PLAN A CLASS FIELD TRIP

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. There will be short, simple discussions about the external parts of the fish/ organisms, and how those parts help them to grow, survive, and meet their needs.

-Activity 3-

Students will get a coloring sheet/ worksheet with a blank, basic fish to create their own fish. On the paper, they will fill out what their fish species is named, what it eats, and where it lives, and how the fish's external parts grow, survive, and meet their needs, which they will later share with the group.

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. Then, we will show fish of different species from all around the ocean, and ask the students if they think those fish live in the same environment. We will go into brief discussion about the diversity of life in different habitats.

-Activity 3-

Students will draw their own fish species with characteristics that reflect its environment which will also be created by the student. The students will get a chance to present their creations to the group.

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. There will be simple but in-depth discussions about how some of the fish the students saw live alone, in pairs, or in groups of three or more, and the students will be asked the reasoning behind this, and how does that compare to some of the animals on land, or even humans. There will be a discussion about the true reasoning behind this phenomenon.

-Activity 3-

Students will get into the same groups as the bingo activity and go around the facility to look for species that live alone, in pairs, and in groups of three or more. They will draw them on paper, along with the reasoning behind why they think that specific species behaves that way.

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. There will be simple but in-depth discussions about different internal and external structures the fish/ different organisms have that function to support survival, growth, behavior, and reproduction.

-Activity 3-

Students will get into the same groups as the bingo activity and go around the facility to identify internal and external structures the fish/ different organisms have that function to support survival, growth, behavior, and reproduction. They will draw these species out on paper and label the parts they have identified. Students will present their findings to the group. 

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of coral reefs, similar to where most of our species in the facility can be found naturally, and what the reef acts as in terms of shorebreak, acting as a natural barrier to limit natural disasters relating to the ocean.

-Activity 3-

Students will get into the same groups as the bingo activity and draw a model to describe what the impact of losing coral reefs would have on terrestrial ecosystems, landform shape, and climate. They will present these models to the group, as a group. 

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. There will be simple but in-depth discussions about different survival instincts that our organisms exhibit during different stimuli.

-Activity 3-

Students will get into the same groups as the bingo activity and go around the facility to feed a small amount of food to the fish with gloved hands. One student will feed, and the others in the group will write down the reaction and behavior of the fish to the stimuli of the food. After this, they will write a short answer for the question: "How did feeding the fish exhibit sensory receptors responding to stimuli by sending messages to the brain for immediate behavior?"

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. There will be simple but in-depth discussions about human impact on ocean biodiversity and ecosystem services. 

-Activity 3-

Students will get into the same groups as the bingo activity and develop solutions to their assigned issue. Some of these issues will be along the lines of a coastal community running out of fish to eat from the ocean, water pollutants killing off large ecosystems in the ocean, over-hunting of sea otters, etc.. They will present their solutions, and their assigned issue to the group. 

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a laminated bingo sheet with pictures of different fish we have in our facility, and some we do not (to ensure challenge and fairness). Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. There will be simple but in-depth discussions about the coral reef ecosystems that those species live in, and how their ecosystem works with a delicate balance between all the organisms that live in it. We will show a typical coral reef ecosystem with a food chain diagram, and ask students if one specific species (TBD) were removed, what might happen to the populations of the species within the ecosystem?

-Activity 3-

Students will get into the same groups as the bingo activity and go around the facility to diagram the food chain of a coral reef ecosystem using species inside the Lab. Once this portion is completed, they will have to answer the question: "What would happen to the population of the species at the bottom of the food chain if the top species was removed?" They will present their findings to the group.

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a worksheet with a a bingo chart of different marine fish species names. They then must go around the Lab to find the species. Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will gather in the back of the Lab to view a short slideshow with photos of fish we have in the facility that were apart of their bingo activity. There will be large discussions on their morphology and how that correlates to their diet, where they live in the ocean/ water column, and how they move around in the ocean. 

-Activity 3-

Students will have a clipboard with a worksheet that they will take around the Lab with them, where they will draw a fish in a system, and label parts of their morphology we previously discussed, and the purpose/ use of each part of morphology. 

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.

Upon arrival, the students will get an introduction to the staff, and we will go over the rules of the Lab. After the rules are understood, the students will be given a tour of the Indoor Facility.

-Activity 1-

Students will be broken up into groups of 2-3, and given a worksheet with a a bingo chart of different marine fish species names. They then must go around the Lab to find the species. Once a group gets bingo, staff will validate it, and the winning team will each pick one thing out of the prize bin. 

-Activity 2-

Students will be divided into groups (if necessary) and be assigned a tank system to feed. With assistance, each student will be able to feed a small amount of food to their assigned systems, and observe the behavior of the feeding fish.

-Activity 3-

Students will be broken up into groups of 4, and learn how to perform a water quality test using an API test kit via a demonstration from the staff. Half the groups will do saltwater, the other half freshwater. After the demonstration, everyone in the group will perform an individual test, and write down on a piece of paper what they think their values are after reading the color chart.

(API tests consist of putting the required amount of water into a vial, adding the correct number of drops, shaking up the vial, and comparing the color to a color chart to get a reading)

Students will compare their readings with each other, and see that there is a difference in saltwater and fresh. Staff will go into a short and basic explanation of the cause for this. 

-Wrap Up-

Staff will have a short discussion with the students about marine conservation efforts, and what they can do to help. To wrap up, students will share one thing they learned, and get a sticker on their way out.