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Field Trip Proposal

Huntsman Marine Science Centre

Biology 111
Ms. Teacher

October 17
, 2013

This proposal requests permission and funding for an overnight trip to the Huntsman
Marine Science Centre in St. Andrews, New Brunswick. This trip will greatly enhance the
Biology 111 curriculum and will serve to further our departmental goal to provide inquiry-
based, hands on experiences for our students.

Brief Overview

Date of Trip: 7:00am Thursday, October 17
2:30 pm Friday, October 18

Number of students: 27

Number of chaperones: 3 (2 females, 1 male)

Method of transportation: School bus (Trius Tours)

Contact: Tracey Dean (

Total Cost (before subsidization):

Huntsman Marine Science Center

The Huntsman Marine Science Centre is a private, not-for-profit research and education
facility whose mission is inspiring stewardship through the engagement of the Community
in the discovery of the Oceans; the design and delivery of inspirational educational
experiences and the advancement of marine sciences through collaborative research and
the development of innovative technical solutions for our public and private sector

Please see this video for a comprehensive explanation of the Huntsmans education

The centre is located in St. Andrews, New Brunswick, approximately 1h 20 minutes
(117kms) from Rothesay High School.

The Center boasts a full-service, dorm-style accommodation at Needler Hall. Rooms sleep
3-4 students with shared bathrooms. Students are responsible for bringing their own linens
and towels.

Students will be responsible to pack a lunch for Thursday. Meals will be provided for
supper Thursday, and breakfast and lunch on Friday. The cafeteria caters to various food
allergies and has a vegetarian menu.

Unit of Study

Unit 2 Biodiversity

The focus of this unit is two-fold. First, taxonomic classification under the Linnaean
system is introduced as a means to organize the broad range of organisms found on earth.
Second, these taxons are examined in greater detail to explore similarities and differences
between groups, and to pinpoint the adaptability of unique features. Students will gain an
appreciate for the immense amount of biodiversity on Earth, as well as human activities
which impact this biodiversity.
The unit, according to the curriculum document, is tailored to allow for student
inquiry and observation of living organisms. The learning specialists at Huntsman are
trained to provide learning experiences within the curricular framework. During the
proposed field trip, students will be exposed to various marine species found in the Fundy
region. They will collect samples and data to perform self-directed studies with relevant
scientific and conservationist applications. The specific curriculum outcomes to be
explored are specified below in tandem with the proposed itinerary.

Pre-Trip Considerations

Skills in Experimentation
Since the beginning of the school year, students have been working under the
QHED (Question, Hypothesis, Experimental Design) framework for experimentation. They
have been exposed to a variety of phenomena or experiences and asked to make
observations. From these observations, they pose questions. For example, students might
observe a colony of ants. They may notice that ants move toward areas with lower light.
From this, they propose a question which can be explored through experimentation, for
example: Are ants more likely to move toward areas of lower light than higher light? They
are expected to propose an experiment which would provide data to help answer this
question. We have focused on manipulation of variables, sources of error, and accuracy of
results. Sometimes the resources are available to allow the students to actually perform
these experiments. However, we often lack the resources and time. This proposed field
trip would provide students with an opportunity to propose and carry out two experiments
in a real-world context, under the guidance of trained Huntsman educators.

Content Knowledge
Students will have been exposed to the binomial nomenclature of the Linnaean
system. They have explored various taxonomic levels from Kingdom to Species, and are
coming to appreciate the wide range of diversity among each group. We have begun a
survey of major animal taxa, examining similarities and differences of form and function
between them, with a focus on adaptability of specific features. Marine phyla studied
include: arthropods, echinoderms, cnidarians, mollusks, and marine chordates. Features
of each group will be explored in much more detail during the proposed Huntsman visit.

Trip Preparation
Students will receive an in-depth briefing with regard to the facility and the itinerary.
Additionally, discussion of appropriate behaviour will take place, and a student contract
generated collaboratively. A sample of said contract can be found in Appendix A. It
outlines behaviors deemed inappropriate, as well as consequences to be faced by
Parents and guardians will receive a detailed permission form (Appendix B),
outlining trip details and cost. Students who have not received written permission or signed
a behavioral contract will not be permitted to attend.
Students will receive a list of items they are required to bring (Appendix C).

Missed classwork
One portion of the student behavioral contract states I will make sure to catch up in
classes missed while on this field trip. This may involve doing an extra credit project or
report. I have spoke to the teachers whose classes are potentially affected by this trip and
they are willing to excuse these students. Some are requesting extra credit projects (i.e. a
short report or poem about what they learned, saw, experienced, etc.), and I have
consented to my students taking a small amount of Biology class time to complete these.

Itinerary and Corresponding Curriculum Outcomes

Time Activity Learning Outcome(s)
Thursday, Oct.


Students arrive at Rothesay High School,
prepared for departure


Bus departs from Rothesay High School


Arrival at Huntsman Marine Science Center.
Students will have time to drop off belongings in
their dorm


1. Review of rules/procedures
2. Tour of facilities
3. Stewardship Presentation by Huntsman
educators. This is geared toward providing
students with an understanding of human
impacts on biodiversity in New Brunswick.
Educators will seek to motivate students to be
good stewards of their environment by
addressing current issues in biodiversity and
having students provide feedback as to how
they might aid the situation.

Analyze the impact of human behaviour, and human
population growth on biodiversity and ecosystems. (331-6,

446 (Stewardship): have a sense of personal and shared
responsibility for maintaining a sustainable environment

447 (Stewardship): project the personal, social, and
environmental consequences of proposed action

448 (Stewardship): want to take action for maintaining a

Fundy Discovery Aquarium

Students will have the opportunity to visit the
beautiful Fundy Discovery Aquarium, which
boasts an underwater viewing area, gigantic
touch tank, and a tank just for skates. Students
will gain exposure to a variety of phyla, including
Arthropoda, Cnidaria, Echinodermata, Mollusca,
and Porifera. The students will be given an
opportunity to explore these species in a hands-
on manner. They will be tasked with taking
notes on potentially distinguishing
characteristics of the phyla for class discussion
following the trip.

Use organisms found in a local or regional ecosystem to
demonstrate an understanding of the fundamental principles of
taxonomy. (212-1, 316-5)

214-1 Describe and apply classification systems and
nomenclatures used in the

List, in order, levels of classification (taxa) based on
increasingly narrower categories, using the species as the
base identification level. (214-1)

Demonstrate an understanding that the recognized kingdoms
of living things represent a diversity of organisms exhibiting
extensive variety in terms of form and
function. (316-6)


Own lunch

Field Trip: Oceanography

Students receive an introduction to offshore
environments aboard the Fundy Spray. There is
an "otter trawl" for catching benthic fish, a
"scallop drag" for sampling invertebrate
communities and "plankton nets" for collecting
animals and plants throughout the water
column. A salinometer is also on board for
measuring water temperature and salinity.
Students will have the opportunity to collect
samples and data for further study.

214-8 Evaluate the relevance, reliability, and adequacy of data
and data collection methods.

Lab: Student-designed study

Small groups of students will use the samples

439 (Interest in Science): show a continuing and more
informed curiosity and interest in science and science-related
and data collected aboard the Fundy Spray to
design their own experiments. A Huntsman
marine educator will be actively guiding the
process, as students become familiar with the
experimental design process.
Issues such as hypotheses, variables, and bias
will be explored. This complements our in-class
work on experimental design and inquiry-based
exploration. Later in the field trip students will be
given the opportunity to conduct a more
independent study.

212-6 Design an experiment and identify specific variables.

442 (Scientific Inquiry): confidently evaluate evidence and
consider alternative
perspectives, ideas, and explanations

443 (Scientific Inquiry): use factual information and rational
explanations when analysing and evaluating

444 (Scientific Inquiry): value the processes for drawing

445 (Collaboration): work collaboratively in planning and
carrying out investigations, as well as in generating and
evaluating ideas


Supper in cafeteria

Lab: Worms are winners!

Students will explore different types of local
worms of the phyla Nematoda, Annelida,
Platyhelminthes, and Nemertea. This lab will
help to highlight the difference between
colloquial classification and taxonomic
classification. Students will explore similarities
and differences between the species and
speculate as to the adaptability of these
features. Knowlede gained during this lab will be
valuable for future class discussions (outlined

214-2 Identify limitations of a given classification system and
alternative ways of classifying to accommodate anomalies.

Demonstrate an understanding that the recognized kingdoms
of living things represent a diversity of organisms exhibiting
extensive variety in terms of form and
function. (316-6)

Team Building

Students will enjoy team building exercises.

Team building is essential for the discussion-
based learning community I facilitate in my


Overnight at Huntsman

Friday, Oct.


Breakfast at Cafeteria


Debriefing: Planning for experimentation

Students will debrief on the effectiveness of their
experimental design generate following the
Oceanography field trip the previous day.
Further guidance on using observations to
generate hypotheses, and the manipulation of
variables in experimentation will be provided.
Students will receive information on Indian
Point, the location of their next excursion.

439 (Interest in Science): show a continuing and more
informed curiosity and interest in science and science-related

212-6 Design an experiment and identify specific variables.

442 (Scientific Inquiry): confidently evaluate evidence and
consider alternative
perspectives, ideas, and explanations

443 (Scientific Inquiry): use factual information and rational
explanations when analyzing and evaluating

444 (Scientific Inquiry): value the processes for drawing

445 (Collaboration): work collaboratively in planning and
carrying out investigations, as well as in generating and
evaluating ideas

Field Trip: Pottery Creek

Our final fieldtrip will be to Pottery Creek, a flat,
muddy beach, ideal for collecting animals that
hide in the sediments.
Using the QHED framework, students will
initially make general observations, identifying
species or phenomena they find interesting and
posing questions. They will develop their own
hypothetical explanations. They will then design
an experiment to test their hypothesis.
Students will spend the remainder of the field
trip collecting samples and recording data for
further study. Upon returning to Rothesay, this
data will be analyzed.


Lunch at cafeteria

Presentation: Aquaculture and careers in Marine

Students will be introduced to the pros and
cons of aquaculture in New Brunswick.
They will also briefly explore various careers in
marine studies, including marine biology,
aquaculture specialist, and marine technologist.

441 (Interest in Science): consider further studies and careers
in science- and technology-related fields

Explain how biodiversity of New Brunswick ecosystems is
related to
their sustainability. (318-6)






Arrival at Rothesay High School side parking lot

Cost Breakdown

Dorm Accommodation: 30 people x 1 nights at $28.80 per night $864.00
less 15% discount* =
30 people x 1 meal at $6.50 breakfast $195.00
30 people x 1 meals at $12.00 lunch $360.00
30 people x 1 meal at $24.00 supper $720.00
Instructional Campus Fee 30 students x 2 days at $27.00 per day $1,620.00
Laboratory 2 days at $90.00 per day $180.00
Boat - Fundy Spray 2 hours at $250.00 per hour $500.00
Discovery Aquarium
Admission 27 students x $7.08
person $210.60
3 adults x $10.18
person $30.14
Environmental Charge 30 people x $10.00
person $300.00
Transport (Trius Tours)** $1100.00

Subtotal $6,579.74

Tax Amount (13%
HST) $855.37
Total Estimate $7435.11

* discount applies for groups of 25+ people
** Bus estimate includes all fuel surcharges, insurance, parking, and driver's expenses

Cost per person: $247.84

Post-Trip Activities

Inquiry Portfolios
Students have been contributing to inquiry portfolios over the semester as they
work to refine their QHED skills. They have contributed artifacts that they think chart their
growth as a scientist, and reflected upon these experiences. These portfolios are
incredibly valuable as students become more proficient in inquiry-based experimentation.
They serve as both a guide to future success and a celebration of recent achievements.
Students will be given the opportunity to include descriptions of and reflections upon
the two student-led research experiences conducted during the trip. They will be invited to
take photos and videos to help in this process. I allow students to choose which
experiments they would like to include in their portfolio, however they do have a target
number of entries to reach.

Class Discussion
Observations of animals at Huntsman will help to fuel further classroom discussion
on similarities and differences between marine phyla. Having a hands-on, minds-on
experience with species of these phyla will greatly enrich our discussions by providing
students a framework from which they may draw to develop an understanding of
similarities and differences between the groups. From this, we will develop an
understanding of the limitations of classification. The Worms are Winners lab will serve as
an excellent demonstration of delving deeper than general body shape to make a

Students will be given an opportunity to show what they have learned during the trip
through an open-ended seminar project. They will work individually, or in small groups to
generate a presentation on some interesting facet of marine life they discovered. Some
suggestions are Technology for marine studies, Invasive species in New Brunswick
intertidal zones, Effects of climate change on Atlantic Canadian aquaculture, an in-depth
look at a particular local species, or results from the analysis of data gathered during the
Pottery Creek field trip.
Presentations should fall between 25 and 30 minutes. They may take the form of a
poster, PowerPoint, video, or other creative means of communication. Students will be
expected to synthesize first-hand information gathered at Huntsman with research from
various sources. A written summary of their presentation will be required.

Appendix A

Student Behaviour Contract
Huntsman Marine Science Center

I, _____________________, agree to behave according to the standards
discussed in class during our field trip to Huntsman Marine Science Center on
Thursday, October 17
Friday, October 18

According to our discussion, students will:

1. behave in a manner that is safe for themselves, their classmates, and those nearby.
This includes wearing proper clothes for the environment, wearing a life jacket aboard the
Fundy Tide and using caution in the lab.

2. Show respect for the environment by following specifications set out by Huntsman staff
and taking care to leave ecosystems studied undisturbed.

3. Behave in a respectful manner toward Huntsman staff, members of the public, and our
chaperones as is befitting ambassadors of Rothesay High School.

4. Comply with reasonable requests made by the chaperones, teacher, and Huntsman

5. Practice inquiry into scientific phenomena, wholeheartedly explore the Bay of Fundy
region, and have fun while doing it!

Any misbehaviours will be addressed immediately. Depending on their severity, students
may receive a warning, call home, or immediate dismissal from the field trip. In this severe
case, parents will be expected to pick up their child from the Huntsman Marine Science

Signed: _____________________________

Date: __________________________

Appendix B

Permission Slip
Huntsman Marine Science Center

Dear Parent or Guardian,
Your student is being given the opportunity to visit the Huntsman Marine Science Center in
St. Andrews, NB. Please review the information below, detach the permission form, and
send it (signed) back to school with your child.

Date: Thursday, October 17
, 2013 Friday, October 18
, 2013

Class: Biology 111 with Miss Whitters

Location: Huntsman Marine Science Center, St. Andrews, NB

Purpose: To study first-hand the biodiversity of the Bay of Fundy

Cost: __________ (dependant upon subsidization by the district)

Method of Transportation: School Bus (Trius Tours)

Departure time: 7:00am Thursday from Rothesay High School

Arrival time: 2:30pm Friday to Rothesay High School

Special Instructions: Students are asked to bring a bagged lunch for Thursday. All other
meals will be provided onsite. Accommodations can be made in advance for food allergies
(please specify under Medical Information). Students will be staying in dorm-style
accommodations, and will need to bring linens (i.e. a sleeping bag) and a towel. A more
detailed list of required items is attached.

___________________________has permission to attend a field trip to Huntsman Marine
Science Center on Thursday, October 17
, 2013 to Friday, October 18
, 2013.

Signed: __________________________

Date: ____________________________

Appendix C

To Bring List

sleeping bag or own linens
personal toiletries (toothbrush, toothpaste, soap, etc)
rain gear
rubber boots
small bookbag
notebook, clipboard, paper, and pencil
reusable water bottle
camera (optional)
good attitude!