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Flagler's Flippers Fins and Fun Facts- Elementary

from Dolphin Research Center

Program image

Students will participate in an interactive studio based program with Dolphin Research Center
Staff. Students will engage in some friendly competition for a game show to test their
knowledge of anatomy, physiology and adaptation. At the end, students have the opportunity
to ask a dolphin expert questions about dolphins while also learning how they can lessen their
impact on the marine environment. All studio based programs include a live instructor
interaction with video clips from all around our beautiful Florida Keys facility.

Program Rating

This program has not yet been evaluated.


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About This Program

Cost

Point to Point: $95.00
Point to Point Premium: $85.00
By Request: $95.00
By Request Premium: $85.00


Payment of associated fees must be received 72 hours before the program
date. If payment is not received by this time the program is subject to cancellation.

Length

30-60 minutes dependent on age


Target Audience

Education: Grade(s) 2, 3, 4, 5Public Library: Library Patrons

Minimum participants:

1

Maximum participants:

For groups over 100 please contact us


Primary Disciplines

Sciences


Program Delivery Mode

Videoconference - H.323 (Polycom, Cisco/Tandberg, LifeSize, etc...)
Videoconference – Webcam/desktop (Zoom, Skype, iChat, Vidyo, Movi/Jabber, Blue Jeans, etc...)SELECT ONE CLICK CONNECT FOR H323



Booking Information

Book it!

Receive this program and 9 more for one low price when you purchase the CILC Virtual Expeditions package. Learn more

For more information contact CILC at (507) 388-3672

Provider's Cancellation Policy

We will not charge for programs canceled due to nature i.e. snow days. The full
fee will be charged to sites which cancel with less than 48 hours notice. Payment is due 72 hours
before the program. If payment is not received by this time the program is subject to cancellation.
Dolphin Research Center reserves the right to cancel programs at anytime. If Dolphin Research
Center cancels a program than it will contact the requester to discuss rescheduling options. If a
program does not occur because of an error in communication between the requester and Dolphin
Research Center, requesters will still be changed the full price of the programs. Sites need to
participate in a tech run with Dolphin Research Center staff members. This will be scheduled to occur
prior to your program date. If the tech run does not occur the full fee will be charged to sites that
cannot connect at program time.

About This Provider

Content Provider logo

 

Dolphin Research Center

Grassy Key, FL
United States

Through education, research and rescue, Dolphin Research Center promotes peaceful coexistence, cooperation and communication between marine mammals, humans and the environment we share with the well being of DRC's animals taking precedence.


Dolphin Research Center- Providing Sanctuary and a Forever Home since 1984.

Contact:
Kimberly Browne
Kimberly.Browne@dolphins.org
3052891121244

Program Details

Format

? The program begins with an overview of our facility and our dolphin and sea lion families.
? Game Show
? Closing Conservation Discussion
? Question and Answer Session

Objectives

All students will:
o Discover the basic external anatomy of the bottlenose dolphin
o Identify common threats to dolphins and other marine mammals
o Brainstorm ways in which they can lessen their impact on the marine environment
? 2-5
o Compare and contrast human and dolphin organs and functions
? 5
o Compare and contrast human and dolphin organs and functions with those of other
living things

Standards Alignment

National Standards

National
Next Generation Science Standards met or supported:
? 1-LS1-1? Use materials to design a solution to a human problem by mimicking how plants
and/or animals use their external parts to help them survive, grow, and meet their needs.
? 3-LS4-3? Construct an argument with evidence that in a particular habitat some organisms can
survive well, some survive less well, and some cannot survive at all.
? 4-LS1-1? Construct an argument that plants and animals have internal and external structures
that function to support survival, growth, behavior, and reproduction.
? 4-LS1-2? Use a model to describe that animals receive different types of information through
their senses, process the information in their brain, and respond to the information in different
ways.
Common Core for English Language Arts met or supported:
? CCSS.ELA-Literacy.SL.K.1? Participate in collaborative conversations with diverse partners
about kindergarten topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion). B. Continue a conversation through multiple exchanges.
? CCSS.ELA-Literacy.SL.1.1? Participate in collaborative conversations with diverse partners
about grade 1 topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., listening to others with care, speaking one at a time
about the topics and texts under discussion). B. Build on others' talk in conversations by
responding to the comments of others through multiple exchanges. C. Ask questions to clear
up any confusion about the topics and texts under discussion.
? CCSS.ELA-Literacy.SL.2.1? Participate in collaborative conversations with diverse partners
about grade 2 topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., gaining the floor in respectful ways, listening to others
with care, speaking one at a time about the topics and texts under discussion). B. Build on
others' talk in conversations by linking their comments to the remarks of others. C. Ask for
clarification and further explanation as needed about the topics and texts under discussion.
? CCSS.ELA-Literacy.SL.3.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 3 topics and texts,
building on others' ideas and expressing their own clearly. A. Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. B. Follow agreed-upon
rules for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion). C. Ask questions to check
understanding of information presented, stay on topic, and link their comments to the remarks
of others. D. Explain their own ideas and understanding in light of the discussion.
? CCSS.ELA-Literacy.SL.4.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 4 topics and texts,
building on others' ideas and expressing their own clearly. A. Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. B. Follow agreed-upon
rules for discussions and carry out assigned roles. C. Pose and respond to specific questions
to clarify or follow up on information, and make comments that contribute to the discussion and
link to the remarks of others. D. Review the key ideas expressed and explain their own ideas
and understanding in light of the discussion.
? CCSS.ELA-Literacy.SL.5.1? Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly. A. Come to discussions prepared,
having read or studied required material; explicitly draw on that preparation and other
information known about the topic to explore ideas under discussion. B. Follow agreed-upon
rules for discussions and carry out assigned roles. C. Pose and respond to specific questions
by making comments that contribute to the discussion and elaborate on the remarks of others.
D. Review the key ideas expressed and draw conclusions in light of information and
knowledge gained from the discussions.
Ocean Literacy Principles
? 5A? Ocean life ranges in size from the smallest living things, microbes, to the largest animal on
Earth, blue whales.
? 5D? Ocean biology provides many unique examples of life cycles, adaptations, and important
relationships among organisms (symbiosis, predator-prey dynamics, and energy transfer) that
do not occur on land.
? 6D? Humans affect the ocean in a variety of ways. Laws, regulations, and resource
management affect what is taken out and put into the ocean. Human development and activity
leads to pollution (point source, nonpoint source, and noise pollution), changes to ocean
chemistry (ocean acidification), and physical modifications (changes to beaches, shores, and
rivers). In addition, humans have removed most of the large vertebrates from the ocean.
? 6G? Everyone is responsible for caring for the ocean. The ocean sustains life on Earth and
humans must live in ways that sustain the ocean. Individual and collective actions are needed
to effectively manage ocean resources for all.

State Standards

Florida
Florida Next Generation Science Standards met or supported:
? SC.2.L.14.1? Distinguish human body parts (brain, heart, lungs, stomach, muscles, and
skeleton) and their basic functions.
? SC.2.L.17.1? Compare and contrast the basic needs that all living things, including humans,
have for survival.
? SC.2.L.17.2? Recognize and explain that living things are found all over Earth, but each is only
able to live in habitats that meet its basic needs.
? SC.4.L.17.4? Recognize ways plants and animals, including humans, can impact the
environment.
? SC.5.L.14.1? Identify the organs in the human body and describe their functions, including the
skin, brain, heart, lungs, stomach, liver, intestines, pancreas, muscles and skeleton,
reproductive organs, kidneys, bladder, and sensory organs.
? SC.5.L.14.2? Compare and contrast the function of organs and other physical structures of
plants and animals, including humans, for example: some animals have skeletons for support
-- some with internal skeletons others with exoskeletons -- while some plants have stems for
support.
? SC.5.L.15.1? Describe how, when the environment changes, differences between individuals
allow some plants and animals to survive and reproduce while others die or move to new
locations.
? SC.15.L.17.1? Compare and contrast adaptations displayed by animals and plants that enable
them to survive in different environments such as life cycles variations, animal behaviors and
physical characteristics.
Language Arts Florida Standards met or supported:
? LAFS.K.SL.1.1? Participate in collaborative conversations with diverse partners about
kindergarten topics and texts with peers and adults in small and larger groups. A. Follow
agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the
topics and texts under discussion). B. Continue a conversation through multiple exchanges.
? LAFS.1.SL.1.1? Participate in collaborative conversations with diverse partners about grade 1
topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon rules
for discussions (e.g., listening to others with care, speaking one at a time about the topics and
texts under discussion). B. Build on others’ talk in conversations by responding to the
comments of others through multiple exchanges. C. Ask questions.
? LAFS.2.SL.1.1 ?Participate in collaborative conversations with diverse partners about grade 2
topics and texts with peers and adults in small and larger groups. A. Follow agreed-upon rules
for discussions (e.g., gaining the floor in respectful ways, listening to others with care,
speaking one at a time about the topics and texts under discussion). B. Build on others’ talk in
conversations by linking their comments to the remarks of others. C. Ask for clarification and
further explanation as needed about the topics and texts under discussion.
? LAFS.3.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 3 topics and texts, building on others’
ideas and expressing their own clearly. A. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions
(e.g., gaining the floor in respectful ways, listening to others with care, speaking one at a time
about the topics and texts under discussion). C. Ask questions to check understanding of
information presented, stay on topic, and link their comments to the remarks of others. D.
Explain their own ideas and understanding in light of the discussion.
? LAFS.4.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 4 topics and texts, building on others’
ideas and expressing their own clearly. A. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions
and carry out assigned roles. C. Pose and respond to specific questions to clarify or follow up
on information, and make comments that contribute to the discussion and link to the remarks
of others. D. Review the key ideas expressed and explain their own ideas and understanding
in light of the discussion.
? LAFS.5.SL.1.1? Engage effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grade 5 topics and texts, building on others’
ideas and expressing their own clearly. A. Come to discussions prepared, having read or
studied required material; explicitly draw on that preparation and other information known
about the topic to explore ideas under discussion. B. Follow agreed-upon rules for discussions
and carry out assigned roles. C. Pose and respond to specific questions by making comments
that contribute to the discussion and elaborate on the remarks of others. D. Review the key
ideas expressed and draw conclusions in light of information and knowledge gained from the
discussions.