LESSON 2 - SeaTrek Programs

Unit Overview
The following material was designed for high school (grades 9-12) students.
It was originally created by Mote Marine Laboratory’s Distance
Learning Program (SeaTrek) for a collaboration program between
Brookfield Zoological Society and Mote Marine Laboratory. The material
is divided into six lessons: introduction to dolphin reality; dolphin anatomy
and adaptations; dolphin society; dolphin behavior; dolphin research;
and dolphin conservation. The background material focuses on local research
conducted by Sarasota Dolphin Research Program under the guidance
of Dr. Randall S. Wells, senior scientist and program manager of
the Marine Mammal Program. He also has joint appointment with Chicago
Zoological Society as a conservation biologist and is the Director of
the Center for Marine Mammal and Sea Turtle Research at Mote Marine
Laboratory and Aquarium. Dr. Wells has been studying the bottlenose
dolphin population of Sarasota Bay since 1970.
©2005, Mote Marine Laboratory– SeaTrek Distance Learning– www.seatrek.org
Main Unit Standards:*
* See Appendix B for National Standards and Appendix C for Sunshine State
Standards
Unit Pre-Questions:
Lesson 1, Discovering Dolphins: What do you think of when you think of
a dolphin? What do you know about dolphins?
Lesson 2, Behind the Bottlenose: What are dolphins? Who are their ancestors?
How have they adapted to their environment?
Lesson 3, The Reel World: How do dolphins interact with conspecifics?
What is their social structure?
Lesson 4, Research Reality: How do scientists study animal behavior?
What is a videoconference?
Lesson 5, Fin Factor: What kind of dolphin research is being conducted?
How do researchers conduct their work? What are the attributes of the
Sarasota Bay ecosystem?
Lesson 6, Conservation Captured: What factors harm dolphins? What
can you do to help?
Educators may photocopy this material. All other rights reserved. Other than for educational, non-profit use, no part of Secret Life of Dolphins may be reproduced, stored in a retrieval system, or transmitted by any means, electronic,
mechanical, photocopying, recording, or otherwise, without prior permission of Mote Marine Laboratory, 1600 Ken Thompson Blvd · Sarasota, FL 34236. For more information, email .

Table of Contents
LESSON 1: Discovering Dolphins
What do you think of when you think of a dolphin? • What do
you know about dolphins?
Activity 1.1: Cetacean Interrogation (9-12)
Activity 1.2: Lights! Camera! Action! (9-12)
LESSON 2: Behind the Bottlenose
What are dolphins? • Who are their ancestors? • How have they
adapted to their environment?
Activity 2.1: Dolphin Details (9-12)
Activity 2.2: Sensational Sound! (9-12)
LESSON 3: The Reel World
How do dolphins interact with conspecifics? • What is their social
structure?
Activity 3.1: Emotion in Motion (9-12)
LESSON 4: Research Reality
How do scientists study animal behavior? • What Is Videoconferencing?
• SeaTrek’s Videoconference Cookbook
Activity 4.1: Exhilarating Ethology (9-12)
Activity 4.2: SeaTrek Videoconference (9-12)
LESSON 5: Fin Factor
What kind of dolphin research is being conducted? • How do researchers
conduct their work? • What are the attributes of the Sarasota
Bay ecosystem?
Activity 5.1: Bay Watch (9-12)
Activity 5.2: Sarasota Bay Ecosystem (9-12)
LESSON 6: Conservation Captured
What factors harm dolphins? • What can you do to help?
Activity 6.1: Investigation Intentions (9-12)
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…… 31
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APPENDIX A: VOCABULARY
APPENDIX B: NATIONAL STANDARDS
…… 78
…… 82
APPENDIX C: SUNSHINE STATE STANDARDS …… 85
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Websites
Developer Websites
Mote Marine Laboratory ,
Brookfield Zoo
Chicago Zoological Society
Discovering Dolphins
Brookfield Zoo’s Dolphins in Depth
Sea World’s Animal Information Database
Behind the Bottlenose
National Geographic’s Creature Feature
Cetacea
American Cetacean Society Fact Sheet
The Reel World
Sea World’s Animal Bytes
Wikipedia: The Free Encyclopedia
Fin Factor
SeaTrek Distance Learning
Mote Marine Laboratory’s Dolphin & Whale Hospital
Research Reality
Sarasota Dolphin Research Program
Dolphin Research Institute
The Dolphins of Monkey Mia Research Foundation
Conservation Captured
Whale and Dolphin Conservation Society
American Cetacean Society
Mote Marine Laboratory’s Dolphin & Whale Hospital
The Ocean Conservancy
NOTE: Addresses may change after publication. Notification about changes are welcome, but no warranty,
expressed or implied, as to the accuracy, reliability or completeness of furnished data is provided. The views expressed on outside
sites are not necessarily those of Mote Marine Laboratory, nor have they been endorsed by Mote.
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Lesson 1
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Discovering Dolphins
Bottlenose dolphins are marine mammals, meaning they exhibit all the characteristics of a mammal
(give birth to live young, nurse their young, breathe air, have hair, and are warm-blooded), but live in an
aquatic environment. Bottlenose dolphins belong to the order Cetacea, suborder Odontoceti (meaning
toothed whales), and family Delphinidae. The scientific name for the Bottlenose dolphin is Tursiops truncatus.
Dolphins are extremely well adapted to their aquatic environment. They have very streamlined bodies,
anatomical features that aid in buoyancy, they are powerful swimmers and can withstand deep dives,
they even have the ability to thermoregulate, and they live in social groups and habitats that are beneficial
to them.
Dolphins have very streamlined bodies to help them move efficiently
through the water. Their streamlined adaptations include, telescoping
(minimizing) skull shape and the nostrils of the animal are located
at the top of the head, or dorsally, to form a blowhole. The ani-
mal uses it’s blowhole to breathe air as it surfaces in the water. This allows the animal to continue swimming
without raising its entire head out of the water to breathe. A dolphin will generally breathe 2-3 times per
minute.
Also aiding in the dolphin’s sleek shape is the sloughing and shedding of skin every few hours. This
helps to reduce drag for these animals while swimming. The skin cells that are shed are being replaced
constantly. The absence of hair on the body also helps to reduce drag. Bottlenose dolphins are actually born
with a few short hairs on both sides of the rostrum, which fall out very shortly after birth.
Bottlenose dolphins are equipped will 3 sets of fins and flippers, all of which aid in the animal’s
stability and mobility of the in water. The first set of flippers, the pectoral flippers, are located anteriorly on
both sides of the body and are used for steering, stopping, and to aid in communication with conspecifics
(other animals of the same species).
The pectoral flippers are the only set of fins
that contain bone, which looks similar to the
bones in a human’s hand. The dorsal fin, located on the
back of the animal’s body, is used for stability in the water,
acting like the keel of a boat to balance the animal while
swimming. The tail flukes are located at the posterior end of the animal and are used for
propulsion. While swimming, the dolphin moves its tail flukes up and down, which provides
lift and thrust. Muscles running the entire length of the vertebrae aid in dolphin’s powerful
swimming and agility. Bottlenose dolphins usually swim at speeds of 5-10 kph (3-7 mph).
These animals can reach speeds of 29-35 kph (18-22 mph) during “burst” swimming. A dolphin’s
tail flukes and dorsal fin are made of a very strong, dense material called fibrous
connective tissue.
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Lesson 1
Discovering Dolphins
To aid their buoyancy in the ocean, Bottlenose dolphins have light bones that are filled with oil, and
a thick layer of blubber, or fat. This layer of blubber helps to keep the animal’s body temperature regulated
at approximately 36.9º C (98.4ºF). Since dolphins are mammals, their bodies need to regulate a constant
body temperature. The blubber layer accounts for approximately 18%-20% of the total body weight
of the animal, and enhances the sleekness and streamlined form of the body. The blubber layer also acts as
a fat reserve or storage. If the animal cannot find sufficient food, it may absorb some of the needed nutrition
from this layer of fat.
In order to thermoregulate their bodies, dolphins
also have modified circulation. The circulatory system of
these animals can adjust to conserve or diffuse body
heat, so that the animal can maintain a constant body
temperature using counter-current heat exchange.
Counter-current heat exchange occurs in the flukes,
dorsal fin, and flippers of the animal where large
arteries, which carry oxygen-rich blood, are surrounded
by veins, which absorb this oxygen-rich blood. The
flukes, dorsal fin, and flippers do not have a blubber
layer, making these areas the primary source for heat
loss to the environment when the animal needs to lower
it’s body temperature. When a dolphin dives, the blood
Figure 1.1: Counter-current heat exchange
flow concentrates to the core or center of the body and away from the surface of the body. This will help to
maintain a constant body temperature by decreasing circulation throughout the body during deep dives.
Generally, bottlenose dolphins do not need to dive to great depths to find sufficient food. Depending
on the habitat, these animals tend to dive to depths of 3.0 – 45.7 m (10 – 150 ft.). However, they are
capable of deep, prolonged dives, if necessary up to 500 m or 1,640 ft.. During prolonged dives, a
dolphin’s body functions will adapt to conserve oxygen and energy. The heartbeat will generally decrease
from 100 beats per minute to 12 beats per minute. Bottlenose dolphins’ lungs are small, reducing the organs’
energy requirements, making these animals efficient for deep dives. During a deep dive, the alveoli (sac in
the lungs where oxygen and carbon dioxide are exchanged) will collapse due to the pressure, and in turn,
prevent gas exchange. The lungs are reinforced with muscle and cartilage that remains open under pressure
during these dives. In addition, the blood is shunted away from the appendages (fins and flippers) and is
moved to the organs that critically need oxygen, such as the brain, heart, and lungs. Bottlenose dolphins’
muscles are very rich in myoglobin, an oxygen-binding protein, which helps prevent oxygen deficiency in
muscles by storing oxygen.
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Lesson 1
Discovering Dolphins
Bottlenose dolphins utilize various habitats. The size of the habitat influences group size. Offshore
groups tend to be larger than the more inland, coastal groups. Large group size helps to discourage
predators and allows for more opportunities to attract various mates. Although dolphins can be solitary, they
are generally found in social groups. These groups are typically females and calves (up to 5 years of age)
in nursery groups, which provides for additional maternal (allomaternal) care for the calves; juvenile males
and females (approximately 5-12 years of age); and bonded adult males who may partner for many
years. Bottlenose dolphins do not form monogamous male/female pairings. A female dolphin will generally
reproduce with several different males in her lifetime. Bottlenose dolphins often travel with the very young,
older, and/or weak animals in the middle of the group in order to protect these vulnerable individuals.
Living in groups provides additional benefits, such as opportunities for cooperative hunting. Dolphins are
known to work in groups cooperatively to surround prey and employ tactics, such as tail whacking and sonar,
to stun and confuse prey.
Figure 1.2: Tursiops truncatus world distribution (indicated in blue)
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Activity 1.1: Cetacean Interrogation
Grade Level 9-12
Vocabulary See Appendix A
Standards See Appendices B & C
Overview
Students will learn about aspects of dolphin
anatomy, diet, communication, behavior, habitat,
and conservation.
Time Required 1-2 class periods
Objectives
Students will be able to 1) identify the characteristics
of cetaceans (dolphins, whales, and
porpoises); 2) describe the characteristics that
make a dolphin a well-adapted marine mammal;
3) identify various dolphin species and
their geographic distribution; and 4) recognize
the value of scientific research in both wild and
zoo/aquaria dolphin populations.
Materials
• Handout 1.1.1: Cetacean Interrogation
• Writing utensil.
Procedure
1. Distribute “Cetacean Interrogation” quiz sheets to
students.
2. Have students complete the quiz individually.
3. When the students have completed the quiz, put
them into “research teams”. Each team should consist
of 3-4 students, depending on class size. Each group
should have a designated group leader and data
recorder. Please provide each group with a blank
sheet of paper for notes.
4. For approximately 20 minutes, allow students to
compare responses within their assigned research
teams and submit one collaborative answer sheet.
5. Conduct an open class discussion between the research
groups with the instructor as the moderator.
During this discussion, please review responses with
the class, giving them appropriate background and
details, while allowing research teams to make their
corrections and take notes.
Lesson 1: Discovering Dolphins
Discussion/Questions To Think About
1. How do people perceive dolphins?
2. Are these perceptions accurate for this animal?
Extension/Suggested Projects
1. After completing this exercise, have the students research
bottlenose dolphins further using other forms of
media (i.e. books, magazines, internet, etc.).
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Activity 1.1 Cetacean Interrogation
Handout 1.1.1a– ANSWER KEY
CETACEAN INTERROGATION
Instructor Copy
1. Dolphins cannot obtain oxygen from water.
TRUE. Dolphins are air-breathing animals with lungs. Unlike fish, dolphins cannot obtain oxygen
from water.
2. All dolphins are gray.
FALSE. Dolphins can be a variety of colors, including black, pink, gray, and white. Bottlenose dolphins,
the principal focus of this unit, are gray on top and pinkish to white on bottom. This type of color
shading is called color counter-shading, which is used as camouflage. The animal’s dark back blends
with the dark ocean bottom (from top view) and the light underside blends with the bright surface of the
sea (from bottom view).
3. Dolphins are only found in warm waters.
FALSE. Some species of dolphins prefer warm waters, but other species (e.g. Orcas and white-beaked dolphins)
are often found in polar seas.
4. All dolphins live in saltwater.
FALSE. Most dolphins live in saltwater or brackish water (combination of fresh and saltwater- usually
found near inland fresh water outlets). Some dolphin species live in fresh water rivers. [Note: river dolphins
are classified into 4 separate families (Platanistidae, Iniidae, Lipotidae, & Pontoporiidae), which are
recognized as separate from Delphinidae, the family that includes killer whales and bottlenose dolphins.]
5. All dolphins have good hearing.
TRUE. Dolphins can hear sound waves that are in a much broader frequency range than humans can
hear. Dolphins are also capable of distinguishing subtle variations in sound that are, to the human ear,
very similar. Dolphins can also make a variety of sounds, including clicks and whistles, which help
them to recognize group members. Another characteristic often associated with dolphin hearing and
sound production is their ability to echolocate. Echolocation functions through a series of high frequency
clicks that are projected through the animal’s melon with the returning echo received through the lower
jaw.
6. All dolphins have a good sense of smell.
FALSE. Since a dolphin’s nares (nostrils) are located in the top of their head and olfactory lobes are absent
in the brain, it is believed that dolphins have a very limited sense of smell, if any at all.
7. Most dolphins have good eyesight.
TRUE. Dolphin eyes possess a lens similar to that of a human eye, only more powerful, enabling the dolphin
to focus under and above water. They also have duplex retinas, meaning they have rods and cones,
which enable them to focus well in low light conditions and at deep depths. In murky water conditions,
dolphins will tend to rely on echolocation rather than vision for navigation.
8. All dolphins are mammals.
TRUE. Dolphins exhibit all of the characteristics of mammals, including:
- Produce milk and nurse their young
- Bear live young
- Hair present on rostrum (present at birth, then disappears)
- Breathe air with functional lungs
- Warm-blooded (dolphins’ body temperature is ~98.4° F). 8
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Instructor Copy
9. Dolphins drink the water they swim in.
FALSE. Dolphins get the water they need from the food they eat. When a dolphin eats underwater, it will
press its tongue to the roof of its mouth to push out excess saltwater.
10. All dolphins eat fish.
TRUE. Although all dolphins eat fish, they also eat other food, such as sponges and invertebrates. They
are opportunistic feeders, eating whatever is most abundant. Dolphin diets may differ seasonally depending
on which fish are available and where dolphins are spending their time.
11. Dolphins are social animals.
TRUE. Although dolphins can be found alone, they are generally found in social groups. These groups
are typically females and calves (up to 5 years of age) in nursery groups, juvenile males and females
(approximately 5-12 years of age), and bonded adult males who partner for life. Dolphins do not form
monogamous male/female pairings. A female dolphin will generally reproduce with several different
males in her lifetime.
12. All dolphins have teeth.
TRUE. Dolphins have 80-100 cone-shaped teeth. They are among the toothed-whales (odontocetes), which
is a separate group from the baleen whales (mysticetes). Scientists can determine the age of a dolphin by
looking at the rings in their teeth (just like a tree!).
13. Dolphins live in groups called schools.
FALSE. Dolphins can live in 3 different types of groups: nursery, juvenile, and paired or bonded males.
Dolphin groups are also known as herds or pods, depending on the group situation. Sometimes a large
group of dolphins, called a herd, travel together, especially in the open ocean. To consider a dolphin group
a pod, the group members are virtually unchanged and remain together for a long period of time.
14. Dolphins are descended from land mammals.
TRUE. Dolphins have descended from the order Artiodactyla, meaning “even-toed ungulates”, which includes
cows, pigs, camels, and hippotami. Dolphins still share some characteristics of their land ancestors,
such as their skeletal pelvic girdles.
15. All dolphins give birth in water.
TRUE. Dolphins have adapted very well to life in water. They are among the marine mammals that give
birth in the water (seals, sea lions, and walruses give birth to their young on land). Dolphin calves are
usually born tail or fluke first to maintain their oxygen supply from their mother, and to assist in the
birthing process. A mother will push her calf toward the surface moments after birth to clear the newborn’s
blowhole and help it take the first breath of air.
16. Dolphins rarely live longer than 10 years.
FALSE. Although life expectancies vary among species, some dolphins live more than 50 years. The average
age of a wild Atlantic bottlenose dolphin is 25 years.
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Instructor Copy
17. All dolphins have lungs.
TRUE. Since dolphins are mammals, they breathe air using their lungs. Dolphins inhale air through
the blowhole, which is located on the top of the head. Unlike humans, dolphins cannot obtain oxygen by
breathing in and out of their mouth. The blowhole is directly connected to the lungs and the mouth is
connected directly to the stomach, which enables dolphins to eat underwater without choking. During
deep dives, dolphins’ lungs actually become smaller and allow the animal to operate in a virtually anaerobic
(absence of oxygen) state as well as tolerate high levels of nitrogen during deep dives.
18. All dolphins migrate with the seasons.
FALSE. Many dolphins migrate with the seasonal migration of their prey, fish, but some dolphins stay
in the same locations all year.
19. Dolphins can use sound to communicate.
TRUE. Sounds made by dolphins include clicks and whistles, which appear to be meaningful. Clicks
are generally used for echolocation, enabling a dolphin to locate food items and avoid obstacles in murky
waters. Whistles are generally used as individual identification calls, most of which are used to attract
the attention of other dolphins or inform others of their presence. Each individual dolphin has a distinctive
whistle, called a “signature whistle”. Dolphins can also communicate using a variety of body language,
such as, tail slaps, pectoral fin slaps, and mouthing behaviors.
20. Most dolphins like people.
FALSE. Most dolphins have no knowledge of people. However, dolphins do appear to be generally intelligent
and curious animals. This, combined with the fact that dolphins do not view people as food, has promoted
the myth of dolphin friendliness.
21. Dolphins are a type of whale
TRUE. Dolphins belong to the suborder Odontoceti, which includes all toothed whales. The Linnaean
classification of Bottlenose dolphins (the main focus species of this unit), is arranged in its customary
fashion below:
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Kingdom: Animalia
Phylum: Chordata
Class: Mammalia
Order: Cetacea
Suborder: Odontoceti
Family: Delphinidae
Genus: Tursiops
Species: truncatus
Please note:
· The order Cetacea also includes porpoises, in addition to whales and dolphins.
· Cetacea is divided into 2 suborders: Odontoceti (toothed whales) and Mysticeti (baleen whales).
· Four separate families (Platanistidae, Iniidae, Lipotidae, & Pontoporiidae) classify river dolphins.
· Most scientists agree upon 17 extant (living) genera and at least 33 species of dolphins.
· Many scientists divide the bottlenose dolphin into 2 subspecies, inshore and offshore. Offshore
bottlenose dolphins tend to be larger, darker, and have smaller flippers than their inshore
counterparts.
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Instructor Copy
22. Research in zoos and aquaria benefit dolphins in the wild.
TRUE. Below, Dr. Randy Wells describes the relationship between research in the filed and research in
zoos and aquariums in the search for a greater understanding of marine mammals.
“There’s a lot that goes on in the lives of animals that we never see or that we have a great deal of
difficulty seeing in the wild. Being able to get physiological correlates with these behaviors is
something that is nearly impossible to get in the wild in real time. Having access to these animals
that are well cared for in a captive environment and that work cooperatively with their trainers
is a tremendous resource for understanding these animals at a much greater level and depth
than what would be possible in wild studies alone.”
23. It’s easy to study dolphins in the wild.
FALSE. Below, Dr. John Reynolds III, of Eckerd College and Chairman of the U.S. Marine Mammal Commission,
clarifies the knowledge that has been gained from studying marine mammals in zoos and
aquaria versus in a wild setting:
“It’s very difficult to study marine mammals in the field; it’s logistically a very difficult thing
to do. Therefore, the controlled setting [zoos and aquaria] has allowed us to answer questions in a
number of fields; one of them is acoustics and other aspects of sensory biology. We know a lot
more about the way animals communicate thanks to being able to study them in a controlled setting,
than we would otherwise. We also know a lot more about aspects of their physiology, how
they manage their water balance or how they thermoregulate and finally, and maybe most obviously,
we know a lot more about their behavior thanks to being able to study them in a controlled
setting.”
24. Dolphins receive echolocation signals in their melon, the domed portion of their heads.
FALSE. Dolphins produce echolocation clicks in their nasal cavity (blowhole) using tiny air sacs, then
send the signals forward through the melon, a fatty area that acts as a sound amplifier. The echolocation
signals are sent out and bounce back to the animal immediately after they collide with an object. The returned
signals or sounds are received through the animal’s lower jawbone, which transmits the vibrations
to the inner ear, allowing the animal to locate the object without actually seeing it. Echolocation is used
to locate various objects, such as food items, predators, and obstacles.
25. Dolphins are found primarily off the coast of North America, especially around the coast of Florida.
FALSE. Dolphins are found in nearly all the world’s oceans and seas, ranging from the polar regions to
the tropics. Not all dolphins are found in all areas of the world, but some have the ability to adapt to a variety
of conditions and have very large ranges.
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Activity 1.1 Cetacean Interrogation
Handout 1.1.1
Name ____________________________
CETACEAN INTERROGATION
Indicate whether each statement is TRUE or FALSE. If the statement is FALSE, make corrections.
1. Dolphins cannot obtain oxygen from water.
2. All dolphins are gray.
3. Dolphins are found only in warm waters.
4. All dolphins live in salt water.
5. All dolphins have good hearing.
6. All dolphins have a good sense of smell.
7. All dolphins have good eyesight.
8. All dolphins are mammals.
9. Dolphins drink water.
10. All dolphins eat fish.
11. Dolphins are social animals.
12. All dolphins have teeth.
13. Dolphins live in groups called schools.
14. Dolphins are descended from land mammals.
15. All dolphins give birth in water.
16. Dolphins rarely live longer than 10 years.
17. All dolphins have lungs.
18. All dolphins migrate with the seasons.
19. Dolphins can use sound to communicate.
20. Most dolphins like people.
21. Dolphins are a type of whale.
22. Research in zoos and aquaria benefit dolphins in the wild.
23. It’s easy to study dolphins in the wild.
24. Dolphins receive echolocation signals in their melon, the domed portion of their heads.
25. Dolphins are found primarily off the coast of North America, especially around the coast of Florida.
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Activity 1.2: Lights! Camera! Action!
Grade Level 9-12
Vocabulary See Appendix A
Standards See Appendices B & C
Overview
Students will use their new found knowledge of
dolphins to create a “pitch” for a dolphin reality
show for TV.
Lesson 1: Discovering Dolphins
Discussion/Questions To Think About
1. Discuss dolphin life history, biology, and behavior
2. How animals are treated in movies?
3. How are dolphins used/portrayed in movies?
4. What are the ethical situations of animals in movies?
5. Who handles the animals during filming?
6. Think about what type of dolphin you would have
to use in your show (real, wild, computer
generated, animated)
Time Required 1-2 class periods
Objectives
Students will be able to 1) use their combined
knowledge of dolphins to construct a ‘pitch’ for
a television show based on dolphins while
working in groups; and 2) exemplify learned
written and oral skills.
Materials
• Handout 1.1.1 : Cetacean Interrogation Quiz with
appropriate corrections
• Handout 1.2.1: Lights! Camera! Action!
• Other dolphin resources
• Writing instrument
• Paper
Procedure
1. Have students form groups for this assignment (the
same “research groups” can be used).
2. Students can discuss “pitch” ideas in their groups.
3. Students can list what dolphin facts they would like
to include in their film.
4. Each group will turn in 1 final “pitch” draft to the
“producer” (teacher).
Useful Resources
So You Wanna Pitch a TV Show? Website
Extension/Suggested Projects
1. Make a “scene” about this assignment.
a. Have the students “pitch” their idea to the
“producer” in front of the class. Act out your roles
as “producer” and “script writer(s)”.
b. The “producer” can argue any dolphin myths with
the real facts (I.e. “Dolphins will play a friendly
role”; let the “writer(s)” know that dolphins are
only perceived as friendly animals because…)
2. This activity can have a follow-up component after all
units are completed so that the students can compare
and contrast what they thought and what they have
learned.
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Activity 1.2 Lights! Camera! Action!
Handout 1.2.1
LIGHTS! CAMERA! ACTION!
Group Name: ______________________________
Date: _____________
Members:
Imagine you are a writer and you would like to submit a show idea to a producer. The movie you are writing
is about the lives of dolphins. You are going to “pitch” your show idea to a producer from Fin TV. Each group
will submit 1 final written copy of their show pitch to the Fin TV producer for review.
On a separate sheet of paper, use the following steps to create your show pitch:
1) Come up with an idea or concept.
2) Create a treatment (theme the show will have).
3) Meet, greet, and network within a group in your class.
4) Research subject matter using Cetacean Interrogation sheets and any other resources.
5) Get any addition material you may need for your pitch.
6) Submit your show idea to the producer.
While you’re writing your idea, keep the following in mind and include in your final pitch:
• Dolphins life history, biology, and behavior
• How animals are treated in movies
• How are dolphins used/portrayed in movies?
• What are the ethical situations of animals in movies?
• Who handles them during filming?
• Think about what type of dolphin you would have to use in your show (real, wild, computer generated,
animated)
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Lesson 2
Behind the Bottlenose
The class of Mammalia is the most highly developed group of vertebrates (animals with a backbone).
All mammals share the same traits: 1) warm-blooded; 2) breathe air using lungs; 3) have hair; 4) give birth
to live young; and 5) nurse their young using mammary glands. There are over 4,600 recognized species of
mammals in the world today, 123 of which are marine mammals. A marine mammal is described as an animal
that spends all or part of its lifetime in an aquatic environment and possesses each of the five mammalian
characteristics. There are three living groups of marine mammals: whales, dolphins, and porpoises (order
Cetacea); walruses, seals, sea lions, sea otters, and polar bears (order Carnivora); and manatees and dugongs
(order Sirenia).
All marine mammals are believed to have evolved from land animals. It is not clear why, 65 million
years ago, their terrestrial ancestors would move into an aquatic environment, perhaps to avoid land predators
or to seek more plentiful prey. Despite the fact that pinnipeds (seals, sea lions, and walruses), cetaceans,
and sirenians may share some similar physical characteristics, such as limbs forming into flippers, fatty insulation
(I.e. blubber), and tremendous capabilities to dive deeply and efficiently, they still have quite different
ancestral origins. In fact, these major groups of marine mammals share more in common when you consider
their environment and features rather than their evolutionary descent. For example, the closest living land
relatives manatees are elephants, dogs are the closest living land relatives of pinnipeds, and cows are the
closest living land relatives of dolphins and whales.
Figure 2.1: Closest living land relatives of marine mammals
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Lesson 2
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Behind the Bottlenose
Cetaceans are divided into 2 extant or living groups, Mysticeti, which include the baleen whales (i.e.
humpbacks and blue whales), and Odontoceti, which included the toothed whales (i.e. orcas, porpoises, and
dolphins). Mysticetes and Odontocetes have some differences that separate the two groups. For instance, the
baleen whales are usually much larger than the toothed whales; have baleen, which is a horn-like substance
made of keratin and acts as a sieve for filter feeding, instead of teeth; and have 2 nostril openings or nares
on the tops of their heads, compared to 1 blowhole in odontocetes. Dolphins and their immediate kin are included
in the scientific family Delphinidae.
Figure 2.2: Evolution of cetaceans
This family contains about 30 species, including
common dolphins, pilot whales, and
killer whales. Atlantic bottlenose dolphins’
genus, species is Tursiops truncatus (scientific
names are always written in italics)
There is a third extinct group of
whales called Archaeoceti, which include the
ancient whales. This ancient group is very
important to study as it gives scientists and
researchers insight to cetacean ancestors
and their evolution. For instance, many ancient
whales had front and hind limbs, nostrils
at the front of their head, fur or hair,
and lived primarily on land. Modern whales
have front limbs in the form of flippers, nostrils
on the tops of their heads, and live exclusively
in the water. Even though some ancient
whales bare no resemblance to their
modern-day relatives, their specialized ear
bones tell the tale of ancestry.
Modern day cetaceans no longer
have most of the external traces of their
terrestrial ancestry and are supremely
adapted to marine life. Their body shape is
streamlined and they have lost most of their
body hair. In fact, only a few remnants of
hair exists on dolphins, which are found on
the rostrum of calves for a short time after
birth.
16

Lesson 2
Behind the Bottlenose
To improve hydrodynamic efficiency, dolphins have a short, stiff neck positioned on a fusiform
(torpedo-shaped) body. This body shape helps dolphins to swim at high speeds, up to approximately 25
mph! Their front appendages are flipper-like fins and their hind appendages have disappeared. Dolphins
have a muscular tail to provide a powerful means of propulsion. Three sets of fins help bottlenose dolphins
swim. Moving up and down, the powerful tail flukes propel them through the water, the dorsal fin keeps them
upright and stable, and the pectoral fins allow them to steer. Bottlenose dolphins are fast swimmers, regularly
clocking in at 2-4 mph, however, they’ve been seen swimming as rapidly as 25 mph! They’re also
known to be able to hold their breath for seven or more minutes, but typically they surface to breathe one to
two times a minute.
Dorsal fin
Blowhole
Mouth/ rostrum
Tail flukes
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Pectoral flippers
Figure 2.3: Bottlenose dolphin anatomy
All of the external appendages are relatively small in proportion to the dolphins’ body bulk. To become
as streamlined as possible, what may once have been dolphin nostrils have moved to the top of their
head for easy breathing at the surface of the water. Even dolphin genitalia and mammary glands are
neatly situated within the body, rather than externally, to enhance the streamlining of the body!
Dolphins have sensory adaptations that are not externally visible. While dolphins do not have external
ears, they have unique ways of receiving
sounds through echolocation (see Figure 2.4). This
helps to make up for the fact that dolphins probably
do not have a sense of smell like many mammals.
The dolphins’ rostrum, or beak, is thick,
rounded, and short--usually about three inches
long. Their lower jaw extends beyond their upper
jaw, making it seem as though dolphins are always
smiling. They have 80-100 sharp, cone-shaped
teeth. If you could see the inner part of their teeth,
you would notice growth rings by which you could
tell their age--much like you can with the growth
rings in tree trunks!
Figure 2.4: To echolocate, dolphins produce sound in their larynx and nasal sacs
and focus the sounds through their melon. Sound waves will bounce off
objects in the dolphins’ path and are received back through the dolphins’
lower jawbone, where receptors send the information to the
brain for interpretation.
17

Lesson 2
Behind the Bottlenose
Adult Atlantic bottlenose dolphins reach lengths of 1.8-4.3 meters (6-14 feet) and weigh 136-454
kilograms (300-1,000 pounds). Males are usually larger than females, this is called sexual dimorphism.
Bottlenose dolphins have a life expectancy between 44-50 years, with females living longer than males.
The dorsal (back) region of bottlenose dolphins is dark gray, while their flanks are lighter gray and
their underside is white or pink. This is a form of color camouflage called countershading. From above, their
dark back blends in with the dark ocean bottom. From below, their lighter underside blends in with the bright
surface of the ocean. Countershading helps dolphins to escape predators and hide from their prey. Some
forms of bottlenose dolphins develop speckles on their bellies as the reach adulthood.
Diverse strategies help bottlenose dolphins to be efficient hunters. Their diet is mainly fish, but they
also eat various types of other sea animals, such as sponges and squid, depending on the season and
availability. This type of feeding is known as opportunistic feeding.
Bottlenose dolphins worldwide have one main predator: sharks. However, bottlenose dolphins also
face many threats from people, including pollution, entanglement in and ingestion of commercial and recreational
fishing gear, and boat traffic. All dolphins in U.S. waters are protected under the Marine Mammal
Protection Act of 1972, which states that humans may not pursue, approach, harass, or feed wild marine
mammals.
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Lesson 2: Behind the Bottlenose
Activity 2.1: Dolphin Details
Grade Level 9-12
Vocabulary See Appendix A
Key Words: anus, blowhole, dorsal fin, fluke, genital
slits, mammary slits, mandible, median notch, melon, navel,
pectoral fin, peduncle, rostrum
Standards See Appendices B & C
Overview
Students will familiarize themselves with dolphin
anatomy and physiology by associating
anatomical features with their function.
Time Required 45-60 minutes
Objectives
Students will be able to 1) describe dolphin
features; 2) determine the functions of the features
of dolphin anatomy; and 3) evaluate dolphin
adaptations for a marine environment.
Materials
• Handout 2.1.1: Dolphin Anatomy
• Handout 2.1.2: Dolphin Anatomy Definitions
• Handout 2.1.3: Dolphin Diagram
• Handout 2.1.4: Reflections (optional)
Procedure
1. Assemble students into teams of 3-4 students.
2. Distribute Handouts 2.1.1 and 2.1.2 and instruct
students to discuss them as a team with each student
completing his/her own sheet.
3. Go over the activity in class, allowing students to
make adjustments on their own sheets.
4. Engage students in a discussion and request examples
of dolphin adaptations from the students.
5. When the students have completed the task, distribute
Handout 2.1.3 to each student. Instruct them
to work individually to label the diagram.
6. Determine whether you wish to use this as an assessment
piece.
7. Discuss Handout 2.1.4 as a class or have students
complete this optional handout on their own.
Discussion
Use Handout 2.1.4 as a discussion/assessment piece.
Extension/Suggested Projects
Go to Brookfield Zoo’s website, www.brookfieldzoo.
org, to access the Dolphins in Depth “Suited to Swim”
game.
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Activity 2.1 Dolphin Details
Handout 2.1.1
Name _____________________________
Dolphin Anatomy
Using the Dolphin Anatomy Definitions, Handout 2.1.2, decide which definition from the list matches the anatomical
feature and place the letter in the “Definition Choice” column. Paraphrase the definition in the space
provided. Describe the function of that feature in the space provided.
Anatomical Feature
Definition
Choice
Paraphrase the
Definition
Function
Anus
Blowhole
Dorsal fin
Eye
Fluke
Genital slits
Mammary slits
Mandible
Melon
Median notch
Mouth
Navel
Pectoral fin
Peduncle
Rostrum
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Activity 2.1 Dolphin Details
Handout 2.1.2
Dolphin Anatomy Definitions
A
B
C
D
E
F
G
H
I
J
K
L
M
N
O
Beak or snout-like projection which contributes to dolphins’ fusiform body shape; the elongated
part of the mouth and jaws; the bottlenose dolphin gets its name from its bottleshaped
one of these.
The body opening through which an animal takes in food.
A bone of the head; part of the dolphins’ lower jaw associated with sound reception.
The opening at the lower end of the alimentary canal through which solid waste is eliminated
from the body.
A long, straight, narrow ventral opening on the dolphins’ body in which the reproductive
organs are located; this opening is different for males and females.
An opening or one of a pair of openings for breathing, located on the top of the head of
whales and dolphins. It is opened and closed by muscles upon surfacing and diving. This is
the only opening to the lungs; no air passes through the dolphins’ mouth as in other mammal
species.
Two short, straight, narrow openings, one on either side of the genital slit of female dolphins;
where the nipples are located.
The main fin located on the back of bottlenose dolphins; used for stability.
The area that connects the tail of a dolphin to the flukes; located toward the posterior end
of the animal.
The mark on the surface of the abdomen of mammals where the umbilical cord was attached
during gestation.
An organ of vision or of light sensitivity.
One of the lobes of a cetacean’s tail made up of fibrous connective tissue used for power
and speed in swimming; named for its resemblance to a section of an anchor.
The V-shaped indentation between two flukes.
Either of the pair of appendages attached to the pectoral girdle of dolphins, corresponding
to the forelimbs of land mammals.
The rounded structure in the top of the dolphin’s head just in front of the blowhole; a lens
for focusing outgoing sound waves a dolphin uses in echolocation.
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Activity 2.1 Dolphin Details
Handout 2.1.3
Name _____________________________
Dolphin Diagram
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Male or Female
(circle one)
Male or Female
(circle one)

Activity 2.1 Dolphin Details
Handout 2.1.4
Name _____________________________
Reflections
1. Describe the ways that the dolphin’s body has adapted to life in the water.
2. In what other ways must the dolphin have adapted?
3. What do you find most interesting about dolphins?
4. What can we learn from the dolphin population that may help us understand more about
them and their environment?
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Activity 2.1 Dolphin Details
Handout 2.1.1 Answer Key
Instructor Copy
Dolphin Anatomy
Anatomical Feature
Definition
Choice
Paraphrase the
Definition
Function
Anus
D
Blowhole
F
Dorsal fin
H
Eye
K
Fluke
L
Genital slits
E
Mammary slits
G
Mandible
C
Melon
O
Median notch
M
Mouth
B
Navel
J
Pectoral fin
N
Peduncle
I
Rostrum
A
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Activity 2.1 Dolphin Details
Handout 2.1.3 Answer Key
Instructor Copy
Dolphin Diagram
Dorsal fin
rostrum
melon
blowhole
ear
Tail fluke
peduncle
Median
notch
mouth
mandible
eye
Pectoral
fin/flipper
rostrum
mandible
mandible
Pectoral
fin/flipper
navel
Genital slit
Genital slit
Mammary slit anus
peduncle
navel
Tail fluke
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Male or Female
(circle one)
Median
notch
Male or Female
(circle one)
Tail fluke

Activity 2.1 Dolphin Details
Handout 2.1.4 Answer Key
Instructor Copy
Reflections
1. Describe the ways that the dolphin’s body has adapted to life in the water.
Consult teaching notes for suggestions.
2. In what other ways must the dolphin have adapted?
Students might suggest features that allow them to hunt and eat, reproduce in the
water, dive to great depths, withstand changes in water temperature, etc.
3. What do you find most interesting about dolphins?
Responses should include some reasoning based on what the students have learned
about dolphin biology.
4. What can we learn from the dolphin population that may help us understand more about
them and their environment?
Responses may vary, but should include some reasoning based on what the students
have learned about dolphin life history, behavior, and biology.
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Activity 2.2: Sensational Sound!
Grade Level 9-12
Vocabulary See Appendix A
Key Words: echolocation
Standards See Appendices B & C
Overview
Students will learn how sound travels through
different substances (air, solid, & water). They
will form a hypothesis and draw conclusions
based on the data they collect. They will understand
why sound is an efficient method of
communication and navigation for cetaceans.
Time Required 45-60 minutes
Objectives
Students will be able to 1) demonstrate the differences
of sound travel through water and
other substances; 2) describe how sound is an
efficient method of navigation and communication
for dolphins; and 3) understand how dolphins
use echolocation.
Materials
Per Student Group:
• Paper
• Writing utensil
• tuning fork
• shallow water pan
• Copy of Handout 2.2b.1
Procedure
1. Divide the students into groups. Provide each group
with a shallow pan of water and a tuning fork.
Ask the students to submerge the tines of the tuning
fork into the water and to describe what they
see.
2. Hold the handle of the tuning fork and show the
students how to strike it on a solid surface and then
gently move the tines into the water. Ask the students
to describe what they see now (the vibrating
tines will produce ripples in the water). Allow each
student to try.
Lesson 2: Behind the Bottlenose
3. Explain to the students that the ripples they see in the
water are evidence that the tuning fork is creating
sound waves due to the vibrations produced by the
tines. Explain that sound is the vibrations of molecules
in a substance. Explain that as sound waves travel
through a substance, molecules of the substance collide
then return to the original arrangement.
4. Write the rate of sound travel through air and water.
Ask the following questions:
a. In which substance does sound travel faster, air
or sea water? (Sea Water)
b. How much faster does sound travel through sea
water than in air? (4.7 times faster in sea water)
c. Which is a better conductor of sound: air or sea
water? (Sea water)
d. What are some of the possible explanations for
this? (Water molecules are arranged closer together
than molecules found in air, therefore they
will bounce off of one another and return to the
original state much quicker in a liquid.)
5. Explain that the students will have the opportunity to
hear the sound made by the tuning fork through 2 substances:
air and a solid (their chin, which is made of
bone and soft tissue).
a. Ask the students to describe the differences between
the 2 substances presented. What are
they composed of? How are the molecules arranged
in each?
b. Which do they think will be a better conductor of
sound?
c. Ask them to form a hypothesis about whether
there will be a difference in the way they distinguish
the vibrations. Each group will record their
hypothesis.
6. One student in each group will strike the tuning fork on
a solid surface. Hold the tuning fork a few inches away
from their ear and listen.
a. What do they hear? (A faint hum) Repeat for
every student. Each group will record their observations.
7. Now, one student will strike the tuning fork on a solid
surface and place the tip of the tuning fork handle
against their lower jaw.
a. What do they hear and feel? (The vibration will
be louder.) Repeat for each student in the
groups.
b. Students will record their observations and explain
how bone and soft tissue conduct vibrations
to the middle ear.
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Activity 2.2: Sensational Sound! (cont.)
Lesson 2: Behind the Bottlenose
8. Student groups will record their conclusions. Was
their hypothesis correct?
Discussion/Questions To Think About
Using the evidence they’ve gathered from this investigation,
students can discuss how dolphins echolocate;
what dolphins use echolocation for; and
why sound is an effective way for dolphins to navigate
and communicate.
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Activity 2.2 Sensational Sound!
Handout 2.2.1
Sensational Sound!
Group Name: ___________________________
Members:
What do you see when you submerge the tines of the tuning fork in water?
What do you see when you submerge the vibrating tines in the water?
RATE OF SOUND TRAVEL
Air = 343 meters per second
Convert each to:
Feet per second
Sea Water = 1,450 meters per second
Miles per second
Where will sound travel faster? (circle one) AIR
How much faster will sound travel here?
SEA WATER
Which is a better conductor of sound? (circle one) AIR SEA WATER
Why?
You will now have the opportunity to hear sound as it is conducted through two different substances: air and
soft tissue and bone (your chin).
Which substance do you think will be a better conductor of sound?
Why?
HYPOTHESIS:
Record what you hear:
In air:
Against your chin:
Was your hypothesis correct?
How do dolphins echolocate?
Is echolocation an effective way to hunt, communicate, and navigate?
Why?
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Activity 2.2 Sensational Sound!
Handout 2.2.1 Answer Key
Sensational Sound!
Instructor Copy
What do you see when you submerge the tines of the tuning fork in water? Nothing
What do you see when you submerge the vibrating tines in the water? Ripples
RATE OF SOUND TRAVEL
Air = 343 meters per second
Convert each to:
Feet per second
Air: 1,125 ft/sec
Water: 4,752 ft/sec
Miles per second
Air: 0.2 mi/sec
Water: 0.9 mi/sec
Sea Water = 1,450 meters per second
Where will sound travel faster? (circle one) AIR
SEA WATER
How much faster will sound travel here? 1,107 m/sec (3,627 ft/sec or 0.7 mi/sec)
Which is a better conductor of sound? (circle one) AIR SEA WATER
Why?
The molecules of sea water are arranged closer together than in air, therefore, when disturbed, will return
to the original arrangement faster.
You will now have the opportunity to hear sound as it is conducted through two different substances: air and
soft tissue and bone (your chin).
Which substance do you think will be a better conductor of sound? Answers will vary.
Why?
HYPOTHESIS: Answers will vary.
Record what you hear: Answers will vary.
In air:
Against your chin:
Was your hypothesis correct? Answers will vary.
How do dolphins echolocate?
Dolphins echolocate by sending sound waves, which are produced in the blowhole area, through the melon
to maginify them. The sound waves will go out into the environment and bounce off of objects, which
will then in turn be sent back to the animal. The returning sound waves are received through the lower
jaw, sent to the inner ear, then to the brain. The animal can then determine the size, shape, and location
of the surrounding objects.
Is echolocation an effective way to hunt, communicate, and navigate? Why?
Yes, echolocation is an effective way to hunt, communicate, and navigate because… (answers may include:
it allows the animal to see objects that are normally hindered by sight in certain environments,
such as dark and murky waters).

Lesson 3
The Reel World
Bottlenose dolphins are found worldwide in temperate and tropical waters. In fact, they are absent
only from cold temperature waters in either hemisphere. There are two recognized sub-species of the bottlenose
dolphin, the Atlantic and Indian. The only differences in these sub-species are regional distribution and
some variance in size, coloration, and numbers of teeth. Atlantic bottlenose dolphins are represented by two
ecotypes: a coastal form and an offshore form, with greatest population density closer to shore. Tursiops
truncatus, are very abundant in sounds, bays, inlets, estuaries, and open shorelines. They are also known to
swim in rivers and water that is less than 1 meter (3 feet) in depth, usually when they pursue prey items. Bottlenose
dolphins generally stay in waters that are less than 914 meters or 3000 feet in depth. The ranges
are unclear and can vary seasonally, annually, and over long-terms. There are several cases of year-round
residents in Florida, which are found in several places, such as Cedar Key, Choctawhatchee Bay, Boca Ciega
Bay, Charlotte Harbor, Pine Island Sound, Estero Bay, Lemon Bay, Biscayne Bay, Indian River, Banana River,
St. John’s River, Tampa Bay, and Sarasota Bay. The year-round group that inhabits Sarasota Bay is the best
and longest studied group of resident dolphins in the world. Dr. Randy Wells of Brookfield Zoological Society
and Mote Marine Laboratory is the program manager of this 35-year old wild dolphin research program.
Bottlenose dolphins appear to exist in relatively open societies, often moving in fluid groups based
on gender and age. The size of a group varies from about 2-15 individuals, some offshore groups are larger,
numbering in the hundreds. Several groups may join temporarily to form larger groups. A certain degree
of relatedness within the dolphin populations often exists. Populations consist of many different groups,
with each group based on similar age, sex, and activity. Scientists have determined that three primary dolphin
groups exist both in the wild and in zoos and aquariums:
• Male pairs: These animals form the strongest bond of all groups. Approximately 80% of males are
bonded to another male. This appears to be a life-long bonding starting at sexual maturity. Paired
males often exhibit remarkable synchronous, or simultaneous, behaviors. If a bonded male dies, the
remaining male often bonds with another male.
• Nursery groups: Includes females and calves up to about five to six years of age. These groups often
include females of multiple generations. Calves, mothers, grandmothers, and sometimes greatgrandmothers
may be seen in the same group. Mother-calf bonds appear to be quite strong, but individuals
are seen from day-to-day with a variety of different dolphins.
• Juvenile groups: These groups are comprised of males and females between the ages 3-12. Many
juvenile females leave these groups before age 10, as they begin calving around this time. These are
the least stable of the groups with males leaving to form bonded pairs and females leaving to join
nursery groups.
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Lesson 3
The Reel World
Breeding season varies and depends on location. During this time, alliances of males spend much of
their time close to females in estrus, the period of time in which females are able to become pregnant. Bottlenose
dolphins have a promiscuous mating system: males and females may mate with many partners. The
interval between births is typically 3-6 years. However, if a mother loses her calf, she can become pregnant
soon afterwards.
Females reach sexual maturity between 5-12 years old, while males reach sexual maturity around
10 years of age. However, males may not reach social maturity until later, meaning they may not breed until
their late teens.
The gestation, or length of pregnancy, is 12 months. Labor can last from 45 minutes to several hours.
Typically, one calf is born at a time, tail first. At birth, the calf measures 35-45 inches (89-114 centimeters)
in length and weighs 45-55 pounds (20-25 kilograms).
Calves generally stay with their mother for 3-6 years. A mother has two hidden nipples, one on either
side of her genital slit. A calf lives from the mother’s fat-rich milk for at least the first year of life and
may continue to suckle for several years but is usually weaned to a diet of fish within two years.
Dolphins appear to identify each other not by sight, but by using unique whistles called signature
whistles. Each dolphin develops an individual whistle that is exclusive to that animal. Dolphins also communicate
using other sounds and body language, such as burst pulse calls, clicks, and slaps of the tail, head, or
entire body against the surface of the water.
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Activity 3.1: Emotions in Motion
Grade Level 9-12
Vocabulary See Appendix A
Key Words: breach, chuff, echolocation, fish whack,
husbandry, kerplunk, porpoise, slipstream, spy hop,
strand feed, synchronous display, tail lob
Standards See Appendices B & C
Overview
Students engage in verbal and non-verbal
communication to become familiar with dolphin
communication.
Time Required 45-60 minutes
Objectives
Students will be able to 1) identify the kinds of
communication in which dolphins typically engage;
and 2) discover the purpose of dolphin
communication.
Materials
• Writing utensil
• Handout 3.1.1: How Dolphins Communicate
• Handout 3.1.2: Dolphin Behavior
• Handout 3.1.3: Reflections (optional)
Lesson 3: The Reel World
5. Afterwards, ask the students to suggest a correlating
dolphin behavior and how that behavior might be
shown by the dolphin.
6. Discuss Handout 3.1.3 as a class or have students complete
the handout on their own.
Discussion/Questions To Think About
Use Handout 3.1.3 to lead a class discussion about dolphin
communication.
Extension/Suggested Projects
1. Have student teams write a short play using only nonverbal
communication to convey the story.
Procedure
1. Discuss with students the differences between verbal
and non-verbal communication. Explain that
humans use both, while animals rely most often on
non-verbal communication.
2. Divide students into two groups– one which will be
verbal, and one which will be non-verbal. Ask for
volunteer actors in each group, or choose students
to act.
3. Each team will act out different behaviors. The verbal
group can use words to describe the behavior;
the non-verbal group can only use signs or gestures.
See which group guesses the behavior in the
shortest time. Ideally, the groups will not be able to
see or hear each other while the behavior is being
acted out.
4. Here are some suggested behaviors:
• Playfulness
• Anger
• Caring/.concern
• Affection
• Threat
• Trying to get someone’s attention
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Activity 3.1 Emotions in Motion
Handout 3.1.1
How Dolphins Communicate
Dolphins live in a marine environment in which sound travels easily and rapidly. Researchers have long
known that dolphins can use sound to help them communicate, navigate, and hunt in murky waters.
Odontocetes, a sub-order that includes the bottlenose dolphin, generates a wide variety of sounds, including
clicks, whistles, and pulsed sounds. These animals do not produce sounds using their vocal folds like humans
do. Rather, they rely on their nasal system, which is made up of a number of nasal air sacks and plugs that
open and close rapidly when air is moved from one sac to another. Dolphins force air through their air passages
and pass plugs that vibrate to make clicks, whistles, and other sounds.
Researchers are not sure if dolphins have a formal language, but believe they do use a distinguishing signature
whistle to identify themselves to their calves and others in large groups. Signature whistles are as
unique as human fingerprints, and are used to transmit the identity and location of the calling animal in a
group.
Much of the dolphin's brain is used for communication or “echolocation.” Using echolocation, or sonar, dolphins
send out sound waves by clicking (up to about 110-130 kHz). The clicking sounds bounce off objects
and the returning sound waves are picked up in the dolphin's lower jaw. These sounds are transmitted
through fatty channels in the lower jaw to the ear bones and then interpreted in the brain to determine the
size, shape, location, and even density of an object.
What sounds do dolphins make?
Dolphins make a wide variety of sounds, including clicks, chirps, creaks, barks, squeaks, and whistles.
Through observing and recording dolphins, scientists began to research how the different sounds that dolphins
make are used.
How are the sounds grouped or categorized? Is dolphin hearing different than human hearing?
Scientists recorded the different dolphin sounds and grouped them by type of sound. Then, they measured
the recorded sounds for frequency. They are listed in the table below. Humans can only hear 20 to 20,000
kHz of sound, so it was important to analyze the frequency of all sound using special equipment. This also
shows us that dolphins have a different hearing range than humans. So far, only two types of dolphin sounds
have been studied.
Sound Type
Clicks
Whistles
Low frequency
Rasps, grates, mews, barks, yelps
Frequency Range
0.2 – 150 kHz
0.2 – 24 kHz
0.3 – 0.9 kHz
0.2 – 16 kHz
Can dolphins hear?
It is interesting to note that dolphins do not have outer ears (pinna) like many other mammals, but have small
ear holes. Rather, they pick up sounds in their lower jaw and transmit those sounds through their ear bones to
the brain for interpretation. Dolphins do have small openings in either side of their head connecting to middle
and inner ears.
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What are the different sounds used for? Why do dolphins make clicking sounds? Do dolphins click to
communicate or do they click for another reason? How do dolphins find their way underwater when it
is dark or the water is murky?
Do dolphins have special night vision?
Scientists have done experiments to prove that the low frequency clicks help dolphins navigate and hunt in
murky waters. The clicks travel through the water and bounce off of objects in their path. The returning echo
provides dolphins with information about objects, including size, location, density, and shape. This process is
called “echolocation.” It was not until 1960 that researchers were able to prove that dolphins used echolocation
– and not special underwater or night vision – to navigate through the waters. Bat researchers were
able to study bat echolocation by blindfolding them. Researchers needed to come up with a more creative
way to block dolphin vision: a special blindfold made of rubber suction cups was placed over the eyes of
dolphins before they swam through an obstacle course. During their swim, the dolphin sounds recorded were
identified as the clicks we now know as dolphin echolocation.
What are dolphin whistles for? Do dolphins whistle to communicate with each other?
After echolocation clicks, the second most-researched dolphin sounds are their whistles. In the 1960's, scientists
discovered that individual dolphins would mostly produce one individual distinctive whistle, almost as if
to identify themselves. Before this, researchers thought that dolphins might be whistling based on what they
were doing, not who they are.
Since 1975, researchers have recorded and stored whistles from Sarasota Bay for future studies and experiments.
The recordings show that dolphins not only have individual signature whistles, but that the signature
whistles did not change over 10 year of their life. By keeping all of the recorded signature whistles in a database,
scientists can use the information for further studies and also share the information with other scientists.
Are dolphins born with a signature whistle or do they develop one as they grow? If they are not born
with a signature whistle, how does it develop?
To study signature whistle development, scientists recorded underwater sound while observing mother-calf
dolphin pairs in the wild. They found that young dolphins made a quavery whistle that grew into a signature
whistle during the first year of life. It seems that the development of signature whistle depends on things like
the total number of whistles the calves heard in the first year, the number of whistles the mother made, the
bond between the mother and calf, and the number of other dolphins living in the same area.
Most scientist believe that dolphins learn their signature whistles. This is very different than most non-human
mammals, which are born with the ability to produce sounds for communication. Unfortunately, more studies
need to be done that record individual dolphin sounds while observing behaviors to understand more about
the learning process of signature whistles.
Are there any patterns in signature whistles? Do dolphins that are related to each other have similar
whistles?
By comparing recorded signature whistles to dolphin identification and genetic information, researchers were
able to see a pattern in signature whistles. They found that female calves tended to produce whistles that
were very different from those that their mothers made. Male calves, however, were more likely than females
to produce whistles similar to those of their mothers.
Using information learned by other researchers about dolphin behavior and social arrangements, scientists
think that one reason that females may have different whistles is that mother-daughter pairs may associate
with each other form time to time. By having different whistles, they can have distinct identities. Other scientists
think that males have similar whistles to their mothers so that possible interbreeding with female relatives
will be avoided. Scientists may not ever know exactly why this happens.
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Are dolphin whistles different during normal activity than when it is isolated for research?
Discoveries about dolphin signature whistles led researchers to wonder whether the whistles that an isolated
(or observed) dolphin makes are the same ones as it would make in groups in the wild. Unfortunately human
ability to hear underwater is not very accurate. So, when observing a group of dolphins, it was difficult for
scientists to identify which dolphin was whistling, let alone figure out why it might be whistling!
Researchers observing dolphins in Sarasota Bay, Florida, were able to record dolphin whistles produced during
normal activities and those produced while briefly and temporarily captured. They found that almost
half of the whistles were the same, which led them to believe that most likely the sounds made by the individual
dolphins of the original study were “natural.” Scientists are still working on the other sounds recorded in
the wild and are trying to figure out what they might mean.
How do dolphins use whistles with each other?
Researchers have used recorded whistles to study whether dolphins recognize whistles from related dolphins
and other familiar dolphins more than dolphins they have not yet encountered. They found that a dolphin
would turn its head towards the speaker when it heard a broadcast of a whistle it was familiar with and that
it would respond less strongly when the whistle was not familiar. Through this experiment, researchers believe
that dolphins use signature whistles to identify one another. However, there may be other ways dolphins
use signature and other whistles that researcher have not yet discovered.
When dolphins are in a group, what kind of whistling happens?
In order to study sounds made during normal interactions of groups of dolphins, researchers had to come up
with a creative way to pinpoint individual dolphin sounds. In 1986, Peter Tyack developed a device called
a “vocalight,” which was placed with a suction cup on the dolphin's head. The vocalight would light up when
a sound was produced. This led researchers to discover that dolphins not only made their own unique signature
whistle, but they also produce imitations of each other's signature whistles. This ability might help dolphins
identify each other.
While the vocalight was a very useful tool, sometimes it would light up when a non-whistling dolphin passed
near a whistling dolphin. So, scientists need to develop a more accurate tool to further study dolphin whistles.
Additionally, by identifying individual dolphin sounds more accurately while comparing the sounds to
dolphin behavior, scientists may be able to better understand how dolphins use sounds to communicate with
each other.
What other vocalizations to dolphins make?
All species of marine mammals are known to make sound. Some of the sounds are coal sounds, produced by
movement of air from one part of the head to another. Seals and sea lions are able to generate vocalizations
much as humans do. Other marine mammals, such as dolphins and whales, pass air through air sacs in
their head to produce vocalizations. The sounds produced by all toothed whales (odontocetes), including
dolphins, are produced underwater but can be heard above water as well.
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How else do dolphins communicate?
Dolphins make other, non-vocal sounds. All marine mammals are able to produce and use non-vocal sounds
for communication, feeding purposes, and/or defense. This often includes slapping a body part against the
surface of the water. This action make both a sound and splash. Tail or fluke slapping is common in the dolphin
population.
Other parts of the dolphin's body that are typically used in producing noise in a slapping manner are pectoral
fins and the body as a whole during lunges and breaches. These gestures may be done for the purposes
of communication, hunting, or simply for fun.
Touch is an important means of communication as well. Dolphins often rub against one another, especially
those in close relationships, such as bonded males and mothers and calves who swim close to one another in a
synchronous behavior that non-verbally communicates their affection.
Dolphins sometimes show aggression towards one another by charging with mouth open, making a loud popping
sound by clapping their jaw either above or below water, or even raking their teeth across the skin of
another dolphin.
What future studies are planned?
Scientists believe that dolphins communicate using other senses besides sound. These include magnetic reception,
their sense of touch, and chemical detection through their ability to taste. These have not been studied
as well as sound, but are starting to receive more attention. Much of what scientists are able to learn depends
on the research tools and techniques that the scientists themselves discover and develop. With advances
in technology, new tools can be used to learn more about dolphins without greatly disturbing their
natural behaviors.
In order to do many of these studies, researchers continue to share and borrow information from others that
study dolphins. Many of these studies depend on researchers identifying individual dolphins, knowing which
dolphins were related to each other, and knowing which dolphins spent time with one another. Luckily, there
are scientists keeping records of dolphin identifications, studying dolphin behaviors, and social groupings.
For example, since there were other researchers recording sighting information, the researchers doing studies
on whether dolphins recognize certain signature whistles over other whistles were able to play recorded signature
whistles to individual dolphins that they were sure were from known or unknown dolphins. This is an
example of how different dolphin researchers share the information they gather through their different studies.
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Activity 3.1 Emotions in Motion
Handout 3.1.2
Dolphin Behavior
Hunting Strategies
Dolphins use a variety of strategies to catch fish, including hunting alone and hunting cooperatively. One
adult may eat between 25 and 35 pounds of fish every day. Although dolphins favor particular kinds of
fish, they are selectively opportunistic feeders, meaning they eat a wide variety of fish that are accessible,
desirable, and easy to catch. This ensures that there is usually some type of food available to them.
Chasing Prey
Individual dolphins chase after fish, out-swimming the fish and grasping them with their sharp teeth. This requires
speed, agility, echolocation, and keen eyesight.
Tail lobbing
This is an individual or cooperative method of hunting. Positioned on their belly, dolphins swim in a circular
pattern, slapping the surface of the water lightly and quickly with their tail flukes. This scares passing fish,
causing them to form a tight ball. The dolphins take turns swimming through the group of fish, capturing as
many as they can.
Kerplunk
A dolphin slams powerful tail flukes, the strongest part of a dolphin body, through the ocean’s surface to create
a splash and trail of bubbles in the water. This drives fish from their hiding places.
Echolocation
Dolphins use a series of echolocation clicks and whistles to help them locate their prey and navigate through
murky waters. These clicks are generated in dolphins’ nasal cavity and focused through their melon, then
travel out through the water. These sound waves will bounce off underwater objects and return as echoes
that indicate the object’s size, shape, density, and location. Dolphins receive these echoes through fatty channels
in their lower jawbone, or mandible, where they are transmitted to the ear bones. Some scientists believe
that dolphins can concentrate intense echolocation clicks onto prey animals to stun them.
Fish Whacking
Scientists have seen dolphins whacking at fish with their powerful tail flukes. This stuns or kills the fish, which
the dolphins can then easily catch and eat. Dolphins have also been seen slapping algae to dislodge fish
from their hiding places.
Strand Feeding
Dolphins chase fish into shallow water or onto grassy or muddy banks to drive them into an inescapable
area. Dolphins even slide up onto land to grasp the fish in their jaws and then slide right back into the water.
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Social Behaviors
Dolphins use a variety of behaviors to associate with one another. Some of these behaviors (such as gentle
rubbing or close swimming) indicate close bonds and relationships. Other behaviors (such as loud jaw pops,
biting, and chasing) indicate aggression. All of these behaviors are typical of social animals. Gaining a better
understanding of these behaviors allows researchers to develop a clearer perspective on dolphin relationships.
Gentle Rubbing
Dolphins have very sensitive skin and they spend much of their time touching on another with their fins and
bodies. Mothers and calves, females who are close, and bonded males often gently rub up next to one another
as they swim.
Nursing and Slipstreaming
Calves nurse for up to three to six years. To nurse, a calf swims alongside and nuzzles it’s rostrum into one of
the two mammary slits located on either side of the mother’s genital slit. Even when not feeding, a calf might
swim in this position, or alongside the mother’s dorsal fin catching a ride in the mother’s slipstream. This behavior,
called slipstreaming, enables the calf to rest while the mother is doing most of the work as they travel
through the water.
Synchronous Display
Pairs of bonded males exhibit elaborate synchronous displays, in which both males perform a sequence of
behaviors in perfect unison. These behaviors include surfacing for a breath of air, leaping out of the water,
tail slaps and glides, and swimming in identical patterns.
Tail Slapping, Chasing, and Biting
Like all social animals, dolphins sometimes exhibit aggression through behaviors such as biting, chasing, and
slapping their tail hard against the water’s surface. Some scientists believe that tail slaps may also be a way
for a dolphin to indicate to others to go away.
Athletic Behaviors
Dolphins are very athletic and acrobatic. They can leap high in the air, twisting and turning their body almost
effortlessly. As social animals, they are also known for their creative forms of socialization, play, and communication.
Breaching
Dolphins may breach as a method o long-distance communication, to look around above the water, to dislodge
parasites, or to play. Dolphins can leap nearly 10 feet into the air and land hard on their belly, back,
or side. The resulting loud splash may carry through the water to attract other dolphins in the area.
Porpoising
At high speeds of nearly 25 mph, dolphins leap in and out of the water, just breaking the water’s surface.
This allows them to take a quick breath of air, search their surroundings above the surface, and sometimes
escape predators, such as sharks, which cannot see clearly above the water’s surface.
Spy Hopping
Dolphins and whales pop their head and upper quarter of their body out of the water to get a better look
at what is going on above the water’s surface.
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Trained Medical Behaviors
In aquariums around the world, such as Brookfield Zoo in Illinois, trainers use operant conditioning, positively
reinforcing the dolphins for voluntarily participating in their own care. Part of the daily training sessions are
dedicated to practicing medical behaviors, called husbandry training, which are the top priority for these
animals. If the dolphins choose to participate in the husbandry sessions, they are rewarded. Like all training,
medical behaviors are trained in small steps and are designed to be fun and rewarding for the dolphins.
Through these trained behaviors, zoos and aquariums can collect basic health data which contributes to our
growing body of knowledge regarding dolphin size, weight, skin condition, etc.
Ultrasound
A dolphin ultrasound uses the same technology that is used for people. During an ultrasound exam, a dolphin
stretches out in the water in front of a trainer. The trainer rolls a probe over the dolphin’s abdomen to generate
pictures of internal organs or to monitor the health and growth of a calf in the womb of a pregnant
mother.
Blood Sample
Several times a year, a blood sample is taken from a blood vessel running along the underside of a dolphin’s
tail fluke. The trainers ask the dolphin to present their flukes in the trainer’s lap by having them float
dorsal up with the flukes held out of the water. Alcohol swabs are used to clean the area, and a small needle
is used to draw blood. Veterinarians analyze these samples as part of regular health check-ups.
X-Ray
For an X-ray exam, the dolphin is asked to beach (or slide) onto the pool deck, with either their side or belly
down. An X-ray requires the help of several staff members, one to keep the dolphin properly positioned,
one to hold the X-ray plate, and one to operate the X-ray machinery.
Weight
At most facilities like Brookfield Zoo, dolphins are weighed once a week. They are asked to beach, or slide
out of the water, onto a flat metal scale with their tail flukes held high for an accurate weight.
Length and Girth Measurements
Length and girth measurements are taken with a simple measuring tape. Length is measured from the rostrum
to the fluke and girth is measured around a dolphin’s widest part just behind the dorsal fin. These measurements
can help estimate the weight of a dolphin if a scale is not available or is not practical, as is the case
with field research. Brookfield Zoo trainers use girth measurements to monitor the growth and to estimate the
weight of pregnant females. After the first trimester of pregnancy it is not healthy for the females to slide
out of the water and onto a weighing platform.
Chuff
A dolphin’s blowhole is directly connected to the lungs. By asking a dolphin to blow air through the blowhole
(a behavior called chuffing), trainers can take a sample from the dolphin’s respiratory tract as part of regular
check-ups.
Milk, Saliva, and Urine Samples
Using pumps and stimulation or by gently massaging in a certain area, trainers can collect milk and urine
samples from a dolphin. For a saliva sample, they ask the dolphin to open its mouth so that keepers can rinse
it with freshwater and then swab the lining with a cotton swab. All of these samples are helpful for detecting
hormone levels in a dolphin. By analyzing milk samples, researchers can also replicate formula for claves in
stranding facilities.
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Activity 3.1 Emotions in Motion
Handout 3.1.3
Reflections
Name _____________________________
1. Which is easier to understand: verbal or non-verbal communication? Why?
2. In what other ways are humans better adapted to communicate than dolphins? Would human
forms of communication work underwater?
3. In what ways are dolphins better adapted to communicate than humans? Would dolphin
communication work on land?
4. What can we learn from dolphin communication? Explain your response.
5. Do you think that dolphins have their own formal language? Justify your belief.
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Activity 3.1 Emotions in Motion
Handout 3.1.3 Answer Key
Instructor Copy
Reflections
1. Which is easier to understand: verbal or non-verbal communication? Why?
Expect each student to explain their reasoning.
2. In what other ways are humans better adapted to communicate than dolphins? Would human
forms of communication work underwater?
Suggestions might include that humans have a formal language and the use of
technology to assist in communication but underwater new strategies would need
to be developed.
3. In what ways are dolphins better adapted to communicate than humans? Would dolphin
communication work on land?
On suggestion might be that dolphins have an amazing means of receiving and
interpreting sounds that humans cannot analyze without sophisticated
equipmnet. These methods rely on water to carry sound. In air, they might not be
as effective.
4. What can we learn from dolphin communication? Explain your response.
Scientists know that dolphins have sophisticated levels and kinds of communication–
about most of which we know very little. Synchronized swimming is just
one example; scientists don’t really know how dolphins communicate so that they
dive, jump, and swim at exactly the same pace. Other things we might learn about,
such as echolocation might have implications for industrial or military purposes.
5. Do you think that dolphins have their own formal language? Justify your belief.
Researchers have not yet determined the extent of dolphins’ language capabilities,
but it is an area of study.
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Lesson 4
Research Reality
SeaTrek’s Videoconferencing Cookbook: Recipes for Success!
Follow the instructions and tips below to ensure a quality
videoconferencing experience with SeaTrek!
VIDEOCONFERENCE SYSTEMS
• Get to know your videoconferencing equipment before the scheduled program. It’s a good idea to have
the technology coordinator in the room during all scheduled test calls and programs. Even though things
look fine at the beginning of the call, they can still go wrong in the middle, remember this is LIVE!
• Make sure that the TV and videoconferencing system volumes are at 50%.
• Start the videoconferencing system and dial into SeaTrek at least 15 minutes prior to scheduled program
start time.
VIDEOCONFERENCING ROOM
• For your videoconference, choose a room that is bright, fairly small (IE: auditoriums are not the best place
for an interactive videoconference) and out of range from ambient noise.
• Be sure to keep the lights in the room ON. This helps for the presenter to see the students he/she is interacting
with. This may pose a problem if you are using a projection system, please work out any lighting
issues prior to the conference.
CAMERA POSITIONS
• Position the videoconference camera in an area where all the students can be seen during the videoconference.
Make sure the position is not too high, too low, or facing the backs of the students. Think about
what you would like to see from the presenter: audience centered and in focus, as if he/she was in the
room with you.
• Make sure the student audience is in full frame and focus. It’s a good idea to have the students in the middle
of the frame. Be sure not to have the camera tilted too high or too low.
MICROPHONES
• Position microphone(s) in areas of the room that will easily pick up students’ voices.
• Always mute your microphones when you are moving them- these microphones are very sensitive and will
pick up a majority of the noise in the room.
• Please be cautious of where your microphone(s) are placed in regards to the speakers of the TV and/or
the videoconference system. Make sure they are far enough away as to avoid creating feedback.
• There are 2 options for your microphone:
Muted (closed): Use this technique to manage your classroom better; the presenter will not be able
to hear the students’ reactions unless they un-mute the microphone.
Un-muted (open): Use this technique to give the presenter instant content feed back. When using
this technique, there is no need to have the students un-mute the microphones in order to speak.
This is the preferred setting for SeaTrek programs!
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Lesson 4
Research Reality
SeaTrek’s Videoconferencing Cookbook: Recipes for Success!
PRE-SETS
• There are 2 options for using pre-sets:
Manual pre-set controls: If you have your videoconference system programmed for pre-sets, it’s a
good idea to have the students in view at each pre-set table/area. It’s also helpful to you if you
place numbers on the tables that coincide with the pre-sets in the system, that way you don’t have to
memorize the pre-sets.
Voice activated pre-sets: If your pre-sets are voice activated, please be aware that all other microphones
in the room must be muted in order for the pre-set to function properly. Also, it may be a
good idea to leave 1 microphone that is in a central location open while the presenter is speaking,
that way he/she can receive instant feedback from the students. Please note that the central microphone
will have to be muted before the other pre-set microphones can be opened.
ETIQUETTE
• Speak in clear, complete sentences. Sometimes it helps to begin speaking by saying your name, then answering
the question. This technique allows optimum time for the microphone to pick up your voice.
• The role of the instructor during the videoconference is to be the moderator. Please call on the students
when they have a question or would like to share their answers to our questions. Remember, you know
your students better than the “visiting” presenter.
• Please refrain from taking “snapshots” on the videoconferencing system during the program. This will distract
the students and interfere with the program in progress.
• Prior to program start time:
- Explain what videoconferencing is to the students. Make sure the students are aware that the
other connecting site can see and hear them;
- Explain to the students that they will be on camera. If the students are in the room prior to the
program, it may be a good idea to “get the giggles out” (IE: show the students what they look like
on camera and explain to them that this is what the other site will see during the conference);
• When connecting with SeaTrek, please make sure that your microphones are un-muted and your TV and
videoconferencing system volumes are at 50%. You will be required to perform an audio and video
check prior to program start time.
• Above all, HAVE FUN!
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Activity 4.1: Exhilarating Ethology
Grade Level: 9-12
Vocabulary See Appendix A
Key Words: ethogram, ethologist, ethology
Standards See Appendices B & C
Time Required 45 minutes (15 minutes classroom prep;
30 minutes as homework)
Objectives
Students will learn how behavioral scientists
create ethograms. Students will construct their
own ethograms by choosing an animal to observe
and record its behavior and the characteristics
of its environment.
Materials
• Handout 4.1.1: Ethology Explanation
• Handout 4.1.2: Observation Worksheet
• Writing utensil
• Watch/Timer
• Any other observational equipment needed (i.e.
binoculars, magnifying glass, etc.)
Teaching Notes
One observation tool used by researchers to study dolphins
is an ethogram. This is a list of behaviors and
their definitions used to record behaviors as they are
observed at predetermined intervals. By recording
data, in this way, researchers can better understand
what kinds of social interactions occur in the wild.
Dolphin researchers recognize certain behaviors as normal
and even predictable within dolphin social groups.
These include social behaviors, athletic behaviors, and
hunting strategies (Lesson 3). Dolphin researchers note
these behaviors on observation sheets, which are also
used to record other types of information, such as sighting
location and conditions as well as group composition.
Lesson 4: Research Reality
Procedure
1. Students will construct an ethogram by observing an animal
that lives in their area. Students can observe the animal
in its natural setting or in a local aquarium or zoo.
Requirements for observations are indicated in the student
instructions.
2. Students will record their observations on the worksheet
provided. Observations should include location, animal,
and its behaviors. Behavior examples are indicated in
the student instructions.
3. Students are required to record each behavior and note
the time it occurs as well as the number of times the same
behavior occurs in the observational time period.
4. After completing Handout 4.1.2, students may discuss
their observations with the class.
5. Students will summarize their findings in a report and
present the final version to the class. Please permit the
rest of the class to comment and ask questions regarding
the presenting student’s observations. Allow students to
revise and edit their reports before turning them in.
Extension/Suggested Projects
1. Have the students calculate the percentage of time the
observed animal spent on each behavior.
2. The students can research the animal that they observed
and attempt to define any behaviors that they recorded.
3. Students can go back to the observation site to create
other ethograms using the same animal, other species,
or conspecifics.
An ethogram, such as the one the students will use, focuses
on researcher agreed upon behaviors. For example,
if a research study is conducted on dolphin behavior,
all of the participating researchers must establish
descriptions of behaviors and universally agree to use
these criteria. Unless there is consensus on what, for example,
tail lobbing is, the statistics will be inaccurate
and the research flawed.
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Activity 4.1 Exhilarating Ethology
Handout 4.1.1
Name _____________________________
Ethology Explanation
Ethology (noun) The scientific study of animal behavior, especially as it occurs in a
natural environment.
Ethogram (noun) An inventory of all of the behavior patterns of a species.
Ethologist (noun) A person who studies animal behavior.
When studying a living organism, a scientist must make a number of observations. Perhaps one of the
most important observations a scientist or researcher can make is that of the organism’s behavior. By observing
behavior, scientists can begin to ask questions about the animal’s adaptations, functions, and biology.
When observing an animal, ethologists will create an ethogram, a list of all the behaviors of the observed
organism. It is important to observe different organisms in order to develop a frame of reference for later
studies. Observations and ethograms are important because they may help ethologists to determine whether
or not a behavior is common or rare and can answer many questions about the organism that may help it to
survive and reproduce.
You will now become an ethologist and create your own ethogram using the following directions and
worksheet provided.
Ethology Observation Directions
1. Choose an animal to observe.
2. The observed animal should be identifiable and active.
3. Find a suitable observation post.
4. Observe the animal for a 30-minute period.
5. Record behaviors and the time they occur (include time length of the behavior). Record observations
on provided worksheet.
6. Some examples of observed behavior include:
• Resting or sleeping
• Grooming
• Eating
• Aggressive activity
• Social or individual “play”
7. After the observing period, if you can, take pictures of the recorded behaviors.
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Activity 4.1 Exhilarating Ethology
Handout 4.1.2
Name _____________________________
Preliminary Data
Observer: ______________________
Start Time: __________________
Date: ____________________
End Time: _____________________
Location: _________________________________________________________________
Environment Description: ____________________________________________________
Weather Conditions: ________________________________________________________
Observation Animal: ____________________________________
Male or Female
(circle one)
Size (estimate): ____________________
Age (estimate): juvenile subadult adult
(circle one)
Coloration: ______________________________________________________________
List any identifiable features: _______________________________________________
Other Comments:
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Observational Data
Start Time: ____________________
End Time: ___________________
Behavior Time Period Total # of Times Occurred_
Example:Eating 12:00 – 12:02pm 3 total
__________________________________________________________________________
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__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
__________________________________________________________________________
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Activity 4.2: SeaTrek Videoconference
Lesson 4: Research Reality
Grade Level 9-12
Vocabulary See Appendix A
Key Words: videoconference
Standards See Appendices B & C
Overview
Students will learn about the biology, behavior, diet,
communication, and diversity of dolphins.
Time Required One 40-50 minute class period.
Objectives
Students will be able to 1) define what a marine mammal
is; 2) explain diversity of marine mammals, especially
dolphins; 3) discuss the diversity, behavior, anatomy,
and life history of dolphins; 4) understand how
Mote Marine Laboratory researches wild dolphins; and
5) demonstrate the importance of marine mammal conservation.
Materials
• TV
• Videoconferencing system
Topics in SeaTrek Videoconference
• Dolphin Anatomy
• Dolphin Diversity
• Dolphin Behavior
• Dolphin Communication
• Dolphin Diet
• What Mote Marine Laboratory does
• What can you do
Procedure
See the SeaTrek’s Videoconference Cookbook : Recipes
for Success! for tips to make your videoconference experience
a success!
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Student Feedback Form
SECRET LIFE OF DOLPHINS
Videoconference
Dear Student,
Please answer, as accurately as possible, the questions below. Your feedback is very important to us, and will
be used to revise and improve the videoconference.
Thank you!
The SeaTrek Staff
Mote Marine Laboratory
************************************************************************
What is your grade level? ______
On a scale of one to five, one representing “strongly disagree” and five representing “strongly agree,” please
circle the number that matches each statement below:
1. I have studied dolphins a lot.
strongly disagree
strongly agree
1 2 3 4 5
2. I have used technology before.
strongly disagree
strongly agree
1 2 3 4 5
3. The videoconference kept my attention.
strongly disagree
strongly agree
1 2 3 4 5
4. I liked the graphics and videos.
strongly disagree
strongly agree
1 2 3 4 5
5. I liked the interactive activities.
strongly disagree
strongly agree
1 2 3 4 5
6. In the videoconference, I learned new things about dolphins.
strongly disagree
strongly agree
1 2 3 4 5
7. I learned about how scientists research dolphins.
strongly disagree
strongly agree
1 2 3 4 5
8. I learned how scientific research affects conservation.
strongly disagree
strongly agree
1 2 3 4 5
9. The videoconference made me want to learn more about dolphins.
strongly disagree
strongly agree
1 2 3 4 5
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10. The videoconference made me more interested in science.
strongly disagree
strongly agree
1 2 3 4 5
11. I would like to do more videoconferences with SeaTrek
strongly disagree
strongly agree
1 2 3 4 5
12. I would like to present a videoconference to another school.
strongly disagree
strongly agree
1 2 3 4 5
Please give us further comments, if you have any:
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Lesson 5
Fin Factor
Researchers at zoos and aquariums, such as Brookfield Zoo in Illinois, have been studying Atlantic
bottlenose dolphins for many years and have learned a great deal about their biology, means of communication,
social behavior, and other topics. But much remains to be revealed. To really learn about dolphins in
the wild, we first have to know something about where they live...because where they live can have important
implications for their health.
Sarasota Bay in southwest Florida is a large natural bay on the west coast of Florida. Much of the
bay is either sandy or grassy bottom, and the water temperature varies between 10-32°C (50-90° F). The
bay is long (roughly 30 kilometers or 19 miles) and somewhat narrow (5 kilometers or 3 miles at it’s greatest
width) with comparatively small entrances at each end and in the middle. This makes the bay a semiclosed
system, which means that pollutants do not easily wash out of the bay. Therefore, pollutants present in
the bay might linger for a prolonged period of time. In addition, the bay is shallow—not much deeper than
about 3 meters (10 feet) in most places. This provides less opportunity for some materials to gravitate to
greater depths. This situation also provides less opportunity for resident dolphins to escape human activity
because the dolphins cannot swim very deep to avoid boats, noise, fishing gear, pollutants, etc.
Much of the shoreline of Sarasota Bay, once naturally filled with mangrove trees and abundant
meadows of sea grass, has been converted to seawalls. People put in seawalls to prevent the sand from
washing away...but as more seawalls are built, areas of sand further along the bay wash away. All of this
type of construction has impacted the ecosystem significantly, particularly by deterring the growth of the
mangroves and sea grass, which are prime food sources and habitat for many animals in the bay. These dilemmas
are a great interest and concern for researchers.
To better understand the needs of dolphins and the implications of human development, scientists
study the preferred locations of dolphins and the movement of dolphin groups from site to site within the
bay. Researchers use tools to track dolphin movement as the animals navigate the bay. Some dolphins from
Sarasota Bay venture out in to the Gulf of Mexico, while others spend most of their entire lives in the bay.
No one knows exactly why this dolphin population chooses to continually reside in the relatively small area
of Sarasota Bay. Dr. Randy Wells of Brookfield Zoological Society and Mote Marine Laboratory is the director
of the Sarasota Dolphin Research Program, which is the longest running and most complete study of a
wild dolphin population in the world! The dolphins of Sarasota Bay have been studied since 1970!
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Lesson 5
Fin Factor
Sarasota Dolphin Research Program and Mote Marine Laboratory’s researchers use the following
form when conducting field studies with wild dolphin populations in Sarasota Bay, Florida. Not only do the
researchers record data, but they often photograph the dolphin’s dorsal fin for sight identification. A dolphin’s
dorsal fin is much like the human finger print- unique to every individual.
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Activity 5.1: Bay Watch
Grade Level 9-12
Vocabulary See Appendix A
Standards See Appendices B & C
Overview
Students will learn about the challenges of researching
animals in the wild and learn research strategies for
observing dolphins in Sarasota Bay, Florida.
Time Required One to two 40-50 minute class period.
Objectives
Students will be able to 1) familiarize themselves with
the Sarasota Bay ecosystem; 2) recognize the types of
equipment needed to observe the Sarasota Bay dolphin
population; and 3) explain some of the reasons
dolphins change location in the wild and predict where
dolphins are found.
Lesson 5: Fin Factor
• Use the Sarasota Bay Map: Simple to mark research
sites. Places numbers or letters on the map to
represent positions and complete Handout 5.1.3,
including all relevant details about the site (number
of researchers, types of equipment, etc.)
5. Remind students that they have a responsibility to the
environment, too. They should take care and position
resources such that they have the least impact on the
organisms in the area.
Discussion/Questions To Think About
Use Handout 5.1.4 to lead a class discussion about dolphin
research.
Extension/Suggested Projects
1. Have students investigate observation strategies for
other types of animals. What tolls might these researchers
use and how is their research applied to the
population as a whole?
Materials
• “In the Researcher’s Words” copy for Instructor
• Handout 5.1.1: Dolphin Research Tools
• Handout 5.1.2: Sarasota Bay Maps
• Handout 5.1.3: Habitat Habits
• Handout 5.1.4: Reflections (optional)
Procedure
1. Share the information from Unit 5: Fin Factor and
“In the Researcher’s Words” with the students.
2. Divide students into research teams. Distribute
Handouts 5.1.1, 5.1.2, and 5.1.3 to the students.
Because this lesson involves many steps, students
should first create a work plan for the team members.
3. The teams’ task will be to determine in which locations
dolphins can be found, and then set up
“researchers” in appropriate locations to collect
data.
4. Looking at the detailed map and considering the
Research her Tools available, instruct students to
complete the following tasks:
• Determine where they believe dolphins will be
found. Position up to six “researchers” with different
equipment in the bay so that the optimum
number of dolphins can be observed. (Decisions
as to how many researchers belong in each site,
what equipment they will use, and what they
hope to observe must be included in the report.)
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Activity 5.1 Bay Watch
Instructor Copy
In the Researcher’s Words
Beggar and Government Regulations
The following is a document by a dolphin researcher working on species conservation. Look up unfamiliar
terms or see if you can determine their meaning from the context of the science.
Introduction
A science exists behind maintaining a healthy diet for the animals in zoos and aquariums: these nutrition
studies help scientists understand the needs of dolphins in the wild. While the scientists are striving to
ensure the health of all dolphin populations, other humans are feeding dolphins in the wild and causing
many health problems in the animals. The act of feeding wild animals is known as provisioning – and it
puts dolphins at serious risk. Provisioning is illegal in Sarasota Bay, but it is a difficult thing to monitor
and regulate. And sometimes the scientists have to restrict their studies because they have to obey laws
broken by people who feed dolphins in the wild. An example of this serious situation is shown through
the story of Beggar, an Atlantic bottlenose dolphin living in Sarasota Bay, Florida.
Beggar and Government Regulations
“Since 1990, my colleagues and I have been monitoring a dolphin known as Beggar, aptly named from
his behavior of popping up with his mouth open alongside slow-moving boats in a narrow portion of the
Intracoastal Waterway south of Sarasota Bay. Beggar ingests a wide variety of non-dolphin food
items that are dropped into his mouth, and bites many of the people who reach down to touch him without
offering food. There are serious concerns about the spread of his behavior, as a number of the
other dolphins that pass through Beggar's range have begun to beg as well.
Over the years, law enforcement activity to control interactions with Beggar and other dolphins has
been minimal due to a shortage of National Oceanic and Atmospheric Administration (NOAA) enforcement
agents, other priorities within the agency, and a stated reluctance to commit resources because the
harassment and feeding prohibitions already in the regulations were considered unenforceable. Working
with the NOAA Fisheries “Protecting Wild Dolphin” program, we participated in a program of educating
the public through brochures, posters, signage, town hall meetings, and public service announcements.
We also conducted a docent program in which people approaching Beggar were provided with
explanations of the problems associated with feeding wild dolphins. Only about 1.3% of passing boaters
interacted with Beggar in the presence of the docent boat. Boaters who interacted with Beggar
were interviewed, and 60% acknowledged that they knew such activities were illegal.
The numbers of interactions increased by a factor of four following the cessation of the docent program.
Thus, it appears that the educational messages were received, but in the absence of adequate law enforcement
and the consequences thereof, the problem persists. Similar findings have been made by
other Chicago Zoological Society scientists working at other sites around the world. The new definitions
should provide sufficient clarity to support prosecutions for this kind of harassment, but increased support
for law enforcement activities along with educational efforts will be necessary to begin to control
these kinds of situations that are clearly harmful to marine mammals.
Testimony of Randall S. Wells
Conservation Biologist, Chicago Zoological Society
and Director, Center for Marine Mammal and Sea Turtle Research, Mote Maine Laboratory
To the Subcommittee on Fisheries Conservation, Wildlife and Oceans of the U.S. House of Representatives
Committee on Resources
Regarding Reauthorization of the Marine Mammal Protection Act, H.R. 2693
24 July 2003
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Activity 5.1 Bay Watch
Instructor Copy
In the Researcher’s Words
“Boaters have provisioned (or fed) wild bottlenose dolphins for more than 10 years ion the Intracoastal
Waterway near Nokomis, Florida. On dolphin, referred to as “Beggar”, is a wellknown
attraction to tourists and local boaters because of his predictable presence in the area.
From 1997-2001, a study was undertaken to document boater interactions with “Beggar” and
occasional dolphin associates.
WE also evaluated the effectiveness of efforts to curtail these illegal activities through public
education and law enforcement. In spite of a public relations campaign and limited law enforcement
efforts, illegal interactions including provisioning, physical contact, and other forms of
harassment have continued. In fact, since the cessation of the docent program we conducted as
part of the public relations campaign, interaction rates have increased from fewer than 2% of
passing boaters to nearly 7%.
We queried a sample of those who chose to interact illegally with the dolphins and found that
39% claimed no knowledge of the laws. Many of the other 61% who were aware of the legal
ramifications expressed a lack of understanding of the problems associated with interacting
with wild dolphins. We suggest that increased law enforcement efforts, including the application
of well-publicized punitive sanctions, along with increasing awareness of the problems associated
with feeding wild animals, may be required to bring about further reduction of this
problem.”
-From: A Demonstration of the Need for Increasing Public Awareness of the Problems
Associated with Human Interactions with Wild Dolphins: A Case Study Near Sarasota, Florida.
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Activity 5.1 Bay Watch
Handout 5.1.1
Name _____________________________
Dolphin Research Tools
Studying bottlenose dolphins in the wild requires a great deal of skill, knowledge, and experience, as well as a bit of
luck. Researchers employ a variety of tools to aid in their studies. The following tools help them locate, identify, track,
and record information about dolphins.
Navigation
• Boat - Anyone who wants to study the behavior of marine mammals in the field needs a way to get to the marine
mammals. Typically, the boats used are small research vessels that allow for close-up, relatively unobtrusive observations.
• Radio - A radio is an important piece of safety equipment. It gives researchers constant contact with the shore and
with the Coast Guard. It can also be a helpful tool for locating dolphins, as it allows researchers to communicate
with researchers in other boats who might have spotted a particular group.
• Compass, Charts, GPS, and Radar- All researchers need to be able to keep track of their locations on the water;
a compass and global positioning system (GPS) equipment help with this. Boating charts, depth sounders, and radar
help researchers avoid shallow waters, other boats, and rocky areas. A researcher may need to look for dolphins
at specific coordinations. The researcher tracks the dolphins' movements by marking a special chart. This
helps the researcher determine where the dolphins live.
Field Guides
Researchers use field guides to identify other animals and plants seen in a dolphin group's range. For example, a
field guide might help a researcher identify fish that the dolphins are eating. For researchers, field guides paint a
more complete picture of the dolphins' environment.
Tracking
Binoculars – Binoculars help researchers locate dolphins on the open water. It is not always easy to spot dolphins
against the ocean background because the dorsal fins and blowholes typically break the surface for just a brief moment.
Binoculars can also give researchers close-up views of specific features on a dolphin's dorsal fin to help identify
the dolphins they are seeing.
Radio or Satellite-linked Tags and Computer – Scientists will sometimes place a radio tag or satellite-linked tag on
the dorsal fin of a dolphin. These tags track the movements and behavior of dolphins. A satellite-linked tag sends
messages to a researcher's computer. These messages provide information on movement, as well as dive depths and
duration. A radio makes locating tagged dolphins easier because it beeps as a researcher moves closer to the animals.
Dorsal ID Cards – Brookfield Zoo scientists Dr. Amy Samuels and Dr. Randy Wells make tracings of the dorsal fins of
the dolphins in their study areas so they can track each one. They also take dorsal fin photos as a permanent record
of the individual dolphins they see. By closely examining the photos, researchers can analyze the dorsal fins and
closely study any changes from previous photos. See fin photos below.
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Activity 5.1 Bay Watch
Handout 5.1.1
Dolphin Research Tools
Observation
Ethogram Chart – There are many ways to study dolphin behavior. For example, some researchers follow one dolphin
at a time and record behaviors at predetermined time intervals. They use an ethogram – a list of behaviors and their
definitions – to define which behaviors they record. By recording data in this way, researchers can provide a profile
of the life of individual dolphins – where it goes, how much time it hunts, the kinds of social interactions in which it is involved,
etc.
Tethered Airship (Blimp) with Video Recording Device – Some researchers rely on a tethered airship that holds a
video camera to help observe details of dolphin behavior above and below the water. These airships are smaller
than the ones you would see flying around at sporting events. With an airship, researchers can record a dolphin
group from above, which makes it easier to observe and follow the animals. An array of underwater microphones
(hydrophones) can be used to record the sounds of the dolphins being viewed from the airship.
Syringes, Tape Measures, and Sample Containers – Occasionally, researchers evaluate the health of the dolphin
population by carefully handling them for brief periods. Through this method, they can obtain samples and measurements,
which help them assess the dolphins' health. This assessment includes fin and body measurements (including
body temperature, blubber thickness weight, girth, length, and more) and blood samples. From these data, researchers
can determine the age, sex, and family relationships of the dolphins. Researchers can also establish normal levels
of hormones and other chemicals in a dolphin's blood, as well as look for the effects of pollutants on health and reproduction.
Journal and Tape Recorder – Researchers keep careful notes of their observations. In addition to taking photographs
and creating ethograms, they keep journals and recordings of everything they see and hear during their research
trips. This ensures that they have specific data about the weather, other animals, people or boats in the area, births
and deaths, and any health assessments of the dolphins.
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Activity 5.1 Bay Watch
Handout 5.1.2
Name _____________________________
Sarasota Bay Map: Simple
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Activity 5.1 Bay Watch
Handout 5.1.2
Name _____________________________
Sarasota Bay Map: Detailed
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Activity 5.1 Bay Watch
Handout 5.1.3 Habitat Habits
Habitat Habits
Name _____________________________
Examine the Sarasota Bay map and note the areas of sea grass, seawalls, passes to the Gulf of Mexico,
communities and/or industry, marinas, etc. As a team, use this information to guide your decisions. Place a
number at each location you believe dolphins may congregate. Next to the corresponding number on the
chart below, describe the location and indicate the makeup of the research team you will place at that location.
How many researchers will you use and what kind of equipment will they need? What will they be observing?
Site
1
General Location
(Describe the area)
Description of Research Team
(No. of researchers and types of
equipment)
2
3
4
5
6
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Activity 5.1 Bay Watch
Handout 5.1.4
Reflections
Name _____________________________
1. Why do you think dolphins may change locations in the wild?
2. What are some of the aspects of Sarasota Bay that make it appealing to dolphins?
3. The dolphin population in Sarasota Bay has existed with many of the same dolphins for
more than 35 years. Do you think they will remain in the bay? Why or why not?
4. The types of equipment needed to observe the Sarasota Bay dolphin population is diverse.
Given unlimited time, funding, and any other factor, how would you continue dolphin
observation in Sarasota Bay?
5. What led you to decide where to place your research teams?
6. Why is it important for scientists to know about dolphin ranges and core areas of distribution?
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Activity 5.1 Bay Watch
Handout 5.1.4 ANSWER KEY
Reflections
Instructor Copy
1. Why do you think dolphins may change locations in the wild?
Students may suggest feeding grounds, safety/shelter, mating, human encroachment, etc.
2. What are some of the aspects of Sarasota Bay that make it appealing to dolphins?
Students may suggest ample food, companionship of other dolphins, wariness to travel beyond a
known range, etc.
3. The dolphin population in Sarasota Bay has existed with many of the same dolphins for
more than 35 years. Do you think they will remain in the bay? Why or why not?
Students may suggest that dolphins will stay because they have ample food, etc. On the other
hand, they may suggest that human encroachment is becoming a threat to the dolphin population.
4. The types of equipment needed to observe the Sarasota Bay dolphin population is diverse.
Given unlimited time, funding, and any other factor, how would you continue dolphin
observation in Sarasota Bay?
Accept any reasonable response-especially more creative ideas. Researchers must “think outside
the box”.
5. What led you to decide where to place your research teams?
Verify that Handout 5.1.3 is properly completed.
6. Why is it important for scientists to know about dolphin ranges and core areas of distribution?
Researchers need to understand dolphin ranges and core areas to assess the well being of the
population as well as meet the needs of dolphins in different environments. Observation of dolphin
groups and their movements within a range and core area sheds light on dolphin behaviors.
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Activity 5.2: Sarasota Bay Ecosystem
Grade Level 9-12
Vocabulary See Appendix A
Key Words: abiotic, Biological Assessment (BA), Environmental
Impact Statement (EIS), Marine Mammal Protection
Act (MMPA)
Standards See Appendices B & C
Overview
Students will learn basic facts about Sarasota Bay and
the adjoining Gulf of Mexico ecosystem and apply
these facts in the role of a developer or habitat conservation
advocate.
Time Required One to two 40-50 minute class period.
Objectives
Students will be able to 1) learn about the Sarasota
Bay and Gulf of Mexico ecosystems and document important
features; 2) prepare either a Biological Assessment
(BA) or an Environmental Impact Statement (EIS)
and communicate their plan to the community in a classroom
forum setting; and 3) conclude that government
agencies and commercial enterprises must cooperate
for the benefit of humans and the ecosystem.
Materials
• Teaching Notes
• Handout 5.1.1: Dolphin Research Tools
• Handout 5.1.2: Sarasota Bay Map– Detailed
• Handout 5.2.1: Habitat Features
• Handout 5.1.3: Habitat Habits
• Handout 5.2.2: Biological Assessment Development
Teams
• Handout 5.2.3: Environmental Impact Statement
Government Research Teams
• Handout 5.2.4: The Marine Mammal Protection Act
of 1972
• Handout 5.2.5: Reflections (optional)
• Computer and Internet access
Procedure
1. As a class, decide on a specific kind of development
to be built in the Sarasota Bay region. The
development must provide some benefit to local
people– perhaps a teaching center, economyboosting
industrial site, a place which would employ
large numbers of local people, a natural recreational
park are, or hospital.
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Lesson 5: Fin Factor
2. Separate the students into teams. Give each team
Handouts 5.1.1, 5.1.2, and 5.2.1.
3. Within teams, students should research and document
the general environmental conditions present in
Sarasota Bay and, if desired, the Gulf of Mexico.
4. Instruct teams to use the detailed map for reference
to plan an abbreviated environmental survey. Remind
them that additional information can be found
in many of the handouts completed for previous lessons.
5. Once they have gathered the information, have students
complete Handout 5.2.1. Using their handouts
as a guide, discuss with the students the purpose of
Biological Assessments (Bas) and Environmental Impact
Statements (EISs), as well as the Marine Mammal
Protection Act. How do these processes protect
the environment? What is the benefit to dolphins?
What is the benefit to humans? What economic concerns
exist because of these actions?
6. Bring all teams together and form two camps: developers
who want to build a facility at one of the dolphin
sites; and government research scientists who
want to ensure that the development does not come
at the expense of the ecosystem. (NOTE: More information
is needed for the EIS than the BA, so teams
should be assigned accordingly.)
7. Using the information learned from Activity 5.1, instruct
the development team to confirm the location
for their development and share this information with
the government team.
8. Have students use a variety of resources (books,
Internet, library, etc.) to further research Sarasota
Bay and note environmental factors and/or areas of
concern.
9. Have a developer team complete a Biological Assessment.
Have the government researcher team
complete an Environmental Impact Statement. Encourage
the teams to talk with each other as they are
completing these handouts.
10. When teams have completed their handouts, have
them debate the proposed development.
Discussion/Questions To Think About
• How do these processes protect the environment?
• What is the benefit to dolphins?
• What is the benefit to humans?
• What economic concerns exist because of these actions?
• Use Handout 5.2.5 to lead a class discussion
about dolphin research.
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Activity 5.2 Sarasota Bay Ecosystem
Instructor Copy
Teaching Notes
In this activity students will use information gathered in Activity 5.1 to find abiotic data for the area where
their team proposes development. To gather this information, students will need to use the Internet, libraries,
and media centers. Make sure the students know how to appropriately cite any references they use, and
also to be cautious when using Internet sites, as the information found there is not always be accurate. Site
that end in .gov (for government) and .edu (for education) are likely to be the most reliable. Sites that end
in .com or .org may present somewhat slanted information, depending on the institution's bias or background.
In the process of developing their arguments for and against the proposed development, students should familiarize
themselves with the Marine Mammal Protection Act (MMPA), which provides protection for dolphins,
whales, manatees, and other marine mammals from a variety of threats and harassment, including loss of
habitat and interaction with humans.
Student research teams will investigate and debate whether a development should be built on the shoreline
of Sarasota Bay. Some teams will advocate for the development; other teams will advocate against it. Both
sides need to justify their position with documented evidence. Some questions for them to keep in mind when
formulating their arguments are:
• Why is this development needed?
• Who or what will benefit from this development?
• What will decline without this development?
• What is the impact on the ecosystem as a whole?
• What is the specific impact on humans?
• What is the specific impact on dolphins?
• How is the impact calculated?
• What are the alternatives to the project?
• What development strategies can be used to minimize the impact on the environment?
• How do developers and scientists work together to make development decisions?
Throughout the process, all the teams must consult with one another. For example, the government research
teams working on the Environmental Impact Statement (EIS) need to know exactly what the Biological Assessment
(BA) development teams are proposing and what steps they are talking to lessen the impact on the environment.
Teams on each side of the issue must collaborate to find and disseminate information. The object
of the exercise is to come to a compromise that will best serve the environment and the needs of all the
stakeholders! Plans for formal and informal discussions between the teams will be made by the students.
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Activity 5.2 Sarasota Bay Ecosystem
Handout 5.2.1
Name: ________________________________
Habitat Features
Using Handout 5.1.3: Habitat Habits from Activity 5.1, select three sites that you know attract dolphins. Use
any other resources (Internet, library, etc.) to investigate the general features of these sites, such as water
and other abiotic factors, flora, fauna, microorganisms, etc. Create a description of the site, adding as many
details as possible. Make sure to note information about threatened or endangered organisms,
Refer back to Handout 5.1.2: Sarasota Map to identify areas that you believe have minimal dolphin sightings,
and enter a similar description to the chart.
Site
General Location
(Describe the area)
Popular Dolphin Observation Sites
Description of Site
(Include anything that lives in the area, including
abiotic factors, flora, fauna, microorganisms,
etc.)
1
2
3
Minimal Dolphin Observation Sites
4
5
6
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Activity 5.2 Sarasota Bay Ecosystem
Handout 5.2.2
Name: ________________________________
Biological Assessment Development Teams
To receive a construction permit in many natural areas, a builder must complete a Biological Assessment (BA).
A BA report determines whether a project may affect endangered or threatened species. Some form of
consultation with the NOAA (National Oceanic and Atmospheric Administration) Fisheries is desirable to ensure
identification of all species that are or may soon be protected. If a company's proposal may affect
these organisms, the company must request a consultation with the NOAA.
1. Provide a statement of the underlying purpose (reason) for the construction, AND the specific need for the
project.
2. List any endangered/threatened species (state and federal) found in the site.
3. Provide specific information about each endangered/threatened species – such as physical description
(picture or drawing), requirements for food, water, and shelter, the reason the species is endangered, interesting
facts about the species, and anything else you find important.
4. Provide an explanation of how building on this site will affect these organisms.
5. Indicate steps your company will take to avoid harming the plants and animals no the site.
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Activity 5.2 Sarasota Bay Ecosystem
Handout 5.2.3
Name: ________________________________
Environmental Impact Statement Government Research Teams
The National Environmental Protection Act requires federal agencies to prepare an Environmental Impact
Statement (EIS) for major projects. The preparation of an EIS is part of the project planning process to ensure
that all environmental concerns are considered. The EIS explains the project's environmental impact, describes
measures to reduce or avoid that impact, and tries to resolve environmental conflicts with the public.
This study is initiated by the government.
1. Provide a brief description of the existing site.
2. Document the amount of land that will be covered by buildings, parking lots, roads, etc.
3. List the type and amounts of garbage and waste materials that will be produced by the development
and what processes are necessary to get rid of them.
4. Predict any human health effects of the development, as well as any potential impacts on wildlife and
plants in the area.
5. Indicate how the development will affect the surrounding ecosystems (marshes, beaches, forest, wetlands,
rivers, etc.) and the quality of air and water in the surrounding areas.
6. Provide a review of this development's impact on any endangered or threatened species found at the
site. (Check with the BA team for a list of endangered or threatened species at the site.)
7. List the steps the developer must take to ensure that the development does not harm the surrounding area.
8. Taking into account what the development proposes to provide for the local community, can you recommend
any alternatives?
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Activity 5.2 Sarasota Bay Ecosystem
Handout 5.2.4
The Marine Mammal Protection Act of 1972 (MMPA)
(Reauthorized in 1994)
In passing the MMPA in 1972, the U.S. Congress found that:
• Certain species and population stocks of marine mammals are, or may be, in danger of extinction or
depletion because of man's activities;
• Such species and population stocks should not be permitted to diminish beyond the point at which they
cease to be a significant functioning element in the ecosystem of which they are a part, and, consistent
with this major objective, they should not be permitted to diminish below their optimum sustainable
population level;
• Measures should be taken immediately to replenish any species or population stock that has diminished
below its optimum sustainable level;
• There is inadequate knowledge of the ecology and population dynamics of such marine mammals and of
the factors which bear upon their ability to reproduce themselves successfully; and
• Marine mammals have proven themselves resources of great international significance, aesthetic and
recreational as well as economic.
The MMPA established a moratorium, with certain exceptions, on the taking of marine mammals in U.S. waters
and by U.S. citizens on the high seas, and on the importing of marine mammals and marine mammal
products into the United States.
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Activity 5.2 Sarasota Bay Ecosystem
Handout 5.2.5
Name: ________________________________
Reflections
1. Describe the Sarasota Bay/Gulf of Mexico ecosystem and document their features (i.e. Water and other
abiotic factors, flora, fauna, other organisms).
2. Think about the tools that researchers use when investigating dolphins. What would you change if you
were going to plan a survey of the Sarasota Bay/Gulf of Mexico ecosystems? Would you use the same
tools of field research scientists and maintain the same placement around the bay?
3. How do you think scientists communicate their findings to others? Do you think most scientists have access to
state or federal lawmakers, to let politicians and lawmakers know their concerns?
4. How do BAs, EISs, and the MMPA protect the environment? What is the benefit to dolphins? What is the
benefit to humans?
5. What economic concerns exist that may be addresses during the implementation of BAs, EISs, and the
MMPA?
6. In what ways do scientists and businesses cooperate with one another?
7. Why is cooperation and communication between everyone using Sarasota Bay important? Provide at least
three examples.
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Activity 5.2 Sarasota Bay Ecosystem
Handout 5.2.5 ANSWER KEY
Instructor Copy
Reflections
1. Describe the Sarasota Bay/Gulf of Mexico ecosystem and document their features (i.e. Water and other
abiotic factors, flora, fauna, other organisms).
Make sure that students appropriately document the information they have gathered.
2. Think about the tools that researchers use when investigating dolphins. What would you change if you
were going to plan a survey of the Sarasota Bay/Gulf of Mexico ecosystems? Would you use the same
tools of field research scientists and maintain the same placement around the bay?
Answers may vary.
3. How do you think scientists communicate their findings to others? Do you think most scientists have access to
state or federal lawmakers, to let politicians and lawmakers know their concerns?
Students may suggest contemporary means, such as telephone, Internet, etc. However, an important
part of scientific communication involves accurate, comprehensive writing. Scientists publish their
findings in papers and articles that are submitted to magazines and journals. Highly rated are the
peer-reviewed papers that are published in prestigious scientific journals. They might also present
their findings at conferences. Scientists continually strive for excellence and reviewed writings are
intensely scrutinized by experts within the field. This adds to the overall knowledge base and discriminates
against inconclusive findings. Many scientists work for organizations that have a direct
line to local lawmakers; scientists often testify in legal proceedings to make sure that the most
accurate information is considered when making decisions about development or the environment.
4. How do BAs, EISs, and the MMPA protect the environment? What is the benefit to dolphins? What is the
benefit to humans?
Obvious responses include concerns about loss of habitat and pollution issues. Student should include
not only chemical and particulate pollution, but noise pollution too. For example, detonating
dynamite charges to destroy old architecture, such as bridges, sends a deafening sound into the water
as well as the air.
5. What economic concerns exist that may be addresses during the implementation of BAs, EISs, and the
MMPA?
As an example, many communities are desperate for jobs and a flow of money into the community.
Allow students to brainstorm about this issue.
6. In what ways do scientists and businesses cooperate with one another?
Students learn in this exercise that their teams model what occurs in the real world. They should understand
that data must be shared for the appropriate completion of the tasks. Theoretically, the
teams should not be adversarial, but situations and conditions exist that complicate issues.
7. Why is cooperation and communication between everyone using Sarasota Bay important? Provide at
least three examples.
Students may suggest that all parties need to know what is proposed to avoid duplication of effort,
compounding a problem, inadvertently ignoring a problem, etc.
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Lesson 6
Conservation Captured
Sarasota Bay’s dolphin home range runs approximately 56 miles – from Anna Maria Sound in the
north to Venice Inlet in the south. According to the U.S. Environmental Protections Agency (U.S. EPA) Sarasota
Bay is an estuary. An estuary is a partially enclosed body of water where freshwater from rivers , streams,
and ground water flows to the ocean, mixing with the salty seawater. From this flows a range of attributes
and problems.
The bay's enclosed nature means that it is protected from some of the force wind and waves that affect
the offshore areas. This helps create habitats that are distinct from both the open ocean and the nearby
land. It also means that the flushing action of the waves is somewhat muted by the bay, therefore contributing
to the containment and buildup of pollutants.
The largest communities in the watershed are: Anna Maria, Bradenton, Bradenton Beach, Holmes
Beach, Longboat Key, and Sarasota, making this is one of the fastest growing areas in the nation. It’s estimated
that 32 people per day have move into the area and roughly 28% of the land in the watershed is
used for urban purposes, and 26% for agriculture. The Sarasota Bay watershed has the greatest urban land
use of all the country's estuaries along the Gulf of Mexico Coast.
Tourism is the largest industry in the Sarasota Bay area and generates over $115 million annually.
The bay area has 85 public beach access points and over 40 public boat launching ramps, causing several
locations within the bay to have weekend boat traffic congestion. The growing population and tourism of
Sarasota Bay contributes to the everincreasing
problem of pollution in this ecosystem.
Increasing population causes
problems in at least two ways. First, the
increase in the number of people results in
increased waste. Second, the areas that
were formerly made of natural soil, which
traps and absorbs storm water pollutants,
are now paved, usually for roadways.
The hard paved surfaces concentrate pollutants,
assuring that a greater percentage
will reach the bay. There are, of
course, many kinds of pollutants that can
make their way into the bay.
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Lesson 6
Conservation Captured
As a result of the development of the Sarasota Bay watershed, only 22% of the bay's shoreline is in
its natural (or historic) condition. Disturbances to the tidal and freshwater shoreline habitats has a number of
ecological consequences. Wetlands are spawning and nursery areas for many fish (some which have commercial
value) and serve as nesting and feeding grounds for waterfowl, mammals, and reptiles. Mangroves
and salt marshes slow down erosion of shorelines and protect inland areas from tides and storm floods.
Wetlands also help remove pollutants and provide places for various kinds of recreation.
The habitats found in the Sarasota Bay ecosystem are vital to the health and preservation of many
types of organisms, such as, sea and shore birds; threatened species, such as loggerhead and green sea turtles,
and bald eagles; and endangered animals, which include wood storks and West Indian manatees.
Debris (trash, litter, etc.) is another point of concern for Sarasota Bay. There are two principal sources
of such stuff: land and ocean. All this debris can have disturbing consequences for many animals. For example,
turtles, fish, and other animals can ingest plastics; these indigestible items sometimes completely clog the
animals' intestinal tract, causing great suffering and eventual death. Air-breathing animals can become entangled
in debris that traps them underwater, where they drown. Even fish can become entangled, which inflicts
severe wounds or immobilizes (and eventually kills) them. Additionally, some plastics have substances
that can be toxic to various kinds of wildlife.
Even humans can be injured by marine debris in the water or on beaches. For example, people
walking barefoot on a beach can be injured by various kinds of trash. Also, pollutants in the water can create
a risk for disease – either directly or through the consumption of fish or other marine animals containing
pollutants.
One statistic can give an idea of the scope of the problem. On September 17, 1994, volunteers
combed Florida beaches in a massive cleanup effort. On that particular day, 167,038 kgs (368,255 lbs) of
debris was removed. Of this 61.4% was plastic, 12.5% was metal, 11.0% was glass, and 15.1% was made
up of other materials.
It is estimated that in the forty years between 1950 and 1990, over 1,600 acres (39%) of the bay's
tidal wetlands were destroyed. Dredge and fill activities, mangrove pruning, introduction of non-native species
(I.e. Brazilian pepper and Australian pine), and mosquito control actions are believed to be the chief
causes of the destruction of the Sarasota Bay ecosystem.
Freshwater wetlands of the bay fared no better. Between 1975 and 1987 alone, 1,900 acres (35%)
of these were destroyed, primarily due to urban construction.
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Lesson 6
Conservation Captured
There are now several laws and treaties in place to deal with some of the more serious problems
found in Sarasota Bay. The list of laws is long, but a few have particular applicability to Sarasota Bay.
• The Beaches Environmental Assessment and Coastal Health Act is designed to reduce the risk of disease
to users of coastal waters (including the Great Lakes). This legislation authorizes the U.S. Environmental
Protection Act (EPA) to work with the states to conduct testing and monitoring activities and to devise programs
that will reduce the volume of debris.
• National Marine Debris Monitoring Program provides an excellent opportunity for concerned individuals
and organizations to be directly involved, as citizen scientists, in a nationwide scientific effort to reduce
and prevent trash and litter in our oceans and on our beaches.
• The Shore Protection Act of 1989 regulates transportation of solid wastes.
• The Clean Water Act, as amended by the Water Quality Act of 1987. This program has numerous
regulations that deal with sewer overflows and storm water discharges.
• The Marine Mammal Protection Act of 1972 prohibits the pursuit or harassment of marine mammals in
U.S. waters.
All of the mentioned factors are a threat to the bottlenose dolphin population of Sarasota Bay. But,
as you have learned, some organizations, such as Mote Marine Laboratory and Brookfield Zoological Society,
are working very hard to try to find solutions for these problems and answers to how we can help conserve
one of the most infamous wild dolphin populations in the world.
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Activity 6.1: Investigation Intentions
Lesson 6: Conservation Captured
Grade Level 9-12
Vocabulary See Appendix A
Standards See Appendices B & C
Overview
The students will work as a group, using the knowledge
they have gained about Atlantic Bottlenose dolphins to
write a research documentary. The research documentary
pitch will be written in the same format used in Activity
1.2.
Time Required Two 40-50 minute class period.
Objectives
Students will be able to 1) work as a group, using the
knowledge they have gained about Atlantic Bottlenose
dolphins to write a research documentary.
The research documentary pitch will be
written in the same format used in the “Lights!
Camera! Action!” activity.
Materials
• Materials from Units 1-6
• Handout 6.1.1: Procedure
• Handout 6.1.2: Research Proposal & Budget Formats
• Computer and Internet access
• Other information about dolphins
Other Information
Scientific Method
1. Identify a problem by observation
2. Form a hypothesis
3. Deductive reasoning- decide on a procedure
4. Data collection and analysis
5. Derive a conclusion
It may be helpful for the students to use the Sarasota Dolphin
Research Program (SDRP) website
for background information
about Sarasota Bay and the research that is being
conducted there. You may want to have an entire class period
devoted to group research on the Internet.
Discussion/Questions To Think About
• Why is research important?
• Why is it necessary for researchers to write proposals
and budgets for their research?
Extension/Suggested Projects
1. Have students write this in the form of a research proposal
and include a budget using the standard format
(indicated below).
2. Have the students debate/discuss the pro’s and con’s
of wild dolphin research.
Procedure
1. Get the students into the assigned research groups.
2. This is a follow-up to “Lights! Camera! Action!”. This
time, the students are writing a pitch for a proposed
research documentary to FIN TV as if they are dolphin
researchers. They also need to include the following:
• Your proposed research topic (be sure to include
scientific methodology, listed below)
• Why you want to research this topic
• Why is your research important?
• What do you need?
• Why is Sarasota Bay a good place for research?
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Activity 6.1 Investigations Intentions
Handout 6.1.1
Investigation Intentions
Group Name: ______________________________
Date: _____________________
Group Members:
Using the information you have learned about Atlantic Bottlenose dolphins, your group will follow-up Activity
1.2, “Lights! Camera! Action!”. This time, you are a dolphin researcher and you are to pitch your research
documentary to FIN TV. If accepted, you will be flown to Sarasota Bay, Florida to study wild dolphins.
Here’s what you’ll need to include:
1. Your proposed research topic (be sure to include scientific methodology, listed below)
2. Why you want to research this topic
3. Why is your research important?
4. What do you need?
5. Why is Sarasota Bay a good place for research?
It may be helpful to use the Sarasota Dolphin Research Program (SDRP) website at
www.sarasotadolphin.org for background information about Sarasota Bay and the research that is being
conducted there.
Scientific Method
1. Identify a problem by observation
2. Form a hypothesis
3. Deductive reasoning- decide on a procedure
4. Data collection and analysis
5. Derive a conclusion
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Activity 6.1 Investigations Intentions
Handout 6.1.2
Research Proposal and Budget Formats
Research Proposal Format (maximum length: 4 pages)
Project Title
Title of research project
Objectives
A one-paragraph description of the objectives of the project. Include a clear statement of the issues you will seek to
explore and the likely nature of research results. This paragraph need not justify the project; that can be done in the
background section.
Background
Briefly discuss previous work on the topic and describe the relevance of the suggested project. Provide the rationale
and justification for the proposal and potential policy implications of the research.
Description of Work Proposed
Describe in detail what the project will accomplish and the research methods to be used.
Research Results
Describe the expected results of the research, such as journal article or book chapter, technical project proposal, or
technical report. Identify likely customers or publishers of the work.
Resource Requirements
List resources that will be required to accomplish the project, including your proposed salary (in US dollars), the estimated
cost of required travel (other than travel from your location to another and return), and any purchases that may
be necessary. Please provide sufficient details to justify costs.
Comments
Any additional information that you would like to provide.
Standard Budget Format
1. Personnel costs (including salaries and wages, vacation pay and benefits)
a. Researchers
b. Staff
c. Other Support
d. Benefits
SUBTOTAL ________________
2. Materials and Supplies
a. Office Supplies
b. Lab Supplies
c. Field Supplies
d. Audio Visual Services (if you want your research documented)
e. Rentals (boats, other equipment, etc.)
SUBTOTAL ________________
3. Travel, Accommodation, and Living Expenses
a. Define and estimate travel and accommodation costs
SUBTOTAL ________________
4. Consultant’s Fees (if necessary)
a. Indicate name, qualifications, and daily rates
SUBTOTAL ________________
5. Other Costs
6. Indirect Costs
TOTAL COST _______________
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Abiotic Nonliving. Lesson 5.
Appendix A: Vocabulary
Adaptation An anatomical structure, physiological process, or behavioral trait that evolved by natural selection
and improves an organism’s ability to survive and leave descendants. Lesson 1.
Allomaternal care The circumstance in which other dolphins besides the mother provide care for offspring.
Lesson 1.
Alveoli A tiny, thin-walled, capillary-rich sac in the lungs where the exchange of oxygen and carbon dioxide
takes place. Also called air sac. Lesson 1
Anus The opening at the lower end of the alimentary canal through which solid waste is eliminated from
the body. Lesson 2.
Archaeoceti The primitive, extinct suborder of cetaceans from which Mysticeti and Odontoceti evolved.
Lessons 1, 2.
Baleen A horny material from the upper jaws of certain whales that aids in the filter-feeding of plankton
and fish. Lessons 1, 2.
Biological Assessment (BA) Determines whether a project may affect endangered or threatened species.
Lesson 5.
Blowhole An opening or one of a pair of openings for breathing, located on the top of the head of cetaceans,
such as whales and dolphins. The blowhole is opened by muscles upon surfacing and closed by the
pressure of water upon diving. Lesson 2.
Blubber The thick layer of fat between the skin and the muscle layers of dolphins and other marine mammals
that insulates the body core and stores energy. Lessons 1, 2.
Breach A term for a single leap or jump of a cetacean from the water. Lesson 3.
Buoyancy The tendency or capacity to remain afloat in a liquid or rise in air or gas. Lessons 1, 2.
Burst swimming The highest speeds attained by fish and are used in prey capture, predator avoidance,
and short-term negotiation of fast currents. Lesson 1.
Carnivora An order of eutherian mammals that are mostly carnivorous and have teeth adapted for flesh
eating; includes animals such as tiger, lion, bears, dogs, and members of the suborder Pinnipedia (seals, sea
lions, and walruses). Lesson 2.
Cetacea An order of marine mammals, including the whales; includes the two living suborders of Mysticeti
and Odontoceti and the extant group Archaeoceti. Lessons 1, 2.
Cetacean A species in the mammalian order Cetacea, which includes whales, dolphins, and porpoises. Lessons
1, 2.
Chuff A trained medical behavior where a dolphin voluntarily blows a burst of air from its blowhole. Lesson
3.
Counter current heat exchange A specialized parallel arrangement of incoming arteries and outgoing
veins forming a heat exchanger that conserves heat in the body core. Lesson 1.
Conspecific An organism belonging to the same species as another. Lesson 1
Countershading Protective coloration in an, characterized by darker coloring of areas exposed to light,
such as the dorsal side of dolphins, and lighter coloring of areas that are normally shaded, such as the ventral
side of dolphins. Lesson 2.
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Appendix A: Vocabulary
Delphinidae The taxonomic group that includes true dolphins such as the bottlenose, killer and pilot whales.
Lessons 1, 2.
Dorsal The upper surface of an organism. Lesson 2.
Dorsal fin The main fin located on the back of marine mammals used to maintain balance; composed of fibrous
connective tissue. Lesson 2.
Echolocation A natural form of sonar used in communication and navigation by cetaceans. Lessons 2, 3.
Environmental Impact Statement (EIS) Explains a project's environmental impact, describes measures to reduce
or avoid that impact, and tries to resolve environmental conflicts with the public. Lesson 5.
Estrus The periodic state of sexual excitement in the female of most mammals, excluding humans, that immediately
precedes ovulation and during which the female is most receptive to mating; heat. Lesson 3.
Ethogram A pictorial catalog of the behavioral patterns of an organism or a species. Lesson 4.
Ethologist Someone who studies the behavior of animals in their natural habitats. Lesson 4.
Ethology The scientific study of animal behavior, especially as it occurs in a natural environment. Lesson 4.
Extant Still in existence; not destroyed, lost, or extinct Lesson 2.
Extinct No longer existing or living. Lesson 2.
Fibrous connective tissue A dense substance in which a dolphin’s dorsal fin and tail flukes are composed
of. Lesson 2.
Fish whack Scientists have seen dolphins whacking at fish with their powerful tail flukes. This stuns or kills
the fish, which the dolphins can then easily catch and eat. Dolphins have also been seen slapping algae to
dislodge fish from their hiding places. Lesson 3.
Fluke Either of the two horizontally flattened divisions of the tail of a whale. Lesson 2.
Fusiform Tapering at both ends; spindle-shaped or torpedo-shaped. Lesson 2.
Genital slits Located on the underside, or ventral, area of a cetacean; can use this area to distinguish
males from females dolphins. Lesson 2.
Gestation The carrying of young in the uterus from conception to delivery Lesson 3.
Gregarious Tending to form a group with others of the same kind. Lesson 3.
Husbandry Trained medical behaviors such as blood samples, girth and weight measurements, or ultrasound.
Lesson 3.
Hydrodynamic wake The area of reduced pressure or forward suction produced by and immediately behind
a fast-moving object as it moves through air or water. See also slip stream. Lesson 1.
Immiscible Incapable of being mixed or blended, as oil and water. Lesson 6.
Juvenile Groups Group comprised of male and female dolphins between the ages of approximately 3
and 12; the least stable of dolphin social groups. Lesson 3.
Kerplunk A hunting technique used when a dolphin slams its tail flukes through the ocean’s surface to create
a splash and trail of bubbles in the water; this drives fish from their hiding places. Lesson 3.
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Appendix A: Vocabulary
Male Pair-bonded groups The strongest bond of all dolphin groups; a life-long bonding of male dolphins
starting at sexual maturity. Lesson 3.
Mammal Any of various warm-blooded vertebrate animals of the class Mammalia, including humans,
characterized by a covering of hair on the skin and, in the female, milk-producing mammary glands for
nourishing the young. Lesson 2.
Mammalia A class of warm-blooded vertebrates characterized especially by the presence of mammary
glands and hair. Lesson 2.
Mammary glands Any of the milk-producing glands in female mammals, consisting of lobes containing
clusters of alveoli with a system of ducts to convey the milk to an external nipple or teat. These glands
typically occur in pairs and begin secreting milk when young are born. Lesson 2.
Mammary slits The area of a female cetacean where the mammary glands are located; found on either
side of the urogenital slit. Lesson 2.
Mandible The lower jaw of an animal. Lesson 2.
Marine Mammal Protection Act (MMPA) A law passed by the United States Congress in 1972 to establish
a comprehensive program to manage and conserve marine mammals. Responsibility for implementation
and enforcement was given to either the Department of Commerce or the Department of the Interior,
depending on the species, and an independent watchdog agency, the Marine Mammal Commission, was
created. Lesson 5.
Median notch Cleavage between the paired flukes of a cetacean. Lesson 2.
Melon In dolphins, a fatty bump on forehead that focuses echolocation sounds forward from the head Lesson
2.
Miscible Capable of mixing. Lesson 6.
Myoglobin An iron-containing protein found in muscle, which serves as a reservoir for oxygen and gives
some muscles a red or pink color. Lesson 1.
Mysticeti Whale species suborder belonging to the order Cetacea; includes whales that have baleen. Lesson
1, 2.
Nares An external opening in the nasal cavity of a vertebrate; a nostril. Lesson 2.
Naval Umbilicus scar. Lesson 2.
Nursery Groups Dolphin social group that includes females and calves. Lesson 3.
Odontoceti Whale species suborder belonging to the order Cetacea; includes the toothed whales. Lessons
1, 2.
Opportunistic feeding Taking advantage of whatever food source is available. Lesson 2.
Pectoral fin Either of the anterior pair of fins attached to the pectoral girdle of cetaceans or fishes, corresponding
to the forelimbs of higher vertebrates. Lesson 2.
Peduncle The portion of a cetacean's body behind the dorsal fin and anterior to the flukes; also called
the tail stock. Lesson 2.
Pinniped Group of marine mammals that includes seals, sea lions and walruses. Lesson 2.
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Appendix A: Vocabulary
Pollution Undesirable state of the natural environment being contaminated with harmful substances as a
consequence of human activities. Lesson 6.
Porpoising Refers to the way some cetaceans make low, arcing leaps as they travel rapidly near the surface,
usually to avoid predation. Lessons 1, 3.
Promiscuous Not restricted to one sexual partner. Lesson 3.
Rostrum Specifically the upper jaw of a cetacean; also sometimes used to refer to a beak that encompasses
both the upper and lower jaws. Lesson 2.
Sexual dimorphism The condition of having one of the sexes existing in two forms, or varieties, differing
in color, size, etc. Lesson 2.
Signature whistles Individually distinctive sounds produced by bottlenose dolphins to allow recognition of
different individuals within a community and help maintain group cohesion. Lesson 2.
Sirenia Order of mammals that consists of the manatee and dugong. Lesson 2.
Sirenian Member of the mammalian order Sirenia. Lesson 2.
Slip stream The area of reduced pressure or forward suction produced by and immediately behind a
fast-moving object as it moves through air or water. See also hydrodynamic wake. Lessons 1, 3.
Spy hop Behavior in which cetaceans raise their head above water to observe their surroundings. Lesson 3.
Strand feed Hunting technique where dolphins chase fish into shallow water or onto grassy or muddy
banks to drive them into an inescapable area; dolphins even slide up onto land to grasp the fish in their
jaws and then slide right back into the water. Lesson 3.
Synchronous display Elaborate displays, in which bonded males perform a sequence of behaviors in perfect
unison. These behaviors include surfacing for a breath of air, leaping out of the water, tail slaps and
glides, and swimming in identical patterns. Lesson 3.
Tail lob This is an individual or cooperative method of hunting. Positioned on their belly, dolphins swim in a
circular pattern, slapping the surface of the water lightly and quickly with their tail flukes. This scares passing
fish, causing them to form a tight ball. The dolphins take turns swimming through the group of fish, capturing
as many as they can. Lesson 3.
Telescoping Modifications (via elongating or overlapping) of some bones of the cetacean skull, resulting
in a streamlined skull with the nares positioned to permit easy breathing while keeping most of the head
submerged. Lesson 1.
Thermoregulation The process of maintaining a constant internal body temperature despite changes in
the outside environmental temperature. Lesson 1, 2.
Tursiops truncatus Genus and species of bottlenose dolphin; the most common dolphin of northern Atlantic
and Mediterranean. Lesson 2.
Ventral On or belonging to the lower surface of an animal. Lesson 2.
Vertebrate A higher chordate; all have a skeleton, backbone, skull, and brain. Lesson 2.
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Appendix B: National Standards (9-12)
National Science Education Standards 1.1 1.2 2.1 2.2 3.1 4.1 4.2 5.1 5.2 6.1
Science Content Standards
A: Science as an Inquiry [9-12]
Abilities necessary to do scientific inquiry x x x x x x x x x x
Understandings about scientific inquiry x x x x x x x
B: Physical Science [9-12]
Motions and forces
Interactions of energy and matter
C: Life Science [9-12]
x
x
Biological evolution x x x x
Interdependence of organisms x x x x x x x x x
Matter, energy, and organization in living systems x x x x x x x x x x
Behavior of organisms x x x x x x x x x
E: Science and Technology [9-12]
Abilities of technological design x x x
Understandings about science and technology x x x
F: Science in Personal and Social Perspectives [9-12]
Personal and community health x x x x x
Population Growth x x x x
Natural resources x x x x x x
Environmental quality x x x x x
Natural and human-induced hazards x x x x x x
Science and technology in local, national, and global challenges x x x x x x x
G: History and Nature of Science [9-12]
Science as a human endeavor x x x x x x x x x x
Nature of scientific knowledge x x x x x x x x x
Historical perspectives x x x x x
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Appendix B: National Standards (9-12)
National Education Technology Standards 1.1 1.2 2.1 2.2 3.1 4.1 4.2 5.1 5.2 6.1
Standard 1: Basic operations and concepts
Students demonstrate a sound understanding of the nature and operation of technology systems.
x x x x x x x x
Students are proficient in the use of technology. x x x x x x
Standard 2: Social, ethical, and human issues
Students practice responsible use of technology systems, information, and software. x x x x x x
Students develop positive attitudes toward technology uses that support lifelong learning,
collaboration, personal pursuits, and productivity.
x x x x x x x x x
Standard 3: Technology productivity tools
Students use technology tools to enhance learning, increase productivity, and promote creativity
Students use productivity tools to collaborate in constructing technology-enhanced models,
prepare publications, and produce other creative works.
x x x x x x
x x x x x x
Standard 4: Technology communications tools
Students use telecommunications to collaborate, publish, and interact with peers, experts,
and other audiences
Students use a variety of media and formats to communicate information and ideas effectively
to multiple audiences
x x x x x x
x x x x x
Standard 5: Technology research tools
Students use technology to locate, evaluate, and collect information from a variety of sources x x x x x x
Students use technology tools to process data and report results. x x x x x x
Students evaluate and select new information resources and technological innovations based
on the appropriateness for specific tasks.
x x x x x x
Standard 6: Technology problem-solving and decision-making tools
Students use technology resources for solving problems and making informed decisions x x x x x x
Students employ technology in the development of strategies for solving problems of the real
world.
x x x x x x
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Appendix B: National Standards (9-12)
National Council of Teachers of English [9-12] 1.1 1.2 2.1 2.2 3.1 4.1 4.2 5.1 5.2 6.1
Standard 1: Students read a wide range of print and nonprint texts to build an understanding
of texts, of themselves, and of the cultures of the U.S. and the world; to acquire
new information; to respond to the needs and demands of society and the workplace; and
for personal fulfillment. Among these texts are fiction and nonfiction, classic and contemporary
works.
x x x x x x x
Standard 3: Students apply a wide range of strategies to comprehend, interpret, evaluate,
and appreciate texts. They draw on their prior experience, their interactions with other
readers and writers, their knowledge of word meaning and of other texts, their word identification
strategies, and their understanding of textual features. x x x x x x x x x x
Standard 4: Students adjust their use of spoken, written, and visual language to communicate
effectively with a variety of audiences and for different purposes.
Standard 5: Students employ a wide range of strategies as they write and use different
writing process elements appropriately to communicate with different audiences for a
variety of purposes.
Standard 6: Students apply knowledge of language structure, language conventions (e.g.,
spelling and punctuation), media techniques, figurative language, and genre to create,
critique, and discuss print and nonprint texts
Standard 7: Students conduct research on issues and interests by generating ideas and
questions, and by posing problems. They gather, evaluate, and synthesize data from a
variety of sources to communicate their discoveries in ways that suit their purpose and
audience.
x x x x x x
x x x x x x x x x x
x x x x x x x x x x
x x x x x x x x
Standard 8: Students us a variety of technological and informational resources to gather
and synthesize information and to create and communicate knowledge.
Standard 11: Students participate as knowledgeable, reflective, creative, and critical
members of a variety of literacy communities.
Standard 12: Students use spoken, written, and visual language to accomplish their own
purposes.
x x x x x
x x x x x x x x x x
x x x x x x x x x x
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Appendix C: Sunshine State Standards (9-12)
Sunshine State Science Standard 1.1 1.2 2.1 2.2 3.1 4.1 4.2 5.1 5.2 6.1
The Nature of Matter [9-12]
SC.A.1.4 The student understands that all matter has observable, measurable
properties.
Energy [9-12]
x
x
SC.B.1.4 The student recognizes that energy may be changed in form with
varying efficiency.
SC.B.2.4 The student understands the interaction of matter and energy.
x
x
x
Force and Motion [9-12]
SC.C.1.4 The student understands that types of motion may be described,
measured, and predicted.
SC.C.2.4 The student understands that the types of force that act on an object
and the effect of that force can be described, measured, and predicted.
Processes that Shape the Earth [9-12]
x
x
x
SC.D.1.4 The student recognizes that processes in the lithosphere, atmosphere,
hydrosphere, and biosphere interact to shape the Earth.
SC.D.2.4 The student understands that the need for protection of the natural
systems on Earth.
x x x x x x x x x x
x x x x
How Living Things Interact with Their Environment [9-12]
SC.G.1.4 The student understands the competitive, interdependent, cyclic
nature of living things in the environment.
SC.G.2.4 The student understands the consequences of using limited natural
resources.
x x x x x x x x
x x x x x x
The Nature of Science [9-12]
SC.H.1.4 The student uses the scientific processes and habits of mind to solve
problems.
SC.H.2.4 The student understands that most natural events occur in comprehensible,
consistent patterns.
x x x x x x x x x x
x x x x x x x
SC.H.3.4 The student understands that science, technology, and society are
interwoven and interdependent.
x x x x x x x x
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Appendix C: Sunshine State Standards (9-12)
Sunshine State Language Arts Standard 1.1 1.2 2.1 2.2 3.1 4.1 4.2 5.1 5.2 6.1
Reading [9-12]
LA.A.1.4 The student uses the reading process effectively. x x x x x x x x x x
LA.A.2.4 The student constructs meaning from a wide range of
texts.
x x x x x x x x x x
Writing [9-12]
LA.B.1.4 The student uses writing processes effectively. x x x x x x x x x
LA.B.2.4 The student writes to communicate ideas and information
effectively.
x x x x x x x x x
Listening, Viewing, and Speaking [9-12]
LA.C.1.4 The student uses listening strategies effectively. x x x x x x x x x x
LA.C.2.4 The student uses viewing strategies effectively. x x x x x x x x
LA.C.3.4 The student uses speaking strategies effectively. x x x x x x x x x x
Language [9-12]
LA.D.1.4 The student understands the nature of language. x x x x x x x x x x
LA.D.2.4 The student understands the power of language. x x x x x x x x x
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