Educator’s Guide

Grades 2-6

I n DOLPHIN REEF, Disneynature dives under the sea

to frolic with some of the planet’s most engaging
animals: dolphins. Echo is a young bottlenose dolphin
who can’t quite decide if it’s time to grow up and take
on new responsibilities—or give in to his silly side
and just have fun. Dolphin society is tricky, and the
coral reef that Echo and his family call home depends
on all of its inhabitants to keep it healthy. But with
humpback whales, orcas, sea turtles and cuttlefish
seemingly begging for his attention, Echo has a
tough time resisting all that the ocean has to offer.

The Disneynature DOLPHIN REEF Educator’s

Guide includes multiple standards-aligned lessons
and activities targeted to grades 2 through 6. The guide
introduces students to a variety of topics, including:
• Animal Behavior • Biodiversity • Culture and the Arts
and Natural History • Earth’s Systems • M
 aking a Positive Difference
• Habitat and Ecosystems for Wildlife Worldwide

Educator’s Guide Objectives

3 Increase students’ 3 Enhance students’ viewing 3 Promote life-long 3 Empower you and your
knowledge of the of the Disneynature film conservation values students to create positive
amazing animals and DOLPHIN REEF and and STEAM-based skills changes for wildlife in
habitats of Earth’s oceans inspire an appreciation through outdoor natural your school, community
through interactive, for the wildlife and wild exploration and discovery. and world.
interdisciplinary and places featured in the film.
inquiry-based lessons.

Disney.com/nature
2 Content provided by education experts at Disney’s Animals, Science and Environment

© 2019 Disney Enterprises, Inc.

 BACKGROUND INFORMATION

Contents
Educational Standards ..................................................................................................................... 4
Dolphins Quick Facts......................................................................................................................... 6
The World of Dolphins........................................................................................................................7
Animal Glossary................................................................................................................................ 15

Lesson 1: Dolphins, Sharks and Whales

Adaptations and Relationships | Grades 3-6............................................................................... 20

Lesson 2: Dolphins as Predators

Foraging and Feeding | Grades 2-6.............................................................................................. 26
Extension: Write a Dolphin DIY Blog | Grades 2-6..................................................................... 28

Lesson 3: Coral Reefs

Maintaining Healthy Ocean Life | Grades 2-4...............................................................................32
Extension: Determining the Health of a Coral Reef | Grades 4-6............................................. 33
Extension: Rebuilding Coral Reefs with Art | Grades 2-3.......................................................... 34

Lesson 4: Biomimicry
Innovation Inspired By Nature | Grades 4-6................................................................................ 43
Extension: Futurecasting | Grades 4-6 ........................................................................................ 45

Lesson 5: Small but Mighty

Zooming in on Marine Life | Grades 2-6........................................................................................ 51
Extension: Representation of Scale | Grades 4-6....................................................................... 53

Lesson 6: Sounds of the Sea

Sound Stations and Echolocation | Grades 4-6...........................................................................57
Extension: Whale Songs—A MIndful Activity | Grades 4-6....................................................... 60

Term Glossary................................................................................................................................... 67

Acknowledgments

Disney’s Animals, Science and Environment would like to take this opportunity to thank the amazing teams that came together to develop the Disneynature
DOLPHIN REEF Educator’s Guide. It was created with great care, collaboration and the talent and hard work of many incredible individuals. A special thank you to
Dr. Mark Penning and the teams at Disney’s Animal Kingdom and The Seas for sharing all of their knowledge and insuring the accuracy of the information. These
materials would not have happened without the diligence and dedication of Dr. Lizabeth Fogel from The University of Southern California and Kyle Huetter who
worked side-by-side with the filmmakers, scientists and educators to help create these compelling lessons and activities. A big thank you to Nette Pletcher for writing
the marvelous background information along with Hannah O’Malley for her outstanding work editing content and gathering additional primary sources. Thanks to
Leslie Sedon, Rachel Penrod, Rachel Smith, Kim Odell and Dr. Andy Stamper for reviewing all the materials. The interdisciplinary and holistic approach to this guide
could not have happened without the special talents of Drs. Linda Labbo & John Olive, Professors of Emeritus at The University of Georgia, Dr. NaJuana Lee from Fulton
County School, Georgia, Dr. Sherry Field from The University of Texas, Austin and Dr. Todd Hutner from The University of Alabama. Lastly, thank you to Paul Baribault,
Noah Duman and Beatriz Ayala at The Walt Disney Studios for their help and unwavering support of this project.

Allyson Atkins
Education Line of Business Manager
Disney’s Animals, Science and Environment

© 2019 Disney Enterprises, Inc.

 Educational Standards
Standards 1 2 3 4 5 6
Alignment Dolphins, Sharks
and Whales
Dolphins Coral Reefs Biomimicry Small but
Mighty
Sounds of
the Sea
as Predators

Common Core English Language Arts

Key Ideas & Details:

Reading
RI2.3; 3.4; 5.3

Craft & Stucture: Craft & Structure:

RI2.4; 3.4; 4.4; 5.4; RI2.4; 3.4; 4.5; 5.4;
6.4 5.5; 6.4
Integration of
Knowledge and
Ideas: RI4.7; 5.7; 6.7
Phonics & Word
Recognition: RF2.3;
RF3.3; RF4.3; RF5.3
Fluency: RF2.4;
RF3.4; RF4.4; RF5.4
Text Type & Purpose: Text Type & Purpose:
W2.3; W3.3; W4.3; W2.3; W3.3; W4.3;
W5.3; W6.2b; W5.3; W6.2b;
Writing
Production & Production &
Distribution: W3.4; Distribution: W3.4;
W4.4; W5.4; W6.4 W4.4; W5.4; W6.4
Next Generation Science Standards
From Molecules 4-LS1-1; 4-LS1-2;
to Organisms
4-LS1-1; LS1.A 4-LS1-1 4-LS1-1; LS1.A
5-LS1-1
3-5-ETS1-1; 3-5-ETS1-
K-2-ETS1-1; K-2-
Engineering 2; 3-5EST1-3; MS-
Design
ETS1-2; 3-LS4-2;
ETS1-1; MS-ETS1-2;
3-LS4-3; LS4.C
MS-ETS1-3
3-LS4-2; 3-LS4-3;
Biological 3-LS4-3; 3-LS4-4; 2-LS4-1; MS-LS4-6;
Evolution
LS4.C; MS-LS4-3; 2-LS4-1; LS4.D
LS2.C; LS4.C LS4.C
LS4.A
3-LS2-1; LS2.D; MS-
Ecosystems
LS2-1
5-ESS3-1; MS-
Earth & Human ESS3-3; MS-ESS3-4;
Activity MS-ESS3-5; ESS3.C;
ESS3.D
4-PS3-1; 4-PS3-2;
Energy
MS-PS3-2
Waves & their
4-PS4-1; 4-PS4-3;
Applications in
Technologies MS-PS4-1; MS-PS4-2

Heredity
3-LS3-1; 3-LS3-2;
Inheritance &
Variations of Traits LS3.A; LS3.B

© 2019 Disney Enterprises, Inc.

 EDUCATIONAL STANDARDS

Standards 1 2 3 4 5 6
Alignment Dolphins, Sharks
and Whales
Dolphins
as Predators
Coral Reefs Biomimicry Small but
Mighty
Sounds of
the Sea

Common Core Mathematics

Numbers & 4.NF.C.5; 4.NF.C.6;

Operations 4.NF.C.7; 5.NF.B.3;
Fractions 5.NF.B.5A; 5.NF.B.6

Operations & 3.OA.A.1; 4.OA.1;

Algebraic Thinking 4.OA.2; 4.OA.5
2.MD.1; 3.MD.B.4;
Measurement 3.MD.C.6; 3.MD.C.7;
& Data
4.MD.1
4.MD.A.1; 4.MD.A.2;
5.MD.A.1
Statistics & 6.SP.B.4; 6.SP.B.5;
Probability 6.SP.B.5.B; 6.SP.B.5.D
Ratios &
6.RP.A.1; 6.RP.A.3.A;
Proportional
Relationships 6.RP.A.3.D

Social Studies Standards

Dimension I DI.2.3-5
D2.Civ.12.3-5;
Dimension II
Civics
D2.Civ.13.3-5; DII.Civ.9.3-5
D2.Civ.12.6-8
Dimension II D2.Eco.1.3-5;
Economic D2.Eco.2.3-5
D2.Geo.2.3-5;
Dimension II
Geography
D2.Geo.10.3-5;
D2.Geo.12.3-5
Dimension IIII D4.2.3-5

National Arts Standards

VA:Cr1.1.4a; VA:Cr1.1.4a;
VA:Cr1.1.5a; VA:Cr1.14a; VA:Cr1.1.5a;
VA:Cr1.1.4a;
Visual Arts VA:Cr1.1.6a; VA:Cr1.1.5a; VA:Cr1.1.6a;
Anchor 1
VA:Cr1.1.5a;
VA:Cr1.2.4a; VA:Cr1.2.4a; VA:Cr1.2.4a;
VA:Cr1.1.6a
VA:Cr1.2.5a; VA:Cr1.2.5a VA:Cr1.2.5a;
VA:Crl2.6a VA:Crl2.6a
VA:Cr2.1.4a; VA:Cr2.1.4a;
VA:Cr2.1.5a; VA:Cr2.1.5a;
VA:Cr2.1.4a;
VA:Cr2.1.6a; VA:Cr2.1.6a;
VA:Cr2.1.5a;
VA:Cr2.2.4a; VA:Cr2.2.4a;
Visual Arts VA:Cr2.1.6a;
Anchor 2
VA:Cr2.2.5a; VA:Cr2.2.5a;
VA:Cr2.2.4a;
VA:Cr2.2.6a; VA:Cr2.2.6a;
VA:Cr2.2.5a;
VA:Cr2.3.4a; VA:Cr2.3.4a;
VA:Cr2.2.6a
VA:Cr2.3.5a; VA:Cr2.3.5a;
VA:Cr2.3.6a VA:Cr2.3.6a
VA:Re7.1.4a;
VA:Re.7.1.5a;
Visual Arts VA:Re7.1.6a;
Anchor 7 VA:Re7.2.4a;
VA:Re7.2.5a;
VA:7.2.6a
Media Arts MA:Cr1.1.4; MA:Cr1.1.4;
Anchor 1 MA:Cr1.1.5; MA:Cr1.1.6 MA:Cr1.1.5; MA:Cr1.1.6
MA: Cr2.1.4; MA: Cr2.1.4;
Media Arts
Anchor 2
MA:Cr2.1.5; MA:Cr2.1.5;
MA:Cr2.1.6 MA:Cr2.1.6

© 2019 Disney Enterprises, Inc.

 BACKGROUND
QUICK FACTS INFORMATION

QUICK Dolphins are...

Quick Learners &

FACTS Very Adaptable!

Their large, complex brains allow them to problem-solve, quickly
adapt to new situations and interpret their environment through
sound waves using echolocation.

Dolphins are...
Pivotal
Predators!
Populations of prey species are kept in balance due to the role
dolphins play as predators within their ocean habitats.

Dolphins are...
Social!
They live within large social networks, but they’re usually only seen
in small groups at any given time. Dolphins use body language and
a wide variety of vocalizations to communicate with each other.

Dolphins are...
Always Aware!
These high-energy animals are always on alert, keeping half their
brain awake when sleeping to watch for danger.

Dolphins are...
At Real Risk!
Marine pollution, fishing nets, overfishing and climate change
threaten dolphins and their coral reef habitats.

© 2019 Disney Enterprises, Inc.

 BACKGROUND INFORMATION

Dive Deeper into the

World of Dolphins
Our Saltwater Planet the health of our planet. They act like the heart of Earth’s
climate system. Just as the human heart circulates blood

A lthough each of the five main oceans of the world have

well-known names with which you may be familiar
(Arctic, Atlantic, Indian, Pacific and Southern), the fact is
and regulates the body’s temperature, oceans control the
circulation of heat and moisture throughout the planet’s
climate system by moving heat and moisture via currents
they are all connected as one colossal body of water that and winds. They also stabilize Earth’s temperature by
covers most of our planet. The world’s oceans are massive absorbing heat from the sun and transferring it to different
and the distance between shores parts of the climate system.
of some continents can
span over 9,000 miles Most of the oceans are unvisited and unexplored by humans.
(14,000 km). To cross Even now, vast areas both above and below the surface
the Atlantic Ocean, remain mysteries. Today, oceans are home to over 100
even the fastest ship species of marine mammals, some 33,500 species of fish
in the world, which and hundreds of thousands of invertebrates that compete
travels at 58 knots for resources in their ocean habitat. Every year, scientists
an hour (67 mph), are discovering new species in the world’s oceans.
would need 41 Dolphins are but one of the many species that make
hours to complete the enormous oceans their home. Through the lens of
the journey! Disneynature, the story of Echo and his mom provide the
Oceans are key inspiration to celebrate biodiversity and the richness of life
components to under the sea.

As recently as 2011, marine biologists identified a new species of

FUN dolphin. The Burrunan dolphin, found off the coast of southeastern
FACT Australia, was known to exist but it was not previously designated
a distinct species from the bottlenose dolphins in that region.

Dolphin Design
T here are about 35 species of dolphin (more or
less depending on how you define distinct species).
Taxonomically, dolphins are marine mammals belonging
In Disneynature DOLPHIN REEF, Echo and his family
are bottlenose dolphins, also members of Delphinidae.
Bottlenose dolphins have a distinctive head shape which
to the order Cetacea and are members of the family bulges around the forehead, and a streamlined body shape.
Delphinidae. Taxonomy is the classification of species, Dolphins reside in all of the world’s oceans and are typically
referring to biological ranks known as domain, kingdom, found in shallower areas near coastlines. Various dolphin
phylum, class, order, family, genus and species. But the species range in size from about 5 to 33 feet (1.5–10 m)
dolphin family is much larger than the species many long, and weigh between 110 to 15,500 pounds (50–7,000
are familiar with as both orcas and pilot whales are also kg) with females typically smaller than males. Some species
categorized in the dolphin family. have distinct color blocks, but most are some shade of

Blowhole
Melon
Median Notch Dorsal Fin

Rostrum

Ear

Flukes
Flipper
7

© 2019 Disney Enterprises, Inc.

 BACKGROUND INFORMATION

gray over most of their bodies. Most

species have a mouth that curves Dolphins Together
up, giving the impression
of a fixed smile. A layer
of blubber keeps their
D olphins usually travel in groups ranging in size from a
single individual to thousands of animals. These groups,
or communities, can be comprised of various members
bodies warm in cool from a nursery group with females and their calves, a mix
waters. They have lungs of females and males who come together for mating or
and must surface even all male bachelor groups. While in these social groups,
every few minutes to dolphins are often playful, twisting and turning in the water,
breathe air through a performing acrobatic jumps above the surface, and wake-
blowhole at the top of surfing behind boats.
their head.
As part of their predation techniques, groups of dolphins
Like many marine can form hunting parties, helping each other chase and
mammals, dolphins catch food in the ocean. A team of dolphins encircles a
have an external school of fish, herding them into a tight bait ball, then
anatomy that helps individuals will take turns darting into the mass to grab a
them survive and meal. Or they may trap fish in shallow water to catch them.
flourish underwater. Their One population of bottlenose dolphins off the coast of
streamlined body shape Florida has been observed using a technique called mud-
allows them to swim with speed ringing. In this approach to feeding, one dolphin swims in a
and agility, with the fastest species circle along the ocean floor, swishing its tail near the sand to
reaching up to 24 miles per hour (40 km/h). A dolphin’s create a ring of stirred-up mud which disorients and entraps
speed can be achieved due to their tail, or fluke, which they the fish, forcing them to leap out of the water and into the
use to generate power. Dolphins also have front flippers waiting mouths of other dolphins.
which they use to help them steer, while the dorsal fin on
When hunting alone, individual feeding strategies include
their back provides stability. Compared to porpoises (which
knocking fish up above the surface of the water and
are also part of the order Cetacea), dolphins are more
stunning them to slow them down. Some dolphins have
torpedo-shaped and have a longer rostrum.
learned to unearth bottom-dwelling crustaceans using sea
sponges for digging.
Dolphins surface to breathe through a blowhole
FUN approximately every 2 minutes, but can hold their Dolphins also coordinate their behaviors for reasons other
FACT than feeding and playing. They have been known to work
breath for up to 12 minutes on deep dives.
together to help support a dolphin at the surface that is
Above the rostrum, a dolphin’s head has a distinctive bulge injured or sick. When one bottlenose dolphin is hurt, others
called a melon where fatty tissue is stored. The melon serves in its group may vocalize to alert others. For protection
an important function. Like bats, dolphins use echolocation against sharks, dolphins may take turns ramming the
to explore their surroundings. Echolocation helps dolphins predator repeatedly to drive it away. Other times dolphins
catch their prey, especially in dark or murky waters, similar may not be so cooperative. Young adult males may exhibit
to a flashlight, except with sound instead of light. Dolphins aggression toward each other, blowing bubbles and
can direct a beam of sound out into the water from the smacking their tails on the surface or scratching another
melon. Sound waves bounce off nearby objects, creating individual with their teeth. This last example is known as
an echo that transmits back through the dolphin’s lower raking, and although it does not cause deep lacerations,
jaw to its ear and is detected by the brain. Based on the it can leave light scars that are visible for several weeks
characteristics of the echo, the dolphin’s brain can interpret or months. These forms of aggressive behaviors establish
the sound and determine what and where the object is. dominance within the group.
Dolphins are carnivorous, getting energy and nutrients
mostly from small fish and squid. They also eat some
Raising Young
crustaceans like shrimp and crabs, as well as jellyfish and Sometime between 5 and 12 years old,
eels. Adults consume 15 to 30 pounds (7–14 kg) of seafood a female dolphin will produce
daily. Even though they have more teeth than any other her first calf.
mammal (88 to 200 teeth depending on the species),
dolphins do not use their teeth for chewing. When a dolphin
catches its prey, it will often swallow the meal whole. Some
species will even rub or smack their prey until it is in small
enough pieces to swallow. Although they find much of
their food near the surface and spend most of their time in
shallow water, they can dive up to 990 feet (300 m) and are
capable of holding their breath up to 12 minutes.

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 BACKGROUND INFORMATION

For bottlenose dolphins, gestation

lasts one year and results in a Dolphins Sharing the Ocean
single offspring. This cycle
will repeat every two to
Whales
five years. A dolphin calf Orcas are members of the dolphin family. They live in pods
is sustained only by its and communicate using a combination of sounds such as
mother’s milk for the first groans, clicks and whistles. Similar to dolphins, they use
four months of life. At echolocation to search for food and they participate in
that point, the calf will cooperative hunting to trap their prey, which includes sea
start to eat fish, but will lions, seals, penguins, sharks, sea turtles, fish and smaller
continue to nurse with dolphins and whales. When a seal is out on the ice, orcas
its mother, typically until may synchronize their movements under the water to create
it is 12 to 18 months old. a wave that knocks the seal off its perch and into their jaws.
Orcas are powerful ocean predators, even attacking animals
Young dolphins stay as large as humpback whales.
with their mothers for at
least three years, learning Humpback whales are another whale species named after
from them and other adult the distinctive hump in front of their small dorsal fin. Each
females about how to hunt and year, they migrate thousands of miles between their feeding
communicate. Communication and breeding grounds.
occurs through a wide range of
Inside the jaws of humpback whales, baleen
squeaks, clicks and whistles. Dolphins FUN plates with wiry bristles let water pass through
produce these sounds by pushing air back and forth FACT
between air sacs located below the blowhole. Clicking is while food is trapped.
primarily associated with investigating objects, such as prey.
Whistles are used by individuals to identify themselves, Unlike orcas or other top predators in the ocean, humpback
similar to having a name, and will communicate their whales get their nourishment from small fish, krill and
location to other members of the group. Some clicks and plankton, filtering these tiny nuggets of nutrition through
squeaks are too high in frequency for humans to hear, but baleen plates in their mouths.
using special acoustic instruments, called hydrophones, During the feeding season, each humpback whale consumes
scientists have found that dolphins are most “talkative” between 4,000 and 6,000 pounds (1,814–2,722 kg) of food
while they are feeding or swimming very fast. every day. One way to capture that much plankton or krill
Mother dolphins utilize specific sound tactics specifically is to round up the prey using a technique called bubble-net
with their young. Whistles will be used back and forth feeding. To accomplish this, humpback whales will form a
between mother and calf to find one another when circle at about 50 feet (15 m) deep and expel air through
separated. As part of raising a calf, a mother dolphin will their blowholes to form bubbles as they spiral up towards
use loud pockets of sound called burst pulses to discipline the surface. The resulting tube of bubbles traps the prey,
their young. Tail slapping is also key in communication, allowing the whales to feed in large gulps.
as this typically warns others of danger, such as when a In winter, humpback whales migrate towards warmer,
predator is nearby. tropical parts of the ocean to breed and give birth to
their calves. Southern Hemisphere humpback whales, for
example, tend to migrate towards areas
off the coast of Africa, Australia, the
southern Pacific Islands and South
America during the breeding season.
Females will give birth to a single
calf after 11 to 12 months of gestation.
The newborn whale is about 14 feet (4
m) long and learns to swim in less than an
hour. Babies drink up to 100 pounds (45 kg)
of milk each day from their mother and nurse
for about 11 months.
Humpback whales regularly leap out of the water
and splash down on their backs. This behavior, known
as breaching, may help remove pests clinging to their
skin. Or, it may be a form of play by the whales or a form
of communication. Whatever the reason, it is exciting to see
these massive animals interacting in their ocean home.

© 2019 Disney Enterprises, Inc.

 BACKGROUND INFORMATION

Sharks sharks, for example, are highly susceptible to bycatch in

trawls because they reside on the ocean bottom. Human
Another group of marine animals that shares the ocean disturbance by habitat degradation and tourism are also
with dolphins are sharks. While sharks have commonly possible threats to its preferred sandy nearshore habitat.
been portrayed as fearsome animals, these large fish
possess remarkable adaptations that should be revered, Rays
not feared. Sharks have a unique skeletal structure made of
A cousin of the shark, the
flexible cartilage (which is what human noses and ears are
stingray, is one of several
made of!) They also have unique skin, called “dermal scales,”
hundred different species
that push the water down preventing drag when swimming.
of rays that live in oceans
This allows them to move incredibly fast through the water.
and in freshwater habitats.
Sharks’ teeth are kept strong and healthy with a natural
Rays use their “wings”
fluoride. When one tooth falls out, a new sharp one emerges
and nose-like rostrum to
within a day. Sharks have excellent vision and sense of smell,
sense prey and stir up the
and they can hear low frequency sounds emitted by injured
sand, uncovering clams, worms and crustaceans beneath the
prey, making them superb hunters.
surface. Many rays have continuously growing dental plates
With more than 500 species of sharks calling the ocean instead of teeth, enabling them to crunch through the hard
home, there is a lot of variation in size and diet. Larger shells of clams and oysters. Unlike most fish, the upper jaw
sharks eat seals, sea lions, squids, rays and even other in rays is not fused into the skull, thereby allowing them to
sharks. Smaller sharks stick to fish, crabs and other shellfish. extend their mouth to create a suction for picking up prey
An interesting exception is the whale shark—the largest fish items. Some rays, like the eagle ray, have pointed noses
in the sea—which feeds only on tiny fish and plankton. No that are highly adapted for sensing and “rooting out” their
matter what’s on the menu, all sharks are carnivores and preferred diet of clams and other invertebrates. Rays are
play the role of predator. slow-growing animals and reproduce slowly, which makes
them especially vulnerable to overfishing—their depleted
Sharks usually swim along at about 1-3 mph populations can take years or even decades to recover.
FUN
(5 km/h), but some species can speed up to
FACT
60 mph (97 km/h)!

The grey reef shark, for example, which can grow to be over
8 feet (2.5 m) long, hunts alone at night near the edge of
Dolphins on the Reef
coral reefs in search of crabs, fish and squid. During the day, Coral Reefs
grey reef sharks swim in schools, navigating other parts of
While exploring different regions of their ocean habitat,
the ocean where they might run into other species of sharks,
dolphins encounter many other ocean animals. Some of
like the tiger shark.
the most unique species they share the ocean with are
Many shark species are facing serious population declines corals. Corals form the basis of an important marine
due to overfishing, shark finning, habitat loss and incidental ecosystem. An individual coral animal is called a polyp.
bycatch. Bycatch occurs when an unwanted fish, shark Millions of coral polyps live together in colonies. Polyps in
or other marine animal like a sea turtle, is caught during
commercial fishing intended for a different species. Angel

10

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 BACKGROUND INFORMATION

the colony use minerals from ocean water to build a hard hard-shelled animals like horseshoe crabs, clams and other
base made of calcium carbonate which surrounds each crunchy invertebrates. Sponges, anemones, squid and
polyp to protect it. If the polyp dies, a new polyp can attach shrimp hiding in the crevices of coral reefs are not always
and grow on top of the calcium carbonate left over from safe from the beak-like jaws of the Hawksbill turtle.
the dead polyps creating a solid structure that anchors new
Six of the world’s seven sea turtle species are found in
polyps. Over time, these groups of old and new coral polyps
the U.S, with the exception being the flatback. All six are
together form coral reefs.
protected under the Endangered Species Act. Climate
Coral reefs support a huge diversity of marine life, acting change, death in fisheries bycatch and loss of nesting and
like a combination grocery and home building supply store foraging habitats are among the numerous threats that face
for the ocean. The reef ecosystem attracts everything from sea turtles today.
tiny algae to large sharks. Whether it is food or shelter they
seek, many animals rely on coral reefs as safe and nurturing Mantis Shrimp
places. Fish, crabs, shrimp, oysters, seahorses and other Another inhabitant of the
sea life use corals for shelter from predators, hiding in the coral reef is the mantis
many crevices and spaces of the reef. Sponges, clams and shrimp. This colorful
anemones also make coral reefs their home. Sea turtles, crustacean burrows into
octopuses, eels, rays and larger fish are attracted to reefs in the coral, defending its
search of this hidden prey. territory with club-like
The National Oceanic and Atmospheric Administration appendages that can
(NOAA) recently listed 22 coral species as “threatened” strike with incredible
under the Endangered Species Act and two listed as speed and force.
endangered—ten times the number listed a decade ago. Mantis shrimp snack on other invertebrates, like crabs and
Coral reefs worldwide have declined significantly, with mollusks, using their spring-loaded appendages to stun
some individual species declining by 90% or more.Reduced their prey with a punch so fast it causes a vacuum in the
growth and death of coral reefs are often the result of water (called cavitation) which can produce heat and light
coastal development, changing climate and acidification (called sonoluminescence).
of the ocean’s delicate chemistry. To detect prey, the mantis shrimp primarily relies on an
excellent sense of sight. Mantis shrimp eyes are located
atop two stalks that can move independently. They possess
a unique system of representing color in which each eye
contains 12 specific color detectors that allow them to
respond to potential prey faster than if color information
had to be processed in the brain like most other animals.
A mantis shrimp will hide in a coral crevice and ambush
any prey that drifts within striking reach.

Cuttlefish
Sea Turtles Cuttlefish are cephalopods related to
Sea turtles’ streamlined bodies are octopuses and squid with differences
remarkably adapted to ocean life. Their front in their anatomy. They have eight
legs have been modified into elongated flippers arms with rows of suckers as well as
that they use for swimming, while their short, wide two tentacles and a beak-like mouth.
hind flippers act as rudders for steering. Their vision Their skin contains chromatophores,
underwater is better than ours, and they have an acute special cells that allow rapid changes
sense of smell for locating food. Although they live in the in appearance. A cuttlefish morphs how
ocean, they must come to the surface to breathe air. Sea it looks, using different colors, shades,
turtles usually surface every 20 minutes to breathe, but patterns and textures for camouflage,
during periods of rest they can stay underwater for communication and hunting.
several hours! Inside its body, the cuttlebone is a porous
There are seven different species of sea turtles found structure made of calcium. By varying the amount of gas
throughout the oceans of the world: green, leatherback, and liquid held in the holes of the cuttlebone, a cuttlefish
loggerhead, hawksbill, Kemp’s ridley, olive ridley and can adjust its buoyancy to travel up and down.
flatback. Different species of sea turtles like to eat different Within the coral reef food chain, cuttlefish fall prey to
kinds of food. The diet of a green sea turtle depends on its sharks, rays, dolphins and large fish. They hunt for small
age. Juveniles feed on jellyfish and worms. At the age of 2 shrimp, fish, and crabs along the ocean bottom, moving
or 3, these turtles expand their diet, feeding on jellyfish as gracefully with an undulating movement. When frightened,
well as algae and seagrasses. Loggerheads, on the other the cuttlefish propels itself quickly using a squirt of water
hand, are strictly carnivores. They have a massive beak that through its siphon. It can also produce an ink cloud that acts
is strong enough to crush the shells of the mollusks and as a smokescreen enabling a quick escape.
crustaceans they eat. Young loggerheads eat invertebrates
like jellyfish and small crabs, while adults feed on larger,

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Reef Fish and clacks its bill. Females lay their eggs in mangroves along the
edge of the islands near coral reefs.
Other Animals Another diving bird commonly found around coral reefs
Adding to the palate of is the cormorant. To assist with deep dives under choppy
coral reefs themselves waves, cormorants’ bones are heavier than average. Unlike
are the many species of other bird species, cormorants do not have oil glands to
reef fish that flash past keep their feathers
in a spectrum of color. waterproofed. After
Yellow butterflyfish, fishing for food,
orange clownfish and the weight of their
blue parrotfish spend wet wings is too
the day floating around their reef restaurant. Nudibranchs, much; cormorants
or sea slugs, provide brilliant designs of color and cuttlefish spread their wings
that can change shades add to the rainbow array. Even out to dry before
at night the reef is colorful, with species like bright red flying again to
soldierfish and an assortment of sea urchins searching continue the hunt
for a midnight snack. or return to land.
A special type of algae, called zooxanthellae Other seabirds have
(pronounced zoh-uh-zan-thel-ee), grows very light bodies
on the coral polyps. Some animals, like designed to glide far and float easily, making it difficult for
parrotfish, feed on the coral polyps them to dive underwater. To solve this problem, they use
which contain zooxanthellae, scraping speed. From great heights, they dive-bomb into the water,
it off the reef with their beak-like using velocity and a streamlined shape to propel themselves
mouths. Sea stars, such as the crown- below the surface. Plunge-divers like the northern gannets
of-thorns, and certain worms, snails will drop from as high as 130 feet (39.6 m), hitting the water
and fish eat the coral itself. at around 55 miles per hour (88.5 kph) when hunting for
mollusks. Their slit-like nostrils can be closed off to prevent
While coral reefs cover not even two saltwater from entering, and air sacs under the skin help
percent of the ocean floor, a full 25 protect them from injury much like airbags in a car.
percent of all ocean species depend
on coral reefs. These are important
ecosystems indeed!

Diving Birds Dolphins in a

Above the surface of the ocean, many birds rely on coral Balanced Ecosystem
L
reef habitats as places to feast, diving with precision into ike all ecosystems, coral reefs must maintain a balance
the water to catch a meal. The magnificent frigatebird between predators and prey. It is easy to imagine what
spends most of its life flying over the ocean, feeding on might happen if a reef becomes damaged and cannot
fish, squid, turtles, crabs and jellyfish. With its long wings protect as many animals: attacks by predators will outpace
and forked tail, the magnificent frigatebird is an agile flier the ability of prey species to reproduce and their population
that can pluck prey out of the waves. Sometimes it chases numbers will decline. Soon there is not enough food for
down other seabirds and steals the predators to survive. The reef ecosystem then becomes
their catches. To attract a mate, unbalanced.
the male frigatebird puffs up its
bright orange throat sac and Alternatively, without enough predators around, the animals
using the reef for shelter will survive longer and reproduce
more, to the point where the reef is unable to support all
of those individuals. In that case, the balance tips the other
way. Having the right balance between predators and prey
prevents one species from taking over.
With just the right number of dolphins near a
reef, populations of prey species are kept in
check without outstripping the amount
of food available for the population of
dolphins. The same is true for other top
predators and the food webs to which
they belong.
For instance, a healthy coral reef
is where many different species
of sharks will find their favorite

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foods. Scientists have found that the healthiest coral reefs

have the most sharks. The presence of this top predator Threats to a Dolphin’s
in abundance, even outnumbering the prey species, keeps
the entire ecosystem in balance. This relationship between
Reef Retreat
predator and prey is constantly swinging back and forth like
a pendulum over a point of perfect balance. If the pendulum
F orces that cause an ecosystem to become unbalanced
include both natural and anthropogenic (or human-
made) causes. For coral reefs, one of the greatest threats
is pushed too far in one direction or the other, then the
is an anthropogenic one: rising water temperatures. When
ecosystem is unbalanced and one group or the other will
fossil fuels are burned for energy, more and more carbon
suffer until balance is restored.
dioxide is added into the atmosphere. This buildup acts like
a blanket that traps heat around the world, which disrupts
Too much Too many the climate. One result is warmer ocean temperatures. As
prey predators the ocean temperature rises beyond a certain point, coral
polyps expel the algae living in them, losing both their food
source and their coloration. This condition is known as coral
bleaching.
At the same time, the ocean absorbs some of the extra
Balanced
ecosystem carbon dioxide emitted into the atmosphere when fossil
fuels are burned, and that changes the chemistry of
the ocean, which is called ocean acidification. Ocean
acidification causes “osteoporosis of the sea,” which
In addition to the carefully balanced relationships between
prevents animals like corals from building and maintaining
predators and prey, there are animals sharing the coral reef
the calcium carbonate skeletons they need to create reefs.
ecosystem that have developed cooperative relationships.
Just as humans need calcium to build their
These partnerships, known as mutualisms, involve two
bones, corals and other sea animals
different species sharing a space to the benefit of both.
need calcium carbonate to build
One common example is the symbiotic mutualism between
strong skeletons and shells.
clownfish and sea anemones. Sea anemones use toxic
The addition of rampant
tentacles to sting and catch fish as their food. Clownfish can
carbon dioxide is reducing
develop a chemical camouflage to the venom in order to
the amount of calcium
hide in the sea anemones’ tentacles. The clownfish receives
carbonate in the ocean
protection from predators and, in return, the sea anemone
and degrading coral reefs.
benefits by keeping water flow over their tentacles to bring
in oxygen and microorganisms to eat. Regular carbon dioxide
is used and created by
Dead Zone normal life processes, but
In some regions of the ocean, there are no fish, corals, excessive carbon dioxide
seabirds, invertebrates or even marine mammals. These comes from burning fossil
“dead zones” are areas with very low levels of oxygen, a fuels for energy. When we
condition called hypoxia. Without sufficient oxygen, plants burn fossil fuels we put a
and animals die or leave, and the only life that can be lot of stress on the ocean,
sustained are bacteria. Some dead zones occur naturally damaging its ability to keep the
in the ocean and in lakes. Other dead zones are created by climate stable. As a result of this
human activity, such as fertilizer run-off, which disrupts the stress, sometimes the ocean pumps
balance of coastal ecosystems. too much heat and moisture throughout the
system; sometimes too little. If we think about the ocean as
the heart and bloodstream of the climate, it is clear that we
need to prevent further damage to it. A heart must be

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monitored and cared for to ensure overall health and • Reduce single-use disposable plastics every
functioning, and the best care is preventative care. day by using sturdy, reusable water bottles, reusable
The ocean is vital to life on Earth. Scientists estimate shopping bags and lightweight utensil kits. Support
that ocean plants produce as much as 90% of the planet’s community efforts to ban plastic bags and plastic water
oxygen. One third of the carbon dioxide that is produced bottles and recycle these materials to keep harmful
globally is absorbed by the ocean, helping to prevent plastics out of the ocean.
overheating of the planet. We can help the ocean perform •A
 void items with plastic micro-beads when
these functions more effectively by reducing the amount purchasing personal care products such as soaps and
of carbon dioxide produced through human activity. shampoos. Due to micro-plastics being smaller than 1
The balance of a coral reef ecosystem can also be mm, they are often not filtered out during waste water
disrupted by overfishing. Over-harvesting of fish results treatment and end up polluting water systems.
in an imbalance between predator and prey and can •V
 isit marine sanctuaries to connect with nature and
cause coral reefs and all their inhabitants to suffer. If the learn more about these special areas managed by NOAA,
population of a particular species dips below a critical the National Oceanic and Atmospheric Administration.
point, it may not be able to recover and could be fished
•S
 pend time at the seashore, appreciating what
to extinction. In areas where sharks are harvested for
the ocean provides to find inspiration for teaching others
their fins, those species are in rapid decline.
about this important ecosystem.
Another anthropogenic threat to dolphins and other sea
•M
 ake wise choices when celebrating or honoring
life is marine pollution. Plastics in particular are problematic
loved ones. When helium-filled balloons are released into
because of their durability and ubiquity. Non-biodegradable
the air accidentally or intentionally they commonly fall
plastic that finds its way to the ocean gets broken into
into the world’s oceans, and may harm ocean animals.
smaller and smaller bits and can be mistaken for plankton by
Make sure balloons are secured tightly or have weights
filter feeders like humpback whales. Plastic bags resembling
attached to their strings to ensure they stay in place. You
jellyfish can choke sea turtles that try to eat them. Plastic
can even choose alternative forms of celebration like
with rough edges can damage the sensitive skin of dolphins
ribbon dancer wands, bubble wands or flying kites!
or worse, tangle them up in plastic rope or fishing line.
•V
 isit your local AZA-accredited aquarium to
learn more about oceans and the species that live there.
• Go to DisneyAnimals.com to learn more about
People Caring for the Ocean incredible ocean animals.

B eing responsible with our natural resources is

important for the health of our oceans. Looking to
evidence, keeping an open mind and focusing on the
The more we know about a species or ecosystem, the more
likely we are to understand why it is important to save them
and to actively generate ideas to protect the ecosystems
best ways to solve a problem are part of being responsible. where they live. Taking practical, common sense steps to
Future generations depend on the decisions and plans we address problems facing our environment today is in the
make today. Practical, feasible, step-by-step approaches best interest of future generations. We must protect and
allow us to make real progress on longstanding challenges preserve the habitats and ecosystems dolphins and their
and obstacles. ocean neighbors depend on.
For example, you can:
• Choose sustainable seafood to keep fish and
shrimp populations in balance.
• Advocate for Marine Protected Areas (MPA’s)
The Disney Conservation Fund
to help ensure healthy reef ecosystems and restore fish The Disney Conservation Fund helps to protect many
populations to robust levels. of the ocean’s most threatened species including sea
turtles, sharks, rays and coral reefs. Since 1995, the
Disney Conservation Fund has directed more than
$80 million to save wildlife and protect the planet
and inspired millions of people to take action for
nature in their communities.
You can learn more about the Disney Conservation
Fund by visiting Disney.com/conservation

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Animal Glossary
Bottlenose Dolphins
SIZE: DIET: PREDATORS:
6–12.5 ft (2–4 m) Fish, squid & other Large sharks
invertebrates

K nown for their problem solving, charismatic

personalities and sleek hydrodynamic build, bottlenose
dolphins can often be spotted jumping out of the water or
surfing the waves along the coast. Bottlenose dolphins are
marine mammals and live in oceans worldwide with the
exception of the polar regions. They are social animals and
live in “fission-fusion” communities that flexibly reorganize
themselves throughout the day. Some individuals will
remain together for longer periods—such as mothers and
their calves that stay together for 3–5 years, and males
will pair up for decades. These small units will temporarily jaw to its ear and is detected by the brain. Dolphins use a
form units with others for socializing and hunting. Dolphins variety of hunting techniques such as creating mud rings to
produce a wide variety of three types of vocalizations to entrap fish or using sea sponges to protect their rostrums as
communicate with each other (whistles, clicks and burst they root around rocky areas for prey!
pulses), and also use echolocation to hunt.
Echolocation uses sound waves to bounce
Dolphins keep half their brain awake while
off nearby objects, creating an echo that FUN sleeping which helps them continue to swim,
transmits back through the dolphin’s lower FACT
breathe and look out for predators.

Cuttlefish
SIZE: DIET: PREDATORS:
11–19 in (30–49 cm) Crustaceans & fish Large fish, seals, sharks & dolphins

C uttlefish are mollusks, related to octopuses and squid.

They are known to display some of the most brilliant
camouflage in the animal kingdom. They are well-known
water during
breeding
season
not only for their vibrant colors, but also their ability to and lay
seemingly change the shape of their bodies to remain eggs which
concealed to prey and from predators. Camouflage allows incubate for
the cuttlefish to sneak up on its prey so it can launch 30–90 days
its long tentacles to grip the next meal. They also have before hatching. Scientists think the temperature of the eggs
strong beaks that can pierce hard crustacean shells. These may determine how fast or slow they develop, but all newly
invertebrates are related to octopus and have ink they can hatched cuttlefish measure just under two inches (5 cm).
expel to distract predators as they make their getaway from These colorful animals are most active at night and typically
threatening situations. Cuttlefish typically move to shallow like to stay near the ocean floor.

FUN Cuttlefish use their bright, changing colors to

FACT communicate with each other via visual cues.

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Corals
SIZE: DIET: PREDATORS:
Varies by species Zooplankton, nutrients produced Sea stars, fish & snails
by their symbiotic algae

C orals come in many

different shapes,
sizes and colors. Although
to 11 inches (1–30 cm) long with a mouth in the middle that
is surrounded by stinging tentacles. To protect themselves,
some corals build a hard skeleton around the polyps using
they resemble plants or minerals found in the water. Corals grow very slowly and
rocks, corals are actually can be affected by uncontrollable conditions, such as the
animals that live in warm, shallow ocean water and are temperature and pH of the ocean water. When many corals
related to jellyfish! Corals are made of polyps, which are grow together, they create habitat known as a coral reef.
different from the bodies of most other animals. Some corals
Some corals have stinging tentacles near their
are just one single polyp and others are made of multiple FUN mouths which helps them immobilize their food
identical polyps that form a colony. Polyps have soft, tube- FACT and defend themselves from predators.
like bodies that measure anywhere from smaller than 0.5 inch

Stingrays
SIZE: DIET: PREDATORS:
11–19 in (30–49 cm) Crustaceans & fish Large fish, seals, sharks & dolphins

T here are over 60

different species of
stingrays, and as their
heads. Most stingrays prefer to burrow in sand or mud in
shallow waters, but some are known to migrate and swim
freely in open water. Stingrays can be found in all tropical
name suggests, they and subtropical waters, and they are similar to humans in
have venomous spines, or how they use their senses such as sight, hearing, smell,
barbs, which they may use to protect themselves. Stingray taste and touch to understand the world around them.
mouths are on the underside of their flat, disc-shaped
bodies whereas their eyes are situated on the tops of their

FUN Stingrays share many features with sharks, such as having skeletons made of cartilage, sensitivity
FACT to electrical patterns around them and giving birth to live young rather than in an external egg.

Humpback Whales
SIZE: DIET: PREDATORS:
45–56 ft (13–17 m) Krill & fish Orcas & sharks

N amed after the distinctive hump under their small

dorsal fin, these massive whales are known for their
beautiful vocalizations and large displays in the ocean as
they breach and splash. Humpback whale vocalizations,
sometimes referred to as songs, are thought to be part of
courtship behavior. These whales are filter feeders, meaning known to travel
they take in large amounts of water and expel the water thousands of kilometers
filtering out the krill and fish they eat. Sometimes humpback during migration season
whales will work together to catch food by creating a and typically return to the same
bubble net. To create a bubble net, a group of whales swim feeding grounds annually. Scientists can use the pattern
in circles while producing a continuous stream of air which of black and white markings on the whale’s tale to identify
traps the tiny prey in a net of bubbles, ready to eat! They are individuals—just like a fingerprint!

Humpback whales hold the record for the longest pectoral flippers
FUN proportionally of any whale. Their flippers can measure up to 16
FACT feet (5 m) long—a third of their body!

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Orcas
SIZE: DIET: PREDATORS:
23–32 ft (7–10 m) Fish, sharks and rays, marine mammals, No natural predators
sea turtles, fish, penguins & seabirds

O rcas, also known as killer whales, are social and curious

marine mammals found as far north as the Arctic Ocean
and as far south as the Antarctic Ocean. The migration
from the water
through a very thin
bone in the lower
patterns of orcas are not well understood, but they do travel jaw. The sound is
with members of their matriline—that is, their mothers, then transmitted
grandmothers and cousins. Closely-related matritrilines will through “acoustical fat” in the jaw to the orca’s auditory
often come together for short periods of time into larger bulla. This adaptation allows the orca to hear underwater
groups, called “pods”. Several pods that share a unique set sounds efficiently, which they use to communicate as well
of calls exist within an even larger group called a clan. Orcas, as to navigate their surroundings. Orcas are apex predators
as with all toothed whales and dolphins, have an auditory which means that they are at the top of the food chain and
bulla, or an ear bone complex similar to the structure inside do not have any natural predators except for humans.
human ears. However, unlike humans, orcas receive sounds

FUN It is widely assumed that orcas only live in cold water but they have also been
FACT observed in warm water areas such as Hawaii, Australia and The Bahamas.

Tiger Sharks
SIZE: DIET: PREDATORS:
10-14 ft (3–4.2 m) Crustaceans & fish Large fish, seals,
sharks & dolphins

T hese top ocean predators get their name from their

tiger-like stripes that fade as they age. Baby tiger sharks,
called pups, are born fully developed and independent.
known to
venture into
brackish water,
As adults, this species of shark is relatively large; however, which is where
they grow slowly, not reaching maturity until around 12-18 freshwater flowing from
years of age. The largest tiger shark on record grew to be land and ocean saltwater mix.
approximately 18 feet (5.5 m) long! These carnivores have
sharp, serrated teeth with powerful jaws which they use to
chew through hard shells of some of their prey such as sea
FUN Litters of tiger shark babies, called pups, can

turtles. Tiger sharks are known for being particularly curious

FACT include anywhere from 10 to 80 individuals!
and tend to prefer coastal habitats. They have even been

Parrotfish
SIZE: DIET: PREDATORS:
1–4 ft (0.3–1.2 m) Algae & coral polyps Fish

The beaklike
teeth of the
parrotfish are likely
reefs. Parrotfish have a variety of adaptations that aid in
their survival such as eyes that can move independently,
allowing them to see all around their bodies, except
the inspiration for for behind them. Young parrotfish hatch only 25 hours
its unique name. The after their eggs have been laid. Typically, the majority of
parrotfish’s fused teeth are very strong and look similar to hatchlings are female, and coloration varies between males
that of the beak of a parrot. These teeth allow them to grind and females. Coloration can also vary as the fish age, for
and pulverize chunks of coral in order to eat the algae-filled example, juvenile fish may be reddish brown with white
polyps inside. Although parrotfish live in a variety of coral spots, and may change to be green with orange bands and
reef habitats, they are most commonly found in shallow yellow spots as an adult.

FUN Young parrotfish hatch without eyes or a

FACT mouth! These develop later as the fish grows.

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Grey Reef Sharks

SIZE: DIET: PREDATORS:
2-4 ft (0.60-1.2 m) Octopuses, squid, crustaceans & fish Large sharks & orcas

T hese sharks can

be found near
the water’s surface
arching their back and pointing the pectoral fins downward
while swinging their head from side to side. During the
day, grey reef sharks swim in groups called schools, but
close to islands and they become solitary at night when they are most active.
coral reefs of the Pacific and Indian oceans. Grey reef sharks Scientists believe grey reef sharks can live to be about
are recognizable by their white undersides and black bands 25 years old, but they’re still learning about these top
along the edge of their tails and tips of their pectoral fins. predators. Grey reef sharks are currently classified as near
threatened, but conservation organizations are working hard
These sharks have very acute senses, including excellent
to prevent the decline of their populations.
sight in low lighting, an impressive sense of smell and
remarkable hearing by detecting sound vibrations in the Grey reef sharks are ovoviviparous, which means
water. Grey reef sharks can be territorial, and some scientists
FUN that their pups hatch from eggs within the body of
FACT
believe they will communicate a warning to trespassers by the mother and then emerge as a live birth.

Peacock Mantis Shrimp

SIZE: DIET: PREDATORS:
2-7 in (5-18 cm) Invertebrates like crabs, mollusks & gastropods Large fish

T hese incredible crustaceans are known for their brightly

colored body and impressive club-like appendages.
Named after the peacock because of their coloration, and
such force that
they are capable of
breaking through
after the praying mantis because of their posture, peacock quarter-inch thick
mantis shrimp are nocturnal, which means they are more glass. Peacock
active at night. To facilitate their nighttime activity, this mantis shrimp can
invertebrate can see in infrared and ultraviolet light as well be found burrowing
into substrate and prefer to live in crevices of coral or
as move their two eyes independently of each other. Their
rock in the warm waters of the Indian and Pacific oceans.
sight, however, might be the mantis shrimp’s second most
impressive adaptation, following the club they use for Peacock mantis shrimp will continuously abandon
hunting and to defend themselves and their territory. This
FUN their burrows only to make new ones, leaving their
FACT
appendage acts as a spring-loaded gun, and can hit with old homes to shelter other species.

Hawksbill Sea Turtles

SIZE: DIET: PREDATORS:
4 ft (1.2 m) Sea sponges, Adults are preyed upon by sharks and crocodiles. Hatchlings are
sea jellies & preyed upon by a variety of fishes and seabirds. Eggs are eaten by
anemones beach crabs, raccoons, mongooses and a number of land mammals.

H awksbill sea turtles

are marine reptiles
that have a protective
turtles come ashore to lay eggs in nests in the sand between
summer and early fall, or during the tropical rainy season.
heart-shaped shell, or After laying her eggs and covering them with sand, the
carapace. The name female turtle returns to the sea. Like other species of sea
hawksbill comes from the unique hawk-like beak, which turtle, the incubation temperature of the eggs determines
the turtle uses to probe crevices in coral reefs for their whether the hatchling turtles are male or female. Hawksbill
favorite food—sponges. Hawksbill sea turtles are found in sea turtles are listed as critically endangered, meaning their
warm seas throughout the tropics where they reside in reef, population is declining and in need of conservation efforts.
hard-bottom and seagrass habitats. Female hawksbill sea

FUN Hawksbill sea turtles eat sponges with glass-like skeletons

FACT and toxins that would be highly poisonous to other animals.

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Resources
Books: Smithsonian Ocean Portal:
Franklin, C. (2008) Ocean Life (World of Wonder). Children’s Press, CT. http://ocean.si.edu
• Sharks: http://ocean.si.edu/sharks
Nelson, R. L. (1997) Our Ocean Home. Cooper Square Publishing, LLC. • Ocean Trash: http://ocean.si.edu/ocean-news/ocean-trash-plaguing-our-sea
Osborne, M. P. (2015) Sharks and Other Predators. Random House •H ave your Fish and Eat it Too: http://ocean.si.edu/ocean-news/having-your-
Books for Young Readers. fish-and-eating-them-too
Pfeffer, W. (2003) Dolphin talk : whistles, clicks, and clapping jaws. HarperTrophy. “Delphinidae,” Animal Diversity Web:
http://animaldiversity.org/accounts/Delphinidae/
Rhodes, M. J. (2006). Partners in the Sea. Children’s Press, CT.
“New Dolphin Species Discovered in Big City Harbor.” National Geographic News:
Simon, S. (2011) Dolphins. HarperCollins. http://news.nationalgeographic.com/news/2011/09/110916-new-dolphin-species-
Stahl, D. (2009) Dolphins. The Child’s World, Inc. australia-science-plos-melbourne/

Stewart, M. (2008) Extreme Coral Reef! HarperCollins. Park, K. J., Sohn, H., An, Y. R., Moon, D. Y., Choi, S. G. and An, D. H. (2013), An
unusual case of care-giving behavior in wild long-beaked common dolphins
Woodward, J. (2012) Look Closer Ocean. DK Children. (Delphinus capensis) in the East Sea. Mar Mam Sci, 29: E508–E514. doi:10.1111/
Aquarium of the Pacific: mms.12012
http://www.aquariumofpacific.org Ocean Dead Zones:
Census of Marine Life: https://www.scientificamerican.com/article/ocean-dead-zones/
http://www.coml.org http://oceanservice.noaa.gov/facts/deadzone.html
Conserve Turtles: WWF Humpback Whale Species Profile:
http://conserveturtles.org/information-about-sea-turtles-hawksbill-sea-turtle/ http://wwf.panda.org/about_our_earth/species/profiles/mammals/whales_
Cornell Lab of Ornithology: dolphins/humpback_whale/
http://www.allaboutbirds.org Coral Bleaching:
IUCN Red List: https://vimeo.com/7444395
http://www.iucnredlist.org http://news.nationalgeographic.com/2016/08/coral-bleaching-video-algae-
Marine Bio: warming-oceans-environment-science/
http://marinebio.org/oceans/dolphins/ https://www.youtube.com/embed/_ZfGIKiSwwQ (HHMI video)
Monterey Bay Aquarium: http://www.bbc.com/news/world-australia-38127320
http://www.montereybayaquarium.org
Ocean Acidification:
National Aquarium: https://www.pbslearningmedia.org/resource/nvls-sci-acidification/what-is-ocean-
https://aqua.org/explore/animals/mantis-shrimp acidification/#.WVK7phMrJbU
National Network for Ocean and Climate Change https://oceantoday.noaa.gov/oceanasalab_oceanacid/
Interpretation with support from Frameworks Institute:
http://frameworksinstitute.org

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Lesson

Dolphins, Sharks
GRADES: 3-6

SUBJECT: Science

and Whales
BACKGROUND INFORMATION:
Pages 7-10

STUDENTS WILL BE ABLE TO…

• Compare and contrast the
adaptations of bottlenose
dolphins, humpback whales
and grey reef sharks.
Adaptations and Relationships (Grades 3–6)
• Use the CER (claim, evidence,
reasoning) framework to create a Warm Up
scientific argument answering the
driving question for this lesson.
A sk how many students have created a family tree. Why are so many people interested
in family trees and websites that connect people with information on their ancestors?
(e.g., to find relatives, to understand their family history, to discover where their ancestors
VOCABULARY:
adaptation, cladogram, originated, etc.). Scientists are interested in family trees of a different kind. Explain that
organism, species in this lesson students will get to see how scientists figure out the relationships among a
range of species.
WHAT YOU’LL NEED:
• Activity Sheet 1: Cladogram STEP 1: Distribute Activity Sheet 1: This cladogram uses a branching diagram
• Activity Sheet 2: Matrix for Cladogram. Explain to students the to show the relationship between several
Dolphins, Sharks and Whales illustration is called a cladogram. dolphins. Note that the fewer branches
• Activity Sheet 3: Memory Game, This cladogram shows several species there are between two species, the closer
cards cut out and laminated of dolphin, including the bottlenose those two species are related in that they
• Pencils dolphin, the featured species from share a common ancestor. For example,
• Dry erase pens Disneynature DOLPHIN REEF. the bottlenose dolphin in the cladogram
is more closely related to a Dall’s porpoise
First, ask each student to think about
than to an Amazon River dolphin. Point
what the picture is intended to show or
out that there are fewer branches between
demonstrate. Second, ask students to
bottlenose dolphin and Dall’s porpoise
turn to a peer to discuss their thoughts.
(one branch) than between the bottlenose
Third, invite a few pairs to share their
dolphin and the Amazon River dolphin
ideas with the whole class. Explain that
(three branches).
biologists use a cladogram to show the
relationship between different species. Note to the teacher: The branches
represent relationships, they do not “cause”
relationships. In interpreting the cladogram,
it is acceptable to say that the cladogram
shows the bottlenose dolphin is more
Bottlenose dolphin Delphinidae
closely related to a narwhal than to an
Amazon river dolphin. It is not, however,
Short-finned pilot whale
accurate to say that this is because they
are separated by fewer branches.
Dall’s porpoise Phocoenidae
STEP 2: Ask students to think like a biologist
Narwhal Monodontidae
by considering how they construct a
cladogram. How do they figure out how
Amazon River dolphin Iniidae
closely related two species are? How did
they determine if the bottlenose dolphin is
La Plata dolphin Pontoporiidae more closely related to Dall’s porpoise than
the Amazon River dolphin? Explain that the
Yangtze River dolphin Lipotidae
more closely related two species are, the

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Lesson

Dolphins, Sharks and Whales

more adaptations they have in common. Some adaptations
are easily visible (e.g. all dolphins have flippers). Some
adaptations can only be seen by looking inside the animal’s
body (e.g. X-rays or MRIs). Ask students for some examples of
adaptations that scientists might use to determine how closely
related organisms are. Write these on the board for use later.
Some of the most important adaptations include how an
animal breathes, how it gives birth, how it regulates body
framework to write and construct a scientific argument
temperature (warm blooded vs. cold blooded) and how its
and provide evidence that supports their answers about
nervous system developed (does it have a brain; does it have
which of the two marine animals are more closely related
a spinal cord).
to the bottlenose dolphin. The CER framework involves
STEP 3: Even though Disneynature DOLPHIN REEF focuses three steps that require students to a) make a Claim,
mostly on bottlenose dolphins, the film also includes other or an answer to a question; b) provide Evidence that
marine species, such as humpback whales and grey reef supports the Claim; and c) give their Reasoning for how
sharks, that also share similarities based on adaptations. the Evidence supports their Claim. Students can either
Distribute Activity Sheet 2: Matrix for Dolphins, Sharks and create their arguments individually or in groups of 2-4.
Whales. Ask students to try and determine where on a
To simulate how scientists actually share results, hold a “poster
cladogram the three animals would fall. The driving question
session” and gallery walk. For the poster session, students
for this lesson is: Which species is more closely related to
should present their arguments on chart paper posted on the
bottlenose dolphins—humpback whales or grey reef sharks?
walls around the room. Students view the posters, consider
Ask students to use the pictures and their background the arguments and compare their own work with the work
knowledge to fill out as much of the matrix as they can. They of other students. To mirror how poster sessions are held
will place a “+” sign in the matrix when an adaptation aligns at scientific conferences, ask some of the students to stay
with a specific marine animal. If the adaptation does not align, at their posters to talk to other students about how they
students will put a “–” in the grid. If the adaptation aligns, ask constructed their arguments. Provide the opportunity for
them to provide an answer or brief example on a separate students to exchange roles. For example, the scientifically
page. For example, in the row for how the animal breaths, accurate claim is that humpback whales are more closely
dolphins use their lungs. A possible answer/student example related to bottlenose dolphins than grey reef sharks. The
might state, “Dolphins breathe using lungs and their blowhole. evidence supporting this claim should be the adaptations
Dolphins must frequently return to the surface of the water in that each species has in common. The reasoning is that
order to breathe.” They will also need to provide an example there are more adaptations in common between humpback
of lungs for humpback whales and gills for grey reef sharks. whales and bottlenose dolphins than adaptations in common
STEP 4: Students may not be able to fill out all of the matrix between grey reef sharks and bottlenose dolphins.
based solely on the pictures. Have students use books and Note: If students have not used the CER
the internet to fill out additional information. They should be framework before, use sentence starters to help
on the lookout for adaptations they can include that further them write and prepare their arguments.
help them clarify the similarities and differences among the
1. Claim: Bottlenose dolphins are more closely related to…
three animals. After concluding their research, ask students
to look across the matrix and identify which of the animals 2. Evidence: Bottlenose dolphins and humpback whales share
have the most adaptations in common (most + signs). the following adaptations….
(or)
STEP 5 (GRADE 3): Review the matrix together and discuss
Bottlenose dolphins and blacktip reef sharks
the differences and adaptations of each species.
share the following adaptations…
STEP 5 (GRADES 4-6): Students will use the
3. Reasoning: The evidence supports this claim because…
CER (claim, evidence, reasoning)
STEP 6: Provide students with laminated sets of memory game
cards cut from Activity Sheet 3: Memory Game. Students will
use the cards to play a memory game that helps them identify
and remember types of marine animal adaptations. They
will also be able to use the cards to figure out which marine
animals have the most adaptations in common.

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Dolphins, Sharks and Whales

Wrap Up (Grade 3)
PLAY THE GAME Reflect on the adaptations. Give students a dry erase pen
Peer pairs sit across from each other with the set of and ask them to write under the picture of the adaptation the
memory cards placed face down in a grid pattern species of the animal seen in Disneynature DOLPHIN REEF.
between them. Students alternate turning over two Remind students to pay extra attention to identifying dolphins,
cards at a time. When the word of the adaptation whales, and sharks that have those adaptations. Students
matches the picture of the adaptation, students take may sort the annotated cards into groups to determine which
the matched pairs. After all of the cards are matched, groups of animals have the most adaptations in common.
the student who has matched the most pairs wins. Discuss the different ways students sorted the cards.

Wrap Up (Grades 4-6)

Shark Ask students to think about why we want to know how closely
Tail organisms are related. Why do scientists want to know if a
humpback whale is more closely related to the bottlenose
dolphin than a grey reef shark? (e.g. it can help us aid in
conservation efforts for the reef; it can help care for animals in
the wild and in human care.)

RESOURCES
https://www.teachervision.com/group-work/cooperative-learning/48547.html
https://en.oxforddictionaries.com/definition/cladogram
McNeill, K. L. & Krajcik, J. (2012). Supporting grade 5-8 students in
constructing explanations in science: The claim, evidence and reasoning
framework for talk and writing. New York, NY: Pearson Allyn & Bacon.

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DOLPHINS, SHARKS AND WHALES

ACTIVITY SHEET 1
Cladogram

Bottlenose dolphin
Delphinidae

Short-finned pilot whale

Dall’s porpoise Phocoenidae

Narwhal Monodontidae

Iniidae
Amazon River dolphin

Pontoporiidae
La Plata dolphin

Yangtze River dolphin Lipotidae

cladogram
noun
A branching diagram showing the
cladistic relationship between a
number of species.

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DOLPHINS, SHARKS AND WHALES
ACTIVITY SHEET 2
Matrix for Dolphins, Sharks and Whales

Name Date

DIRECTIONS: Place a “+” sign in the Bottlenose Humpback Grey Reef

matrix when an adaptation aligns with Adaptations Dolphin Whale Shark
a marine animal. If the adaptation
does not align put a “–” in the grid. If Lungs
the adaptation aligns, provide a brief 1
example on a separate page. How it Breathes
Gills

2 Live Birth

How it Produces
Offspring Lays Eggs

Horizontal
3
Shape of Tail Fin
Vertical

Present
4
Blowhole
Bottlenose Dolphin Not Present

Swims
5
Movement
Walks

Present
6
Dorsal Fin
Not Present

Present
7
Rib Cage
Not Present
Humpback Whale
Bone
8
Skeleton
Cartilage

Lives in
9 Groups

Group Behavior
Solitary

10 Warm
Blooded
Body
Temperature Cold
Regulation Blooded
Grey Reef Shark

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DOLPHINS, SHARKS AND WHALES

ACTIVITY SHEET 3
Memory Game

Dolphin
Teeth Tail

Grey Reef Bottlenose

Shark Dolphin

Whale Humpback
Tail Whale

Blowhole A Pod

Shark
Fin
Tail

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Lesson

Dolphins
SUBJECT AREA:
Focus: Art & Science
Extension: ELA

as Predators
GRADES: 2-6

BACKGROUND INFORMATION:
Page 8

VOCABULARY:
animation, flip book, foraging,
predator, prey, opportunistic Foraging and Feeding (Grades 2–6)
STUDENTS WILL BE ABLE TO…
• Compare and contrast the foraging
and feeding behaviors and draw
Warm Up
three sketches of how the process
works from beginning to middle
and end.
A sk students to close their eyes and imagine they are dolphins. As a dolphin, their
behavior might be described as exuberant, playful and even social. It would not be
unusual for them to be seen jumping, floating or surfing the wake alongside the bow of a
• Create a flip book animation of a boat. If they were young dolphins, they would even play tag or wrestle with one another.
bottlenose dolphin’s foraging and When it comes to getting eight hours of sleep daily, they would not snuggle down and
feeding behaviors. close both eyes, but instead they would keep one eye open, allowing part of their brain to
always stay awake. And just like humans, they would certainly have cravings to grab a meal
WHAT YOU’LL NEED: or a snack, and the playful dolphin behaviors would then turn into those of a predator.
• Activity Sheets 1 a, b and
c: Bottlenose Dolphins Foraging Before viewing Disneynature DOLPHIN REEF, trailer or clips, ask students to
& Feeding Behaviors be on the lookout for the various ways bottlenose dolphins hunt for their food.
Remind them that these predators have developed specialized foraging strategies
• Sticky note pads
that most often involve several dolphins hunting in a group. After viewing the
• Drawing paper film/clips, discuss the different hunting strategies that students noticed. Also,
• Pencils mention the type of foods that dolphins eat. Explain that they are opportunistic
• Markers feeders, eating a variety of fish, squid and shrimp that are easily available.
• Colored pencils or crayons
• World map
Get Started
STEP 1: Before delving into foraging and STEP 2: Inform students that scientists
feeding behaviors, invite students to learn believe each dolphin foraging behavior
more about bottlenose dolphin anatomy by is based on the depth of the water and
drawing and completing a diagram. Have geographic location, and while some
students draw a diagram of a bottlenose tactics involve an individual dolphin, most
dolphin using the reference image on page 7 involve cooperating groups. Write the
from the teacher’s background information. following types of foraging and feeding
behaviors on the board: mud circle, driver
Blowhole
barrier, sponging, strand feeding, fish
Median Notch Dorsal Fin
Melon
whacking and kerplunking. Invite students
Rostrum to speculate on what each of the behaviors
mean. Arrange the class into three groups.
Ear
Distribute one of the three activity sheets—
Flukes Activity Sheet 1 a, b and c: Bottlenose
Flipper
Dolphins Foraging & Feeding Behaviors to
each group of students. Students within
Ask guiding questions such as: how
groups may work in peer pairs. Ask each
might this shape help a dolphin navigate
student to draw three sketches depicting
through the ocean waters? How would a
how one of the two processes works
dolphin keep up with a fast-moving ship,
from beginning to middle and end.
or catch elusive prey? Point out dolphins’
features, such as: rostrum, blowhole,
dorsal fin, ear, eye, flipper, flukes, median
notch, melon and toothed beak.

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Lesson

Dolphins as Predators — Foraging and Feeding

STEP 3: Lead a discussion about the different types of
foraging and feeding behaviors the students studied. Invite
Wrap Up
them to share their sketches of each of the behaviors. Discuss the complex behaviors of dolphins, who are predators
Discuss how the adapted behaviors relate to geographic that follow unique patterns of hunting as they forage and
location. For example, mud circles are made in shallow, feed. Address the role of cooperative hunting in being
muddy waters off the coasts of Florida, but dolphins effective hunters. Invite students to discuss the pros and
that live in deeper water do not use those behaviors. cons of each technique. Involve critical thinking questions,
for example, would mud circles that occur in shallow waters
STEP 4: Share with students that stop motion animation is be effective or even possible on a reef area in rock covered
a technique that tricks the viewer’s eye into seeing static waters? If time permits, help students go even deeper in
objects move. Moreover, when students try their hand understanding the life of dolphins. Share videos of dolphin
at creating stop motion animations, they have unique behavior and invite discussion about selected questions:
opportunities to analyze and gain insights into details of
dolphin behaviors. Invite students to create an animated flip How do dolphins sleep without drowning?
book that documents their favorite dolphin hunting tactic. http://www.smithsonianmag.com/videos/category/ask-
smithsonian/ask-smithsonian-how-do-dolphins-sleep-witho/
STEP 5: Divide the sticky note pads
into half (1/2 per student), and then How do dolphins sleep?
distribute them to the class. Tell https://www.youtube.com/watch?v=I7yy4H1wiGI
students they will practice 1. What are the different ways that dolphins sleep?
creating a simple animated
flip book using a single dot 2. H
 ow do dolphins sleep differently than
on about 20 sticky note pad fish, and why is it different?
pages. Explain that each page How do dolphins play?
acts as a still image frame, that https://www.youtube.com/watch?
when flipped gives the appearance v=bZGuMH0EMZg&index=6&list=PLQlnTldJs0ZRlSQaZ99_
of movement. To practice, students will draw a dot M8-YyQ_SHTL6I
at the far-left corner of the first page of the note
1. W
 hat are some of the ways that
pad. On the second page, students will draw
dolphins play with each other?
a dot but move it just a little further to
the right. This process continues on 2. W
 hat does a dolphin’s play activity tell us
each page of the pad until the dot is at about them as social creatures?
the far-right corner of the pad. Once
they have drawn the dot on each page
and moved it slightly from the left to
the right, tell them to flip the pages
and watch the dot appear to move.
STEP 6: Once the students are
comfortable with the process, have
them choose a feeding and foraging tactic
that they found interesting and animate the
feeding pattern in a flip book. Refer them to the
sketches they made on Activity Sheet 1a, b, or c:
Bottlenose Dolphins Foraging & Feeding Behaviors
where they visualized the beginning, middle, end
of a bottlenose dolphin’s foraging and feeding
behavior. Help students understand that they
will be drawing and keeping up with at least two
dolphin predators and one prey as they plan out the
animation. Students should color their animation.
STEP 7: Challenge students to share their animations in
small groups and try to identify the different named
behaviors: mud circle, driver barrier, sponging,
strand feeding, fish whacking and kerplunking.

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Lesson

Dolphins as Predators — Foraging and Feeding

Write a Dolphin DIY Next, ask students to brainstorm what young dolphins need
to learn in order to be effective predators. Students should
(Do It Yourself) Blog select one or two points to elaborate upon in a blog post.

Extension: ELA (Grades 2–6) STEP 3: Students should write two or three blog posts
about something they learned when trying specific hunting
Enrich students’ insights into the unique characteristics techniques. Share students’ blog posts on a class web page,
of animals from Disneynature DOLPHIN REEF with or collect them in a class book.
extension activities from different content areas.

STEP 1: Most people start writing a blog because they want

WEB RESOURCES
to express their thoughts and opinions about a subject that’s
important to them. Many times, bloggers have a desire to https://www.hakaimagazine.com/article-short/tricky-hunting-tactics-dolphins
help people who need advice. Some wish to simply have fun https://www.researchgate.net/publication/227520539_Where_to_
and be creative about sharing a hobby. The challenge for catch_a_fish_The_influence_of_foraging_tactics_on_the_ecology_of_
bottlenose_dolphins_Tursiops_truncatus_in_Florida_Bay_Florida
students in this activity is to assume the identity of a dolphin
who wants to share how they learned specific techniques http://www.kiawahisland.com/blog/view/the-strand-feeding-
practices-of-kiawahs-bottlenose-dolphins/
for foraging and feeding, perhaps through analysis and
observations of other dolphins, or even by trial and error. http://www.theatlantic.com/technology/archive/2014/04/these-
genius-dolphins-are-using-sea-sponges-as-tools/361168/
STEP 2: Share Student DIY Column Guidelines:
http://sero.nmfs.noaa.gov/protected_resources/
a) Background: Begin by sharing the story of how you bottlenose_dolphins/fact_sheet/index.html
became interested in a foraging and feeding strategy. http://www.bbc.com/news/science-environment-32043822
For example, did you have trouble catching food one https://www.reference.com/food/many-pounds-food-
day? Did you need a snack but couldn’t find one? Did you average-adult-eat-day-3f49d34cd3d872cd
want your friends to form a foraging and feeding club? BOOKS
b) Tone: Use a personal tone—as if you are Kay de Silva. Dolphins: Amazing Pictures & Fun Facts on Animals in Nature. Our
sharing your experiences (even if they are a bit Amazing World Series. Book 3. Amazon Digital Services LLC (2013) ISBN: 0987597027
humorous), secret advice and insights. Pamela S. Turner. The Dolphins of Shark Bay: Scientists in the Field. Books
for Younger Readers. 2013, Houghton Mifflin. ISBN: 978-0-547-71638-1
c) Language: Keep it simple and fun.
d) Purpose: Decide if you will entertain,
inform, educate or enable.

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DOLPHINS AS PREDATORS — FORAGING AND FEEDING

ACTIVITY SHEET 1a
Bottlenose Dolphins Foraging & Feeding Behaviors

Name Date

DIRECTIONS: Select one of the

foraging and feeding behaviors Beginning
below. Draw three sketches of how
the process works from beginning
to middle to end.

Mud Circle
Dolphins create a mud circle as a way
to capture fish. It is important to note
that these mud circles are unique to the
bottlenose dolphins off the coast of Florida.
These dolphins swim into shallow waters
and use their tails to tap the surface of the
silty mud, creating plumes of mud cloud
circles that disorient fish and act like a net.

or Middle
Driver Barrier
Dolphins use a driver barrier technique,
in which one dolphin herds or drives the
fish towards the other dolphins who line
up next to each other so their bodies act
as a barrier. The driver dolphin uses its tail
to smack the surface of the water loudly
while swimming around a group of fish
in tight circles, leading them towards the
other dolphins lying in wait. When the fish
jump out of the water to escape, the barrier
dolphins catch them in their mouths.

End

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DOLPHINS AS PREDATORS — FORAGING AND FEEDING

ACTIVITY SHEET 1b
Bottlenose Dolphins Foraging & Feeding Behaviors

Name Date

DIRECTIONS: Select one of the

foraging and feeding behaviors Beginning
below. Draw three sketches of how
the process works from beginning
to middle to end.

Sponging
Dolphins carry sea sponges in their
rostrums in order to protect their sensitive
snouts from sharp rocks, stingrays and
urchins while they search for prey.

or
Kerplunking
A dramatic fin-slapping method in which Middle
dolphins leap in and out of the water while
slapping the surface with their tail in order
to concentrate and disorient fish nearby.

End

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DOLPHINS AS PREDATORS — FORAGING AND FEEDING

ACTIVITY SHEET 1c
Bottlenose Dolphins Foraging & Feeding Behaviors

Name Date

DIRECTIONS: Select one of the

foraging and feeding behaviors Beginning
below. Draw three sketches of how
the process works from beginning
to middle to end.

Fish Whacking
A dolphin will hit a fish with its fluke to
stun it. The stunned fish is then tossed
into the air and splashes to the surface
of the water. The dolphin can then
leisurely capture and eat the fish.

or
Strand Feeding
This practice involves a group of Middle
dolphins herding a school of fish or
shrimp onto a sandbar or beach. The
dolphins will then leap onto the shore
in order to feed on their prey.

End

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Lesson

Coral Reefs
SUBJECT:
Focus: Social Studies
Extensions: Math & Art
GRADE:
Main Lesson: 2-4
Math Extension: 4-6 Maintaining Healthy Ocean Life (Grades 2–4)
Art Extension: 4-6
BACKGROUND INFORMATION:
Pages 10, 11 Warm Up
STUDENTS WILL BE ABLE TO…
• identify healthy, unhealthy and
A sk students if they would be surprised to learn that coral reefs are sometimes
called the “Rainforests of the Sea” and why. Inform the class that the
name comes from the diversity of plants and animals living in this ecosystem
transitional coral reefs through
photograph analysis. as well as the similarities of the symbiotic relationship between the “layers” of
the rainforest to the relationships of plant and animal life in coral reefs.
• locate coral reef areas on
a world map. Remind students that all creatures need certain elements to be healthy
• identify threats to coral reef health. and to thrive. Ask them to name the elements that species need
• analyze coral reef inhabitants to be healthy. Explain to students that, like people, coral reefs
via a simulation activity. also have certain needs in order to thrive. Have students
list what they believe need to be present for coral reefs
• create an artistic model of an
artificial coral reef reclamation. to be healthy. Discuss the needs of a coral reef to be a
healthy, active “community” of plant and animal life.
VOCABULARY:
Divide the class into four discussion groups.
algae, coral reef, Endangered Species
Act, symbiotic relationship, transitional Each group of students will focus on
one of the following assignments:
WHAT YOU’LL NEED:
a) discuss and list the conditions for a healthy human
• Activity Sheets:
1: World Map b) discuss and list the conditions for a healthy dolphin
2: Photo Analysis
c) discuss and list the conditions for a healthy rainforest
3: Coral Reef Photos for Analysis
4: Dried Beans Record Sheet d) discuss and list the conditions for healthy coral.
5: Master Record Sheet For Students may use library or computer resources to support
Classroom Simulation
their thinking and will share their findings after 10-15 minutes.
• Pencils
• Poster paper STEP 1: View the trailer for Disneynature which were identified as threatened in 2006.
• Markers DOLPHIN REEF at https://www.youtube. Coral reefs are threatened by both natural
com/watch?v=RHOMtdA7Q7U. Share with occurrences such as hurricanes, typhoons
Math Extension:
students how precious and rare coral reefs and disease, and human caused occurrences
• Bags of dried beans: white beans
(large and small), colored beans are, given that they cover less than 1% of such as pollution, overfishing and destructive
(large and small) the ocean floor but are home to 25% of fishing practices, coastal inhabitation,
all ocean species. Remind students that tourism and warming ocean temperatures.
• Masking tape to mark out squares
on the classroom floor although the dolphins seen in the trailer do Ask students what solutions they can think
not inhabit the coral reef, they may live near of to address these issues. What are ways in
• Two meter sticks
them, and the reefs are important to their which individuals can collectively contribute
Art Extension: survival. Some species of dolphin hunt for together to solve great challenges? Inform
• Six or more centimeter rulers food near coral reefs, and they can give birth students they will need to have a strong
(at least 30 cm in length) and raise their young near this important understanding of where coral reefs are
• Clay ecosystem. A healthy, balanced coral reef is located to be better informed on the species.
• Paper maché critical to the well-being of all ocean species.
STEP 3: Ask students to hypothesize what
• Glaze or paints STEP 2: Discuss the serious threats that parts of the world may have been locations
• Colored pencils coral reefs face as 20 new coral species for the filming of Disneynature DOLPHIN
• Modeling clay were added as threatened species to the REEF. Ask them to recall any clues
• Tools for manipulating clay-like Endangered Species Act in 2014, joining
materials (rollers, plastic forks, the Caribbean staghorn and elkhorn corals,
knives, spoons, texture tools, etc.)
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that may help them “locate” the geography of the film. and balance. Ask students to classify their photographs
View Google Earth-Oceans or sites such as http://wriorg. into these three categories (healthy, unhealthy and
s3.amazonaws.com/s3fs-public/Regions_web_high-res.jpg transitional) and write reasons for their classification. On
to locate places on earth where coral reefs are located. three large charts in the classroom have students place their
photographs into these categories. (Answers: Healthy—3,
STEP 4: Distribute Activity Sheet 1: World Map. Ask students
4 and 8; Unhealthy—1, 5 and 9: Transitional—2, 6 and 7)
to use one of the resources above to locate coral reefs around
the world. Give students a couple of minutes to locate the STEP 5: Distribute two colors of sticky notes—one
many places with coral reef presence. Invite students to color for reasons for classification and one color
make generalizations about the location of coral reefs (near for questions. Ask students to move from chart
coastlines, centered in the warmer parts on earth). Ask them to chart, to observe the photographs and to write
if their hypotheses about where coral reefs are located was reasons for classification and questions.
accurate. Seek questions from students and ask if there are
any coral reefs located near the United States. Help them Wrap Up
to think beyond the 48 contiguous states, to Hawaii, and to Once all students have classified the photos using their sticky
territories such as Puerto Rico, Guam and American Samoa. notes, note the vastly different types of coral, animal life
Next, students will use map pencils to highlight the location and other elements that are represented in each category.
of coral reefs on their world maps. Were there disputes among categories? Could a photograph
STEP 1: Explain that coral reefs are critical to ocean balance fit into more than one category? Have students talk about
and health. The coral reef may be understood as a community these disputes. Remind students that scientists use many
that works together for the benefit of all. Specifically, the sources in order to observe, make inferences or hypotheses,
coral reef structure provides food and shelter for about 25% form questions, draw conclusions and plan action.
of species that live in the sea. Corals produce nutrients which
serve as a major food source. Algae grows on the coral, and a
symbiotic relationship occurs, which helps the reef structure
provide the flow of nutrients and clean water. This cycle serves
Determining the Health
all ocean life, from the tiniest algae to the largest sharks, of a Coral Reef
dolphins and whales. Inhabitants of—and visitors to—a coral Extension: Mathematics (Grades 4–6)
reef may partake of shelter. Indeed, many animals rely upon
the warm waters surrounding coral reefs to reproduce and Enrich students’ insights into the unique characteristics
raise their young. Without this rich food source and protected of animals from Disneynature DOLPHIN REEF with
area, many fish would not survive. Other species could be extension activities from different content areas.
affected by unhealthy coral reefs, including dolphins.
STEP 2: Students will use their observation skills to examine
three types of coral reefs. Distribute Activity Sheet 2:
H ow do scientists determine the health of a coral reef?
Over the last three decades, outbreaks of coral bleaching
and disease have resulted in global reductions in coral
Photo Analysis to each group. Explain that a) first they will reef diversity and resilience. As such, assessments of coral
observe and write broad statements about the photographs, condition are a metric of coral health and have the potential
b) then they will examine sections of the photographs to identify possible causes of changes in the ecological region
to find more detail, c) next they will list what they see in at the lowest level of the ocean containing the coral reef,
groups of plant life, animal life and other, and d) finally, including the sediment surface and some sub-surface layers.
they will make inferences and develop questions.
Size-class distribution, or coral demographics, is important
STEP 3: Distribute Activity Sheet 3: Coral Reef Photos for because it can serve as a telling indicator of disturbance on
Analysis, which features photographs of healthy, unhealthy a reef. For example, a distribution in which an abundance
and transitional coral reefs to groups of students, making of corals occur within large size classes (>50 cm) suggests
sure that each group receives at least one photograph a region in which disturbance events have not interfered
from each category. Ask students to work together in with the growth of corals over long periods of time.
peer pairs to complete Activity Sheet 2. Once students Conversely, a distribution in which the majority of corals
have completed their analysis, discuss the findings, going occur within small size classes (<10 cm) suggests either
through each of the steps of the photograph analysis. a recent, severe disturbance or frequent recurrences
STEP 4: Explain to students that healthy can mean balanced of moderate disturbance, after which recruitment and
and thriving; unhealthy can mean sick, dying or dead; and growth have been relatively recent processes.
transitional can mean improving or declining in health

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Also, the condition of the coral (whether bleached or STEP 4: Distribute Activity Sheet 4: Dried Beans Record Sheet
colorful) indicates the health of the coral community. to each group of students. Explain to students that each group
will be given one of the 16 squares to analyze. The students
Scientists use a variety of methods for collecting data on
need to count the number of each type of bean in their
coral reefs. One of the methods used in conjunction with
square and record these counts on their record sheet. Note:
other methods is called a Permanent Photo Quadrat. Divers
Students will need to measure one of each type of bean using
mark off a 2-meter by 2-meter square area of the coral reef
the centimeter rulers to determine if it is “large” or “small”.
and divide this area into four one-meter squares. A special
camera takes close up photos of each of the four squares STEP 5: Bring the groups together and record the numbers
and these photos are then analyzed in the lab on land. Each from each group on Activity Sheet 5: Master Record Sheet.
photo is divided into 16 squares (4 by 4) and each of these Note this can be done in front of the whole class on a
smaller squares are analyzed in detail to determine sizes and white board or flip board. Have each member of the class
health of each coral species in that quadrat. The quadrat calculate the average number of each type of bean based
is then monitored every six months over several years to on the numbers from each group. For example, if there are
determine the changes in the health of the coral reef. 6 groups, then the average for each type of bean will be the
total sum for that bean from the six groups divided by 6.
Warm Up STEP 6: Have students estimate the total number of each

A sk students how scientists might determine the number,

size and condition of different corals in a coral reef.
Is it possible that scientists swim down to the reef and
type of bean in the large square by multiplying each of
the averages by 16 (the number of small squares that were
sampled). Write these numbers on the Master Record
count every single coral they can see? Ask them how Sheet. Remind students that the white beans represent
long they think that might take for one of the coral reefs bleached coral (unhealthy), the small colored beans
they have been studying? (Several years and the corals represent stunted coral growth (also unhealthy) and the
could be damaged or dead by the time they had counted large colored beans represent healthy coral. Have students
them all!) Explain that we can use a systematic sampling discuss what they can deduce about the health of the coral
technique to make an estimate of how many of each type reef represented by the beans scattered on the floor of their
of coral are present on the reef and the coral’s condition. classroom. What can they do to help protect the reefs?
STEP 1: Students will simulate the analysis of a coral count by
using dried beans to represent corals of different sizes and
different colors. The white beans will represent bleached coral. Rebuilding Coral Reefs with Art
STEP 2: Mark off a 2-meter x 2-meter square on your
classroom floor using masking tape. Have students mark
Extension: Art (Grades 2–3)
half-meter distances along each side of the square. (If Enrich students’ insights into the unique characteristics
your classroom is too small to use a 2-meter x 2-meter of animals from Disneynature DOLPHIN REEF with
square then use a 1-meter square and divide into 16 extension activities from different content areas.
squares of 25 cm on each edge.) Have students create
the 16 squares by using masking tape to join opposite Warm Up
marks across the opposite sides of the large square.
STEP 3: Scatter the bags of dried beans
over the whole big square, making
A sk students to think about places they have seen statues
on display (e.g., art gallery, city garden, museum, etc).
What are the types of statues they have seen or know about
sure there are mixtures of (e.g., historical figures, athletes, coaches,
beans in each of the children)? What type of materials are
16 small squares. statues made from (marble, plaster,

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ceramics, wood, bronze, etc.)? Invite a few students to assume Provide a few ideas of what they might create:
statue-like poses and ask the rest of the group to discuss
• create a smaller version of a coral reef
why someone might want to place the statues in the shallow,
tropical waters of the ocean. Remind students that coral • create your favorite sea creature from the film
reefs are threatened throughout the world and are need of • create an imaginary object or favorite real object
conservation action in order to reverse their decline. Many
scientists and organizations are working to create artificial • create a scene of your favorite activity
reefs in order to help restore ailing coral populations. Some STEP 5: Students will create their own underwater sculptures.
passionate individuals are getting creative with their efforts. Using a clay-like material (earthenware, claycrete paper maché
STEP 1: Explain to the class that much of the ocean floor mix, or plasticine) and the sketch of their idea, students
is too unstable to support a reef, so people like Jason create a maquette (a smaller version) of their underwater
deCaires Taylor have created artificial reefs—statues placed sculpture idea. Students can use any of the three hand
anywhere from four to nine meters underwater—to encourage building techniques. For example, students can use these
ecosystems to take hold and flourish. The statues are almost three techniques to build their own coral reef: pinch (to create
as diverse as the ecosystems they hope to foster. Some, like barnacles and coral polyp shapes; coil (to create Staghorn coral
The Silent Evolution or Vicissitudes, depict groups of people or Pillar coral); slab (to create Mushroom coral or Flat coral).
standing, some looking toward the sky, some gazing down Visit https://www.youtube.com/watch?v=DCElhELPqno for
at the ocean floor. Others, like Un-Still Life (off the coast of artistic slab, coil and pinch hand building techniques.
Grenada), show inanimate objects—a table, a pitcher, a few
stones—are waiting to be reclaimed by nature. Ask students
to think of the type of imagery they would create if creating WEB RESOURCES
an artificial reef to be placed underwater? Would there http://www.reef.org/programs/volunteersurvey
be a message they were trying to convey? If so, what? You Tube — Exploring the Coral Reef: Learn about Oceans for Kids, FreeSchool. 9:21
https://www.youtube.com/watch?v=J2BKd5e15Jc
STEP 2: After watching Disneynature DOLPHIN REEF or clips,
ask students what they noticed about the coral shown in the Smithsonian Ocean Portal: Find Your Blue — Corals and Coral Reefs
movie and discuss what makes for healthy coral. Discuss coral http://ocean.si.edu/corals-and-coral-reefs
bleaching and how artificial reef creation is used to restore Diversity of a Coral Reef
healthy corals http://biodiversitya-z.org/content/warm-water-coral-reef
Reclaiming Reefs
STEP 3: Look at the works of artist Jason deCaires Taylor http://www.reefresilience.org/coral-reefs/management-strategies/
http://www.underwatersculpture.com/sculptures/. He creates ecological-restoration/restoration-of-coral-reefs/
sculptures to help promote reef growth. Discuss and ask
Incredible underwater sculptures from around the world
questions about his artwork: http://www.ba-bamail.com/content.aspx?emailid=10669
•What are the first things you notice about the artwork? BOOKS

•What do you feel when you look at this artwork? Chin, Jason. Coral Reefs. (2011). New York City, NY: Flash Point, an
imprint of Roaring Brook Press. ISBN: 978-1596435636
•What is unique about his process for making artwork?
de La Bedoyere, Camilla. 100 Facts-Coral Reef. (2015). Essex,
•What do you think about placing artwork in the ocean? UK: Miles Kelly Publishers. ISBN: 978-1848102729

•What other artists can you think of that present their Holing, Dwight. The Secrets of Coral Reefs: Crowded Kingdom of the
Bizarre and the Beautiful (Jean-Michel Cousteau Presents), 2nd Edition.
artwork in nature? (Dale Chihuly, Andy Goldsworthy, (2005). Montrose, CA: London Town Press. ISBN: 978-0976613435
Maya Lin)
Sheppard, Anne. Coral Reefs: Secret Cities of the Sea. (2015).
•What do you think an artist needs to consider about the London: National History Museum. ISBN: 978-0565093563
environment when placing their artwork in nature? Simon, Seymour. Coral Reefs. (2013). New York City, NY: Harper, an
imprint of Harper Collins Publishers. ISBN: 978-0061914966
STEP 4: Students will plan their own underwater sculptures
inspired by the artwork of Jason deCaires Taylor. Distribute
paper and pencils and have students sketch their own ideas
for creating some type of underwater installation. Express the
critical consideration of using materials that are safe for the
environment.

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CORAL REEFS — MAINTAINING HEALTHY OCEAN LIFE

ACTIVITY SHEET 1
World Map

DIRECTIONS: Mark the locations of coral reefs.

E
N

S
W

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CORAL REEFS — MAINTAINING HEALTHY OCEAN LIFE

ACTIVITY SHEET 2
Photo Analysis

Photo # Name Date

Step 1: General Observation

Observe the photograph for 2 minutes. What is your overall impression of the photograph?

Step 2: Closer Examination

Next, divide the photo into quadrants and study each section to see what new details become visible. Use the chart
below to list plant life, animal life and other miscellaneous features in the photograph.
Quadrant 1 Quadrant 2

Plant Life: Plant Life:

Animal Life: Animal Life:

Other: Other:

Quadrant 3 Quadrant 4

Plant Life: Plant Life:

Animal Life: Animal Life:

Other: Other:

Step 3: Inference Step 4: Questions

Based on what you have observed above, list 3 A. What questions does this photograph raise in your mind?
things you might infer from this photograph:

B. Where could you find answers to these questions raised?

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ACTIVITY SHEET 3a
Coral Reef Photos For Analysis

Photo

#1

Photo

#2

Photo

#3

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CORAL REEFS — MAINTAINING HEALTHY OCEAN LIFE

ACTIVITY SHEET 3b
Coral Reef Photos For Analysis

Photo

#4

Photo

#5

Photo

#6

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CORAL REEFS — MAINTAINING HEALTHY OCEAN LIFE

ACTIVITY SHEET 3c
Coral Reef Photos For Analysis

Photo

#7

Photo

#8

Photo

#9

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CORAL REEFS — MAINTAINING HEALTHY OCEAN LIFE

ACTIVITY SHEET 4
Dried Beans Record Sheet

Group Date

Large Small
White Beans Colored Beans Colored Beans
(length is greater than (length is less
or equal to 1.5 cm) than 1.5 cm)

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CORAL REEFS — MAINTAINING HEALTHY OCEAN LIFE

ACTIVITY SHEET 5
Master Record Sheet for Classroom Simulation

Large Small
White Beans Colored Beans Colored Beans
(length is greater than (length is less
or equal to 1.5 cm) than 1.5 cm)

Group A

Group B

Group C

Group D

Group E

Group F

TOTALS

Number of groups Average for all groups

Number of squares in Estimated totals for

the whole grid (16) the whole grid

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Lesson

Biomimicry
SUBJECT:
Focus: Language Arts, Science
& Social Studies
Extension: Social Studies

GRADE: 4-6
Innovation Inspired By Nature (Grades 4–6)
BACKGROUND INFORMATION:
Animal Glossary, pages 15-19
Warm Up
VOCABULARY:
adaptation, analogy, biomimicry,
bioengineering, designer, engineer,
E xplain to students that whether they are taking a walk in a forest, swimming in the
ocean or simply looking out a window, there are always opportunities for them to
notice something in nature that might inspire an idea for innovation. Share with students
emulate, prototype
that the term biomimicry means the imitation of natural biological designs or processes
STUDENTS WILL BE ABLE TO… used in engineering or inventions. Show a clip of a shark swimming through the water.
• Identify fields that benefit from Provide students with a closer look by showing them a microscopic view of a shark’s
biomimicry inventions. scales by visiting http://ocean.si.edu/ocean-photos/biomimicry-shark-denticles. Students
• Match stages of the biomimicry might make note of the unique shapes of the scales which resemble the shape of teeth.
process with representative Inform students this unique shape decreases drag and turbulence so the shark can
photographs. swim faster. Invite students to brainstorm how this discovery might provide benefits to
• Analyze a biomimicry mind map innovation. For example, Olympic swimsuits can be created with similar micro-fabrics in
example that traces the “Need to the shape of a shark’s scales to improve swim speeds. This practice of observing nature
Nature” process. and finding opportunities for improvement is called the “nature to need” process.
• Create a biomimicry “Nature to
Ask students what type of questions they might want to explore to kick off this type
Need” mind map for an ocean
organism. of “nature to need” process for a shark. Discuss and then add to their responses: How
might a foldable sail be attached to a person? What is the most effective mechanism
• Follow biomimicry process to
that could shift the sail shape of a kite into that of a parachute? What type of material
design and build a model of an
ocean-inspired invention. would be flexible and yet sturdy? What are flying squirrels’ soaring techniques
that allow them to adjust the speed and direction of their trajectory and landing?
WHAT YOU’LL NEED: Remind students that if they were engineers, using a biomimicry design process, they
• Activity Sheet 1: Biomimicry Ocean would also be thinking about what specific need a new invention might meet.
Life Chain of Connections
• Activity Sheet 2a: Biomimicry STEP 1: Explain to students that a growing that humans face. Go over each of the
— Sort and Fill-In Images number of engineers, scientists and connection chains on Activity Sheet 1:
• Activity Sheet 2b: Biomimicry designers use a biomimicry process to draw
— Sort and Fill-In Board 1. Organism: identify the life form;
inspiration from nature to find innovative
• Activity Sheet 2c: Biomimicry ways to address needs. Distribute Activity 2. Adaptation/Analysis: how
— Sort and Fill-In Answer Key Sheet 1: Biomimicry Ocean Life Chain of does the adaptation function
• Activity Sheet 3: Mind Map of “Need Connections to each student. Remind within the environment;
to Nature” Biomimicry Process the class that in Disneynature DOLPHIN 3. Need/Invention: application function
• Crayons REEF, dozens of species are featured to the design of the invention;
• Glue that may have the potential to inspire
bioengineered solutions to problems 4. Fields: which fields of study may
• Markers benefit from the invention?
• Pencils
Complete the first row together as a class.
• Recycled materials Remind students that they may use fields
from the word bank more than once if
needed. Once complete, students should
be prepared to discuss their decisions.

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Biomimicry — Innovation Inspired By Nature

STEP 2: Ask students to read each “Nature to Need” shark, orca, humpback whale, bottlenose dolphin, grey reef
Chain of Connections and label the field(s) that have shark, hawksbill sea turtle. Distribute markers, crayons and
benefited from the inventions. Guide a large group drawing paper to the class. Ask students to select one of the
discussion allowing students to compare their answers. species featured on the board. After students have made a
Discuss why there might be differences of opinion. selection, inform the class they will be using the same mind
map process to illustrate how they would connect a chain
STEP 3: Arrange the class into pairs. Distribute Activity
of thinking on a mind map from a) “Nature to Need” or b)
Sheet 2a: Biomimicry — Sort and Fill-in Images and Activity
a “Need to Nature” idea. Students may work individually
Sheet 2b: Biomimicry — Sort and Fill-in Board. Students
or in peer pairs. Tell students that either process allows
cut out the pictures on Activity Sheet 2a. Next, students
them to dig deeper into the design of an adaptation of
glue each picture under the correct part of the biomimicry
the ocean animal they selected, and also to imagine how
process on Activity Sheet 2b. Students should fill in a one-
they might use the design to emulate nature’s solution to
line description for each part of the process 1) Name; 2)
meet a need. Provide students with extra time to research
Adaptation; 3) Adaptation Analysis; 4) Buildable Design;
design solutions on the Internet, at home or in class.
5) Invention/Application. If needed, provide students with
time to conduct research to help describe each part of the STEP 6: After completing the chain of thinking for their
process. Finally, ask students in each small group to share mind map, invite students to make prototypes or models of
their activity sheets and explain what they have discovered their inventions using recycled materials. Ask students why
about the biomimicry process. What questions do they have? scientists, engineers or artists might make models/sculptures
of things. Ask them to take the perspective of an engineer who
STEP 4: Distribute Activity Sheet 3: Mind Map of “Need
might make a model to better understand how an adaptation
to Nature” Biomimicry Process. Examine the mind map
works because they want to use it to solve a human problem
while sharing an example of biomimicry. Describe the
(this connects to the lesson on the concept of biomimicry).
following steps of how an inventor designed a lamp
shade that allowed the user to change the intensity of the STEP 7: Have a “Makers” or “Inventors” fair to display and
shading level to suit different needs. Guide a discussion present the prototypes. Make sure that students’ explanations
to help students walk through the steps in the process. of their biomimicry journey include the processes they used
in creating their application from nature. Students may
1. T
 he inventor began by considering a small range of shade
also choose one need (such as eating or catching prey) to
analogies in nature.
highlight. Students should share the adaptation from each
2. Next, she focused on the notion of eyelids. Sketching animal that meets a specific need. For example, the mantis
differences in eyelid shape and function helped her decide shrimp has an adaptation of its powerful claw being able
which nature analogy to use. to punch or club and stun its prey, while the cone snail has
3. She studied the eyelids of frogs more closely and chose to harpoon-like teeth that it can shoot at prey to inject venom.
emulate the frog's three eyelids in the design of a lamp. In this way, students are able to compare and contrast each
animal and how different adaptations meet similar needs.
4. She determined what structure and materials might result
in an invention that allowed different intensities or levels of Wrap Up
shading.
Invite students to reflect on the benefits of biomimicry
5. She sketched a design for the next step—prototyping and the processes involved in bringing an idea from
and modeling the lamp. concept to invention. Which fields of study do students
STEP 5: After students have finished discussing the mind map, think produce the most bio-inspired inventions?
ask them what decisions still need to be made. What’s missing
from the mind map at this point? (e.g., possible dimensions;
measurement notations; optimal colors; suggesting style
of pre-made lamp bases that are most supportive of the
design; the mechanism for switching shades, etc.) Brainstorm
a list on the board of ocean animals that were featured in
Disneynature DOLPHIN REEF: coral, mantis shrimp, tiger

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Lesson

Biomimicry — Innovation Inspired By Nature

Futurecasting Wrap Up
Ask students to share their completed futurecasts and
Extension: Social Studies (Grades 4–6) lead a group discussion on what common themes arose in
Enrich students’ insights into the unique characteristics each prediction of nature-inspired biomimicry inventions.
of animals from Disneynature DOLPHIN REEF with
extension activities from different content areas. “GREEN” ENERGY SOLUTIONS EXAMPLE:

STEP 1: Invite students to “futurecast” or predict how their

own view of the world might be different as a result of
a nature-inspired invention. This futurecasting activity
is based on thinking ahead and anticipating a chain of
events within relevant cultural and social areas (sustainable
energy, economics, medicine, education, transportation,
communication, etc.) Students may select one of the
inventions listed on Activity Sheet 1: Biomimicry Ocean
Life Chain of Connections, or they may select a new
nature-inspired invention and conduct online research.
STEP 2: Students will write a three-paragraph essay and draw
an illustration of how an invention might affect their own
future life on earth and explain why. Papers should include:
1. The Invention: name and description of the invention;
2. Purpose: explanation of the need or intended purpose
of the invention;
3. Chain of Changes: list the changes that might result;
4. Prediction: how the predicted vision improves your life
and makes you feel. What is different in your own life
now? Why is it better?
Provide the example of “Green” Energy Solutions to
guide students’ thinking. Then invite them to briefly
discuss possible effects for one or two other inventions.
Consider these other Green Energy Solutions:
• filtering of water based on oysters and mussels filtration;
• ocean current electricity generator based on kelp beds;
• wind turbine blades inspired by bumps on the fins of whales.

RESOURCES
For teachers: For students:
Allen, Robert. Bulletproof Feathers: How Science Uses Nature’s Gates, Phil. Nature Got There First: Inventions Inspired by Nature.
Secrets to Design Cutting-Edge Technology. 2010. Chicago, IL: 2010. NY: Kingfishter. ISBN-13: 978-0753464106
University of Chicago Press. ISBN-13: 978-0226014708
Lee, Dora. Biomimicry: Inventions Inspired by Nature, 2011,
https://www.teachengineering.org/lessons/view/duk_surfacetensionunit_less4 Tonawanda, NY: Kids Can Press. ISBN 978-1-55453-467-8
http://teachers.egfi-k12.org/tag/biomimicry/ http://www.bloomberg.com/news/photo-essays/2015-02-23/14-
smart-inventions-inspired-by-nature-biomimicry
http://www.greeneducationfoundation.org/institute/lesson-
clearinghouse/457-Biomimicry-The-Genius-of-Nature.html
https://www.epo.org/learning-events/european-inventor/finalists/2018/dewar.html

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ACTIVITY SHEET 1
Biomimicry Ocean Life Chain of Connections

Name Date

DIRECTIONS: Read each “Nature to Need” Chain of Connections

and list the field(s) of study that benefits from the invention.

Organism Adaptation/Analysis Need/Invention Fields of Study

Grooved scales on skin cause

Shark water to flow more easily
Swimsuit fabric for faster racing Textiles, Sports

Mussel Sticks to slippery spaces underwater Underwater glue

Exhaust fans move air easier

Nautilus Spiraling geometric pattern on shell
through vents

Aerodynamic shape allows for fluid Car design for energy saving
Boxfish movement with less resistance movement

Produce energy from underwater

Anchored sea plant moves naturally
Kelp with currents or waves
windmills to harness energy of
water in motion

New ways to freeze tissue

Herring Tissue stays healthy in cold water
while keeping it healthy

Self-sharpening spines can cut Tools that don’t need

Sea urchin through stone to be sharpened

Acute hearing and sensing of sounds, Ultra-sensitive underwater

Orca as well as sonar microphone

Camouflaging flexible materials

Sensors on skin help to camouflage with photo sensors and temperature-
Octopus and mimic surroundings sensitive dye that changes colors or
patterns

Flipper shape results in powerful Super stealth and maneuverable

Sea lion and agile swimming submarines

Fields of Study
MEDICINE BOATING INDUSTRY
ENERGY SAVINGS SPORTS CONSTRUCTION
FURNITURE RESEARCH CLOTHING
TRANSPORTATION SUSTAINABLE SOLUTIONS TOYS
AIR CONDITIONING ARCHITECTURE ENTERTAINMENT
TEXTILES MILITARY DEFENSE EDUCATION
ENERGY PRODUCTION WILDLIFE PHOTOGRAPHY OTHER________________________
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BIOMIMICRY — INNOVATION INSPIRED BY NATURE

ACTIVITY SHEET 2a
Biomimicry — Sort and Fill in Images

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BIOMIMICRY — INNOVATION INSPIRED BY NATURE

ACTIVITY SHEET 2b
Biomimicry — Sort and Fill-In Board

Name

Date

1) Name:

2) Adaptation:

3) Adaptation Analysis:

4) Buildable Design:

5) Invention/Application:

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BIOMIMICRY — INNOVATION INSPIRED BY NATURE

ACTIVITY SHEET 2c
Biomimicry — Sort and Fill-In Answer Key

1) Name: Humpback Whale

2) Adaptation: Agility

3) Adaptation Analysis:
Tubercles (bumps) on the flippers channel water
flow and allow for more aerodynamic swimming

4) Buildable Design:
Water (or wind) is channeled between the bumps

5) Invention/Application:
Wind turbines made more efficient by adding a
bumpy outline

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BIOMIMICRY — INNOVATION INSPIRED BY NATURE

ACTIVITY SHEET 3
Mind Map of “Need to Nature” Biomimicry Process

ges/biomimicry
0007504831_Ima
llins.co.uk/page/978
Source: https://co

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Lesson

Small but
SUBJECT:
Focus: Art, Science, & ELA
Extension: Math

Mighty
GRADES:
Main Lesson: 2-6
Extension: 4-6
Zooming in
BACKGROUND INFORMATION:
Pages 11-12 on Marine Life (Grades 2–6)
STUDENTS WILL BE ABLE TO…
• Observe powerful animal
adaptations for four small ocean Warm Up (All grade levels) STEP 2: Share with students that scientists
organisms. put on SCUBA (Self-Contained Underwater
• Design a superhero that has two
or three Small but Mighty animal
A sk students to predict which marine
animal would win a fight if one was a
two-inch-long shrimp and the other a six-
Breathing Apparatus) gear and dive into
a small creature’s world, bringing with
adaptations. them underwater video cameras and
inch-long fish or crab. As students share magnifying lenses that allow them to
• Produce a superhero adventure
their predictions, keep a tally on the board. focus on the smallest of details. Some
that shows adaptations that saved
the day. Ask students to justify their prediction. scientists may use Remotely Operated
Why did they think a fish or crab would Vehicles (ROV), or carefully constructed
• Draw a zoom picture book of a
beat a shrimp or a shrimp would beat a underwater marine environments, to
Small but Mighty organism and
ecosystem. fish or a crab? observe creatures in their ecosystem.
Of the many intriguing ocean animals Others may capture a tiny specimen to
VOCABULARY: featured in Disneynature DOLPHIN REEF, temporarily place in a saltwater coral reef
elusive, function, organism, scale, some that may be overlooked are organisms aquarium in a laboratory for further study.
abstract, adaption that are small enough to fit in your hand (or Students will be able to get up close and
even smaller). These marine animals display personal with small but mighty marine
WHAT YOU’LL NEED
• Activity Sheet 1: Small but Mighty some fascinating adaptations that make animals by studying one of the animals.
Coral Reef Animals them mighty minions of the ocean. They STEP 3: Show and discuss with the
• Activity Sheet 2: Record Table also present unique challenges for marine class, pages of the wordless picture
scientists who wish to study them. Because book, Zoom by Istvan Banyai, or link to
• Colored pencils
many are very small, they are often elusive, a slide share of the pages: http://www.
• Zoom by Istvan Banyai (book secluding themselves within small niches
or link: http://www.slideshare. slideshare.net/zarthustra7/zoom-by-istvan-
within coral reefs. Finding and studying banyai-23329406. The series of illustrations
net/zarthustra7/zoom-by-istvan-
banyai-23329406 these small creatures requires scientist to form a visual puzzle that students are
employ innovative techniques for zooming likely to find intriguing. Point out how
• Magnifying glasses
in or getting up close and personal. the details within the focus of the images
• Paper (large enough to be folded
change as the perspective changes in ever
into a book and stapled down the Grades 4-6 enlarging pictures that tell the story.
middle)
STEP 1: Remind students that all animals
• Pencils STEP 4: Write a list of small but mighty
share basic needs such as: eating,
• Rulers ocean animals on the board:
breathing (or taking in oxygen), defense
• Calculator (or protection, or not getting eaten), • mantis shrimp
reproduction (raising young), shelter and • sea urchins
the need to interact with their environment. • pufferfish
Not all animals meet their needs in the • parrotfish
same way. For example, some animals • decorator crab
are herbivores (plant eaters) while other
Students will be illustrating a zoom book
animals are carnivores (meat eaters). The
about one of the small but mighty animals.
way an animal meets these needs is called
They may work individually or in peer pairs.
an adaptation. Smaller creatures of the
Explain that their zoom books will range in
coral reef have some mighty and powerful
adaptations that may protect them from
predators or equip them to hunt prey.

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focus, beginning with a magnifying glass or microscopic peer pairs of students. Students should use the cards to
view of an animal detail in the first picture and then learn about the organism’s unique adaptations, size and
zooming out across the next series of pictures to reveal the see an image of the organism. Invite them to learn more
animal’s identity, use of the adaptation and habitat. These about the animals online, paying close attention to images
wordless picture books will use visual details and cues to of habitat, predators, prey and close-ups of adaptations.
highlight small ocean creatures’ powerful adaptations.
STEP 6: As the word zoom suggests, each of the students’
STEP 5: Ask students to identify which animal they will pages will either zoom in or zoom out as they tell the story
illustrate in their zoom books. Cut out sets of Information of their small but mighty animal, similar to the way a camera
Cards from Activity Sheet 1: Small but Mighty Coral Reef zooms in on a subject and zooms out from a subject.
Animals, and distribute designated cards to individual or

1 For the first page of their zoom books, ask students to create a
close-up detail of the chosen animal. Zoom in very close so that 2 On the next page students zoom out to reveal more of the chosen
animal. Perhaps now the viewer can tell what kind of creature they
what is created almost becomes an abstract picture filled with just are creating.
color, shapes and lines.

3 Continue to zoom out on subsequent pages, revealing more and

more information about the animal, their adaptations and where 4 Students should create as many pages as they need (5 minimum if
continuing to the extension) to reveal the whole environment that
they live in the ocean. the animal lives in.

Shown in the example:

Blue-ringed octopuses have a biting beak with powerful and deadly
toxins. Their blue rings become iridescent when they are threatened.

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Grades 2-3 STEP 5: Provide nonfiction books or links to
informational web sites for additional inspiration.
STEP 1: Brainstorm with students about what makes a
superhero super? Which superheroes are their favorites? a) S
 tudents should include cartoon action words (e.g.,
Why? One thing superheroes have in common is that they bang, boom, arghh, pow, etc.) to enhance the story.
have some super ability or combination of abilities that allows
them to powerfully solve problems, vanquish enemies and Wrap Up
do good deeds. Sometimes inspiration for superhero abilities As a whole group, students can share their illustrations
can be found in the strangest places, including the small but with classmates, highlighting how the superhero
mighty creatures found in Disneynature DOLPHIN REEF. used animal adaptations to save the day. Discuss how
adaptations help small creatures live in powerful and
Arrange the class into small groups that will each design
mighty ways within the coral reef environment.
a superhero that uses two or three different Small but
Mighty animal adaptations. Brainstorm with students
adaptations that might be helpful to a superhero:
• Safety or protection (camouflage, armor, poison, etc.)
Representation of Scale
•E
 nhanced abilities for getting food Extension: Mathematics (Grades 4–6)
(speed, sight, hearing, strength) Enrich students’ insights into the unique characteristics
• Both (poison can stop a predator or be used by a predator) of animals from Disneynature DOLPHIN REEF with
extension activities from different content areas.
STEP 2: Write a list of small marine animals on the
board and invite students to recall which type of Math Note: This activity assumes that students have already
adaptations could become superhero attributes: been introduced to the idea of a ratio of two measures and
• mantis shrimp also how to calculate that ratio and represent it in simplest
• sea urchins form (usually as a unit fraction or unit proportion).
•
•
•
pufferfish
parrotfish
decorator crab
M athematically, the scale of the representation of an object
is the ratio of the dimensions of the representation to
the same dimensions of the real object. In this mathematical
STEP 3: Refer students to Activity Sheet 1: Small but extension, students are asked to calculate the scale of each
Mighty Coral Reef Animals so they can review specific representation of the object in their zoom
adaptations. If time permits, students may choose, book to the first, close-up drawing
research, and design a superhero for other sea animals in their book. Scale is usually
such as: a sea snake, stingray, lionfish, stinging coral, represented in the form of a
scorpion fish, sea anemone, anglerfish, pinecone fish. metric such as “1 centimeter
represents 1 meter” or
STEP 4: Students in small groups determine which 2-3 animal “Scale = 1:100” meaning
adaptations they would like their superhero to have and that each unit of length
complete the following objectives: in the “scale-drawing”
a) D
 raw sketches of a human superhero who has the selected represents 100 of those
animal abilities. same units for the real (or
represented) object. Knowing
b) S
 tudents agree on one of the sketches, add superhero the scale of a representation
colors, label parts of the suit or body and decide on a is very important as it allows the
superhero name. viewer or user of the scaled drawing
c) Students write two paragraphs: to make predictions about how the represented object
relates to other objects in the real (or represented) world.
1. Describe the superhero;
STEP 1: Ask students to think about how the actual size of each
2. W
 rite a scene about an adventure that shows how the
object on each page of their zoom book or on each page of
superhero saved the day. Some adventure missions
Zoom by Istvan Banyai changes. Draw attention to the first
and scenarios might include: an underwater rescue
nine pages that zoom out from the Rooster’s Coxcomb
mission; fighting off invasive species or predators; spying
on enemies of the reef; sending or taking messages
about threats to the reef to a wise whale, etc.

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Small but Mighty — Zooming in on Marine Life

to the boy in the deck chair. Each page shows a smaller
and smaller drawing of the same object. This perspective
Wrap Up
shows how the object appears from farther and farther Ask students to compare the scales they calculated for each
away. Each page is showing a scale drawing of the object page of their zoom book. What do they notice as they get
on the previous page. Students have probably encountered further along in their zoom book (The scale should get smaller
the notion of “scale” in playing with toys that are replicas of and smaller)?
real objects (e.g. toy cars or action figures or even dolls). What about the scale for each consecutive pair of pages (e.g. is
STEP 2: Distribute Activity Sheet 2: Record Table. Ask students the scale for page two relative to page one similar to the scale
to measure the height or width or some significant part for page three relative to page two?). Students can look at their
of their first drawing on page one of their zoom book and own table data and pay special attention to the scales recorded
record this measurement in the cell under page one. in the cells that progress diagonally down from the scale
under the page two column down to the last cell in the bottom
Students record the measures of the same part of the right-hand corner of their table. Are these scales close to each
same object in each of the next four pages (through page other or do they change quite a bit? How would these changes
five) of their zoom book in the second row of the table. relate to how far out you had zoomed your view-point?
STEP 3: In the third row of the table, students need to record the
ratio of the measure for each page compared to the measure
for page one. They may use a calculator to calculate this ratio. WEB RESOURCES
Measure for page xxx divided by measure for page one. http://www.azosensors.com/news.aspx?newsID=10925
STEP 4: In the fourth-row students should record each https://www.universityofcalifornia.edu/news/underwater-microscope-
ratio as a scale in the form 1: xxx. For instance, if the ratio provides-new-views-ocean-floor-sea-creatures-their-natural-setting
from page three to page one is 0.25 (as a decimal) then http://animals.nationalgeographic.com/animals/invertebrates/geographers-cone-snail/
this would be 25/100 as a fraction and 1:4 as a scale ratio.
http://www.uwphotographyguide.com/index.php?q=blue-ringed-octopus
Students may need help expressing a decimal in fraction form
and converting that fraction to a unit scale ratio. In some http://www.montereybayaquarium.org/animal-guide/invertebrates/decorator-crab
cases, the scale may not be expressed in whole numbers. http://a-z-animals.com/animals/puffer-fish/
For instance, if the ratio is 2/7, the scale would be 1:3.5. BOOKS
Banyai, I. (1995). Zoom. New York: Viking / Penguin. ISBN-10: 0140557741
STEP 5: Students can use the last three rows of the table to
record the scale of their drawing of the same object from one Banyai, I. (1998). Re-Zoom. New York: Viking / Penguin. ISBN-10: 014055694X
page to the subsequent pages in their book. For example, the
fifth row of the table would record the scale of the drawing on
pages three, four and five relative to the drawing on page two.

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SMALL BUT MIGHTY — ZOOMING IN ON MARINE LIFE
ACTIVITY SHEET 1
Small but Mighty Coral Reef Animals
(Cut out sets of cards to distribute to students or peer pairs)

Mantis Shrimp 2-14 in (5.0-35.5 cm)

ADAPTATION: FUNCTION OF HABITAT:
Sea Urchin 1.2-3.9 in (9.0-9.9 cm)
Clubbed claws ADAPTATION: Crevices of coral
Smashing or punching prey and rocks on the ADAPTATION: FUNCTION OF HABITAT:
(clams, crabs and snails) or ocean floor Spines ADAPTATION: Wedged in shallow
predator (eels, sharks) with Venomous spines water between
a strike at the speed of a .22 move in direction rocks with spines
caliber bullet (50 times faster of predators or prey facing outward
than the blink of an eye) (fish, brittle stars)

Parrotfish 12 in (30.4 cm)

Pufferfish 1 in (2.5 cm)
ADAPTATION: FUNCTION OF HABITAT:
Mucus covers body ADAPTATION: Coral reefs and
ADAPTATION: FUNCTION OF HABITAT: at night. Sharp Mucus hides smell seagrass beds of
Elastic stomach ADAPTATION: Slopes of tropical beak used to eat as protection from tropical oceans
expands to hold Scare predators coral reefs algae and rock predators; ground
huge amounts of up rock is excreted
water and air as sand.

Decorator Crab 2-5 in (5-8 cm)

ADAPTATION: FUNCTION OF HABITAT:
Velcro-like ADAPTATION: Live in
bristles on shell Organisms and material stick coral reefs
to shell so it can hide from worldwide
predators; if the organisms are
toxic they can hurt predators.

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SMALL BUT MIGHTY — ZOOMING IN ON MARINE LIFE
ACTIVITY SHEET 2
Record Sheet

Name Date

Title:

Page Page Page Page Page

1 2 3 4 5

Measure

Ratios

Scales

Scales

Scales

Scales

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Lesson

Sounds of
SUBJECT:
Focus: Science & Music
Extensions: Art & ELA

the Sea
GRADE:
Main lesson: 4-6
Extension: 2-6

BACKGROUND INFORMATION:
Sound Stations and
Pages 8-9 Echolocation (Grades 4–6)
STUDENTS WILL BE ABLE TO…
• explain basic principles of sound
production, transmission and
Warm Up SOUND STATION 1:
Sound is Vibration
reception.
• relate experiences with sound to W hales sing and dolphins whistle
and chatter. These water-dwelling
creatures use sound for many purposes,
WHAT YOU’LL NEED:
scientific and musical properties. •C
 ardboard shoe box or tissue box, with
including to communicate. Ask students a slot cut in the top of the box. Mark
• describe how dolphins and
toothed whales locate food. if they have heard sounds while they were the top of the box with a line every
underwater, perhaps at a swimming pool? inch to indicate spots for the pencils to
• describe emotional responses
Ask them to consider how hearing sounds be placed. Label the lines to indicate
to music.
underwater is different from sounds that starting points for the pencil locations,
travel through the air? Invite students to and number the other marks so students
VOCABULARY:
echo, echolocation, energy, listen to some of the sounds they would can record the location of the pencil.
frequency, loudness, pitch, tempo, hear marine animals make if they lived in
•R
 ubber band large enough to
vibration, waves the ocean. (Play 10-15 seconds of audio
wrap around the box tightly
segments from the following site: https://
WHAT YOU’LL NEED: enough to vibrate but not so tight
soundcloud.com/iwhales/pleione.
(Each Activity Sheet lists materials for as to break when plucked.
specific project) Explain that the Sound Station activities in
• Speakers to play audio from https:// •T
 wo pencils, longer than the box’s width.
this lesson will help students explore more
soundcloud.com/iwhales/gabriel about how sound is made, how it travels • Activity Sheet 1: Sound is Vibration
• Activity Sheet 1: Sound is Vibration and how whales and dolphins use echo
• Activity Sheet 2: Sound Waves Move sounds to communicate and find food. PREPARE THE STATION: Assemble the
sound box by wrapping the rubber
• Activity Sheet 3: Sound Moves
Through Different Materials Part 1: Sound Stations band lengthwise over the empty shoe
box so that it is over the slot cut in the
• Activity Sheet 4: Sounds Can Bounce box top. Place two pencils under the
Ideally, the activities can be arranged in
• Activity Sheet 5: Echolocation Game “stations” where small groups or pairs of rubber band. The pencils should be
students rotate through all the activities, placed on the marks that are furthest
completing the activity sheets. from each other on the top of the box.
Stations include:
• Sound Station 1: Sound is vibration
• Sound Station 2: Sound waves move
•S
 ound Station 3: Sound moves 1
2
through different materials 3
4
• Sound Station 4: Sounds can bounce. 5
6

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Lesson

Sounds of the Sea

Lead students to the following conclusions based •W
 hen sound waves meet an object in their path,
on their experiences with the Sound Stations: they bounce back (when the wave reached the
end of the Slinky, it reversed its direction).
• Sound is made when an object vibrates.
In Activity Sheet 1, you made the rubber band vibrate by
• The faster it vibrates, the higher the sound.
plucking it, and you heard a sound. The back and forth
•T
 he longer the band, the lower the sound; the vibrations in a band create waves in the air because
shorter the band, the higher the sound. they push the air just like the Slinky moved when it was
•T
 he harder the band is plucked, the louder the sound. pushed (see the diagram below). High frequency sounds
Plucking harder creates more energy in the vibration. like chirps and whistles tend to not travel far in water.
However, dolphins produce many different sounds, even
Discuss with students that the highness or lowness of a above the surface of the water. They can include sounds
sound is created by the speed of the vibration. Musicians when they jump, or breach, or even when they strike the
call the highness or lowness “pitch.” Scientists call the water surface with flippers and flukes and due to the longer
differences in highness or lowness “frequency” as a way to wavelength and greater energy, they can travel farther.
describe how fast or slow the object is vibrating. A bottlenose
dolphin creates its own frequency through vocalizations.
Although they do not have vocal cords, dolphins can
create vocalization by releasing air from the blowhole.

SOUND STATION 2:
Sound Waves Move
WHAT YOU’LL NEED:
• a Slinky SOUND STATION 3:
• masking tape Sound Moves Through
• yard stick Different Materials
•a
 smooth, flat surface at least 6 feet long (e.g., WHAT YOU’LL NEED:
a large table, a non-carpeted floor) • A sealed plastic bag, filled with water (make
sure the bag is securely sealed).
• Activity Sheet 2: Sound Waves Move
• A wooden block (4x4 inches, at least ½ inch thick).
PREPARE THE STATION: Place a Slinky, masking tape, and
• A plastic pen or a wooden pencil.
a yard stick on the designated smooth flat surface.
• Two coins or metal washers.
• Cellophane tape.
• Activity Sheet 3: Sound Moves Through Different Materials

PREPARE THE STATION: Fill a resealable plastic bag

with water and seal it tightly. Place the bag, wooden
block, plastic pen or wooden pencil, two coins/metal
washers, and cellophane tape at the station.

LEAD STUDENTS TO THE FOLLOWING CONCLUSIONS:

•S
 ound waves have different amounts of energy,
depending on how much energy was used
to start the sound wave (the “push”).
•S
 mall amounts of energy produce waves that don’t travel
very far. These kind of sound waves are soft sounds.
•L
 arger amounts of energy produce waves that can travel
longer distances. These kinds of waves are louder sounds.

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Sounds of the Sea

LEAD STUDENTS TO THE FOLLOWING CONCLUSIONS: echolocation as an adaptation. Bottlenose dolphins,
like the ones featured in Disneynature DOLPHIN REEF,
•S
 ound can travel through air and other
use echolocation to determine the size, shape, speed,
materials like water or wood.
distance and direction of objects in the water. This helps
• The materials make the waves sound different. them locate food or avoid predators when needed.
•M
 aterials that are solid like wood make the sounds
seem louder than the same sound in the air. Part 2: Echolocation
Materials that are solid, like wood, make the sounds seem STEP 1: Have students face the front
louder than the same sound in the air. In water, sound can of the room and close their eyes
travel at a speed of about 0.9mi/sec or 1.5km/sec. This is while you move around the
about 4.5 times faster than sound traveling through air. room, clapping your hands.
After each clap, ask the
students to point to
SOUND STATION 4: your location. How do
Sounds Can Bounce they know where you
are? Lead them to
WHAT YOU’LL NEED:
conclude that they can
• A hard plastic or metal tray, such as a
hear sound coming from
tray from a school cafeteria.
different directions because
•A
 piece of rubber and a piece of cloth (burlap or a the sound waves that enter their
blanket) cut to the size of the inside of the tray. ears are louder in one ear than the
• Activity Sheet 4: Sounds Can Bounce other because of the distance the
vibrations must travel to their ears.
PREPARE THE STATION: Find or cut a piece of cloth to STEP 2: Watch the trailer for Disneynature DOLPHIN REEF.
the size of the inside of a plastic or metal tray. Find or Help the students identify the different animals and objects
cut a piece of rubber to the size of a plastic or metal that are found in a coral reef. Which of these animals might
tray. Place the rubber, cloth, and tray at the station. be food for a dolphin? Ask them if they have ever heard any
of the animals make a sound. If so, can they imitate the sound
with their voice?
STEP 3: Dolphins eat mainly small fish and sometimes squid,
crabs, shrimp or other small marine animals. Dolphins and
toothed whales use something called echolocation to help
them hunt for food. They listen for echoes from the sea floor
in order to orient themselves and avoid swimming into large
objects. The echoes that bounce off objects tells them the size,
shape, speed, distance and direction of the object. The amount
of time it takes for the sound echo to come back to their ears
helps them to identify how far away things are. The longer
LEAD STUDENTS TO THE FOLLOWING CONCLUSIONS:
it takes for the sound waves to return, the more distance
•M
 aterials that are hard and smooth cause sound waves to between them and the object or prey. Explain to the class that
bounce off the object and continue in other directions. they will be playing a game to help them experience what it
is like for dolphins to find food in their ocean environment.
•M
 aterials that are soft or full of bumps and holes cause
sound waves to be decreased or stopped. The energy STEP 4: Divide the class into groups of 10 students. If
in the sound wave is soaked up, like when a wash cloth space is not available for all groups to play the game
wipes up spilled water—the water goes into the cloth. simultaneously, then groups may take turns playing.
This is best played outside or in a large room.
•S
 ound waves that bounce off objects can cause an echo
when the sound waves return to where they started. An SETTING UP THE GAME: Cut out the cards from Activity Sheet
echo sounds like a softer copy of the original sound when 5: Echolocation Game and place them in a container. There
it returns to your ears after bouncing off an object. should be one card for each player, and only one dolphin
Provide students with the definition of echolocation.
Discuss as a class what animal species can use

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Lesson

Sounds of the Sea

card. Each player draws a random card from the container to
determine their role in the game. Whale Songs — A Mindful Activity
Help the students practice the sounds needed to play the Extension: Art and ELA (Grades 2–6)
game. To locate food, the child with the dolphin card claps Enrich students’ insights into the unique characteristics
hands twice to represent the echolocation sound. To indicate of animals from Disneynature with extension
their location, students who have animal prey cards pat their activities from different content areas.
chests twice with their open hands. To indicate their location,
students who have object cards pat their thighs twice with Warm Up
W
their open hands. Make sure all players know how to produce
hen sounds are organized in some way, they become
and recognize each sound.
music. There are many ways to organize sounds,
The dolphin walks to the center of the coral reef space and is such as repeating patterns of pitches (melody), making
gently blindfolded without covering the ears. patterns of long and short sounds (rhythm), making a slow
or fast beat for the sounds to follow (tempo), or using
Once the dolphin is blindfolded, everyone else moves quietly
different instruments and voices to organize the sounds.
to stand somewhere within the space, but not too close to
each other. STEP 1: Explain to students that when whales are alone in the
ocean, sometimes they make sounds that seem like a song.
PLAY THE GAME:
Although scientists are not exactly sure why whales sing,
The game begins when the dolphin makes the echolocation
they think it might be related to mating rituals, since only
sound (two hand claps).
males sing. The sounds they make can range from very low
Everyone replies to the dolphin sound by making their location sounds that sound like moans, to very high sounds that are
sound at the same time. like whistles. The low sounds can travel very far in the ocean.
The dolphin may take three steps slowly toward the location Some have been heard more than 1,000 miles (1609 km) away.
where a prey animal may be standing. The dolphin repeats the STEP 2: Slowly read the following script to guide students
echolocation sound and the prey and obstacles repeat their in mindful listening. (Repeat breathing instructions
location sounds. or augment the script to last about 3 minutes):
When the dolphin believes a prey animal is close, they reach We are going to listen to a whale song in a special,
out a hand and try to touch the person that is making the prey quiet way. Sit in a comfortable position. When you
location sound. are comfortable, close your eyes softly. Begin to calm
The dolphin chooses another player to become the next yourself by just noticing your breathing. Let your
dolphin and trades roles with that person. Continue playing breathing relax you. Breathe in.... and out. In..... out.....
until everyone has had a chance to be the dolphin. Continue to breathe slowly and peacefully
VARIATION: as you relax your body.
Allow players who are prey animals to move one step after (Begin the audio playback from https://
each dolphin echolocation sound to try to escape from the soundcloud.com/iwhales/gabriel)
dolphin.
The sounds you are hearing are a whale song.
Wrap Up (pause)
After the students have had a chance to play the game, ask Let the sound come to you and fill your ears.
them to describe how it felt to be the dolphin searching for
(pause)
food. Was it easy? Why or why not? What
made finding the food easy or difficult? Just listen and breathe. Breathe in.... and out.
How did it feel to be the prey animal? (pause)
Notice if you make any judgments about the
sounds and let the judgments pass away.
(pause)

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Lesson

Sounds of the Sea

Notice if you are trying to put a name to the sounds. WEB RESOURCES
Instead, just focus on hearing the sounds by themselves. https://www.ted.com/talks/peter_tyack_the_intriguing_sound_of_marine_mammals
(pause) http://www.whalefacts.org/what-is-a-whale-song/

Continue to breathe in.... and out. https://moyerfoundation.org/resources/3-mindfulness-activities-for-kids/

http://annakaharris.com/mindfulness-for-children/
(pause)
http://www.mindfulschools.org/wp/wp-content/uploads/2015/06/starter-lesson.pdf
Listen as the sounds rise and fade away. Notice
Why Aren’t We Teaching You Mindfulness
if there are any spaces between the sounds.
https://www.youtube.com/watch?v=-yJPcdiLEkI
(pause) https://www.edutopia.org/blog/long-term-economic-benefits-
sel-damon-jones-mark-greenberg-max-crowley
When your mind wanders away, gently return
your attention to the flow of the whale Video: What is sound?
song as it is happening right now. https://www.youtube.com/watch?v=3-xKZKxXuu0
Video: Sound Waves
(pause) https://www.youtube.com/watch?v=riN__Tx5v_U&list=PLa
Just listen and breathe. t8Jejmdx1uMETVfQKUwaETkWjlL-JYZ&index=1
Video: High and low pitch - https://www.youtube.com/watch?v=yMLTF
(pause) _0PAQw&index=3&list=PLat8Jejmdx1uMETVfQKUwaETkWjlL-JYZ
When you are finished listening, bring your attention Loudness
back to your breathing, and slowly open your eyes. https://dosits.org/tutorials/science/tutorial-intensity/
Notice your surroundings as your body and mind return Underwater acoustics
to their usual level of alertness and wakefulness. https://acousticstoday.org/issues/2014AT/Spring2014/#?page=52

(Fade the volume of the song until there is silence) How sound differs in water
http://www.dosits.org/science/soundsinthesea/airwater/
(pause)
Wave behavior
Keep with you the feeling of calm as http://www.ducksters.com/science/physics/wave_behavior.php
you return to your normal day. Behavior of sound waves
http://science.howstuffworks.com/sound-info3.htm
Wrap Up
Ask the students what their experience was like.
Encourage them to stop and breathe and listen
to the world around them when they are facing a
difficult challenge or not having the best day.

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SOUNDS OF THE SEA

ACTIVITY SHEET 1
Sound is Vibration

Name Date

Explore Sound Vibrations:

1. Pluck the rubber band by using your finger to move the
rubber band sideways and then let it slip from your finger.

•L
 isten to the sound the band makes while watching the
movement of the band. What happens? Can you see the
band move? How long does it move? What happens to
the sound if you pluck harder or softer? 1
2
3
• Record your observations in the table below. 4
5

2. Next, move one of the pencils to a mark on the box that 6

is closer to the other pencil, and pluck again between the

two pencils. Now what happens? Is the sound different?
How? Record your observations in the table.

3. Continue to discover differences in the sound as the

pencil is moved to different locations under the band, and
as you pluck harder or softer on the band. Record your
observations in the table.

Pencil 1 Pencil 2 Pluck Sound range Vibration time

Location Location (hard, medium, soft) (high, medium, low) (short, medium, long)

1 6 medium

Discuss your findings at the table with others.

• Was the vibration time longer or shorter with hard plucks? Why?

• Was the sound range higher or lower with pencils closer together? Why?

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SOUNDS OF THE SEA

ACTIVITY SHEET 2
Sound Waves Move

Name Date

Explore Wave Movement

Sound waves are different than waves in water. You can see what sound waves look
like by using a Slinky.

1. Sit on a floor that is smooth (like wood or concrete, not carpeted) or sit across
from someone at a long table that is smooth.

2. Lay a Slinky on its side, and let a partner grab one end and stretch the Slinky
until it is almost completely stretched out (about 6 to 8 feet between you to
your partner). Put a piece of tape on the floor (or the table) where your end of
the Slinky begins, and another piece of tape on the floor at your partner’s end of
the Slinky.

3. Now quickly push your end of the Slinky a few inches toward
your partner, then quickly move your hand back to where it
started at the tape mark. Your partner should not move their
What's Happening?
end of the Slinky. Watch what happens. Does it look like part The energy of your push creates a
of the Slinky moved from you to your partner? wave that moves down the Slinky.
This is how sound waves would
look if we could see them.

Go Further!
1. Lay a yardstick beside your end of the Slinky
with one end of the stick lined up with the
tape on the floor and the other end of the stick
pointing toward your partner. You can now
measure how far you push the Slinky.

2. Push the Slinky using different lengths for your

push. What happens to the wave? Record
your observations in the table below.

Push Length Observations

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SOUNDS OF THE SEA

ACTIVITY SHEET 3
Sound Moves Through Different Materials

Name Date

Explore Waves in Different Materials

1. Tape a coin to your thumb and another coin to your pointer finger using a
small amount of tape. You should be able to hear a click sound when you
tap your thumb and pointer finger together quickly. Hold the fingers that
have coins taped to them about 4 inches from your ear. Make a clicking
sound with the coins. Try to remember the sound. How loud is it? How
high or low is it? Record your observations in the table.

2. Next, use your other hand to press the bag filled with water against your
ear while you click the coins next to the bag. Do you hear the clicking
sound? Is it different from the sound made without the bag covering your
ear? How? Record your observations in the table below.

3. Finally, hold the block of wood in front of you and tap it with a plastic
pen. Try to describe the sound and remember it. Now hold the wood
block against your ear and tap the outside of the block with the pen.
Do you still hear a sound? How is it different from the sound of the
block when it was not against your ear?

Sound Observations
Mark an “X” in the loudness column to indicate which of the two sounds is louder.

Write down a description of how the highness or lowness of the second sound compares to the first sound.
Also describe any other changes you notice in addition to loudness and highness/lowness.

Loudness Change in Sound

Coins in air

Coins through water

Wood in air

Wood directly on ear

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SOUNDS OF THE SEA

ACTIVITY SHEET 4
Sounds Can Bounce

Name Date

1. 
Close your eyes and listen carefully as you make a loud as you move the tray? Try it several times. Can you hear
differences? Record your observations of how the sound
“Shhhhhh” sound that continues for at least 5 seconds.
How would you describe the sound? Record your changes in the table below.
observations of what the sound is like in the table below. 3.  over the tray with rubber and repeat the sound and
C
2.  ow hold the tray at arm’s length away from your face.
N movement. What happens to the sound when compared
to the uncovered tray?
Close your eyes and make the “Shhhhhh” sound again.
Aim the sound at the middle of the tray. While the 4.  over the tray with cloth and repeat the sound and
C
sound continues, slowly move the tray closer to your movement. What happens to the sound when compared
face and then away again. How does the sound change to the uncovered tray or the rubber-covered tray?

Description Of Sound
(loudness, high or low, direction, etc.)

Without Tray Without tray

Far Away

Close
Uncovered Tray
Moving Closer

Moving Away

Far Away

Close
Tray With Rubber
Moving Closer

Moving Away

Far Away

Close
Tray With Cloth
Moving Closer

Moving Away

Sound bounces (reflects) off materials in different ways. We can hear differences in the sounds as they bounce. Which
material allowed the sound to reflect the most (had the biggest differences in sound as the tray moved)?

Circle your answer: Uncovered tray Tray with rubber Tray with cloth

Think about the differences between the uncovered tray, the tray with a rubber cover, and the tray with a cloth cover.
List reasons why you think sound reflects differently from these materials:

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SOUNDS OF THE SEA

ACTIVITY SHEET 5
Echolocation Game

WHAT AM I? WHAT AM I? WHAT AM I?

Dolphin Mackerel Shrimp

PREDATOR: PREY: PREY:
Clap hands twice Pat chest twice with open hands Pat chest twice with open hands

WHAT AM I? WHAT AM I? WHAT AM I?

Cuttlefish Octopus Coral

PREY: PREY: OBSTACLE:
Pat chest twice with open hands Pat chest twice with open hands Pat thighs twice with open hands

WHAT AM I? WHAT AM I?

Predator:
Clap your hands twice

Coral Crab Prey:

OBSTACLE: PREY: Pat your chest twice
Pat thighs twice with open hands Pat chest twice with open hands with open hands.

WHAT AM I? WHAT AM I? Obstacle:

Pat your thighs twice
with open hands.

Sea Turtle Rock

OBSTACLE: OBSTACLE:
Pat thighs twice with open hands Pat thighs twice with open hands

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 BACKGROUND INFORMATION

Term Glossary
Abstract: Expressing a quality or characteristic Foraging: To go in search for food.
apart from any specific object or instance.
Frequency: A way to describe how fast or
Adaptation: A trait that helps an animal or plant slow an object is vibrating.
survive in its environment.
Function: To work in a particular way.
Algae: A plant or plantlike organism, mainly aquatic,
that lacks true roots, stems and leaves. Loudness: A measure of volume.

Analogy: A comparison between two unlike things Opportunistic: Feeding on whatever food is available.
based on a similarity of a particular aspect.
Organism: An individual animal, plant or
Animation: The art and science of making pictures, single-celled life form.
or images, appear to move.
Pitch: The highness or lowness of a sound.
Biomimicry: The imitation of natural biological
Predator: An organism (usually an animal) that eats
designs or processes used in engineering or inventions.
other animals for food.
Bioengineering: The application of biological
techniques to create modified versions of organisms.
Prey: An animal that is food for another animal.

Cladogram: A branching diagram that explains to Prototype: An original model of an invention.

biologists the relationship between different species. Scale: The ratio of the dimensions of the representation
Designer: Someone that creates a new work of art. to the same dimensions of the real object.

Echolocation: The process by which animals, such as Species: A group of very similar organisms.
dolphins, locate objects by emitting sounds and hearing Symbiotic relationship: A relationship between
the echoes as the sound bounces back. two organisms that may or may not benefit one or both.
Elusive: Hard to comprehend or define. Tempo: Making a slow or fast beat for the sounds
Endangered Species Act: Legislation that provides to follow.
a program for the conservation of threatened and
Transitional: In the process of changing from one
endangered plants and animals and the habitats where
position or stage to another.
they can be found.
Vibration: The movement of sound going back
Energy: The power to make things move, make
and forth.
machines work, and make living things grow.
Waves: The pattern of disturbance caused by the
Engineer: A person trained and skilled in the design,
movement of energy traveling through a medium,
construction and use of engines or machines.
such as water.
Emulate: To try to equal.
Sources:
Flip book: A small book filled with a series of images www.merriam-webster.com
in different positions that create an animation when the www.britannica.com
pages are turned quickly. www.aee.org

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