Unit Overview. Main Unit Standards:* Unit Pre-Questions:

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1 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 , Mote Marine Laboratory SeaTrek Distance Learning 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 For more information, <seatrek@seatrek.org>.

2 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) APPENDIX A: VOCABULARY APPENDIX B: NATIONAL STANDARDS APPENDIX C: SUNSHINE STATE STANDARDS 85 2

3 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 <en.wikipedia.org/wiki/bottlenose_dolphin> 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. 3

4 Lesson 1 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 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. 4

5 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 m ( 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. 5

6 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) < 6

7 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.). 7

8 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

9 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 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. 9

10 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: 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. 10

11 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. 11

12 Activity 1.1 Cetacean Interrogation Handout 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.

13 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 : 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 < tvpitch.html> 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. 13

14 Activity 1.2 Lights! Camera! Action! Handout 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)

15 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 15

16 Lesson 2 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

17 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 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 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

18 Lesson 2 Behind the Bottlenose Adult Atlantic bottlenose dolphins reach lengths of meters (6-14 feet) and weigh kilograms (300-1,000 pounds). Males are usually larger than females, this is called sexual dimorphism. Bottlenose dolphins have a life expectancy between 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. 18

19 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 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 and 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 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 as a class or have students complete this optional handout on their own. Discussion Use Handout as a discussion/assessment piece. Extension/Suggested Projects Go to Brookfield Zoo s website, org, to access the Dolphins in Depth Suited to Swim game. 19

20 Activity 2.1 Dolphin Details Handout 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

21 Activity 2.1 Dolphin Details Handout 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.

22 Activity 2.1 Dolphin Details Handout Name Dolphin Diagram Male or Female (circle one) Male or Female (circle one)

23 Activity 2.1 Dolphin Details Handout 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?

24 Activity 2.1 Dolphin Details Handout 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

25 Activity 2.1 Dolphin Details Handout 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 Male or Female (circle one) Median notch Male or Female (circle one) Tail fluke

26 Activity 2.1 Dolphin Details Handout 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.

27 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 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. 27

28 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. 28

29 Activity 2.2 Sensational Sound! Handout 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?

30 Activity 2.2 Sensational Sound! Handout 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).

31 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 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. 31

32 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 inches ( centimeters) in length and weighs 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. 32

33 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 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 as a class or have students complete the handout on their own. Discussion/Questions To Think About Use Handout 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 33

34 Activity 3.1 Emotions in Motion Handout 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 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 khz khz khz 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.

35 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.

36 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.

37 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.

38 Activity 3.1 Emotions in Motion Handout 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.

39 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.

40 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.

41 Activity 3.1 Emotions in Motion Handout 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.

42 Activity 3.1 Emotions in Motion Handout 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.

43 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! 43

44 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! 44

45 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. 45

46 Activity 4.1 Exhilarating Ethology Handout 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.

47 Activity 4.1 Exhilarating Ethology Handout 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:

48 Observational Data Start Time: End Time: Behavior Time Period Total # of Times Occurred_ Example:Eating 12:00 12:02pm 3 total

49 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 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! 49

50 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 I have used technology before. strongly disagree strongly agree The videoconference kept my attention. strongly disagree strongly agree I liked the graphics and videos. strongly disagree strongly agree I liked the interactive activities. strongly disagree strongly agree In the videoconference, I learned new things about dolphins. strongly disagree strongly agree I learned about how scientists research dolphins. strongly disagree strongly agree I learned how scientific research affects conservation. strongly disagree strongly agree The videoconference made me want to learn more about dolphins. strongly disagree strongly agree

51 10. The videoconference made me more interested in science. strongly disagree strongly agree I would like to do more videoconferences with SeaTrek strongly disagree strongly agree I would like to present a videoconference to another school. strongly disagree strongly agree Please give us further comments, if you have any:

52 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 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! 52

53 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. 53

54 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 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 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 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.) 54

55 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 July 2003

56 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 , 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.

57 Activity 5.1 Bay Watch Handout 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.

58 Activity 5.1 Bay Watch Handout 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.

59 Activity 5.1 Bay Watch Handout Name Sarasota Bay Map: Simple

60 Activity 5.1 Bay Watch Handout Name Sarasota Bay Map: Detailed

61 Activity 5.1 Bay Watch Handout 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)

62 Activity 5.1 Bay Watch Handout 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?

63 Activity 5.1 Bay Watch Handout 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 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.

64 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 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. Lesson 5: Fin Factor 2. Separate the students into teams. Give each team Handouts 5.1.1, 5.1.2, and 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 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 to lead a class discussion about dolphin research. 64

65 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. 65

66 Activity 5.2 Sarasota Bay Ecosystem Handout 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.) Minimal Dolphin Observation Sites 4 5 6

67 Activity 5.2 Sarasota Bay Ecosystem Handout 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.

68 Activity 5.2 Sarasota Bay Ecosystem Handout 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?

69 Activity 5.2 Sarasota Bay Ecosystem Handout 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.

70 Activity 5.2 Sarasota Bay Ecosystem Handout 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.

71 Activity 5.2 Sarasota Bay Ecosystem Handout 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.

72 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. 72