Teacher’s Lesson Plan

Designed by: Rachel Lee
rachlee@wam.umd.edu
Introduction | Content Areas | NTEQ Model | Objectives | Computer Functions | Problem/Issue | Information Manipulation | Results | Using Computer | Prior to Computer | After Computer | Support Activities | Conclusion

Introduction

This lesson was developed as a project assignment for University of Maryland Education class (EDCI 385 – Computers for Teachers).  With growing interests on dolphins, I thought it was appropriate to learn about dolphins (physiology, reproduction, communication and human interaction).  Ultimately, to have the students be aware of the dangers that human inflicts on dolphins and how they can make a difference in keeping them free and alive.

Content Area and Grade Level

This lesson is geared toward 4th graders with emphasis on Life Science, Social Issues and Art.  This lesson can be extended to higher grades by discussing environmental issues, who comes into contact with dolphins and how they influence dolphins, and interacting with group of experts (marine biologist, oceanographer, trainers, fisherman, etc.) via the internet.

NTEQ Lesson Plan Criteria

Objectives

Students will be able to present to the class the possible causation behind a stranded dolphin on a beach.

Matching Objectives to Computer Functions

Students will go over the Dolphin Webquest and learn detail about dolphins.

The Problem or Issue

In each group (4 to 5), the students will have to help a stranded dolphin by figuring out what’s wrong with the dolphin.  The students will be given through the Webquest the general physical characteristics, reproduction, socialization and communication information.  After learning about dolphins, they will speculate the causation behind the stranded dolphin by browsing through selected resources provided. In addition, the class will be able to sponsor a dolphin so that the lesson doesn’t end by the end of the Webquest.

Resources:

http://www.neteng.bc.ca/~tursi/dolphins/hh_drift.htm
         Information on drift net and it’s affects on dolphins
http://www.naples.com/dolphin-safe-boating/
         Information on dolphins and safe boating
http://www.teleport.com/~rlawrenc/marine.html
         Marine conservation page with A LOT of links.
http://www.wdcs.org/wdcs/adoption/adofirst.htm
         Sponsoring a dolphin
http://cyberactive-1.com/sea-creations/dolphin.html
          Sponsoring a dolphin
http://www.deepseaworld.com/cool.htm
         Resources on ocean and related links.
http://www.seaworld.org/
         Various informations on dolphins can be found here.  Links to other sites.
http://www.neteng.bc.ca/~tursi/dolphins/index.htm
         Background information and links to resources on dolphins.
http://neptune.atlantis-intl.com/dolphins/links.html
         Whale and dolphin links.  Good place to start a search.
http://www.arrakis.com.au/ais_users/zan/dolphinlinks.html
         Another resource links for dolphins.
http://www.premier1.net:80/~iamdavid/children.html
         Dolphin related links on career information, organizations, newsletters and environment.
http://www.umassd.edu/public/people/kamaral/thesis/Sound/Mammalhits.html
         Dolphin acoustics

Information Manipulation

1) Integration strategies: each group of students will be given a Think Sheet to answer.
2) Organizational strategies: in each group, each member will take a section of dolphin information and list facts regarding his/her section.  Dolphin sections are body parts (for two students), echolocation, social interaction, and reproduction (all members).
3) Elaboration strategies: each group will present to the class, their version of why a dolphin was stranded on a beach.
 

Think Sheet:

In your group, list what you know about dolphins.
Why are you interested in dolphins? On the other hand, why are you not interested in dolphins?
Look at “Did you know…” web page and compare it with the list above.
What was one thing that was surprising about the list of facts on “Did you know…” web page?
 

Think Sheet 2:

Can dolphins be sunburned?
What are some possibilities of a beached dolphin?
Can it be related to the dolphin’s body?
Can it be related to the dolphin’s relationship with it’s pods?
Are there any other factors that might have influenced the dolphin to be stranded?

Results

The students will present to the class, their reasons behind the dolphin being stranded.

Activities while using the Computer

The activities on the computer are a group effort.  As a group, the students will go through the Dolphin Webquest and answer the Think Sheet.

Activities prior to using the Computer

The students need to know how to manipulate the ‘mouse’ and the ‘back’ button.  The teacher need to go through the resources that was listed above to have good background information on dolphin.  In addition, it will be beneficial to the teacher, if he/she went through the student Webquest lesson before the students.  This will be especially crucial for guiding the students through Think Sheet 2.

Activities after using the Computer

By putting together a report to present to the class, each group has a deeper understanding of dolphins.  Also, the students will understand the fragile balance between dolphins and human.

Support Activities

The students can role-play different professionals (marine biologist, fisherman, etc.) and their interaction with the dolphins.  In addition, they could make a clay model of various types of dolphin with description of the body parts.  This lesson could let the students be involved and join in on global conservation of dolphins by researching different conservation groups.  Most of all, it will be magnificent if the students can help save a dolphin that’s stranded by joining an expedition that saves stranded dolphins.

Conclusion

The lesson on dolphins can be general or in-depth depending on the grade level.  Moreover, this lesson connects the information on dolphins to the current social issues concerning dolphins.  Should dolphins be captured and trained or be free and wild?
 
 
 

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