Response of Florida Shelf Ecosystems to Climate Change

Learning Corner

Sunshine State Standards for Tampa Bay Fly-Through Activity

See http://www.fldoe.org/bii/curriculum/sss/ for Sunshine State Standards.

Math 3-5: Measurement
Standard 2:
The student compares, contrasts, and converts within systems of measurement (both standard/nonstandard and metric/customary). (MA.B.2.2)

-Students will convert meters (depth of water or elevation) to feet.

Science 3-5: Processes that Shape the Earth Standard 1:
The student recognizes that processes in the lithosphere, atmosphere, hydrosphere, and biosphere interact to shape the Earth. (SC.D.1.2)

Example: Atmospheric processes, such as snow or rain, end up on the earth surface in the form of lakes, rivers, streams, oceans, and glaciers (hydrosphere) which are vital habitat for species (biosphere). These processes alter the surface of the earth by moving material and energy from one location to another.

Standard 3. The student knows that the water cycle is influenced by temperature, pressure, and the topography of the land.

Example: A decrease in temperature and pressure will cause condensation, leading to precipitation as snow, ice, hail, or rain, which falls on land and eventually ends up in the ocean. For example, snow will fall on the tops of mountains; melt into streams which merge into rivers and flow to the ocean. Water and sediments move from high elevation to low elevation, much like sand through an hourglass or fluid through a funnel.

Social Studies 3-5: People, Places, and Environments [Geography]
Standard 1:
The student understands the world in spatial terms. (SS.B.1.2)

-Students understand how to read maps and analyze the spatial organization of places and environments. In this lesson students will gain an understanding of Tampa Bay, how the shape of the land and the flow of water create the landscape in which we live.

1. The student uses maps, globes, charts, graphs, and other geographic tools including map keys and symbols to gather and interpret data and to draw conclusions about physical patterns.

-Students will use the fly through video to understand the landscape (topography and bathymetry) and make interpretations about the water cycle and watershed based on their observations.

Standard 2:
The student understands the interactions of people and the physical environment. (SS.B.2.2)

-Creation and use of shipping channels is an example of the interactions of people and the physical environment. Think of how people may influence the landscape and environment of Tampa Bay. A healthy and productive estuary supports fish populations that in turn support fishing activities and food supply for human populations. But people generally live on dry land, so it is important to understand why some areas are covered in water and why some areas are dry.

2. The student understands how the physical environment supports and constrains human activities.

-Students should understand how topography and bathymetry relates to human activity and population distribution. Tampa Bay supports an urban population economically through shipping, recreation, fishing, agriculture, and tourism. Low lying areas pose a flooding hazard and constrain choice of location for development. Shifting of beach material poses another hazard and could constrain development. Fertile floodplains may be devoted to agricultural lands. Deeper water depths permit the safe movement of large ships. Shallow water on sandy shores are attractive areas for recreation. And so on.

3. The student understands how human activity affects the physical environment.