SANTA ROSA COUNTY
FLORIDA
HOMESCHOOL CURRICULUM
Navarre Beach and historic Milton, Florida offer experiences for your child that are not only educational but
that forge lifelong family bonds and memories.
Many of the Common Core State Standards, nationally recognized educational goals for the developing
learner, can be explored and developed with experiences found here in Santa Rosa County, Florida. Within
are activities and lesson plans for attractions across Navarre Beach and Milton. These educational suggestions
can be varied according to your travel agenda as well as the grade level of your child.
GULF ISLANDS
NATIONAL SEASHORE
The saltwater environment of the Gulf of Mexico is naturally appealing to all
ages. The sun, the sand, and the surf offer so many opportunities for the entire family
to enjoy time together. You are sure to share many memorable moments. Those
moments can include learning through immersion—literally!
Put on a swimsuit, a pair of swimming goggles, even add a snorkel and/or
flippers, then dive in and see life below the surface. Explore the underwater world for
as long as you like. If you opted to bring an underwater camera along, then click away.
Discuss what was seen during the time spent underwater. Use questioning
techniques to help your child identify many concepts about this watery environment.
Ask probing questions that lead your child into discovering key concepts related to this
environment.
• What type of living things did you see?
• Describe what you saw.
• Did you notice a salty taste on your lips from the water?
• When your skin dried, were there salt crystals on your skin?
• Did you feel the movement of the water?
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AUTHOR ALERT
ART/SCIENCE/LANGUAGE ARTS
GRADES K-5*
Often, life experiences inspire us to create. After exploring the world below the surface and submerging yourself in a
salt water environment, you might be motivated to become an author and illustrator. Read Rainbow Fish to see how
one author approaches the life of a fish. Watch “Finding Nemo” and discover the adventures of this fish. Both
characters can be used to find inspiration. Think about other books and movies you have seen that can help spark
your creativity. You can become the author and illustrator of your own story. Look at a variety of books to see how
various illustrators chose to create the illustrations they use to visually tell a story.
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Identify an underwater creature which you find interesting.
Pretend you are that creature.
Determine whether your story will be fact or fantasy. A factual story might include the creature’s
characteristics, its animal classification, whether the creature is a vertebrate or an invertebrate, a
description of its habitat, food sources, its place in a food chain or food web, whether it is
considered predator or prey. You might opt to write a make believe story. A fantasy story would
develop a plot around the main character. The story would have a beginning which typically would
involve a problem, the end would offer a solution, and the middle would include events which
occur and help to solve the conflict found at the beginning. Typically personification is found in a
fantasy story. This is when an animal or object takes on human characteristics.
Illustrate the story with your own drawings, paintings, collages or other creative art forms. Ezra
Jack Keats received a Caldecott Medal for his use of collages as a medium for illustrating his book,
The Snowy Day. The Caldecott Medal is an award given annually for illustrations in a children’s
picture book. Be creative, because there is no right or wrong way to illustrate your own story.
Stories will vary greatly depending on the author, but you are never too young to try.
MATERIALS: pencil, paper, computer (optional), colored pencils, paints, crayons, various other art items
to create illustrations, books that will create interest, underwater camera (optional)
CRAYON-PAINT WASH “UNDERWATER SCENE”
ART/SCIENCE
GRADES K-5
Recreate an underwater scene depicting what you saw. Think about the gulf floor. What did you see there? Picture
the sea life you saw as you immersed yourself in this underwater environment. Create a picture that compiles the
various things you observed.
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First, use a pencil to lightly draw an underwater scene on a piece of plain art paper.
Next, use crayons to heavily color in the pencil drawings. It is important that you use crayons for this activity, because they are wax and will repel the water/paint solution. Color the sand, plants,
sea creatures, shells, etc. Leave anything that is water uncolored.
Finally, use a blue water/tempera paint solution (3:1 ratio) to “wash” over the entire drawing. Lightly
paint over the colored picture by starting at the top left side of the picture and painting to the
opposite side. Continue working your way from the top to the bottom of the picture. Any place
without crayon will absorb the paint and the areas with crayon will repel it.
MATERIALS: goggles, (snorkel and/or flippers-optional) art paper, pencil, crayons, cup, water, paint,
brush, writing paper or computer, underwater camera (optional)
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JELLYFISH MOBILE
ART/SCIENCE
GRADES K-3
One creature you might encounter underwater is a jellyfish. Beware! They are fascinating to watch, but can irritate
the skin if you come in contact with them. You can create your own harmless invertebrate jellyfish with a few items.
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You will need a styrofoam bowl. Punch a tiny hole in the center of the bowl.
Run a 36” string or fishing line through the hole and tie a paperclip to the end to secure the string
and hold it in place inside the bowl.
Tape varying lengths of streamers around the outside edges of the bowl to represent the jellyfish’s
tentacles.
Secure another paper clip at the far end of the string to use as a hanger.
Turn the bowl upside down. You have created a jellyfish mobile.
MATERIALS: styrofoam bowl*, tape, string or fishing line, two paperclips, streamers (party streamers,
tissue paper cut into inch wide strips, yarn, etc.), scissors.
*a clear shower cap stuffed inside with colorful tissue paper could replace the styrofoam bowl
IDENTIFY WAYS THAT MAN CHANGES THE ENVIRONMENT
SCIENCE/SOCIAL STUDIES/LANGUAGE ARTS
GRADES 3-5
The natural beauty of Gulf Islands National Seashore can be seen as you look around you. The sea oats, dunes and
sugary white sands provide a picturesque setting to relax in and enjoy. The rolling waves and the call of the seagulls
beckon you to savor this beautiful environment. At one time long ago the entire coastline looked like this. Not all
beaches look this way today. What caused these changes? People did. Predict what would occur at this seashore if it
were to lose its protective status.
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Identify Gulf Islands National Seashore as an undeveloped shore.
Predict what might happen to the environment if contractors were allowed to develop and build in
this protected area. Discuss changes that might occur to the land, animals, food webs, and the
effects this might have.
Write a narrative sharing your predictions.
Create a venn diagram that compares a developed beach with Gulf Islands National Seashore
MATERIALS: paper, pencil, venn diagram, computer (optional)
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POLLUTION SOLUTION
SCIENCE/SOCIAL STUDIES/LANGUAGE ARTS
GRADES 3-5
Identify pollution as anything that dirties or harms water, land or air. Come to the realization that dumping liquids
in rivers, lakes and oceans often causes pollution and harms the environment and the life it sustains. State that
liquids which mix with each other are called miscible, and that liquids which will not mix with each other are called
immiscible.
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Create a mini Gulf of Mexico using a clean plastic drink bottle. Fill it halfway with clean water and
then add approximately a fourth-cup of shampoo. Replace the cap. Mix and observe.
Use a second clean plastic drink bottle and fill it halfway with water. Next add approximately a
fourth-cup of oil. Replace the cap. Mix and observe.
Record your observations of the two bottles.
Allow both bottles to sit overnight.
Record any changes or observations.
Compare the two bottles and record your observations.
Make inferences about how pollution affects our oceans and streams and the living things that
reside there.
Write a report and predict how an oil spill in the Gulf of Mexico could affect the environment.
Draw conclusions about the effects of water pollution on the natural environment and life. Predict
the effects it could have on the local economy.
MATERIALS: two clean plastic drink bottles with lids, water, shampoo, oil, pencil, paper, computer (optional)
BONUS: Research the oil spill that did occur in the Gulf of Mexico and the effects it had on the environment and
the economy. How does it compare to your predictions?
OBSERVE AND RECORD
LANGUAGE ARTS
GRADES K-2
Actions occur all around us. Objects around us all have names. There are words which describe or tell how
something looks or feels. These are all parts of speech. Verbs are called action words because they describe what
people and things do. Nouns are naming words because they name a person, place or thing. Adjectives are the
words that describe how a noun looks or feels. Let’s do a listing activity.
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Take a notebook and pencil with you.
In the notebook, list one page as verbs, another as nouns, and the third as adjectives.
Look around you. When you see an action occurring, write it on the verb page.
Examples: swim, walk
Find the many objects in your environment and list them on the noun page.
Examples: sign, beach
Describe how things feel to your touch or look to you. Example: Red might describe the color of
your shirt and it might feel soft.
You may do this activity at anytime and add to your list as often as you like.
MATERIALS: Notebook, pencil, watchful eyes
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NAVARRE BEACH
FISHING PIER
On Navarre Beach Pier, you can find a relaxing, laid-back experience. Whether
you choose to fish or just observe, this is a fabulous place to closely examine fish and
their characteristics. You might even see a dolphin or two!
On the pier, you can see a variety of fish. Often, fishermen can be seen cutting
bait fish or cleaning their catch. One thing you will notice as you observe this process
is that fish have an internal skeleton. Therefore, they are vertebrates. A fish’s skeleton
can be hard or soft bone. Your skeletal system is made of hard bones. Soft bone is
called cartilage, and it is the same type of material found in your ears and nose.
Cartilage is a flexible material. Sharks are an example of a soft bone fish. Some of the
creatures that live in the gulf are invertebrates. This means they have no skeletal
system. See what you can catch or observe at Navarre Beach Fishing Pier!
If you would like to see more local sea life, a trip to a local fish market might be
just the thing to provide you with a close up view of many of the edible creatures that
reside in the coastal waters. Whether it is a catch from the pier, a purchase at the
local fish market or a fish dinner prepared at a local restaurant, you are sure to discover
many amazing things about the creatures that make their home in the Gulf of Mexico.
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What are some of the things you notice about the fish you see?
Where are the gills of the fish? What is their function?
What outer covering do you notice on the fish’s body?
Are dolphins in the fish group? Explain.
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FISHING FOR INFO
ART/SCIENCE
GRADES K-5
You know that items can be grouped in many different ways. Grouping or classifying things is a helpful way to
examine their similarities and their differences. This is also true in the animal kingdom.
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State the six animal groups. (Prior knowledge is needed either through internet research or
direct instruction.)
Describe the characteristics of the fish group.
Identify various characteristics on a real fish which help to identify it as a member of the fish group.
Draw a detailed picture of a fish making sure to include the characteristics which help identify it as
a member of the fish group. Label the fish parts.
Create a chart by hand or on the computer listing characteristics of the fish group.
MATERIALS : paper, pencil, computer (optional)
PICTURE PERFECT
SCIENCE
GRADES 3-5
Let’s make no bones about it. Fish have a skeleton just like you. You are a vertebrate and so are fish. Not all creatures
that live in the Gulf of Mexico have a skeleton. Some of the creatures are classified as invertebrates, because they do
not have a skeletal system.
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Photograph each specimen you see on the pier, and identify each creature by name.
(Local fishermen can help with identification or look them up on the internet.)
Identify each creature as a vertebrate or invertebrate.
Create a slide show using your pictures to classify creatures as vertebrates or invertebrates.
MATERIALS: fishing gear for the pier (optional), camera, pictures, electronic device to create slide show
A FISHY PAINTING
ART/SCIENCE
GRADES K-5
Ready to try something different and a little bit unusual? Normally when you paint, you put a paintbrush to the
paper to create a painting. Try painting with a fish instead! Making a print using the painted body of the fish!
Sounds a little fishy doesn’t it? Are you ready to try?
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Place a large piece of newspaper on a flat surface.
Select a fish, rinse well and pat dry with a paper towel. A flat fish, such as flounder, usually works
best. Place it on the newspaper.
Use a brush to paint the fish on the side facing up.
Place the sheet of white paper on top of the painted fish and lightly rub over the paper and fish
until it has transferred a painted image onto the white art paper.
Create a fish “school” by repeating the process of painting on a large piece of paper.
MATERIALS: newspaper, large sheets of art paper or rolled art paper, fish, brush, acrylic or tempera paint
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FISH SKELETON RUBBING
ART/SCIENCE
GRADES 2-5
You have probably had the opportunity to discover that a fish has an internal skeleton, and therefore, it is a vertebrate.
You may have even seen signs, t-shirts, or logos that have used the image of a fish skeleton. You can make a similar
image yourself. Create a piece of art that represents a fish skeleton. Here is how to do it: create a rubbing of a fish
skeleton using the knowledge you have gained about skeletal systems.
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Use a pencil to draw the basic skeleton of the fish on a piece of cardboard.
Next, use glue to trace over the drawing leaving an even raised line of glue.
Allow the glue to dry and harden completely.
Place a piece of thin art paper over the glue skeleton and tape into place.
Using the side of an unwrapped crayon begin to rub over the skeleton to create a rubbing or picture.
When you are finished, remove the paper from the cardboard.
MATERIALS: cardboard, pencil, glue, crayons plain paper for rubbing art
PRINT PAINTING
ART/SCIENCE
GRADES 2-5
If you like the look of the fish skeleton, you can make a print picture using the same raised glue press you created
for the rubbing. A print can be made on art paper, or the more inspired artist might like to branch out and make
note cards, post cards, a poster or a t-shirt. You could even decorate scarves, cloth hand towels, or possibly a
pillowcase. Try this print style of painting with the raised glue relief you made for the rubbing activity. You may want
to create other shapes like fish, starfish, seahorses, seaweed, etc. If so, follow the same process used to make the
raised-glue cardboard rubbing, but use as a print press with paint. Use to make individual prints, or make a repeat
print piece of art. You might be inspired by the works of artist Victor Vasarely. If you’re feeling really ambitious, you
might decide to make an entire ecosystem!
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Create a raise glue outline picture as directed in the art rubbing activity or use the one you
designed for the rubbing.
Lightly paint over only the raised portion of the dried glue outline.
Place a piece of paper or paintable object on a flat surface and press the painted outline down to
make a print. (If you will be printing on a material surface, launder it first, paint, allow to dry, then
heat set with an iron. Wash inside out in cold water to preserve the image.)
MATERIALS: cardboard, pencil, glue, paintbrush, tempera paint, plain paper for print art or other paintable object
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ZIP ADVENTURES AT
ADVENTURES UNLIMITED
Release your inner Tarzan! From the vantage point of the treetops you’ll
observe a hardwood forest, a fresh water river and wild life in its natural habitat. What
does it feel like to fly like a bird? You are about to find out as you fly through the air
while the treetops whiz by you! What could be more fun than observing nature from
this vantage point?
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LIGHTS, CAMERA, ACTION!
SCIENCE/ART
GRADES 3-5
What could be more enjoyable than the zip line adventure? Reliving it when you watch your own video. Experience
the thrill over and over by capturing the special moments you and the other members of the zip line team share.
Document the natural environment that surrounds you and animal residents that make it their home. Observe,
collect data, classify, and enjoy nature at its best. Put on your director’s hat and get ready for the action.
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Pretend you are the director of a zip line action documentary.
Prepare your equipment to video the zip line adventure you are about to experience.
Point out to your future viewing audience the various plants and animals you spot on your
adventure and classify them in a variety of ways.
• Classify the various living things you identify in your video:
¤ State whether each belongs to the animal or plant kingdom.
¤ Classify each creature in the animal kingdom as being a mammal, bird, fish, reptile,
amphibian, arthropod.
¤ State whether each is a vertebrate with a skeleton or an invertebrate having an
exoskeleton (external skeleton).
¤ Identify the animals as carnivore, herbivore, or omnivore.
• Point out possible food chains present in the environment with the understanding that plants are
at the bottom of the food chain and predators are at the top.
• Describe how various aspects of the zip line affect the speed of travel.
• Document the emotions of other adventurers as they experience a zip line journey.
MATERIALS: video equipment
DESIGN A T-SHIRT
SCIENCE/ART
GRADES 3-5
Share your knowledge of the environment through illustration. Hopefully you will inspire others to become more
respectful of natural environments and cause them to think before they act in a way that might harm the environment.
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Design a t-shirt.
On a white piece of 8” X 11” paper draw an illustration to represent a specific environment.
Use colorful markers to complete the design.
Use purchased ink jet t-shirt transfers to copy your image.
On a clean washed t-shirt, preferably white, apply the transfer as directed on the package.
Wash t-shirt inside-out in cold water to retain design better.
MATERIALS: t-shirt (white), white 8” X 11” paper, pencil, bright markers, ink jet t-shirt transfers, iron, use of a copier
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CLASSIFIED INFORMATION
SCIENCE
GRADES 3-5
Important aspects of science include observation, data keeping and classification. As a scientist you can do that on
this adventure. Observe the many living things around you, keep a record of what you see and classify the living
things in a variety of ways. Nature awaits you.
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Keep a record of the various living things, plant and animal, you see on this adventure. You can do
this through memory, a list, or pictures. Choose what works best for you.
• Identify and classify each living thing and create a chart, either hand-drawn or computer
generated, to share your classification information for the following three categories:
¤ PLANT-ANIMAL: Identify each living thing as belonging to the plant kingdom or the
animal kingdom.
¤ VERTEBRATE-INVERTEBRATE: Classify the animal kingdom creatures as being
vertebrate or invertebrate.
¤ SIX ANIMAL CLASSIFICATIONS: Make a chart to classify the animals into the six
following animal groups: mammals, birds, reptiles, fish, amphibians, arthropods
(comprised mostly of insect, arachnids, crustaceans).
MATERIALS: pencil, paper, camera (optional), computer (optional)
GRAPH THE GROUP
SCIENCE/MATH
GRADES K-5*
Scientists record data and documentation in a variety of ways. One of the quickest ways to compare and analyze
data is by looking at graphs. Graphs organize data in a concise and easy to read format. They make comparisons
much easier, due the condensed way the information is presented.
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Keep a list of the animals you have seen and classify them by groups.
Create a tally chart to depict the number of animals seen in each group. (Grades K-2)
Create a bar graph to display your information. (Grades 3-5)
Optional: Expand the concept by creating a line graph, pictograph, and/or circle graph.
Write word problems using this information to further explore and compare the data you gathered.
MATERIALS: Paper, pencil, computer (optional)
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BLACKWATER RIVER
STATE PARK
Tom Sawyer and Huck Finn would love to join you on this adventure! Whether
you choose to canoe, kayak or tube, let the current of the Blackwater River take you
on an adventure which is sure to be an eventful one. Experience nature! You’ll observe
animals in their natural habitat of a freshwater river or a hardwood forest. The
undeveloped forest you see is much like it was hundreds of years ago when the Native
Americans were able to sustain their every need from the environment around them.
Today the animals in this environment do the same thing. So, select your mode of
floating transportation and observe all that nature has to offer as you cruise on a river
current for this adventure! Camping is an option here along with hiking the trails.
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HOME SWEET HABITAT
ART/SCIENCE/LANGUAGE ARTS
GRADES K-5*
Jane Goodall is a well-known primatologist who studied chimpanzees in their natural environment. Dian Fossey
lived for years with mountain gorillas and worked to preserve their natural habitat. Pretend you are a scientist
observing the life of an animal in its natural environment. Write a report on your findings.
• Select an animal you have seen on your trip and describe it in a written report.
¤ State that animals must sustain themselves using the resources found in their natural
environment. Determine the elements in the environment that help your selected
animal sustain life.
¤ Draw the animal in its natural habitat and include its home and various food sources
you identified in the report.
• The food chain is one connection between plants and animals. Identify a possible food chain for
the animal you selected. Draw a food chain that would include your selected animal.
Have the food chain begin with a food source from a plant. *(Grades K-3)
• A food web identifies various plants and animals in an ecosystem and their interdependence.
• Draw a food web which includes your selected animal. Just like the name implies it will resemble
the web of a spider demonstrating the interdependence. *(Grades 3-5)
MATERIALS: paper, pencil, colored pencils, markers or crayons, computer (optional)
CREATE A CRAZY CREATURE
ART/SCIENCE/LANGUAGE ARTS
GRADES K-5
Maurice Sendak wrote and illustrated the book, Where the Wild Things Are, which won a Caldecott Award. After
Max is sent to bed without his supper a forest grows in his bedroom, and the boy travels on a magical adventure. In
the book, Sendak creates many new wild things or creatures. Create a new creature of your own and draw the
environment it lives in. Include shelter and food sources for your new creation. Allow your inner author to be set
free and write a story about your new creature. Do you feel inspired? You might want to expand this activity and
create several crazy creatures or wild things and write a short story about their adventure starring you as the main
character.
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Use a pencil to draw a new creature. Include the habitat your created creature needs to survive.
Add color to your illustration with colored pencils, crayons, markers or watercolor paints.
Develop a fantasy story that shares an adventure your crazy mixed up creature might have in the
habitat you have given it.
MATERIALS: paper, pencil, colored pencils, crayons, markers or watercolor paints, computer (optional)
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COMPARE AND CONTRAST
SCIENCE
GRADES 3-5
Analysis of information is an important part of learning. Looking at places or objects and comparing them for
similarities and differences helps us to gain a deeper understanding.
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Observe the undeveloped surroundings at Blackwater River State Park.
Compare the surroundings found here to those you drove through to get here.
Use a Venn diagram to compare and contrast this undeveloped setting with a developed area.
List reasons development is necessary.
Identify cause and effect situations when an area is developed and realize that both positive and
negative results can come from the same thing. An example of this might be building a new factory
which creates jobs but destroys the natural habitat of many animals.
Write a persuasive report on the importance of maintaining undeveloped areas like state parks and
national parks as opposed to developing the land.
MATERIALS: Venn diagram, pencil, paper, computer (optional)
PREDICT THE EFFECTS OF FLOODING
SCIENCE/LANGUAGE ARTS
GRADES 3-5
Natural disasters occur frequently in all parts of the United States. Hurricanes, floods and tornadoes are the most
common natural disasters that occur in northwest Florida. Predict the changes that would occur along the
Blackwater River if a flood were to occur.
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Examine the ecosystem surrounding you at the Blackwater River State Park.
Predict what would happen to the surrounding environment if a flood were to occur in this area.
Predict what would happen to the river current.
How would it affect the environment you are observing?
What might happen to the wildlife which inhabit this environment?
Write a narrative telling about your prediction.
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GULF BREEZE
ZOO
Going to the zoo is like going on a mini safari. It’s a place where a menagerie of
creatures awaits you. As you visit the zoo, notice the characteristics of the different
animals you see. Can you identify certain traits and qualities that would provide you
with information about their life? What type of teeth does an animal have? This might
help you determine whether it would be a carnivore or herbivore. Act as predator or
prey in a natural environment. Does it have paws or claws? What type of outer
covering does its body have, feathers, fur or scales? All these things are clues that tell
us about the animal.
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CREATE A PAPER-MACHE ANIMAL
SCIENCE/ART
GRADES K-5
There is probably an animal at the zoo that captured your interest. Maybe the giraffe with its extremely long neck.
Possibly a rhinoceros, an unusually large mammal. Maybe a graphic striped wonder like the zebra caught your
attention. Perhaps a colorful bird with its graceful stance and vivid colors caused you to stop and watch for a little
while. The monkeys are always sure to put on a show. Whatever mesmerized you can be captured in your own
paper-mache model.
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Make a paper-mache animal you have seen at the zoo.
Collect items to form the base structure or skeleton of your animal. Items like plastic bottles,
cardboard, cardboard tubes and styrofoam packing make stable forms.
Fasten or tape the form together. This structure needs to be sturdy because it is the base of your
animal.
Tear newspaper or white art paper into strips about an inch wide.
Use a pre-made paper mache paste, purchased liquid starch or make your own recipe by mixing
three parts white glue to one part water.
Moisten the strips in the solution and apply to the form. Do no more than four layers at a time and
allow to dry. The less humid the environment the better.
Layer until the animal has taken the desired shape. It is a good idea to use white paper on the last
few layers because it will require less paint to cover the animal.
Allow to dry completely before painting.
Paint the entire animal with a base coat of paint.
Once the base coat dries, add details allowing the paint to dry before applying the next layer of
detail paint.
MATERIALS: plastic bottles, cardboard, cardboard tubes, styrofoam, tape, newspapers, white art paper, paper mache solution, paint brush, paints, any other decorative item you would like to apply
to your animal, glue, low temperature glue gun, glue sticks
GREETING CARDS FROM THE ZOO
SCIENCE/ART
GRADE K-5
Develop your own line of cards with memories from your trip. Take pictures and turn them into greeting cards. This
is a unique way to share part of your experiences with family and friends. Others will be interested to see the
creatures you’ve encountered. Share some of your knowledge by identifying the animal and the scientific
information you gathered. List this information on the inside (left side) of the card and share a personal message on
the right side. Others will enjoy sharing a small piece of your trip with you.
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Take pictures of the zoo animals using a digital camera. Take many more pictures than you will
need for this project. You can always delete the ones you don’t want.
Have prints made of the pictures you would like to turn into greeting cards.
Fold sheets of card stock in half.
Place double sided tape on the back of your photograph and place it on the front side of the folded
card stock to create a greeting card.
Add a caption to the front of your card and, inside, include important scientific facts on the left side
of the card and a personal message on the right side. Send your personalized cards and share part
of your experience with others.
MATERIALS: digital camera, printed photographs, card stock, double sided tape, writing
instrument of choice
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ENVIRONMENTAL DIORAMA
SCIENCE/ART
GRADES K-5
Zoos allow us to observe animals we might not otherwise ever come into contact with or see. Often, animals are
rescued from harmful situations or born into captivity. These are two of the reasons an animal might reside in a
zoo. In the zoo, all the animal’s needs are met, and they are safe from any predators that would present a threat in
a natural environment. Their life would be very different if they were to try to survive in their natural environment.
The natural environment of an animal must provide all of its basic needs: food, water and shelter.
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Select a zoo animal.
Research the natural environment where your animal would live. Gather information by talking to
the zookeeper and/or internet research.
Use a box and a variety of materials to create a diorama or model of the animal’s natural
environment. Make sure to represent all of the basic needs.
Represent a food chain inside the box and be able to explain the role your animal plays in that
food chain.
A written narrative telling about the animal and its environment may also be included as part of
this project.
MATERIALS: box, glue or low temperature glue gun with glue sticks, various decorative materials:
construction paper, tissue paper, foil, modeling clay, styrofoam, etc. (for optional report
section-paper, pencil, computer (optional))
ANIMAL AWARENESS STICKERS
SCIENCE/ART
GRADES K-5
If animals could talk they might tell us what they like and don’t like. In a way, they do communicate by their actions.
You can be a voice for living creatures. Whether it is a land animal or a water-loving creature, all animals have needs
and often deserve protection from poachers and hunters. Design a sticker that will speak for an animal. You can be
their voice.
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Design a sticker which shares a message about some type of animal concern you want to draw
attention to right now.
On a 2” X 3” piece of paper, draw a design for a sticker. (You might want to create various designs.)
Use colorful markers to complete the design(s).
Use double-sided tape to fasten your design to an 8” X 11” piece of paper.
Used purchased ink jet sticker project paper to turn the designs into stickers.
Copy your design onto the sticker paper.
Share your stickers with family and friends to spread your message.
MATERIALS: white paper, pencil, colorful markers, double-sided tape, ink jet sticker project paper,
use of a copier.
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L&N WEST FLORIDA
RAILROAD MUSEUM
Long ago, people traveled long distances by water on ships, boats, and canoes.
Cities and towns were built by waterways due to their importance in transportation.
Horses and wagons were common means of travel when the United States was first
being explored and settled. The first major change in travel and transportation happened
when the railroad came onto the scene. People and goods could be transported quickly
and efficiently to interior sites that were not close to major waterways. The railroad was
only the beginning of modern transportation, but it changed the country forever.
Imagine your life today without modern-day transportation. See how it began and the
impact the railroad and train travel had on this area and the entire country.
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CONDUCTOR INSTRUCTOR
SOCIAL STUDIES/LANGUAGE ARTS
GRADES 3-5
During the days of rail travel the conductor held an important position. The conductor was the individual
responsible for ensuring passengers paid their fare and held a valid ticket for travel. His duty was to make sure
things went smoothly and the passengers conducted themselves in an appropriate manner. He offered guidance
and instruction to those in need of help and information.
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Use a visit to the railroad museum to gather data and explore train transportation. Gather
information by examining photographs, artifacts, historical documents, models, and trains to get
insight into life around the railroad.
Explore changes the railroad brought about when it initially came to the area.
Determine how train travel changed over the course of history.
Write a historical narrative about train travel and how it changed the community and country as a
whole.
MATERIALS: paper, pencil, computer (optional)
IDENTIFY MODES OF TRANSPORTATION
SOCIAL STUDIES
GRADES K-3
How did you travel here today? Chances are you used a car to travel to this location. When we move people or
items from one place to another we use something called transportation. There are many different types of
transportation. Transportation can occur on the land, in the water or in the air. One kind of land transportation is
the train. There are passenger trains which carry people and freight trains which carry goods or things.
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Define transportation.
Identify various type of land, water, and air transportation.
Create a graphic organizer called a bubble map to show the different types of transportation. In the
center of the sheet of paper write the word transportation and draw a circle around it. Draw a line
from the center of the circle each time you think of a type of transportation, and then write the idea
at the end of the line. Think of as many types of transportation as you can. When you finish, your
graphic organizer will look like an octopus or a spider, but hopefully it will have many more legs!
MATERIALS: paper, pencil
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SHAPING TRAIN TRANSPORTATION
ART/SOCIAL STUDIES/MATH
GRADES K-3
Look at the trains you see in diagrams, pictures, models and real life. Notice the shapes that make up the train. How
many different shapes can you see? Identify the various shapes as you see them.
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Identify a train as a type of transportation.
Identify various shapes you see on the train.
Cut out shapes from construction paper to represent each shape you identify on the train.
Example: rectangle
After identifying and cutting out the shapes, use them to construct your own train on a large piece
of art paper.
Use glue to assemble your project.
Include and be able to identify the engine, caboose, and passenger or cargo cars.
MATERIALS: various colors of construction paper, scissors, glue, and large art paper or rolled art paper for
the background
GEOMETRIC ENGINE ART
ART/SOCIAL STUDIES/MATH
GRADES 3-5
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Identify a train as a form of transportation.
Identify various geometric shapes with volume that you see on the engine of the train.
Example: cylinder
Collect empty containers, lids, boxes, thread spools, etc. to make a model of a train engine.
Use various geometric shapes fastened with a glue gun to build a model of a train engine.
Allow the structure to dry and then paint a base coat with the paint type of your choice.
Decorate with stickers, lettering, and detail paints.
MATERIALS: low-temperature glue gun, glue sticks, various containers/objects for building, base coat paint,
decorative paints, stickers, lettering, numbers
YOU’RE ON THE RIGHT TRACK
ART/MATH
GRADES K-5
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Define parallel as two lines side by side having an equal distance continuously between them.
Identify the train tracks as parallel lines.
Identify the railroad ties that support the tracks as being parallel.
Identify objects or items that contain parallel lines. Document by listing or photographing all of the
objects and things you can find which contain parallel lines. Like the word parallel or a rectangular
road sign which has both vertical and horizontal pairs of parallel lines.
MATERIALS: pencil, paper, and/or electronic device for photographs
BONUS ACTIVITY: If you choose to photograph objects with parallel lines then try turning it into a slide show.
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BONUS ACTIVITIES:
ACTIVITY: CREATE A COMMERCIAL
• Highlight points of interest in Santa Rosa County, Florida encouraging others to visit the
area.
ACTIVITY: CREATE A POWERPOINT OR VIDEO
• Make a powerpoint or short video about conservation, pollution,or recycling.
OBJECTIVES AND GOALS:
Express your thoughts and ideas through written and oral communication.
Create a visual form of art to share an idea or message.
Create and present ideas through the use of technology in the form of slide shows,
videos or pictures.
Share an idea or message through the use of technology.
Determine that living things must have their needs met in their natural habitat.
Describe the habitat of an identified animal.
State that animals must survive on food found in their environment.
Determine that the food chain is one connection between plants and animals.
Identify a food chain.
Describe a food web.
Create a food web you might expect to find in an environment.
Identify and describe characteristics of the six animal groups: birds, fish, mammals,
reptiles, amphibians and arthropods.
Classify animals into six groups according to their characteristics.
Demonstrate knowledge of the six groups of animals by successfully completing a
chart listing important characteristics.
Identify and classify animals by their animal group.
Determine whether the animal is a carnivore, herbivore or omnivore.
Describe the characteristic that determines whether an animal is considered a
vertebrate or an invertebrate.
Identify animals as vertebrates or invertebrates.
Identify organisms as predator or prey.
Make a prediction concerning what would happen to an animal if its habitat were
damaged or destroyed.
Determine that floods, hurricanes, earthquakes and forest fires are natural events
which can change an environment.
Predict what would happen to an environment if a natural event like a flood occurred.
Predict what would happen to an environment if a manmade disaster like an oil spill
occurred in the Gulf of Mexico.
State that human actions can change or harm the Earth’s surface through construction
of buildings, construction of roads and bridges, building of dams, littering, polluting, or
overusing resources.
Predict how construction and development would affect a natural environment.
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Classify bodies of water as either saltwater or freshwater.
Identify the Gulf of Mexico as a body of saltwater.
Identify a river as freshwater.
State that water can have movement in the form of waves and currents.
Differentiate between reality and fantasy.
Identify the many types of transportation.
Identify the railroad as a type of transportation.
Assess ways the railroad changed Northwest Florida.
Explain ways railroad travel changed the United States throughout history.
• Identify positive and negative changes the railroad made in the area.
• Compare and contrast two environments.
• Identify geometric shapes.
• Construct a graph to share information.
• Identify parts of speech.
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