...

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