Everglades Curriculum Materials
Students will research the most wanted invasive species in the...
Educators rely on these guides to prepare for Everglades field trips.
Students see how melting ice-sheets far away is raising sea level in...
Students will create their own camouflaged critter to observe the...
Cypress trees make up the cypress slough habitat. The Cypress tree grows in water and usually has a buttress trunk. On a daily basis, trees experience nature’s offerings; a bird perching on a limb; a snake crawling on it; a wind storm. However, the natural way of things is often changed when humans enter the picture. Students will learn about the different human activities that impact the South Florida environment by portraying cypress trees and dramatizing situations which may affect a tree.
Communities are made of different plants and animals that all play an important role. Plants are producers that make their own food through a process called photosynthesis. Consumers are animals that eat the plants (herbivores) or other animals (carnivores) or both (omnivores). Decomposers cause decay and return nutrients to the earth. This activity will enable students to distinguish between producers, consumers, and decomposers.
The student will be able to: a) locate the Dry Tortugas, b) analyze the effects of overharvesting on various fish populations, and c) discuss reasons that make wildlife restrictions important to the survival of populations.
The Florida panther has succumbed to numerous pressures, including loss of habitat, to become a highly endangered species. Access into wilderness areas by road building for drainage canals, and increased development for ranching, lumber, agriculture, mining, oil and gas drilling, housing and recreation all impact the panther habitat. Students will become panthers, deer and vehicles in an active tag-like game to learn about the impact of development.
The students will be able to: a) describe the wet/dry season of the Everglades/South Florida, b) explain why alligators dig a “gator hole” during the dry season, c) explain why the alligator is sometimes called the “Keeper of the Everglades.”
The students will be able to: a) compare and contrast differences between animals and themselves, b) define the concepts of variation and biological diversity, and c) develop a classification system to group the animals in this activity; i.e. runners, swimmers, fliers, two-legged or four-legged.
Students will be able to show how insects use camouflage to survive
Students will be able to: a) discuss some of the problems that wild animals and plants face from humans, b) list examples of how personal feelings and beliefs can affect situations involving wild organisms, and c) make decisions about a value-related plant/animal issue.
The students will be able to define the terms native, alien, endangered and extinct; explain the impact of exotic vegetation to natural communities; name at least three native and three exotic species found in South Florida.
The students will be able to: a) describe the wet/dry seasons of the Everglades/South Florida, b) describe what happens to aquatic life as the waters in the Everglades dry down, c) explain why wading birds nest during the dry season, d) describe how the Everglades’ wildlife is adapted to the wet/dry season.