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
Students will:
o Discover the basic external anatomy of the bottlenose dolphin
o Compare and contrast the basic internal anatomy, organs and organ systems of the
bottlenose dolphin with humans
o Explain how dolphin anatomy and physiology makes them perfectly adapted for marine
life
o Identify common threats to dolphins and other marine mammals
o Brainstorm ways in which they can lessen their impact on the marine environment
Standards Alignment
National Standards
National
Next Generation Science Standards met or supported:
? MS-LS1-3?. Use argument supported by evidence for how the body is a system of interacting
subsystems composed of groups of cells.
? MS-LS1-8?. Gather and synthesize information that sensory receptors respond to stimuli by
sending messages to the brain for immediate behavior or storage as memories.
Common Core for English Language Arts met or supported:
? CCSS.ELA-LITERACY.SL.6.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and
issues, 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 by
referring to evidence on the topic, text, or issue to probe and reflect on ideas under discussion.
B. Follow rules for collegial discussions, set specific goals and deadlines, and define individual
roles as needed. C. Pose and respond to specific questions with elaboration and detail by
making comments that contribute to the topic, text, or issue under discussion. D. Review the
key ideas expressed and demonstrate understanding of multiple perspectives through
reflection and paraphrasing.
? CCSS.ELA-LITERACY.SL.7.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 7 topics, texts, and
issues, building on others' ideas and expressing their own clearly. A. Come to discussions
prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion. B. Follow rules for collegial discussions, track progress toward specific goals and
deadlines, and define individual roles as needed. C. Pose questions that elicit elaboration and
respond to others' questions and comments with relevant observations and ideas that bring the
discussion back on topic as needed. D. Acknowledge new information expressed by others
and, when warranted, modify their own views.
? CCSS.ELA-LITERACY.SL.8.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 8 topics, texts, and
issues, building on others' ideas and expressing their own clearly. A. Come to discussions
prepared, having read or researched material under study; explicitly draw on that preparation
by referring to evidence on the topic, text, or issue to probe and reflect on ideas under
discussion. B. Follow rules for collegial discussions and decision-making, track progress
toward specific goals and deadlines, and define individual roles as needed. C. Pose questions
that connect the ideas of several speakers and respond to others' questions and comments
with relevant evidence, observations, and ideas. D. Acknowledge new information expressed
by others, and, when warranted, qualify or justify their own views in light of the evidence
presented.
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.6.L.14.5? Identify and investigate the general functions of the major systems of the human
body (digestive, respiratory, circulatory, reproductive, excretory, immune, nervous, and
musculoskeletal) and describe ways these systems interact with each other to maintain
homeostasis.
Language Arts Florida Standards met or supported:
? LAFS.6.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, 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 by referring to evidence on the
topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for collegial
discussions, set specific goals and deadlines, and define individual roles as needed. c. Pose
and respond to specific questions with elaboration and detail by making comments that
contribute to the topic, text, or issue under discussion. d. Review the key ideas expressed and
demonstrate understanding of multiple perspectives through reflection and paraphrasing.
? LAFS.7.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 7 topics, texts, and issues, building on
others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read
or researched material under study; explicitly draw on that preparation by referring to evidence
on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for
collegial discussions, track progress toward specific goals and deadlines, and define individual
roles as needed. c. Pose questions that elicit elaboration and respond to others’ questions and
comments with relevant observations and ideas that bring the discussion back on topic as
needed. d. Acknowledge new information expressed by others and, when warranted, modify
their own views.
? LAFS.8.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 8 topics, texts, and issues, building on
others’ ideas and expressing their own clearly. a. Come to discussions prepared, having read
or researched material under study; explicitly draw on that preparation by referring to evidence
on the topic, text, or issue to probe and reflect on ideas under discussion. b. Follow rules for
collegial discussions and decision-making, track progress toward specific goals and deadlines,
and define individual roles as needed. c. Pose questions that connect the ideas of several
speakers and respond to others’ questions and comments with relevant evidence,
observations, and ideas. d. Acknowledge new information expressed by others, and, when
warranted, qualify or justify their own views in light of the evidence presented.