Field Trips

This class will discuss how rice production and culture in South Carolina turned it into one of the wealthiest colonies in the western world. They will then learn what led to the downfall of the rice culture and see the effects it had on the land today.

SC Education Standards:

• K.H.3 Identify different forms of evidence used in historical inquiry, such as digital sources, maps, photographs/images, or texts.

• K.G.1 Identify a map, various map features, and explain the purpose of maps.

• K.G.2 Utilize sources of geographic information (e.g., digital sources, maps, or photographs/images) to define and identify cultural and/or natural features.

• 1.H.1 Identify similarities and differences between one’s community and other South Carolina communities over time.

• 1.H.3 Evaluate different sources of evidence used in historical inquiry, such as art, artifacts, digital sources, graphs, maps, oral histories, photographs/images, and texts.

• 1.G.1 Identify various types of maps, map features, and the purpose of maps.

• 1.E.2 Explain how goods and services change over time.

• 2.H.1 Identify and compare significant historical events, moments, and symbols in U.S. history.

• 2.H.2 Examine current or past events from U.S. history, and discuss the possible causes and effects.

• 2.G.3 Explain how the distribution of human features, physical features, and natural resources within the U. S changes over time and impacts economic activity.

• 4.1.CO Compare the interactions among cultural groups as a result of European colonization.

• 4.1.CE Identify the effects of changing economic systems on the diverse populations in British North America.

• 4.1.CX Contextualize the experience of Africans, Europeans, and Native Americans in South Carolina.

• 4.1.CC Identify patterns of change and continuity in the development of economic systems in British North America.

• 4.3.CX Contextualize South Carolina’s role in the development of sectionalism during the antebellum period.

• 8.1.P Summarize major events in the development of South Carolina which impacted the economic, political, and social structure of the colony.

• HG.5.2.PR Analyze and compare the arrangement of land used in human settlements in different regions using maps, models, and representations.

• HG.5.3.ER Identify and evaluate how the conditions and connections of settlements in various regions can create economic, environmental, political, social, and sustainability challenges at various scales.

Students will dive into the Native American culture that existed before the arrival of Europeans and briefly discuss the effects of colonial expansion. Using our surroundings, we will discuss how Native Americans used the ecosystem for all their needs, including medicinal plant usage and community structure.

SC Education Standards:

K.H.2 Examine ways in which individuals change or stay the same overtime.

K.H.3 Identify different forms of evidence used in historical inquiry, such as digital sources, maps, photographs/images, or texts.

K.G.1 Identify a map, various map features, and explain the purpose of maps.

K.G.2 Utilize sources of geographic information (e.g., digital sources, maps, or photographs/images) to define and identify cultural and/or natural features.

1.H.1 Identify similarities and differences between one’s community and other South Carolina communities over time.

1.H.3 Evaluate different sources of evidence used in historical inquiry, such as art, artifacts, digital sources, graphs, maps, oral histories, photographs/images, and texts.

1.G.1 Identify various types of maps, map features, and the purpose of maps.

2.H.1 Identify and compare significant historical events, moments, and symbols in U.S. history.

2.H.2 Examine current or past events from U.S. history, and discuss the possible causes and effects.

2.G.3 Explain how the distribution of human features, physical features, and natural resources within the U. S changes over time and impacts economic activity.

4.1.CO Compare the interactions among cultural groups as a result of European colonization.

4.1.CX Contextualize the experience of Africans, Europeans, and Native Americans in South Carolina.

8.1.P Summarize major events in the development of South Carolina which impacted the economic, political, and social structure of the colony.

8.1.CC Analyze the changes and continuities of the Native Americans’ experiences prior to and as a result of settlement and colonization.

HG.5.2.PR Analyze and compare the arrangement of land used in human settlements in different regions using maps, models, and representations.

HG.5.3.ER Identify and evaluate how the conditions and connections of settlements in various regions can create economic, environmental, political, social, and sustainability challenges at various scales.

In one of our most popular programs, students will learn about the importance of the swamp ecosystem and its many inhabitants. Students will identify different species of wildlife in the swamp.

SC Education Standards:

• K.S.1A.1 Ask and answer questions about the natural world using explorations, observations, or structured investigations.

• K.L.2A.1 Obtain information to answer questions about different organisms found in the environment (such as plants, animals, or fungi).

• K.L.2A.2 Conduct structured investigations to determine what plants need to live and grow (including water and light).

• K.L.2A.3 Develop and use models to exemplify how animals use their body parts to (1) obtain food and other resources, (2) protect themselves, and (3) move from place to place.

• K.L.2A.4 Analyze and interpret data to describe how humans use their senses to learn about the world around them.

• K.L.2A.5 Construct explanations from observations of what animals need to survive and grow (including air, water, nutrients, and shelter).

• K.L.2A.6 Obtain and communicate information about the needs of organisms to explain why they live in particular areas.

• 1.E.4B.1 Obtain and communicate information to summarize how natural resources are used in different ways (such as soil and water to grow plants; rocks to make roads, walls, or buildings; or sand to make glass).

• 1.L.5A.1 Obtain and communicate information to construct explanations for how different plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive, grow, and produce more plants.

• 2.L.5A.1 Obtain and communicate information to classify animals (such as mammals, birds, amphibians, reptiles, fish, or insects) based on their physical characteristics.

• 2.L.5A.2 Construct explanations for how structures (including structures for seeing, hearing, grasping, protection, locomotion, and obtaining and using resources) of different animals help them survive.

• 2.L.5A.3 Construct explanations using observations and measurements of an animal as it grows and changes to describe the stages of development of the animal.

• 2.L.5B.1 Obtain and communicate information to describe and compare how animals interact with other animals and plants in the environment.

• 2.L.5B.2 Develop and use models to exemplify characteristics of animals that help them survive in distinct environments (such as salt and freshwater, deserts, forests, wetlands, or polar lands).

• 2.L.5B.3 Analyze and interpret data from observations to describe how animals respond to changes in their environment (such as changes in food availability, water, or air).

• 2.L.5B.4 Construct scientific arguments to explain how animals can change their environments (such as the shape of the land or the flow of water).

• 3.L.5A.1 Analyze and interpret data about the characteristics of environments (including salt and fresh water, deserts, grasslands, forests, rain forests, and polar lands) to describe how the environment supports a variety of organisms.

• 3.L.5B.1 Obtain and communicate information to explain how changes in habitats (such as those that occur naturally or those caused by organisms) can be beneficial or harmful to the organisms that live there.

• 4.L.5B.2 Construct explanations for how structural adaptations (such as the types of roots, stems, or leaves; color of flowers; or seed dispersal) allow plants to survive and reproduce.

• 4.L.5B.3 Construct explanations for how structural adaptations (such as methods for defense, locomotion, obtaining resources, or camouflage) allow animals to survive in the environment.

• 5.L.4B.1 Analyze and interpret data to explain how organisms obtain their energy and classify organisms as producers, consumers (including herbivore, carnivore, and omnivore), or decomposers (such as fungi and bacteria).

• 5.L.4B.2 Develop and use models of food chains and food webs to describe the flow of energy in an ecosystem.

• 5.L.4B.3 Construct explanations for how organisms interact with each other in an ecosystem (including predators and prey, and parasites and hosts).

• 5.L.4B.4 Construct scientific arguments to explain how limiting factors (including food, water, space, and shelter) or a newly introduced organism can affect an ecosystem. dispersal) allow plants to survive and reproduce.

Using hands-on activities, students will learn about native plants and trees here at the park and their important biological processes. Topics covered include soil composition and plant adaptations. Students will also discover many interesting facts about plants as we take a look at many of the park’s plant species.

SC Education Standards:

• K.S.1A.1 Ask and answer questions about the natural world using explorations, observations, or structured investigations.

• K.L.2A.1 Obtain information to answer questions about different organisms found in the environment (such as plants, animals, or fungi).

• K.L.2A.2 Conduct structured investigations to determine what plants need to live and grow (including water and light).

• K.L.2A.4 Analyze and interpret data to describe how humans use their senses to learn about the world around them.

• K.L.2A.6 Obtain and communicate information about the needs of organisms to explain why they live in particular areas.

• 1.E.4A.1 Analyze and interpret data from observations and measurements to compare the properties of Earth materials (including rocks, soils, sand, and water).

• 1.E.4B.1 Obtain and communicate information to summarize how natural resources are used in different ways (such as soil and water to grow plants; rocks to make roads, walls, or buildings; or sand to make glass).

• 1.L.5A.1 Obtain and communicate information to construct explanations for how different plant structures (including roots, stems, leaves, flowers, fruits, and seeds) help plants survive, grow, and produce more plants.

• 1.L.5A.2 Construct explanations of the stages of development of a flowering plant as it grows from a seed using observations and measurements.

• 1.L.5B.1 Conduct structured investigations to answer questions about what plants need to live and grow (including air, water, sunlight, minerals, and space).

• 1.L.5B.2 Develop and use models to compare how the different characteristics of plants help them survive in distinct environments (including deserts, forests, and grasslands).

• 1.L.5B.3 Analyze and interpret data from observations to describe how changes in the environment cause plants to respond in different ways (such as turning leaves toward the Sun, leaves changing color, leaves wilting, or trees shedding leaves).

• 4.L.5A.1 Obtain and communicate information about the characteristics of plants and animals to develop models which classify plants as flowering or nonflowering and animals as vertebrate or invertebrate.

• 4.L.5B.2 Construct explanations for how structural adaptations (such as the types of roots, stems, or leaves; color of flowers; or seed dispersal) allow plants to survive and reproduce.

• 6.L.5B.2 Analyze and interpret data to explain how the processes of photosynthesis, respiration, and transpiration work together to meet the needs of plants.

In this class, students will take a trip through the Milky Way Galaxy. They will explore subjects within astronomy, such as the moon, solar system, stars, and constellations. Students will then do an interactive activity that makes them part of the solar system! Lastly, using the park's planetarium, students will be able to locate common constellations and the fascinating stories and legends behind them.

SC Education Standards:

• 1.E.3A.1 Use, analyze, and interpret data from observations to describe and predict seasonal patterns of sunrise and sunset.

• 1.E.3A.2 Use data from personal observations to describe, predict, and develop models to exemplify how the appearance of the moon changes over time in a predictable pattern.

• 1.E.3A.3 Obtain and communicate information to describe how technology has enabled the study of the Sun, the Moon, planets, and stars.

• 1.E.3A.4 Conduct structured investigations to answer questions about the effect of sunlight on Earth’s surface.

• 4.E.3A.1 Develop and use models of Earth’s solar system to exemplify the location and order of the planets as they orbit the Sun and the main composition (rock or gas) of the planets.

• 4.E.3A.2 Obtain and communicate information to describe how constellations (including Ursa Major, Ursa Minor, and Orion) appear to move from Earth’s perspective throughout the seasons.

• 4.E.3B.1 Analyze and interpret data from observations to describe patterns in the (1) location, (2) movement, and (3) appearance of the Moon throughout the year.

• 4.E.3B.2 Construct explanations of how day and night result from Earth’s rotation on its axis.

• 8.E.4A.1 Obtain and communicate information to model the position of the Sun in the universe, the shapes and composition of galaxies, and the measurement unit needed to identify star and galaxy locations.

• 8.E.4B.1 Obtain and communicate information to model and compare the characteristics and movements of objects in the solar system (including planets, moons, asteroids, comets, and meteors).

• 8.E.4B.2 Construct explanations for how gravity affects the motion of objects in the solar system and tides on Earth.

• 8.E.4B.3 Develop and use models to explain how seasons, caused by the tilt of Earth’s axis as it orbits the Sun, affects the length of the day and the amount of heating on Earth’s surface.

• 8.E.4B.4 Develop and use models to explain how motions within the Sun-Earth-Moon system cause Earth phenomena (including day and year, moon phases, solar and lunar eclipses, and tides).