Format
? The program begins with an overview of our facility and our dolphin and sea lion families.
? Game Show
? Closing Conservation Discussion
? Question and Answer Session
Objectives
All students will:
o Discover the basic external anatomy of the bottlenose dolphin
o Identify common threats to dolphins and other marine mammals
o Brainstorm ways in which they can lessen their impact on the marine environment
? 2-5
o Compare and contrast human and dolphin organs and functions
? 5
o Compare and contrast human and dolphin organs and functions with those of other
living things
Standards Alignment
National Standards
National
Next Generation Science Standards met or supported:
? 1-LS1-1? Use materials to design a solution to a human problem by mimicking how plants
and/or animals use their external parts to help them survive, grow, and meet their needs.
? 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.
? 4-LS1-2? Use a model to describe that animals receive different types of information through
their senses, process the information in their brain, and respond to the information in different
ways.
Common Core for English Language Arts met or supported:
? CCSS.ELA-Literacy.SL.K.1? Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion). B. Continue a conversation through multiple exchanges.
? CCSS.ELA-Literacy.SL.1.1? Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time
about the topics and texts under discussion). B. Build on others' talk in conversations by
responding to the comments of others through multiple exchanges. C. Ask questions to clear
up any confusion about the topics and texts under discussion.
? CCSS.ELA-Literacy.SL.2.1? Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion). B. Build on
others' talk in conversations by linking their comments to the remarks of others. C. Ask for
clarification and further explanation as needed about the topics and texts under discussion.
? CCSS.ELA-Literacy.SL.3.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly. A. Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. B. Follow agreed-upon
rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion). C. Ask questions to check
understanding of information presented, stay on topic, and link their comments to the remarks
of others. D. Explain their own ideas and understanding in light of the discussion.
? CCSS.ELA-Literacy.SL.4.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others' ideas and expressing their own clearly. A. Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. B. Follow agreed-upon
rules for discussions and carry out assigned roles. C. Pose and respond to specific questions
to clarify or follow up on information, and make comments that contribute to the discussion and
link to the remarks of others. D. Review the key ideas expressed and explain their own ideas
and understanding in light of the discussion.
? CCSS.ELA-Literacy.SL.5.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly. A. Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. B. Follow agreed-upon
rules for discussions and carry out assigned roles. C. Pose and respond to specific questions
by making comments that contribute to the discussion and elaborate on the remarks of others.
D. Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
Ocean Literacy Principles
? 5A? Ocean life ranges in size from the smallest living things, microbes, to the largest animal on
Earth, blue whales.
? 5D? Ocean biology provides many unique examples of life cycles, adaptations, and important
relationships among organisms (symbiosis, predator-prey dynamics, and energy transfer) that
do not occur on land.
? 6D? Humans affect the ocean in a variety of ways. Laws, regulations, and resource
management affect what is taken out and put into the ocean. Human development and activity
leads to pollution (point source, nonpoint source, and noise pollution), changes to ocean
chemistry (ocean acidification), and physical modifications (changes to beaches, shores, and
rivers). In addition, humans have removed most of the large vertebrates from the ocean.
? 6G? Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and
humans must live in ways that sustain the ocean. Individual and collective actions are needed
to effectively manage ocean resources for all.
State Standards
Florida
Florida Next Generation Science Standards met or supported:
? SC.2.L.14.1? Distinguish human body parts (brain, heart, lungs, stomach, muscles, and
skeleton) and their basic functions.
? 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? Recognize and explain that living things are found all over Earth, but each is only
able to live in habitats that meet its basic needs.
? SC.4.L.17.4? Recognize ways plants and animals, including humans, can impact the
environment.
? SC.5.L.14.1? Identify the organs in the human body and describe their functions, including the
skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton,
reproductive organs, kidneys, bladder, and sensory organs.
? 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 others 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.15.L.17.1? Compare and contrast adaptations displayed by animals and plants that enable
them to survive in different environments such as life cycles variations, animal behaviors and
physical characteristics.
Language Arts Florida Standards met or supported:
? LAFS.K.SL.1.1? Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion). B. Continue a conversation through multiple exchanges.
? LAFS.1.SL.1.1? Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon rules
for discussions (e.g., listening to others with care, speaking one at a time about the topics and
texts under discussion). B. Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges. C. Ask questions.
? LAFS.2.SL.1.1 ?Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon rules
for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion). B. Build on others’ talk in
conversations by linking their comments to the remarks of others. C. Ask for clarification and
further explanation as needed about the topics and texts under discussion.
? LAFS.3.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly. A. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion). C. Ask questions to check understanding of
information presented, stay on topic, and link their comments to the remarks of others. D.
Explain their own ideas and understanding in light of the discussion.
? LAFS.4.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly. A. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions
and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up
on information, and make comments that contribute to the discussion and link to the remarks
of others. D. Review the key ideas expressed and explain their own ideas and understanding
in light of the discussion.
? LAFS.5.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly. A. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions
and carry out assigned roles. C. Pose and respond to specific questions by making comments
that contribute to the discussion and elaborate on the remarks of others. D. Review the key
ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.