We’re passionate about education and safety. The educators at The St. Augustine Alligator Farm are highly-trained zoo education instructors. All staff have passed federal background checks. For public programs, we maintain a 1:12 ratio at all times while children participate in supervised activities throughout their stay. During school programs, it is the responsibility of the chaperones to maintain proper student behavior.
Our education staff members have been fingerprinted by the St. Johns County School District and are approved vendors in St. Johns, Volusia, and Putnam counties in accordance with the Jessica Lunsford Act. Our Zoo Camp instructors have been fingerprinted with DCF.
Click here to check out the Field Trips we offer and download your Edventure guides before your trip!
SC.1.L.14.2 – Identify the major parts of plants, including stem, roots, leaves, and flowers.
SC.1.L.24.3 – Differentiate between living and nonliving things.
SC.1.L.16.1 – Make observations that plants and animals closely resemble their parents, but variants exist among individuals within a population.
SC.1.L.17.1 – Through observation, recognize that all plants and animals, including humans, need the basic necessities of air, water, food, and space.
SC.2.L.16.1 – Observe and describe major stages in the life cycles of plants and animals, including beans and butterflies.
SC.2.L.17.1 – Compare and contrast the basic needs that all living things, including humans, have for survival.
SC.2.L.17.2 – Living things can be found all over Earth but must have a habitat that meets its basic needs.
SC.3.L.14.2 – Investigate and describe how plants respond to stimuli (heat, light, gravity), such as the way plant stems grow toward light, and their roots grow downward in response to gravity.
SC.3.L.15.1 – Classify animals unto major groups (mammals, birds, reptiles, amphibians, fish, arthropods, vertebrates and invertebrates, those having live births and those which lay eggs according to their physical characteristics and behaviors.
SC.3.L.15.2 – Classify flowering and nonflowering plants into major groups such as those that produce seeds, or those like ferns and mosses that produce spores, according to their physical characteristics.
SC.3.L.17.2 – Recognize that plants use energy from the Sun, air, and water to make their own food.
SC.4.L.16.2 – Explain that although characteristics of plants and animals are inherited, some characteristics can be affected by the environment.
SC.4.L.16.3 – Recognize that animal behaviors may be shaped by heredity and learning.
SC.4.L.16.4 – Compare and contrast the major stages in the life cycles of Florida plants and animals, such as those that undergo incomplete and complete metamorphosis and flowering and nonflowering seed-bearing plants.
SC.4.L.17.2 – Explain that animals, including humans, cannot make their own food and that when animals eat plants or other animals, the energy stored in the food source is passed to them.
SC.4.L.17.3 – Trace the flow of energy for the Sun as it is transferred along the food chain through the producers to the consumers.
SC.4.L.17.4 – Recognize ways plants and animals, including humans, can impact the environment.
SC.5.L.14.2 – Compare and contrast the function of organs and other physical structures of plants and animals, including humans, for example: some animals have skeletons for support-some with internal skeletons, other with exoskeletons-while some plants have stems for support.
SC.5.L.15.1 – Describe how, when the environment changes, differences between individuals allow some plants and animals to survive and reproduce while others die or move to new locations.
SC.5.L.17.1 – Compare and contrast adaptations displayed by animals and plants that enable them to survive in different environments such as life cycle variations, animal behaviors, and physical characteristics.