The Pier Aquarium’s On-Site Education ProgramsThe mission of The Pier Aquarium is to enhance the public’s understanding of the value and fragility of the local and global marine environment through research, education and personal experiences.

Surf-n-Turf: 2 hours

Join our education staff for an indoor and outdoor experience! The adventure begins with a unique and interactive tour inside the aquarium. Explore living coral, take a stop at our touch tank and learn about fish from Tampa Bay and all over the world. The second part takes place at the Roy G. Harrell, Jr. Education Station at Spa Beach. With nets and discovery buckets in hand, students wade in the water and catch a variety of fish, sea stars, urchins, hermit crabs and much more!

Monday-Friday: 10am-12pm ONLYMaximum: 40 students per programMinimum cost includes two free teachers and two free chaperonesMaximum number of additional chaperones: 2 at $5 eachAvailable to public, private and home school groups; summer programs also available

Pre-K-5th Grade: Ages 4-11$4 per student COST: $80 minimum

6th-12th Grade: Ages 12-18 $5 per student COST: $100 minimum

Guided Tour: 1 hour

The adventure begins with a unique and interactive tour inside the aquarium! Explore our living coral, take a stop at our touch tank and learn about fish from Tampa Bay and all over the world. Is coral a plant or an animal? How do sea stars eat? How does a red drum confuse a predator? Join us and find out the answers to these questions and so many more!

Monday-Friday: 10-11am or 11am-12pm ONLYMaximum: 20 people per programMinimum cost includes two free teachers and two free chaperonesMaximum number of additional chaperones: 2 at $5 eachAvailable to public, private and home school groups; summer programs also available

Pre-K-5th Grade: Ages 4-11 $2 per student COST: $40 minimum

6th-12th Grade: Ages 12-18$4 per student COST: $80 minimum

Adults, 18+ years $6 per person COST: $120 minimum

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The Pier Aquarium’s Off-Site Education ProgramsAqua-Outreach Kits: 2-week loanCOST: $25

Teachers can check out a kit (one at a time) for your students. Each kit contains educational materials such as lessons, activities and crafts for K-4th grade.

These kits are available on a first-come, first-served basis and require a $20 deposit. Teacher must pick up and return the kit to The Pier Aquarium. Please call (727) 895-7437, ext. 205 to make arrangements. Kits: Coral Reef Explorations Shark Encounters Marine Mammals Millie the Manatee Sea Turtle Survival

Mobile Touch Tank: 1 hourCan’t make it to The Pier Aquarium and Spa Beach? Let our Education staff bring a touch tank to your class-room for a visit. We’ll select an assortment of critters such as hermit crabs, brittle stars, urchins and many more from our collection. All you need to bring is your curiosity!

Pre-K-12th Grade: Ages 4-18Maximum: 50 studentsCOST: $100 flat rate up to 20 miles round trip; $1 per each extra mile$4 per each additional student

Ocean in Motion: 6-week programAvailable on a first-come, first-served basis through May 17, 2013 Bring The Pier Aquarium to your classroom! Ocean in Motion provides students in Pinellas County the opportunity to learn about marine science and animal care through hands-on activities. Participating classrooms are given a working touch tank aquarium with animals collected by the students or aquarium staff from a local beach and provided a six-week ocean education curriculum and maintenance support. A Marine Education staffer will visit the classroom once a week for an organized program.

Pre-K-12th Grade: Ages 4-18COST: $1,100

The Pier Aquarium Surf-n-Turfs and Guided ToursNext Generation Sunshine State Standards: Big Ideas

KindergartenBig Idea 1: The Practice of ScienceSC.K.N.1.2: Make observations of the natural world and know that they are descriptors collected using the five senses.SC.K.N.1.5: Recognize that learning can come from careful observation.

Big Idea 14: Organization and Development of Living OrganismsSC.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.

1st GradeBig Idea 1: The Practice of ScienceSC.1.N.1.1: Raise questions about the natural world, investigate them in teams through free exploration and generate appropriate explanations based on those explorations.

Big Idea 6: Earth StructuresSC.1.E.6.1: Recognize that water, rocks, soil and living organisms are found on Earth's surface.

Big Idea 14: Organization and Development of Living OrganismsSC.1.L.14.1: Make observations of living things and their environment using the five senses.SC.1.L.14.3: Differentiate between living and nonliving things.

Big Idea 17: InterdependenceSC.1.L.17.1: Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food and space.

2nd Grade Big Idea 7: Earth Systems and PatternsSC.2.E.7.1: Compare and describe changing patterns in nature that repeat themselves, such as weather condi-tions including temperature and precipitation, day to day and season to season.SC.2.E.7.2: Investigate by observing and measuring, that the Sun's energy directly and indirectly warms the water, land and air.

Big Idea 14: Organization and Development of Living OrganismsSC.2.L.14.1: A. All plants and animals, including humans, are alike in some ways and different in others. B. All plants and animals, including humans, have internal parts and external structures that function to keep them alive and help them grow and reproduce. C. Humans can better understand the natural world through careful observation.

Big Idea 17: InterdependenceSC.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.

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The Pier Aquarium Surf-n-Turfs and Guided ToursNext Generation Sunshine State Standards: Big Ideas

3rd GradeBig Idea 1: The Practice of ScienceSC.3.N.1.5: Recognize that scientists question, discuss and check each others' evidence and explanations.SC.3.N.1.6: Infer based on observation.

Big Idea 14: Organization and Development of Living OrganismsSC.3.L.14.1: Describe structures in plants and their roles in food production, support, water and nutrient transport, and reproduction.SC.3.L.14.2: Investigate and describe how plants respond to stimuli (heat, light, gravity).

Big Idea 15: Diversity and Evolution of Living OrganismsSC.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.

Big Idea 17: InterdependenceSC.3.L.17.1: Describe how animals and plants respond to changing seasons.SC.3.L.17.2: Recognize that plants use energy from the Sun, air and water to make their own food.

4th GradeBig Idea 6: Earth StructuresSC.4.E.6.3: Recognize that humans need resources found on Earth and that these are either renewable or nonrenewable.

Big Idea 16: Heredity and ReproductionSC.4.L.16.2: Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.

Big Idea 17: InterdependenceSC.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.17.3: Trace the flow of energy from the Sun as it is transferred along the food chain through the produc-ers to the consumers.SC.4.L.17.4: Recognize ways plants and animals, including humans, can impact the environment.

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The Pier Aquarium Surf-n-Turfs and Guided ToursNext Generation Sunshine State Standards: Big Ideas

5th GradeBig Idea 7: Earth Systems and PatternsSC.5.E.7.2: Recognize that the ocean is an integral part of the water cycle and is connected to all of Earth's water reservoirs via evaporation and precipitation processes.

Big Idea 14: Organization and Development of Living OrganismsSC.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.

Big Idea 15: Diversity and Evolution of Living OrganismsSC.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.

Big Idea 17: InterdependenceSC.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 GradeBig Idea 6: Earth StructuresSC.6.E.6.2: Recognize that there are a variety of different landforms on Earth's surface such as coastlines, dunes, rivers, mountains, glaciers, deltas and lakes and relate these landforms as they apply to Florida.

Big Idea 7: Earth Systems and PatternsSC.6.E.7.3: Describe how global patterns such as the jet stream and ocean currents influence local weather in measurable terms such as temperature, air pressure, wind direction and speed, humidity and precipitation.

Big Idea 15: Diversity and Evolution of Living OrganismsSC.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.

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The Pier Aquarium Surf-n-Turfs and Guided ToursNext Generation Sunshine State Standards: High School

9-12th GradesLife ScienceStandard 15: Diversity and Evolution of Living OrganismsSC.912.L.15.1: Explain how the scientific theory of evolution is supported by the fossil record, comparative anatomy, comparative embryology, biogeography, molecular biology, and observed evolutionary change. SC.912.L.15.3: Describe how biological diversity is increased by the origin of new species and how it is decreased by the natural process of extinction. SC.912.L.15.4: Describe how and why organisms are hierarchically classified and based on evolutionary relationships. SC.912.L.15.6: Discuss distinguishing characteristics of the domains and kingdoms of living organisms. SC.912.L.15.7: Discuss distinguishing characteristics of vertebrate and representative invertebrate phyla and chordate classes using typical examples. 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.

Standard 17: InterdependenceSC.912.L.17.1: Discuss the characteristics of populations, such as number of individuals, age structure, density and pattern of distribution. SC.912.L.17.2: Explain the general distribution of life in aquatic systems as a function of chemistry, geography, light, depth, salinity and temperature. SC.912.L.17.3: Discuss how various oceanic and freshwater processes, such as currents, tides, and waves, affect the abundance of aquatic organisms. SC.912.L.17.4: Describe changes in ecosystems resulting from seasonal variations, climate change and succession. SC.912.L.17.6: Compare and contrast the relationships among organisms, including predation, parasitism, compe-tition, commensalism and mutualism. SC.912.L.17.7: Characterize the biotic and abiotic components that define freshwater systems, marine systems and terrestrial systems. SC.912.L.17.8: Recognize the consequences of the losses of biodiversity due to catastrophic events, climate changes, human activity, and the introduction of invasive, non-native species. 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.SC.912.L.17.10: Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon and nitrogen cycle.SC.912.L.17.16: Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion and surface and groundwater pollution. 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. SC.912.L.17.10: Diagram and explain the biogeochemical cycles of an ecosystem, including water, carbon and nitrogen cycle.SC.912.L.17.16: Discuss the large-scale environmental impacts resulting from human activity, including waste spills, oil spills, runoff, greenhouse gases, ozone depletion and surface and groundwater pollution.

Earth and Space ScienceStandard 6: Earth StructuresSC.912.E.6.4: Analyze how specific geologic processes and features are expressed in Florida and elsewhere. SC.912.E.6.5: Describe the geologic development of the present day oceans and identify commonly found features.

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Contact InformationSchool/Group: Contact Name:Address:Phone #: Alternate Phone #: E-mail address: Program Requested: Date(s) Requested (first and second choices):

Program InformationPlease note times for on-site programs.Maximum 40 students per program per day.

Date: Time: Program Fee:Age/Grade: Cost per student: Total # of students Chaperones: Two teachers are free and two adult chaperones are free.Maximum number of additional chaperones: 2 at $5 eachTotal # of Chaperones: Teachers Adult ChaperonesTOTAL FEE (includes program fee plus additional adult chaperone fee)Anything we need to know? Special needs or accommodations for you or your students?

Reservation & Cancellation Policy • Daily availability for education programs is on a first-come, first-served basis. • Reservations must be made at least 14 days in advance. • Changes or cancellations to a scheduled program must be made at least 48 hours in advance. • Neglecting to cancel your reservation in this manner will result in a fee that is equal to 1/2 the cost of the education program booked. • Please notify us of any special needs on this form.

Payment Policy • Payment is due upon arrival at the aquarium. • Please provide total # of students, teachers and chaperones to the staff member in the museum store. • Each program has a minimum fee. Please be prepared to pay the minimum program fee even if your total # of students is less than 20.

Please make checks payable to: The Pier Aquarium. We accept American Express, Discover, MasterCard and VISA.

Education Program Request FormToday’s Date:

800 Second Ave. NE, Suite 2001St. Petersburg, FL 33701-3503www.pieraquarium.org byoung@pieraquarium.orgPhone: (727) 895-7437, ext. 205Fax: (727) 894-1212

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A Great Blast-Off for the Second AnnualSt. Petersburg Science Festival!

We had more exhibits (100!), more entertainment and more interactive experiments to share at this year’s celebration of science held in conjunction with Marine-Quest 2012 at the University of South Florida St. Peters-burg Bayboro Waterfront, Saturday, Oct. 27.

An opening parade led by the Mt. Zion Progressive Missionary Baptist Church Drum Line and welcome by Festival Co-Chairs E. Howard Rutherford and Theresa G. Burress, USF St. Petersburg Interim Chancellor Bill Hogarth and a reading of the St. Petersburg Science Festival Day proclamation by City Councilman Karl Nurse, District 6 started the full-day of science. A “Water Works “experiment (Diet Coke + Mentos) with volun-teers and the ScubaNauts followed.

About 12,000 people - kids and adults - roamed the harbor and FWC’s Fish and Wildlife Research Institute in search of science innovation, experiments, performances, presentations and hands-on activities. The technology – from low and high tech to green – covered everything science under the sun. Entertainment at the Auto Club Group (AAA) Stage featured a Mad Science show, Birds of Prey with Boyd Hill Nature Preserve, a Humanoid Robot Show, a puppet

show, Under the Sea, with St. Petersburg Public Libraries, Raymond and the Tampa Bay Rays and musicians Funky49 and Percussionist Jono Magro.Presentations included: Seafood Sustainability: Know Your Fish!, the Mars Rover Curiosity and a film screen-ing of Veins of the Gulf with the Gulf Restoration Network.

The 80+ organizations and exhibitors that participated had a blast, meeting folks face-to-face, one-on-one, celebrating science together in the St. Petersburg community.

Many thanks to the Pinellas County School District for helping to publicize the event and the 2012 Collabora-tors and Sponsors of the St. Petersburg Science Festival!See the coverage on the science festival:

WUSF University Beat on YouTube:Getting Up Close with Science at the St. Petersburg Science Festivalhttp://www.youtube.com/watch?v=izdKB6VmB5g

St. Pete Extra on YouTube: http://www.youtube.com/watch?v=rHMtFazn8u4&feature=youtube_gdata

Water Works: Diet Coke + Mentos with ScubaNauts A Crowd Gathers to Examine Sea Life Beth Mahon and Rosie Robot

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New Exhibit SpotlightThe Seahorse Corral: How Many Can You Count in Our Herd?

A new exhibit showcases a local species of seahorses known as the Lined Seahorse (Hippocampus erectus). It is one of the most unusual of all fish. With its upright position, horse-like head set at right angles to the body and jointed armor, it resembles a “knight in a chess set.”

Worldwide, there is a huge demand for seahorses for traditional Chinese medicine and the aquarium trade. Each year, more than 20 million seahorses are collected. Over the last five years, some seahorse populations crashed by 50%. At one time, they were on brink of extinction because of over-harvesting.

Now, marine aquarists have learned how to breed them, which has assisted in conserving their popula-tions. The Pier Aquarium has joined this effort by

breeding this seahorse species. When the babies are born, they are placed in a special nursery tank to raise them to adulthood. Due to their very small size at birth, we start out feeding them live baby brine shrimp. In the wild, young seahorses may feed for as long as 10 hours of each day and consume up to 3,600 baby brine shrimp during this time!

As our Lined Seahorses get larger, .they will "graduate" and be fed adult brine and mysis shrimp and move out of the nursery once they are two inches long.

New Exhibit SpotlightCoral Fluorescence: A Mystery in BlueThrough use of blue light, a coral reef aquarium has been converted to a coral fluorescence display, making the reef become alive in a kaleidoscope of psychedelic colors. Coral fluorescence is a phenom-enon when light is absorbed by pigments in the coral and then released at a different wavelength. The coral appears to glow in shades of green, red or blue.

What is the reason for this? And why don't all corals exhibit the glow? Marine biologists are unable to

explain the mystery of fluorescence. University of South Florida College of Marine Science researchers are now measuring fluorescence - the wavelengths of light - with an instrument called a "fluorometer" to determine photosynthesis. Some scientists believe fluorescence will provide a way to identify and study healthy and declining reef populations all over the world. Whatever the reason, visitors to the aquarium will see for themselves this beautiful mystery that has yet to be solved!

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