Overview - Dolphin Explorations

This collection of classroom activities is created by Brookfield Zoo Chicago Professional Learning & K-12 Academics in collaboration with the Zoo's Sarasota Dolphin Research Program team (SDRP) based in Sarasota, Florida. This page provides an overview of the activities for teachers.

SDRP conducts the world’s longest-running study of a dolphin population, which began in 1970. As explained on the Brookfield Zoo Chicago website, "The program’s primary goal is to contribute to a better understanding of the structure and dynamics of populations of small cetaceans, as well as the natural and anthropogenic factors that impact them." For more information about the SDRP, please visit sarasotadolphin.org. See also brookfieldzoo.org

Questions? Contact Patricia Steinmeyer (site creator), Manager, Professional Learning & K-12 Academics, Patricia.Steinmeyer@brookfieldzoo.org

Thanks to Dr. Katie McHugh, Deputy Program Director and Senior Scientist, Sarasota Dolphin Research Program, for providing photos and information about the dolphins featured on this site.

"Dolphin Explorations" Activities Overview:

*Suggested grade levels are provided for activities. However, teachers should choose activities that are appropriate to meet their students' needs and learning levels.

Photo credit: © Sarasota Dolphin Research Program, Brookfield Zoo Chicago. Photo taken under NMFS/MMPA Scientific Research Permit.

Mother Knows Best: Dolphin Diets in the Wild (K-2) and upper elementary

This page includes two downloadable activities. The first activity, designed for students in K-2, challenges students to identify healthy foods for dolphins.

In the second activity, designed for upper elementary grades, students place photos in sequence to create their own "picture stories" about the dangers of feeding wild dolphins.

CLICK the arrow for related learning standards.

Mother Knows Best Dolphin Diets in the Wild — Related Learning Standards:

Kindergarten

CCSS ELA-Literacy W.K.3: Use a combination of drawing, dictating, and writing to narrate a single event or several loosely linked events, tell about the events in the order in which they occurred, and provide a reaction to what happened.

K-ESS2-2: Construct an argument supported by evidence for how plants and animals (including humans) can change the environment to meet their needs. [Clarification Statement: Examples of plants and animals changing their environment could include a squirrel digs in the ground to hide its food and tree roots can break concrete.]

K-ESS3-1: Use a model to represent the relationship between the needs of different plants and animals (including humans) and the places they live. [Clarification Statement: Examples of relationships could include that deer eat buds and leaves, therefore, they usually live in forested areas; and, grasses need sunlight so they often grow in meadows. Plants, animals, and their surroundings make up a system.]

First Grade:

CCSS ELA- W.1.3: Literacy Write narratives in which they recount two or more appropriately sequenced events, include some details regarding what happened, use temporal words to signal event order, and provide some sense of closure.

1-LS1-1: Use materials to design a solution to a human problem by mimicking how plants and/or animals use their external parts to help them survive, grow, and meet their needs.* [Clarification Statement: Examples of human problems that can be solved by mimicking plant or animal solutions could include designing clothing or equipment to protect bicyclists by mimicking turtle shells, acorn shells, and animal scales; stabilizing structures by mimicking animal tails and roots on plants; keeping out intruders by mimicking thorns on branches and animal quills; and, detecting intruders by mimicking eyes and ears.]

Second Grade:

CCSS.ELA-Literacy.W.2.3: Write narratives in which they recount a well-elaborated event or short sequence of events, include details to describe actions, thoughts, and feelings, use temporal words to signal event order, and provide a sense of closure.

2-LS4-1: Make observations of plants and animals to compare the diversity of life in different habitats. [Clarification Statement: Emphasis is on the diversity of living things in each of a variety of different habitats.] [Assessment Boundary: Assessment does not include specific animal and plant names in specific habitats.]

Grade 4

CCSS.ELA-Literacy.W.4.3: Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

"Dolphin Tales" Narrative Writing Activity (grades 5-8)

In this activity, students observe photos of dorsal fins to identify a dolphin in Sarasota Bay. Then, students write original, realistic fiction narrative story featuring their identified dolphin as the main character. Students research and virtually explore Sarasota Bay to find details to support descriptive writing.

After students write their fictional stories, they can visit the "True Stories of Sarasota Dolphins" page on this site to read their dolphin's "real life" story.

CLICK the arrow for related learning standards.

"Dolphin Tales" — Related Learning Standards:

Elementary

Literature:

CCSS.ELA-Literacy.W.5.3

Write narratives to develop real or imagined experiences or events using effective technique, descriptive details, and clear event sequences.

CCSS.ELA-Literacy.W.5.3.a

Orient the reader by establishing a situation and introducing a narrator and/or characters; organize an event sequence that unfolds naturally.

CCSS.ELA-Literacy.W.5.3.b

Use narrative techniques, such as dialogue, description, and pacing, to develop experiences and events or show the responses of characters to situations.

CCSS.ELA-Literacy.W.5.3.c

Use a variety of transitional words, phrases, and clauses to manage the sequence of events.

CCSS.ELA-Literacy.W.5.3.d

Use concrete words and phrases and sensory details to convey experiences and events precisely.

CCSS.ELA-Literacy.W.5.3.e

Provide a conclusion that follows from the narrated experiences or events.

Science (NGSS):

3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]

3-LS4-3: Construct an argument with evidence that in a particular habitat some organisms can survive well, some survive less well, and some cannot survive at all. [Clarification Statement: Examples of evidence could include needs and characteristics of the organisms and habitats involved. The organisms and their habitat make up a system in which the parts depend on each other.]

3-LS4-4: Make a claim about the merit of a solution to a problem caused when the environment changes and the types of plants and animals that live there may change.* [Clarification Statement: Examples of environmental changes could include changes in land characteristics, water distribution, temperature, food, and other organisms.] [Assessment Boundary: Assessment is limited to a single environmental change. Assessment does not include the greenhouse effect or climate change.] 

4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

5-LS2-1: Develop a model to describe the movement of matter among plants, animals, decomposers, and the environment. [Clarification Statement: Emphasis is on the idea that matter that is not food (air, water, decomposed materials in soil) is changed by plants into matter that is food. Examples of systems could include organisms, ecosystems, and the Earth.] [Assessment Boundary: Assessment does not include molecular explanations.] 

Middle School

Literature:

CCSS.ELA-Literacy.W.8.3

Write narratives to develop real or imagined experiences or events using effective technique, relevant descriptive details, and well-structured event sequences.

CCSS.ELA-Literacy.W.8.3.a

Engage and orient the reader by establishing a context and point of view and introducing a narrator and/or characters; organize an event sequence that unfolds naturally and logically.

CCSS.ELA-Literacy.W.8.3.b

Use narrative techniques, such as dialogue, pacing, description, and reflection, to develop experiences, events, and/or characters.

CCSS.ELA-Literacy.W.8.3.c

Use a variety of transition words, phrases, and clauses to convey sequence, signal shifts from one time frame or setting to another, and show the relationships among experiences and events.

CCSS.ELA-Literacy.W.8.3.d

Use precise words and phrases, relevant descriptive details, and sensory language to capture the action and convey experiences and events.

CCSS.ELA-Literacy.W.8.3.e

Provide a conclusion that follows from and reflects on the narrated experiences or events.

Science (NGSS):

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] 

MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations. [Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] 

MS-ESS3-3. Apply scientific principles to design a method for monitoring and minimizing a human impact on the environment.* [Clarification Statement: Examples of the design process include examining human environmental impacts, assessing the kinds of solutions that are feasible, and designing and evaluating solutions that could reduce that impact. Examples of human impacts can include water usage (such as the withdrawal of water from streams and aquifers or the construction of dams and levees), land usage (such as urban development, agriculture, or the removal of wetlands), and pollution (such as of the air, water, or land).] 

Photo credit: © Sarasota Dolphin Research Program, Brookfield Zoo Chicago. Photo taken under NMFS/MMPA Scientific Research Permit.

Dorsal Fin Dolphin I.D. (can be adapted for all grade levels)

This activity challenges students to identify dolphins as researchers do — by closely observing photographs showing the nicks, notches, scars, shapes and other markings that are unique for each dolphin's dorsal fin. For information about the dolphins featured in this activity, see the "True Stories of Sarasota Dolphins" page on this site.

*Note: A modified, printable activity for early grade level learners is provided as an alternative option.

CLICK the arrow for related learning standards, resources and answer key.

Dorsal Fin I.D. — Related Learning Standards

NGSS Practice Standard: Planning & Carrying Out Investigations

Elementary School Science (NGSS):

3-LS4-2: Use evidence to construct an explanation for how the variations in characteristics among individuals of the same species may provide advantages in surviving, finding mates, and reproducing. [Clarification Statement: Examples of cause and effect relationships could be plants that have larger thorns than other plants may be less likely to be eaten by predators; and, animals that have better camouflage coloration than other animals may be more likely to survive and therefore more likely to leave offspring.]

4-LS1-1: Construct an argument that plants and animals have internal and external structures that function to support survival, growth, behavior, and reproduction. [Clarification Statement: Examples of structures could include thorns, stems, roots, colored petals, heart, stomach, lung, brain, and skin.] [Assessment Boundary: Assessment is limited to macroscopic structures within plant and animal systems.]

Middle School Science (NGSS):

MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem. [Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and scarce resources.] 

ANSWERS to Dorsal Fin I.D. Activity:

Mystery Dolphin #1: Mabel/197

Mystery Dolphin #2: Ginger/211

Mystery Dolphin #3: Male/320

Mystery Dolphin #4: Perry/FB20

Mystery Dolphin #5: Maddie/213

Mystery Dolphin #6: Wasabi/264

Signature Whistle I.D. (designed for grades 6-12)

In this activity, students listen to six dolphin whistles and match them to spectrograms from the Sarasota Whistle Database. Spectrograms are a useful visual tool for understanding characteristics of sounds and sound waves.

CLICK the arrow for related learning standards, resources, and answer key.

Signature Whistle I.D. — Related Learning Standards:

NGSS Practice Standard: Planning & Carrying Out Investigations

Related Standards

MS-PS4-1. Use mathematical representations to describe a simple model for waves that includes how the amplitude of a wave is related to the energy in a wave. [Clarification Statement: Emphasis is on describing waves with both qualitative and quantitative thinking.] [Assessment Boundary: Assessment does not include electromagnetic waves and is limited to standard repeating waves.]

MS-PS4-2. Develop and use a model to describe that waves are reflected, absorbed, or transmitted through various materials.

HS-PS4-1. Use mathematical representations to support a claim regarding relationships among the frequency, wavelength, and speed of waves traveling in various media.

Related Sarasota Dolphin Research Program Resources:

Sarasota Bay Research Program Website - Dolphin Communication

Making Music With Marine Animals with Dr. Katie McHugh (Sarasota Dolphin Research Project, Women in STEM series video, April 26, 2021).

Signature Whistle ID Answers:

Dolphin Whistle A: Mabel/F197

Dolphin Whistle B: Ginger/F211

Dolphin Whistle C: Wasabi/F264

Dolphin Whistle D: Maddie/F213

Dolphin Whistle E: No Assigned Name/F320

Dolphin Whistle F: Perry/FB20

Spectrogram from Sarasota Bay Whistle Data Base