Curriculum, Lesson Plans, & Activities
Virtual Field Trips, Outdoor Field Trips, & Classroom Programs
“The impact The WaterFront Center has had on my students is larger than I could have ever imagined. I have multiple students who have gone on to major in marine biology in college and that’s all based on the influence The WaterFront Center has had on them.”
— Jill Sanborn, Marine Science Teacher, Oyster Bay High School
Customizable Lesson Plans & Activities
The WaterFront Center offers a variety of unique, interactive, and hands-on STEM and Marine Science activities that are applicable to our Outdoor Field Trips, Classroom Programs, & Virtual Field Trips. Our programs can be modified for any location allowing for various levels of interaction for your students and have a variety of customizable options that for matching with your curriculum goals and align with state science standards. We are proud to work with our partner to develop lesson plans and activities of the higheest caliber in children’s education.
Next Generation Science Standards
Our catalog of lesson plans has various customizable options that align with Next Generation Science Standards and enable teachers to reach their curriculum goals.
The Next Generation Science Standards (NGSS) are K–12 science content standards. Standards set the expectations for what students should know and be able to do. The NGSS were developed by states to improve science education for all students. A goal for developing the NGSS was to create a set of research-based, up-to-date K–12 science standards. These standards give local educators the flexibility to design classroom learning experiences that stimulate students’ interests in science and prepares them for college, careers, and citizenship.
Below is a list of our lesson plans and activities and their NGSS categorizations.
Facilitating Place-Based-Education
Our Education Department believes in the principles of Place-Based Education (PBE) which immerse students in the local heritage, ecology, culture, landscapes, and experiences, as a foundation for study across multiple fields of study curriculum. PBE emphasizes learning through participation, unique perspectives, hands-on activities, and personal connections.
The experiences our education programs provide are unique and valuable toward building a community of stewards that will continue to ensure that Oyster Bay, New York, and the surrounding ecosystems remain an available resource for generations to come.
PreK - 5th Grade Programs
K-LS1-1: Use observations to describe patterns of what plants and animals need to survive
K-ESS2-2: Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs
K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals and the places they live
K-ESS3-3: Communicate solutions that will reduce the impact of humans on living organisms and nonliving things in the local environment
1-LS1-2: Read texts and use media to determine patterns in the behavior of parents and offspring that help offspring
1-LS3-1: Make observations to construct an evidence-based account that some young plants and animals are similar to, but not exactly like, their parents
2-Ls2-2: Develop a simple model that illustrates how plants and animals depend on each other for survival
3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organism
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
4-LS1-1: Construct an argument that’s plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
Camouflage
What is camouflage? We will explore different examples of marine camouflage. Then, students will be challenged to find fish hidden around the classroom. Additional templates so students can color their own fish are also included.
Next Generation Science Standards:
K-ESS2-2: Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs
K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals and the places they live
2-LS2-2: Develop a simple model that illustrates how plants and animals depend on each other for survival
2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats
3-LS2-1: Construct an argument that some animals form groups that help members survive
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
4-LS1-2: Use a model or describe that animals receive different types of information through their senses, process the information in the brain, and respond to the information in different ways
Design-A-Fish
A fish’s body shape, fins, mouth placement, and more provide clues about where it spends its time, what it eats, and more. In this activity, we take a closer look at our finned friends in West Harbor and use our new-found knowledge to design new species during a craft activity.
Next Generation Science Standards:
K-LS1-1: Use observations to describe patterns of what plants and animals need to survive
K-ESS2-2: Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs
K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals and the places they live
2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats
K-2-ETS1-2: Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem
3-LS2-1: Construct an argument that some animals form groups that help members survive
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
Touch Tank
Students will also be able to observe and hold all the animals during this program. Observe the different invertebrates that inhabit the local waters of Oyster Bay and Long Island Sound. Explore different characteristics that help identify species and learn about locomotion, feeding behavior, and their habitat. Species usually consist of clams, oysters, hermit crabs, spider crabs, sea stars, and horseshoe crabs.
Next Generation Science Standards:
K-LS1-1: Use observations to describe patterns of what plants and animals need to survive
K-ESS2-2: Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs
K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals and the places they live
2-LS2-2: Develop a simple model that illustrates how plants and animals depend on each other for survival
2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats
3-LS2-1: Construct an argument that some animals form groups that help members survive
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all
3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death
3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organism
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
4-Ls1-2: Use a model or describe that animals receive different types of information through their senses, process the information in the brain, and respond to the information in different ways
Harbor Habitats
The WaterFront Center Naturalist will lead an exploration of three significant habitats within our site: freshwater, brackish water, and salt marsh. Learn the important role each one plays individually and collectively in our marine ecosystem. Discover what plants and animals make these habitats their homes by means of seining, sniggling, marsh exploration, and a touch tank in this outdoor, hands-on inquiry-based program. AT WFC ONLY
Next Generation Science Standards:
K-LS1-1: Use observations to describe patterns of what plants and animals need to survive
K-ESS2-2: Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs
K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals and the places they live
2-LS2-2: Develop a simple model that illustrates how plants and animals depend on each other for survival
2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats
3-LS2-1: Construct an argument that some animals form groups that help members survive
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all
3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organism
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
4-Ls1-2: Use a model or describe that animals receive different types of information through their senses, process the information in the brain, and respond to the information in different ways
Buoyancy Challenge & Gutter Boat Races
How much weight can your clay boat hold before sinking? Can it beat other boats in a downwind challenge for speed? It’s testing time! Topics include buoyancy, displacement, and push forces.
Next Generation Science Standards:
2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
K-2-ETS1-3: Analyze data from tests of two objects designed to solve the same problem to compare the strength and weaknesses of how each preform
3-5-ETS-1: Define a simple design problem reflecting a need or a want that includes specified criteria for success and constraints on materials, time, or cost
3-5-ETS1-3: Plan and carry out fair tests in which variables are controlled and failure points are considered to identify aspects of a model or prototype that can be improved
Chromatography Sleuth
Who wrote the ransom note? Using the technique of paper chromatography, students will try to solve the mystery and learn how and why scientists use various chromatography techniques. This lesson introduces the term “capillary action”. Associated materials include articles and diagrams.
Next Generation Science Standards:
2-PS1-2: Analyze data obtained from testing different materials to determine which materials have the properties that are best suited for an intended purpose.
Animal Spotlight
Students learn about the life of a hermit crab by listening to a story, meeting a living hermit crab, and making a craft. Using their new knowledge, children identify the two different species of hermit crabs found in our local waters. Available animals: Horseshoe Crab, Hermit Carb, True Crabs, Shellfish, and Turtle!
Next Generation Science Standards:
Hidden Messages
The Culper Ring was a spy organization that operated throughout New York City and Long Island Sound during the Revolutionary War. Students will learn about how they sent secret messages, try to solve one, and then create their own. We can even make invisible ink!
Next Generation Science Standards:
4-PS4-3: Generate and compare multiple solutions that use patterns to transfer information
Seashells to Sea Creatures
Using their senses compare, students learn about the variety of shells at the seashore and the creatures that live in them. They will learn to recognize and identify shells they find based on size, shape, color, and texture. A connection is made between non-living shells and living animals through a touch tank filled with local marine animals.
Next Generation Science Standards:
K-LS1-1: Use observations to describe patterns of what plants and animals need to survive
K-ESS2-2: Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs
K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals and the places they live
K-ESS3-3: Communicate solutions that will reduce the impact of humans on living organisms and nonliving things in the local environment
2-PS1-1: Plan and conduct an investigation to describe and classify different kinds of materials by their observable properties
2-Ls2-2: Develop a simple model that illustrates how plants and animals depend on each other for survival 2-Ls4-1: Make observations of plants and animals to compare the diversity of life in different habitats
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
5-PS1-3: Make observations and measurements to identify material based on their properties
Marine Education Sail
This program takes place aboard our floating classroom, Christeen, a national historic landmark! Be part of an unforgettable marine learning experience while hoisting sails and gathering information about our local ecosystem. Whether your group wants to explore a touch tank, plankton collection, and observation or conduct higher-level water quality research, we can meet your specific group goals. (Max capacity is 20 including teachers and chaperones) * At WFC Only*
Next Generation Science Standards:
K-LS1-1: Use observations to describe patterns of what plants and animals need to survive
K-ESS2-2: Construct an argument supported by evidence for how plants and animals can change the environment to meet their needs
K-ESS3-1: Use a model to represent the relationship between the needs of different plants or animals and the places they live
2-LS2-2: Develop a simple model that illustrates how plants and animals depend on each other for survival
2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats
3-LS2-1: Construct an argument that some animals form groups that help members survive
3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all
3-LS1-1: Develop models to describe that organisms have unique and diverse life cycles but all have in common birth, growth, reproduction, and death.
3-LS3-1: Analyze and interpret data to provide evidence that plants and animals have traits inherited from parents and that variation of these traits exist in a group of similar organism
3-LS3-2: Use evidence to support the explanation that traits can be influenced by the environment
3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing
4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction
4-LS1-2: Use a model or describe that animals receive different types of information through their senses, process the information in the brain, and respond to the information in different ways
Water Everywhere
This lesson teaches about the water cycle, water conservation, and weather. Students will learn how much fresh and saltwater there is on the planet, create saltwater and seeing how it mixes with saltwater, water, and learn about the adverse effects pollution has on the aquatic environment. An interactive demonstration called “Pollution Pond” can be conducted to model the integrity and responsibility needed to preserve the marine environment.
Next Generation Science Standards:
K-ESS3-3: Communicate solutions that will reduce the impact of humans on living organisms and nonliving things in the local environment
K-PS3-1: Make observations to determine the effect of sunlight on Earths surface
3-ESS2-3: Plan and Conduct an investigation to determine the connections between weather and water processes in Earth systems
5-PS1-4: Conduct an investigation to determine whether the mixing of two or more substances results in new substances
5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment
5-ESS2-2: Describe the amount of salt water and fresh water in various reservoirs to provide evidence about the distribution of water Earth
6th - 8th Grade Programs
Biology of Plankton
Students will learn about the tiny organisms that represent the base of the marine food chain. This is a comprehensive program that not only explores the importance of plankton, but also includes handson classification. Students will utilize scientific equipment to observe specimens and discuss the symbiotic relationship between plankton and water quality.
Next Generation Science Standards:
MS-LS1-1: Plan and conduct an investigation to provide evidence that living things are made of cells; either one cell or many different numbers and types of cells
MS-LS1-2: Develop and use a model to describe the function of a cell as a whole and the ways parts of cells contribute to the function
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resources availability on organisms and populations of organisms in an ecosystem
MS-LS2-2: Construct an example that predicts patterns of interactions among organisms in a variety of ecosystems
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animals behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively
Buoyancy Challenge & Gutter Boat Races
How much weight can your clay boat hold before sinking? Can it beat other boats in a downwind challenge for speed? It’s testing time! Topics include buoyancy, displacement, and push forces.
Next Generation Science Standards:
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success,
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
Chromatography Sleuth
Who wrote the ransom note? Using the technique of paper chromatography, students will try to solve the mystery and learn how and why scientists use various chromatography techniques. This lesson introduces the term “capillary action”. Associated materials include articles and diagrams.
Next Generation Science Standards:
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success,
Dichotomous Keys
This activity teaches what a dichotomous key is, how to use it, and provides students with an opportunity to design their own! The main theme is turtles, but this activity contains supplemental worksheets for additional practice.
Next Generation Science Standards:
MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
Harbor Habitats
Go on an exploration of 3 significant habitats within our site: freshwater, brackish water, and salt marsh. Learn the important role each one plays individually and collectively in our marine ecosystem. Discover what plants and animals make these habitats their homes. Older students can perform a more in-depth study of an estuarine ecosystem. Working in cooperative learning groups, students rotate through different stations and locations while examining, recording, and comparing the water quality, geology, and biodiversity of each site using techniques and equipment used for research and environmental assessment. At WFC only
Next Generation Science Standards:
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resources availability on organisms and populations of organisms in an ecosystem
MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of the ecosystem
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations
MS-LS2-2: Construct an example that predicts patterns of interactions among organisms in a variety of ecosystems
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animals behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
Marine Education Sail
This program takes place aboard our floating classroom, Christeen, a national historic landmark! Be part of an unforgettable marine learning experience while hoisting sails and gathering information about our local ecosystem. Whether your group wants to explore a touch tank, plankton collection and observation or conduct higher-level water quality research, we can meet your specific group goals. (Max capacity is 24 including teachers and chaperones) At WFC only
Next Generation Science Standards:
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resources availability on organisms and populations of organisms in an ecosystem
MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of the ecosystem
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations
MS-LS2-2: Construct an example that predicts patterns of interactions among organisms in a variety of ecosystems
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animals behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
Getting Your Bearings
Here we introduce/ review how a compass is used as well as explain the three norths: true, magnetic, and grid. We then transition into an outdoor scavenger hunt using our compass skills! We are also equipped to discuss bearing triangulation and dead reckoning. This lesson can cover various topics!
Next Generation Science Standards:
Horseshoe Crab Blood
Students pretend to be in a medical laboratory. They just received a new shipment of a trial vaccine. One sample is ready to be tested but the other one still has bacteria or some harmful contaminant in it. However, the company that sent the samples did not label them correctly; they just say sample A and sample B. The only way you to tell which is which to see which one will react to the “horseshoe crab blood”. Are your students up to the task?
Next Generation Science Standards:
MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
Invertebrate Lab
In this activity, students will take a closer look at the different invertebrates that inhabit the local waters of Oyster Bay and Long Island Sound. They will explore different characteristics that help identify species apart and learn about locomotion, feeding behavior and their habitat. Students will also be able to observe and hold all the animals during the program. Species usually consist of Mollusks, Echinoderms and Arthropods.
Next Generation Science Standards:
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resources availability on organisms and populations of organisms in an ecosystem
MS-LS1-4: Use argument based on empirical evidence and scientific reasoning to support an explanation for how characteristic animals behaviors and specialized plant structures affect the probability of successful reproduction of animals and plants, respectively
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
Mapping The Seafloor
Why is mapping the seafloor so important? What challenges does a hydrographer face? Students will choose a premade bathymetry box (without looking inside!) as well as “sounding skewers” to determine the depth at designated grid locations. After plotting, students will have the opportunity to open their boxes and compare their chart to the seafloor in the box.
Next Generation Science Standards:
MS-ESS2-2: Constructs an explanation based on evidence for how geoscience processes have changed Earths surface at varying temporal and spatial scales
Microplastics
Explore what they are and why they are such a problem! Students get to mimic different animals affected by their presence when feeding.
Next Generation Science Standards:
MS-ESS3-3: Apply Scientific principles to design a method for monitoring and minimizing a human impact on the environment.
ROVs
ROV stands for “Remotely Operated Vehicle”. These underwater robots are used for exploring the ocean environment, underwater archaeological sites, and more. With a remote control, some propellers, and PVC piping, your students can create and test their own versions! Depending on your class needs, we can also spend more time discussing the meaning of neutral buoyancy, a requirement for a successful ROV.
Next Generation Science Standards:
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
MS-ESS3-3: Apply Scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into new solution to better meet the criteria for success,
Station Bay Quadrats
Students will count and record the number and type of each living item found in our model quadrats and use a field guide or local species key to identify organisms. If an organism cannot be identified, they should sketch (or take photos) to be reviewed and identified back at school.
Next Generation Science Standards:
MS-LS2-1: Analyze and interpret data to provide evidence for the effects of resources availability on organisms and populations of organisms in an ecosystem
MS-LS2-3: Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of the ecosystem
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
MS-LS4-2: Apply scientific ideas to construct an explanation for the anatomical similarities and differences among modern organisms and between modern and fossil organisms to infer evolutionary relationships
MS-LS2-4: Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations
MS-LS1-5: Construct a scientific explanation based on evidence for how environmental and genetic factors influence the growth of organisms
Watershed & Aquifers
What is a watershed? Why should we care about watersheds? Based on Project Wet's "Sum of the Parts" activity, we look at what the different parts of a watershed are as well as differences between point- and non-point source pollution!
Next Generation Science Standards:
MS-ESS3-3: Apply Scientific principles to design a method for monitoring and minimizing a human impact on the environment.
Wind Module: Land & Sea Breezes
What is a land or sea breeze? How do they form? Students will use the “building blocks”/ clue cards to try to put all the pieces together. A demonstration of a convection cell is also included!
Next Generation Science Standards:
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success,
Alternative Energy: Wind Turbines & Generators
What is the difference between a windmill and a wind turbine? What blades are the best for generating the most power from the wind? Where can you put a wind turbine? Why? Students can answer these questions and more by building and testing their own.
Next Generation Science Standards:
MS-ESS3-3: Apply Scientific principles to design a method for monitoring and minimizing a human impact on the environment.
MS-ETS1-1: Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions
MS-ETS1-3: Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success,
9th - 12th Grade Programs
Biology of Plankton
Students will learn about the tiny organisms that represent the base of the marine food chain. This is a comprehensive program that not only explores the importance of plankton but also includes hands-on classification. Students will utilize scientific equipment to observe specimens and discuss the symbiotic relationship between plankton and water quality.
Next Generation Science Standards:
HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems
HS-LS2-5: Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere
HS-LS2-1: Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect the carrying capacity of ecosystems at different scales
HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS22-7: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
HS.ESS3-6:USe a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Design-A-Fish
Did you know that a fish’s body shape, fins, mouth placement, and coloring provide clues about where it spends its time, what it eats, and more? In this activity, we take a closer look at our finned friends in West Harbor and use our new-found knowledge to design new species!
Next Generation Science Standards:
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS22-7: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
Dichotomous Keys
This activity teaches what a dichotomous key is, how to use it, and provides students with an opportunity to design their own! The main theme is turtles, but this activity contains supplemental worksheets for additional practice
Next Generation Science Standards:
HS-LS2-7: Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
Getting Your Bearings
Here we introduce/ review how a compass is used as well as explain the three norths: true, magnetic, and grid. We then transition into an outdoor scavenger hunt using our compass skills! We are also equipped to discuss bearing triangulation and dead reckoning.
Next Generation Science Standards:
Invertebrate Lab
In this activity, students will take a closer look at the different invertebrates that inhabit the local waters of Oyster Bay and Long Island Sound. They will explore different characteristics that help identify species apart and learn about locomotion, feeding behavior, and their habitat. Students will also be able to observe and hold all of the animals during the program. Species usually consist of Mollusks, Echinoderms, and Arthropods.
Next Generation Science Standards:
HS-LS22-7: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
Estuary Exploration
Three significant habitats exist at our site: freshwater, saltwater, and marsh. Learn the important role each one plays individually and collectively in our marine ecosystem. Discover what plants and animals make these habitats their homes by means of seining, sniggling, marsh exploration, and a touch tank in this outdoor, hands-on inquiry-based program. Older students can perform a more in-depth study of an estuarine ecosystem. Explore the area where freshwater flowing from the land meets saltwater from the sea. Working in cooperative learning groups, students rotate through different stations and locations while examining, recording, and comparing the water quality, geology, and biodiversity of each site using techniques and equipment used for research and environmental assessment.
Next Generation Science Standards:
HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems
HS-LS2-5: Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere
HS-LS2-1: Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect the carrying capacity of ecosystems at different scales
HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS22-7: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
HS. ESS2-2: Analyze geoscience data to make the claim that one change to Earths surface can create feedbacks that cause changes to Earth's systems
HS-ESS2-6: Develop a quantitive model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
HS-ESS2-7: Construct an argument based on evidence about the coevolution of Earth's systems and life on Earth
HS. ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate
HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts on Earth systems
HS-ESS2-8: Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions
HS.ESS3-6:USe a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Marine Education Sail
This program takes place aboard our floating classroom, Christeen, a national historic landmark! Be part of an unforgettable marine learning experience while hoisting sails and gathering information about our local ecosystem. Whether your group wants to explore a touch tank, plankton collection and observation or conduct higher-level water quality research, we can meet your specific group goals. (Max capacity is 24 including teachers and chaperones) At WFC only
Next Generation Science Standards:
HS-LS2-3: Construct and revise an explanation based on evidence for the cycling of matter and flow of energy in ecosystems
HS-LS2-5: Develop a model to illustrate the role of various processes in the cycling of carbon among the biosphere, atmosphere, hydrosphere, and geosphere
HS-LS2-1: Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect the carrying capacity of ecosystems at different scales
HS-LS2-2: Use mathematical representations to support and revise explanations based on evidence about factors affecting biodiversity and populations in ecosystems of different scales
HS-LS2-6: Evaluate the claims, evidence, and reasoning that the complex interactions in ecosystems maintain relatively consistent numbers and types of organisms in stable conditions, but changing conditions may result in a new ecosystem.
HS-LS22-7: Evaluate the evidence for the role of group behavior on individual and species' chances to survive and reproduce
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the environment
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
HS-ESS2-6: Develop a quantitive model to describe the cycling of carbon among the hydrosphere, atmosphere, geosphere, and biosphere.
HS-ESS2-7: Construct an argument based on evidence about the coevolution of Earth's systems and life on Earth
HS. ESS2-4: Use a model to describe how variations in the flow of energy into and out of Earth's systems result in changes in climate
HS-ESS3-5: Analyze geoscience data and the results from global climate models to make an evidence-based forecast of the current rate of global or regional climate change and associated future impacts on Earth systems
HS-ESS2-8: Evaluate data and communicate information to explain how the movement and interactions of air masses result in changes in weather conditions
HS.ESS3-6:USe a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Mapping the Sea Floor
Go on an exploration of 3 significant habitats within our site: fresh Why is mapping the seafloor so important? What challenges does a hydrographer face? Students will choose a premade bathymetry box (without looking inside!) as well as “sounding skewers” to determine the depth at designated grid locations. After plotting, students will have the opportunity to open their boxes and compare their chart to the seafloor in the box.
Next Generation Science Standards:
HS-ESS1-5: Evaluate evidence of the past and current movements of continental and oceanic crust and the theory of plate tectonics to explain the ages of crustal rock
HS-ESS2-1: Develop a model to illustrate how Earth's internal and surface processes operate at different spatial and temporal scales to form continental and ocean-floor features
ROV Design
ROV stands for “Remotely Operated Vehicle”. These underwater robots are used for exploring the ocean environment, underwater archaeological sites, and more. With remote control, some propellers, and PVC piping, your students can create and test their own versions! Depending on your class needs, we can also spend more time discussing the meaning of neutral buoyancy, a requirement for a successful ROV.
Next Generation Science Standards:
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts
Station Bay Quadrats
Students will count and record the number and type of each living item found in our model quadrats and use a field guide or local species key to identify organisms. If an organism cannot be identified, it should sketch (or take photos) to be reviewed and identified back at school.
Next Generation Science Standards:
HS-LS2-1: Use mathematical and/or computational representations to support explanations of biotic and abiotic factors that affect the carrying capacity of ecosystems at different scales
HS-LS4-1: Communicate scientific information that common ancestry and biological evolution are supported by multiple lines of empirical evidence
HS-LS4-2: Construct an explanation based on evidence that the process of evolution primarily results from four factors: (1) the potential for a species to increase in number, (2) the heritable genetic variation of individuals in a species due to mutation and sexual reproduction, (3) competition for limited resources, and (4) the proliferation of those organisms that are better able to survive and reproduce in the enviorment\
HS-LS4-4: Construct an explanation based on evidence for how natural selection leads to adaptation of populations
HS-LS4-5: Evaluate the evidence supporting claims that changes in environmental conditions may result in: (1) increases in the number of individuals of some species, (2) the emergence of new species over time, and (3) the extinction of other species
Wind Turbines & Generators
Go on an exploration of 3 significant habitats within our site: fresh What is the difference between a windmill and a wind turbine? What blades are the best for generating the most power from the wind? Where can you put a wind turbine? Why? Students can answer these questions and more by building and testing their own!
Next Generation Science Standards:
HS-ESS3-4: Evaluate or refine a technological solution that reduces the impacts of human activities on natural systems
HS-ETS1-3: Evaluate a solution to a complex real-world problem based on prioritized criteria and trade-offs that account for a range of constraints, including cost, safety, reliability, and aesthetics, as well as possible social, cultural, and environmental impacts
How to Book an Education Program
1) Choose Your Location
Our unique location enables students to explore the marine environment in several ways. Topics and activities are designed to take advantage of our unique location, but can also be adjusted for classroom-based experiences.
2) Choose Your Topics
We offer a variety of unique, interactive, and hands-on STEM and Marine Science activities. Our most popular programs (listed below) can be incorporated into most lesson plans. Download
3) Choose Your Date & Time
From moon-lit Horseshoe Crab Tagging to early morning sailing aboard Christeen, scheduling is completely customization. Field trips and in-school programs can be range in duration from 60 minute activities to multi-day experiences.
3) Submit your Booking Request
Fill out the contact form (right) and our Education Director will get back to you to finalize your appointment.
