LESSON 2 - SeaTrek Programs
LESSON 2 - SeaTrek Programs
LESSON 2 - SeaTrek Programs
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Activity 1.2: Lights! Camera! Action!<br />
Grade Level 9-12<br />
Vocabulary See Appendix A<br />
Standards See Appendices B & C<br />
Overview<br />
Students will use their new found knowledge of<br />
dolphins to create a “pitch” for a dolphin reality<br />
show for TV.<br />
Lesson 1: Discovering Dolphins<br />
Discussion/Questions To Think About<br />
1. Discuss dolphin life history, biology, and behavior<br />
2. How animals are treated in movies?<br />
3. How are dolphins used/portrayed in movies?<br />
4. What are the ethical situations of animals in movies?<br />
5. Who handles the animals during filming?<br />
6. Think about what type of dolphin you would have<br />
to use in your show (real, wild, computer<br />
generated, animated)<br />
Time Required 1-2 class periods<br />
Objectives<br />
Students will be able to 1) use their combined<br />
knowledge of dolphins to construct a ‘pitch’ for<br />
a television show based on dolphins while<br />
working in groups; and 2) exemplify learned<br />
written and oral skills.<br />
Materials<br />
• Handout 1.1.1 : Cetacean Interrogation Quiz with<br />
appropriate corrections<br />
• Handout 1.2.1: Lights! Camera! Action!<br />
• Other dolphin resources<br />
• Writing instrument<br />
• Paper<br />
Procedure<br />
1. Have students form groups for this assignment (the<br />
same “research groups” can be used).<br />
2. Students can discuss “pitch” ideas in their groups.<br />
3. Students can list what dolphin facts they would like<br />
to include in their film.<br />
4. Each group will turn in 1 final “pitch” draft to the<br />
“producer” (teacher).<br />
Useful Resources<br />
So You Wanna Pitch a TV Show? Website<br />
<br />
Extension/Suggested Projects<br />
1. Make a “scene” about this assignment.<br />
a. Have the students “pitch” their idea to the<br />
“producer” in front of the class. Act out your roles<br />
as “producer” and “script writer(s)”.<br />
b. The “producer” can argue any dolphin myths with<br />
the real facts (I.e. “Dolphins will play a friendly<br />
role”; let the “writer(s)” know that dolphins are<br />
only perceived as friendly animals because…)<br />
2. This activity can have a follow-up component after all<br />
units are completed so that the students can compare<br />
and contrast what they thought and what they have<br />
learned.<br />
www.seatrek.org<br />
V08/50531<br />
13
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