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CONSERVATION MIAMI

Sunshine State Standards:

LA 1.1.6.1, LA 2.1.6.4, LA 3.1.7.3, LA 4.2.2.2, LA 5.4.2.2, LA 6.1.6.5, LA 7.2.1.5, LA 8.1.7.4, LA 910.2.1.4,

LA 1112.2.1.4, MA 3.A.4.1, MA 5.G.3.1, SC 1.E.6.1, SC 2.L.17.2, SC 3.N.1.2, SC 4.L.1.2, SC 5.L.17.1, SC 6.E.7.6, SC 7.E.6.6, SC 912.L.17.8, SC 912.L.17.15, SS 1.A.2.1, SS 1.A.2.2, SS 4.A.3.6, SS 4.A.4.1, SS 5.A.6.3, SS 5.E.1.3, SS 8.A.1.6, SS 8.A.1.7, SS 912.A.1.7, SS 912.A.3.6, SS 912.A.3.13

Goals: Students will learn about the various natural environments of our area, their formation, and eventual use and damage done by humans. We will see how Pre-Columbian-Indians, Seminole and Miccosukee, pioneers, farmers, and ‘city builders’ have utilized the land. A history of some of local environmentalism will belearned. They will participate in a debate activity pertaining to land use and conservation in southern Florida.

Understandings: We have a place in the natural world.

Essential Questions: How do we come to know the natural environment and our place in it?

How has the environment changed over time?

Vocabulary:
Environment- A complex of physical, chemical, and living creatures that act upon an ecological community and ultimately determine its survival.
Sawgrass Prairie- The ‘river of grass’, a vast, open expanse of sawgrass and other plants and animals that live in an environment adapted to long periods of flooding.
Tropical Hardwood Hammock- A broadleaved evergreen forest, characterized by mainly tropical (West Indian origin) flora. The result of an area that neither floods nor burns.
Pine Rockland- High rocky land, dominated by south Florida slash pine, palmettos and other organisms adapted to frequent fires.
Coastal Strand- The ‘beach’ vegetation. This environment of seagrape, Spanish bayonet, sea oats, beach sunflower and other plants that help stabilize the shoreline.
Mangrove Forest- Forests of trees, plants and vines that is adapted to frequent submergence by ocean tides. Important for storm surge protection and are rich habitats for many marine creatures.
Coral Reefs- Marine communities centered around living sea creatures (coral) and their skeletons. Found in clear tropical oceans.
Pre-Columbian Indians- Native Americans who lived in the region before the arrival of the Europeans.
Chickee- Dwelling of the Miccosukee and Seminole characterized by palm roofing, a cypress foundation, and an open air structure.
Dugout Canoe- Canoe made by burning out and scraping chunks of wood.
Dredge- A machine used to drain large expanses of flooded terrain.
Rock Plow- A machine that pulverizes the limestone rock into tiny pieces, making large areas of rocky regions suitable for farming.
Agriculture (farmer)- The practice of cultivating the soil, producing crops, and raising livestock for the preparation and marketing of the resultant products.
Endangered- Any organism or environment whose continued existence is threatened.
Technology- A manner of accomplishing a task using technical processes, methods or knowledge.
Developer- One who changes the land from a natural state for a purpose such as constructing businesses, roads or housing.
Urban Sprawl- The continued spread of urbanization at the expense and destruction of the natural environment.
Conservation- Planned management of a natural resource to prevent exploitation, destruction or neglect.
Environmentalist- One who is concerned about environmental quality, and dedicates oneself to the cause of environmentalism.

Outline of where program goes in gallery:

  1. Fresnel Lens/Audubon
  2. Pre-historic

a.Adapting to the Tropics

b.Miami Circle

  1. Seminole/Miccosukee
  2. Pioneer
  3. New People/New Technology
  4. Theatre or Classroom (Debate only)

______

Program

  1. FRESNEL LENS

The characteristic natural environments of the region will be discussed. Check the vocabulary terms for the description of each. Photos and specimen examples can be shown. Pass around or walk with objects if possible. We will mention what an environmentalist is (Environmentalist- One who is concerned about environmental quality, and dedicates oneself to the cause of environmentalism.) You can mention that South Florida has had many famous environmentalists. Marjory Stoneman Douglas dedicated her life to the protection of the Everglades.

Objects:: Photos of (1) Sawgrass Prairie photo, with alligator (grey model) and egret feather (2) Tropical Hardwood Hammockphoto, with atala butterfly model and Florida panther (note: panthers prefer hammocks and pine rocklands) (3) Pine Rocklandphoto, with slash pine cone and eastern diamond rattlesnake (4) Coastal Strandphoto, with sea oats and green sea turtle (5) Mangrove Forestphoto, with American crocodile (green model) and red mangrove pods and (6) Coral Reefsphoto with blue tang fish and coral rock..

Eventually (wish list): Photo of Marjory Stoneman Douglas, River of Grass book.

Some suggested questions:

  • What are some characteristics of the main South Florida natural environments today?
  • What elements (fire, water, etc.) shape these environments?
  • Do the natural environments change ‘on their own’ before people arrived? If so, how?
  • Are all these environments still around today, and where can they be found?
  • What do environmentalists do?
  • Do you know any famous environmentalists? What did they do?

Tips for working with different audiences

  • Young students: Pass objects around so they can feel as well as see the objects. Also scaffold your questions.
  • Older students: Ask deeper questions: For example: Why do you think the plants vary from environment to environment.
  • Students with visual impairments: Be very descriptive of all images and objects.
  • Students with special needs: Pass objects around so they can feel as well as see the objects.
  1. PRE-HISTORIC:
  2. PRE-HISTORIC: Mural: Adapting to the Tropics

. We will begin to discuss how the natural environment has changed before up to just after the arrival of the Paleo-Indians.

Objects:Mural and fossils around this area.

Some suggested questions:

  • Where did these people come from?
  • In what ways did the first peoples use the land?
  • What harm did these first arrivals cause?
  • How did they learn to live as the environment changed?

Tips for working with different audiences

  • Young students: Have students identify the animals in the mural and then find the fossil in the case. Scaffold questions.
  • Older students: Ask deeper questions. For example: why do you think the environment changed? How did it affect the people living there at the time?
  • Visual Impairments: Bring tools and the fossil from Pre-Historic trunk and have students touch the tools while you talk about them. Also be very descriptive of the fossils.
  • Students with special needs: pass things around and be very specific with directions and questions.
  1. PRE-HISTORIC: Miami Circle®

Here the way of life of the Calusa and Tequesta will be demonstrated. Utilize tools, skins and other artifacts. Point out model of fishing in the mangroves. Show how artifacts were made with natural materials. Their demise with the arrival of the Europeans also is included.

Objects:Standard artifacts in teaching collection, utilize artifacts in cases, mural and fishing model.

Some suggested questions:

  • Why did the Native Americans settle where they did?
  • What natural materials did they use in their daily lives?
  • What impacts did they have on the environment?
  • What happened to them?

Tips for working with different audiences

  • Younger students: Pass objects around (with the exception of the knife).
  • Older students: Ask more in-depth questions. For example: Why do you think the Tequesta made Miami home? Why do we look at the ways of life of the people before us? Do we have things to learn from their way of life that may affect how we impact the environment?
  • Students with visual impairments: Be very descriptive of the objects and pass them around.
  • Students with special needs: Pass objects around.
  1. CHICKEE: Seminole/Miccosukee

The history of the Miccosukee and Seminole, and the ways they learned to use the land are discussed here. Use artifact collection and objects to show how they built their dwellings, used canoes for transport, hunted, traded skins and bird plumes, and (Seminole in particular) raised cattle and farmed.

Objects:Standard Seminole teaching collection and images.

Some suggested questions:

  • Where did the Miccosukee and Seminole originate?
  • Why did they make their home in the Everglades region?
  • How did they adapt (especially the Miccosukee) to their new environment?
  • Did they have harmful impacts on the environment? If so, how?
  • Do they still live this way now?

Tips for working with different audiences

  • Younger students: Pass objects around
  • Older students: Ask more in-depth questions.
  • Students with visual impairments: be very descriptive of all objects and images. Pass objects around.
  • Students with special needs: Pass objects around.
  1. PIONEER (up till The Sawmill Display):

Define what it is means to be a farmer (one who cultivates the soil, produces crops, and raises livestock for the preparation and marketing of the resultant products). In this section we will explore the impacts of pioneers and the history of the regions farming. The local farming techniques and crops of the region- past and present- as well as drainage and timbering are discussed. A brief pioneer skit is optional.Mention that this area produces quite a lot, many things that are unique to this area. Some big ones are mango, orange, sugarcane, pineapple, tomato, limes, avocado, papaya, coconut, guavas, mamey, ornamental flowers and plants, cattle ranching, aquaculture (fish) and many others.The arrival of the railroad completes this focus.

Objects:Standard pioneer teaching collection, pioneer painting,sawmill display, drainage photo, various other permanent artifacts.

Some suggested questions:

  • Why is farming and other agriculture important?
  • What crops were successful (and unique) to the farmers of this region?
  • Where, and in what natural environments (pine rocklands, tropical hardwood hammocks, because they don’t flood) did the earlier farmers settle?
  • How did technology allow farmers to expand their influence (drainage, machinery)?
  • What ways do farms cause damage to the natural environment?

Tips for working with different audiences

  • Younger students: Pass objects around. Also look at painting in Pioneer house, have students discuss what they see and what they think life was like for the early pioneers.
  • Older students: Have students discuss differences between life for the pioneers and our lives today.
  • Visual impairments: Read a section of the Commodore’s Story (TBD) instead of watching film. Also if your group is younger read The Adventures of Charlie Pierce.
  • Students with other special needs: Pass objects around.
  1. NEW PEOPLE/NEW TECHNOLOGY

Define what a developer is (one who changes the land from a natural state for a purpose such as to construct businesses, roads or housing). A brief description of the birth of modern Miami will be looked at. The Julia and Tuttle skit- brief, or at least the story- can be done. Modern threats to the natural environment, such as pollution, development, shrinking natural areas and urbanization will be investigated.Stress that everyone needs a place to live. Cities provide services, schools, entertainment and jobs.

Objects: Photos of Miami in various times, downtown Miami photo of today, different developments around section- Coral Gables, Opa-Locka, Miami Beach, etc. Also, artifacts from Julia and Flagler skit can be passed around.

Some suggested questions:

  • Why are developers important?
  • Who were the major historical figures in the development of the city?
  • In what ways did developers draw people to the region?
  • How was the environment impacted by the influx of people?

Tips for working with different audiences

  • Younger students: Pass around objects.
  • Older students: Ask more in-depth questions. For example: Why is it important to think about the affect of development on the environment now? Is Miami still growing? What can we do to help preserve what is still around?
  • Students with visual impairments: be very descriptive. Have students walk around trolley so they can get a sense of the space. Also, have a toy trolley to pass around so students can feel the trolley while you are speaking about it. Pass around objects.
  • Students with special needs: Pass objects around.
  1. THEATRE (or any open or available area)

A debate, with 3 sides working to acquire a plot of land will take place.

Debate: Take sides on the issue of land use of a natural area:

Objects:Each group gets a clipboard and pencils. If these objects are available, the farmer (one will be the representative of the group) will wear a straw hat. The developer will have a Flagler-style hat. The environmentalist representative will wear the sun bonnet (from our collection).

A plot of land about 100 acres is available. Three interest groups- farmers, developers and environmentalists must debate over who gets what percentage of that land (or all of it).

1) One group will be the environmentalists.

2) Another group will be farmers.

3) The third group is the developers.

  • Divide the class into 3 even groups- environmentalist, farmer, and developer.
  • Have one in each group be the scribe. That one writes down the info. Everyone in the group should work together to state their case. Give the groups 5-10 minutes to work on their case.
  • Once completed, have one group at a time state their case briefly. If there is time (which there probably will not be) they can debate inter-group for a few minutes.
  • Once all 3 groups have stated their case, choose who gets the land solely on their case, knowledge presented, and argument.

The museum Educator, and if possible, the group leaders, can be the judge.

This would be best as a ‘final activity’ after all the information learned on a tour. Remember the ‘winner’ should be judged solely on his/her case and evidence presented. State that all are ‘winners’ in that today, we all have to (and do) share the land. Often the one with the strongest case will end up with the land.

Tips for working with different audiences

  • Younger students: try to encourage students to think about their arguments. Younger students will take longer on this activity so be patient. Have pieces of paper and pencils so students can map out their arguments. Ask students leading questions to help get them started. If students are very young (4-5) do the alternative activity (or realistically skip this part).
  • Older students: Ask more in-depth questions during the debate, force the students to think more extensively about their arguments in the debate.
  • Students with visual impairments: This activity should not need to be adapted.
  • Students with special needs: Help students start to think about their arguments. Or do alternative activity depending on the students.

Alternate Activity: Gallery Search(only in unique circumstances)

In scavenger-hunt fashion, look in groups with clipboards and pencils forways various peoples have used ourlocal natural resources. Determine which ways were self-sustaining, which generated pollution, and which have caused the most damage. (Not feasible for a tour with other groups in Museum).

CONCLUSION

Please re-emphasize the understandings and ask if there are any questions.

Come back to see us again very soon!

Teachers, if you could please make sure to hand your evaluation of today’s program back to me, we’ll be able to get you a thank-you gift for doing so before you leave today.

Thanks again to all of you!